Guest Reader

Mrs. Caswell!!!

Using our Rotary Dictionaries

Here are the students practicing using their new dictionaries by playing a dictionary dice game. 

Miami Field Trip

Our third graders had terrific field trip to Miami-Hamilton! We spent part of the day in the conservatory observing and communicating about plants from around the world. The other half of the field trip was spent dissecting a flower to learn more about flowers and seeds.

Decorating Writer's Notebooks

Third graders personalized and decorated their writers' notebooks today! 

Mystery Readers

This year, we've had several mystery readers visit our classroom. We gladly welcome various faculty and community members to come read a favorite story to our third graders. So far, Mrs. Wagonfield, Mr. Kernohan (our principal and vice principal), Ms. Brock (our school nurse), and Mrs. Callahan (our school Student & Family Support Specialist) have joined us. 

Candy Corn Compound Word Fun

We studied compound words this week and students worked together to form compound words by searching for their "candy corn partner."

Racing Puff Mobiles

Third graders designed, built and raced Puff mobiles this week. They had certain materials to use, but their design was all their own. Fun project for the end of the year!

Concrete Poetry in Nature

We've been exploring and learning about different types of poetry. One of the students' favorite types to write is concrete poetry (where the words of the poem create an outline/drawing of the topic). We walked the nature trail and spent time in the outdoor classroom observing and writing before students came inside and shared their poems.

Enjoying Good Stories

Third graders enjoying the stories that Mrs. Hurley reads. Such a wonderful Friday treat. 

Homophone Fun

Students worked in pairs to find homophone pairs while playing "Memory." They then recorded their answers and practiced using them in sentences to strengths their vocabulary skills.

Earth Week Fun!

Third graders explored the nature trail here at Ridgeway and were guided by Mrs. Schulte and Mr. Britton. They are in charge of Green Team and offer a wealth of information for students. During our hike, we learned about animal footprints and were encouraged to find and identify animal tracks. 

Rubrics for Biography Project

Biography Project: Song or Poem	3-Yes	2-Somewhat	1-No
Title: Title is written and uses capital letters
Format: Student has used a poem or song format: centered neatly on a page.
Length:* Poems should have at least 3 stanzas and songs should have at least 2 verses and a chorus.
Organization: The writing makes sense and is on topic.
Content: Poem/ Song contains details or events that show understanding about the person’s life.
Neatness: Poem/ song is written or typed NEATLY.
Effort: Activity shows effort and editing is evident. Student took their time on this activity.
COPS: Capital letters and ending punctuation are used correctly. Correct spelling is attempted.
Name: _______________  Total: ______

*If you’re doing an acrostic poem, you must use the person’s full first and last name with a sentence for each letter (not just 1 word).

Biography Project: Playlist	3-Yes	2-Somewhat	1-No
Title: Title of playlist/album is written and uses capital letters.
Format: Student lists each song title (of actual songs) followed by an explanation as to why the song was chosen.
Length: Playlist contains at least 5 song titles with explanations.
Organization: The song choices and explanations make sense and are on topic.
Content: Playlist contains explanations that contain details or events that show understanding about the person’s life.
Neatness: Playlist is written or typed NEATLY.
Effort: Activity shows effort and editing is evident. Student took their time on this activity.
COPS: Capital letters and ending punctuation are used correctly. Correct spelling is attempted.
Name: ______________  Total: ______

Biography Project: Visual Collage	3-Yes	2-Somewhat	1-No
Title: Title of collage project is prominent on the visual collage.
Format: Student uses a variety of colorful materials/mixed media to create a visual collage that is at least the size of an 8.5x11” sheet of paper.
Length/Extent: Collage needs to have very little to no white space.
Organization: Collage is visually appealing and care was taken in creating the project.
Content: Collage contains items that portray details or events that show understanding about the person’s life.
Neatness: Collage is crafted carefully and with thought.
Effort: Activity shows effort and editing is evident. Student took their time on this activity.
COPS: Capital letters and ending punctuation are used correctly. Correct spelling is attempted.
Name: _______________  Total: ______

