Class Page
Ms Coonrod's Page
Dear SNACS families and students,
I am Ms. Coonrod and I am so excited to be teaching our third graders at SNACS this year! I have a Masters in Elementary Education and a Bachelor of Arts in Child Development. I have a 14-year old daughter who is in high school. In my spare time, I love to read, watch films, go birding, create art, listen to music and hike. And I love to learn! I am truly excited to be working with your child as they learn and grow while we get to know one another.
Zoom Link
Academics
Centered on Academics and Play
In our classroom, students will be learning through Reading Street and Pearson for ELA and Math. As they finish daily assignments, they will choose a center to quietly work on unless I am working with them in small groups. Students in third grade will receive an A, B, C, D, or F on their report card for reading/writing, math, social studies, science, PE, and school behavior. Some of these centers help student review concepts such as sounds and spelling, subtraction, multiplication, division and fractions through activities and games. Centers also include hands on choices like Legos and story cubes, as well as larger creative options like creating a book or starting a research project. Having center options allows students to focus on their interests and helps to guide in their own education.
Expectations
Expectations in Our Classroom
The four founding principles of all expected behavior in the classroom and at school are keep self to self, follow instructions, be safe, and show respect for others and their property. We have a class behavioral system using our color chart (Pink, Purple, Blue, Green, Yellow, Orange, Red) to help inform and guide students to make the best choices they can at school. Every student starts every day in green. If a student goes above and beyond expectations, they could move up to blue and purple, or even make it onto pink with their clip showing they are making terrific choices to help themselves and others in class be successful! If a student does not follow the classroom rules, they will move their name to yellow. If the behavior continues, they will move their name to orange and they lose the choice to choice activity to work on because the teacher will choose for them. If the behavior continues, they will move their name to Red, they may earn lunch detention or after school discussion with the teacher, and possibly a phone call home. Students ALWAYS have a chance to get back to green by showing remorse and by making an effort to fixing their behavior. This system is in place to show students in a concrete, visual manner what behavior was seen and it is a reminder to change that behavior choice so that the student can help themselves and others be successful and learn together. We also earn whole class points, table group points and Dojo points during the day for positive reinforcement.
Distance Learning
Thank you all for your patience and effort as our avenues of learning are shifting during this difficult time. Thank you to those of you who have picked up a paper packet of lessons at a school, or on a bus, and to those of you who have gone to the website to use the digital lessons and accepted your invitation to our new google classroom and Khan Academy online. You are amazing! Students are obviously working hard and trying to help out at home and you are doing a fantastic job! This next week, we will continue to use the districts lesson plans in Weeks 1-3 and we will continue to use or pick up the paper packets at a school (Monday at SNACS if you need it) or bus for this coming week of 04/06/2020. I have added links in our Google Classroom to our classroom Khan Academy, to Cosmic Yoga and to Go Noodle for you to use at any time. I will be adding assignments to Google Classroom. Remember, we will begin assignments on this site on 04/13/202.
Please try to send me a hello on Dojo or email each day for attendance if you can and accept your invitations to join our class on Google Classroom and Khan Academy. Contact me if you have any questions or concerns. I am here for you and your family. Take care and stay well.
Contact
If you ever have any questions, please do not hesitate to contact me scoonrod@snacs.org, or on dojo, or on google classroom. Please check our school website at snacs.org for updates and news about the school. You can also call the front desk at SNACS at 677-4500 if needed.
Sincerely,
Ms. C
Lesson Plan Weeks 1 & 2
WEEK ONE
| 3RD – 6th GRADES | DAY ONE | DAY TWO | DAY THREE |
| LITERACY | Read fiction and/or nonfiction books (picture books, chapter books, or a combination) independently for at least 30 minutes per day and complete the At Home Reading Log. Read-alouds can be found on www.storylineonline.net. Options for books – books you have around the house, Libby (online Washoe Co. library app), Benchmark materials that have been brought home, log in to Clever to read your Benchmark books online, newspapers, magazines.