Biography Project: Book Review	3-Yes	2-Somewhat	1-No
Title: Title of book is written and uses capital letters. Also, the author/illustrator names are listed.
Format: Writing contains a claim/opinion in opening paragraph, second paragraph of evidence/details/reasons, and a concluding paragraph.
Length:  At least 3 paragraphs are written explaining your argument/opinion.
Organization: Book review makes sense and is on topic.
Content: Book review contains an opinion that is supported with evidence/details from the book.
Neatness: Book review is written or typed NEATLY.
Effort: Activity shows effort and editing is evident. Student took their time on this activity.
COPS: Capital letters and ending punctuation are used correctly. Correct spelling is attempted.
Name: _______________  Total: ______

Biography Project: Diary/Journal Entry	3-Yes	2-Somewhat	1-No
Heading: Journal writing contains an entry date and a topic (written at the top of the page).
Format: Writing should look like a journal entry.
Length:  At least 1 page (no less than 8 sentences).
Organization: Journal entry makes sense and is on topic.
Content:  Writing consists of at least one life event told through the voice of the person.
Neatness: Journal entry is written or typed NEATLY.
Effort: Activity shows effort and editing is evident. Student took their time on this activity.
COPS: Capital letters and ending punctuation are used correctly. Correct spelling is attempted.
Name: _______________  Total: ______

Biography Project: Informational Poster	3-Yes	2-Somewhat	1-No
Title: Title of project is prominent on the informational poster.
Format: Student uses color, important facts, and a drawing of the person to create an informational poster that is at least the size of an 8.5x11” sheet of paper.
Length/Extent: Informational poster needs to have very little to no white space.
Organization: Poster is visually appealing and care was taken in creating the project.
Content: Poster contains items that portray details or events that show understanding about the person’s life.
Neatness: Poster is crafted carefully and with thought.
Effort: Activity shows effort and editing is evident. Student took their time on this activity.
COPS: Capital letters and ending punctuation are used correctly. Correct spelling is attempted.
Name: _______________  Total: ______

Biography Project: Compare & Contrast	3-Yes	2-Somewhat	1-No
Title: Title of project is capitalized (e.g. A Comparison of Mia and Benjamin Franklin).
Format: Student correctly writes 5 sentences in each part of the Venn Diagram.
Length/Extent: Venn Diagram must have a minimum of 5 sentences in each part of the Venn Diagram for a total of 15.
Organization: Venn Diagram is on-topic and makes sense.
Content: Venn Diagram contains information that portrays details or events that show understanding about the person’s life.
Neatness: Venn Diagram is written carefully and legibly.
Effort: Activity shows effort and editing is evident. Student took their time on this activity.
COPS: Capital letters and ending punctuation are used correctly. Correct spelling is attempted.
Name: _______________  Total: ______

Biography Project: Create an Award	3-Yes	2-Somewhat	1-No
Title: Title of award and person’s name is prominent on the project.
Format: Student uses a paper plate (or something similar in size) to create an award suitable for their person.  Award must include person’s name, title of award, and reason for the award.
Length/Extent: The reason for the award must be followed by 1 paragraph explaining why the person would deserve the award.
Organization: Award is visually appealing and care was taken in creating the project.
Content: Award reasoning contains items that portray details or events that show understanding about the person’s life.
Neatness: Award is colorfully crafted and with careful thought.
Effort: Activity shows effort and editing is evident. Student took their time on this activity.
COPS: Capital letters and ending punctuation are used correctly. Correct spelling is attempted.
Name: _______________  Total: ______

Biography Project: Costume	3-Yes	2-Somewhat	1-No
Title: Student assembles a costume that resembles their person and may submit a photo or bring in the costume to share.
Length/Extent: Student should include a paragraph describing the items in the costume and how these items represent your person’s style, life, and time period. (Paragraph is at least 5 sentences).
Organization: Costume is relevant and visually appealing and care was taken in creating the look of your person.
Neatness: Paragraph is written or typed NEATLY.
Effort: Costume shows effort. Student took their time on this activity.
COPS: Capital letters and ending punctuation are used correctly. Correct spelling is attempted.
Name: _______________  Total: ______

Biography Project: Act it Out	3-Yes	2-Somewhat	1-No
Title: Title of movie appears somewhere in the video.
Format: Student creates a video by acting out a part of their person’s life. It can be uploaded and posted to YouTube, emailed, or shared on a CD/DVD.
Length/Extent: Video is a minimum of 2 minutes, but no longer than 10 minutes.
Organization: Movie is relevant and visually appealing. Care was taken in creating the project.
Content: The video accurately portrays a part of their person’ life. It is evident that the student knows a lot about their person because of the details and facts in the video.
Neatness: Video is carefully crafted with thought.
Effort: Video shows effort. Student took their time on this activity.
COPS: Capital letters and ending punctuation are used correctly. Correct spelling is attempted.
Name: _______________  Total: ______