At Home Reading Log: **Students will need to create an individual Reading Log based upon your specific criteria (each teacher) |
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| LITERACY | Students can read books at their independent and/or instructional reading level (using their most current SS STAR and ZPD/GE Score). They will need to know what their SS Score / ZPD is. | ||
| SCAFFOLDS/SUPPORTS AND ACCOMMODATIONS | Students can dictate to someone, label pictures, make a list, copy key details from the text, sequence of events, create story questions (like AR questions), and/or write complete sentences. | ||
| LITERACY | Narrative Writing: Write a personal letter, about one of the books you have been reading this week, to a friend or family member. Before you write your letter, tell someone what you would like to write about. After you have written your letter, read it to someone. Make sure to include details from the book. You can send this letter or keep it.
To write a strong personal letter, writers include the features of a personal letter —
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| MATH | Math Game of the Week:
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| SCIENCE AND SOCIAL STUDIES | Activity: “Design a Water Park”Draw a map of your dream water park. Label your map and then build a model of the water park with items from around your house. Who would go to this water park? Where would it be? Once you have made your model, show it to someone and explain to them how you made it. | ||
| SEL (Social and Emotional Learning) AND MUSIC | · Choose and engage in 1 of the SEL Lesson Plan each day.· This is a supplemental document
· Participate in the Music Listening Challenge. Miss Lily will be providing resources here. |
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WEEK TWO
| 3RD-5th GRADES | DAY FOUR | DAY FIVE | DAY SIX | DAY SEVEN | DAY EIGHT |
| LITERACY | Read fiction and/or nonfiction books (picture books, chapter books, or a combination) independently for at least 30 minutes per day and complete the At Home Reading Log. Read-alouds can be found on www.storylineonline.net. Options for books – books you have around the house, Libby (online Washoe Co. library app), Benchmark materials that have been brought home, log in to Clever to read your Benchmark books online, newspapers, magazines.
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| LITERACY | Students can read books at their independent and/or instructional reading level (using their most current SS STAR and ZPD/GE Score). They will need to know what their SS Score / ZPD is. | ||||
| SCAFFOLDS/SUPPORTS AND ACCOMMODATIONS | Students may record their answers on a device, dictate and have someone write their answers for them, and/or write in their native language. | ||||
| LITERACY | Narrative Writing: Choose one of the books or chapters you read this week and write a narrative that continues the story. You can choose what you would want the next chapter of the book to say, or write a different ending of a book you have finished.
Remember that a well written narrative — • has a clear purpose, or focus • is well organized and has a narrative point of view • gives details about time and place, events, and characters • uses clear language that suits your purpose • uses correct spelling, punctuation, and grammar |
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| SCAFFOLDS/SUPPORTS AND ACCOMMODATIONS | Students may record their letter on a device, dictate and have someone write their letter for them, and/or write in their native language.The next part of my story is ____________. This is important because ___________________. | ||||
| MATH | Games of the Week:
Four in a Row: https://www.washoeschools.net/cms/lib/NV01912265/Centricity/Domain/253/Math%20K-6/APTT%20Games/4th%20grade/4.G5FourRow.pdf Rolling for 500: https://www.washoeschools.net/cms/lib/NV01912265/Centricity/Domain/253/Math%20K-6/APTT%20Games/3rd%20grade/Rolling%20for%20500.pdf |
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| SCAFFOLDS/SUPPORTS AND ACCOMMODATIONS | If you do not have dice at home, you can cut out, fold, and tape or glue the diceThere are also several free dice apps available in the App Store.
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| SCIENCE AND SOCIAL STUDIES | Go outside and take pictures, make a video, or draw as many different things in nature as you can find. Classify your drawings or pictures into living and nonliving categories. Tell someone why the objects are living or nonliving.· What do you think would happen if one of the living things became extinct? Tell someone how you think this would affect the other living things you found.
· How do we use these living things or natural resources? · How might the living things you saw encourage people to want to settle in Nevada?
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| SCAFFOLDS/SUPPORTS AND ACCOMMODATIONS | Students can complete this in their native language.Writing can be dictated or written by the student. | ||||
| SEL (Social and Emotional Learning) AND MUSIC | · Choose and engage in 1 of the SEL Lesson Plan each day.· This is a supplemental document
· Participate in the Music Listening Challenge. Miss Lily will be providing resources here. |
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LESSON PLAN WEEK 4