Biography Project: Test/Quiz	3-Yes	2-Somewhat	1-No
Title: Title of test/quiz is written and uses capital letters.
Format: Student writes each question and answer on the given papers. (1 page for questions, 1 for answers)
Length: Test/Quiz contains 10 questions and 10 answers.
Organization: The questions make sense, are correct, and are on topic.
Content: Test/Quiz contains questions with information that show understanding about the person’s life.
Neatness: Test/Quiz is written or typed NEATLY.
Effort: Activity shows effort and editing is evident. Student took their time on this activity.
COPS: Capital letters and ending punctuation are used correctly. Correct spelling is attempted.
Name: ______________  Total: ______

Biography Project: Enter a Room	3-Yes	2-Somewhat	1-No
Title: Writing contains a title relevant to the activity, written at the top of the page (e.g. What I Think is in Teddy Roosevelt’s Room).
Format: Writing should discuss at least 5 items you’d expect to find and the reasons to support your ideas. Also, a colorful drawing of the items or the room with the items in it needs to accompany the writing.
Length:  At least 1 page (no less than 5 sentences).
Organization: Writing makes sense and is on topic.
Content:  Writing consists of at least 5 items and reasons. Drawing includes all 5 items.
Neatness: Writing is written or typed NEATLY.
Effort: Writing and drawing shows effort and editing is evident. Student took their time on this activity.
COPS: Capital letters and ending punctuation are used correctly. Correct spelling is attempted.
Name: _______________  Total: ______

Biography Project: Interview	3-Yes	2-Somewhat	1-No
Title: Title of interview is written and uses capital letters.
Format: Student writes five interview questions and reasons why those questions were asked.
Length: Interview contains 5 questions and at least 1 supporting reason. Minimum of 10 sentences.
Organization: The questions make sense and are on topic.
Content: Interview contains questions with information that show understanding about the person’s life. Questions are thoughtful and not something that has already been discussed (e.g. “When were you born?” is not acceptable)
Neatness: Interview is written or typed NEATLY.
Effort: Activity shows effort and editing is evident. Student took their time on this activity.
COPS: Capital letters and ending punctuation are used correctly. Correct spelling is attempted.
Name: ______________  Total: ______

Biography Project: Comic Strip	3-Yes	2-Somewhat	1-No
Title: Title is written and uses capital letters
Format: Student has used a comic strip format.
Length: Comic strips should be long enough to portray a life event of the person.
Organization: The comic makes sense and is on topic.
Content: Comic strip contains details or events that show understanding about the person’s life.
Neatness: Comic is written or typed NEATLY.
Effort: Activity shows effort and editing is evident. Student took their time on this activity.
COPS: Capital letters and ending punctuation are used correctly. Correct spelling is attempted.
Name: _______________  Total: ______

Biography Project: Visual Timeline	3-Yes	2-Somewhat	1-No
Title: Title is written and uses capital letters
Format: Student has created a timeline on paper, poster board, or a digital format.
Length: Timeline must include 10 different dates accompanied by the events.
Organization: The timeline makes sense and is in chronological order.
Content: Timeline contains details or events that show understanding about the person’s life.
Neatness: Timeline is written or typed NEATLY.
Effort: Activity shows effort and editing is evident. Student took their time on this activity.
COPS: Capital letters and ending punctuation are used correctly. Correct spelling is attempted.
Name: _______________  Total: ______

Biography Project: Cause & Effect	3-Yes	2-Somewhat	1-No
Title: Title of project is capitalized (e.g. Rosa Parks: Cause and Effect Relationships).
Format: Student correctly writes 5 causes and 5 effects.
Length/Extent: Writing must have a minimum of 5 sentences for the causes and 5 sentences for the effects; for a total of 10.
Organization: Writing is on-topic and makes sense.
Content: Writing contains information that portrays details or events that show understanding about the person’s life.
Neatness: Writing is written carefully and legibly.
Effort: Activity shows effort and editing is evident. Student took their time on this activity.
COPS: Capital letters and ending punctuation are used correctly. Correct spelling is attempted.
Name: _______________  Total: ______