Mrs. Sharon Shute
Third Grade Teacher
St. Joseph Catholic School
2009 and 2017 National Blue Ribbon Recipient
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Our aim is to provide a safe learning environment for all people in our school Community. To support this, SJCS is designating your child’s classroom as “nut-free”. This policy aims to increase our community awareness in order to minimize the risk for children with documented allergies to nut products. Our school has developed and will maintain a whole-school action and implementation plan when dealing with students who have critically life-threatening allergies.
WHY? Anaphylaxis is a severe form of allergic reaction which is potentially life-threatening. It can be fatal within minutes; either through swelling that shuts off airways or through a dramatic drop in blood pressure. There are many causative agents for anaphylaxis with nuts often being the precipitative factor. Anaphylaxis is preventable. Avoidance of specific triggers is by far the best option. Management is via immediate injection of epinephrine and emergency transport to the hospital.
Allergy to peanuts appears to be on the rise in children. According to a FARE-funded study, the number of children in the U.S. with peanut allergy more than tripled between 1997 and 2008. Studies in the United Kingdom and Canada also showed a high prevalence of peanut allergy in school children.
Based on recent studies, an estimated 25-40 percent of people who have peanut allergy are also allergic to tree nuts. In addition, peanuts and tree nuts often come into contact with one another during manufacturing and serving processes. For these reasons, allergists usually tell their patients with peanut allergy to avoid tree nuts as well.
Trace amounts of peanut can cause an allergic reaction. Casual contact with peanuts, such as touching peanuts or peanut butter residue, is less likely to trigger a severe reaction. Casual contact becomes a concern if the area that comes into contact with peanuts then comes into contact with the eyes, nose or mouth (for example, a child with peanut allergy gets peanut butter on her fingers, and then rubs her eyes).
What does this mean for me?
Thank you for your continued support with keeping our students safe.
Mrs. Wegener
Mrs. Sharon Shute
Third Grade Teacher
St. Joseph Catholic School
2009 and 2017 National Blue Ribbon Recipient
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Week at a Glance: May 13-17, 2024
Highlights of the Week:
Reading: Unit 5 Week 3- Emergency Story
Spelling: Words that end in /en/
Writing: Poetry Packets
Math: Completing Data and beginning Geometry
Social Studies: Continued work on Immigration projects
Science: Continue work in the Animal Chapter
Religion: Session 21- Morality: Faith, Hope, Charity
May 14 Science Project Due- Book Report on Planet*
ABC Countdown:
Spelling Words: awaken, given, widen, soften, sharpen, lengthen, gladden, brighten, loosen, lighten- BONUS WORDS: strengthen, misshapen, refasten-
Vocabulary Words: prepared, emergency, memorize, responsible, instructions
Unit Vocabulary words: analysis, threat, damage, anticipate, pollution
Reading: Unit 5 Week 3
Weekly Question: What are some ways to prepare for an emergency? Essential question: How does the world challenge us?
Objectives:
Hands-on Reading:
Phonics: Demonstrate and apply phonetic knowledge by decoding multisyllabic words with multiple sound-spelling patterns such as: /eigh/, /ough/, /en/
Writing:
Math: Chapter 14 Geometry begins and Chapter 13 Data ends (we are skipping one chapter to get in geometry)
Essential Question- How can geometric shapes help me solve real word problems?
Vocabulary Words: triangle, hexagon, quadrilateral, pentagon, equal parts, partition, angle, attribute, endpoint, attribute, octagon, parallel, parallelogram, polygon, ray, right angle, rectangle, square, vertex
Mathematical Practices:
Monday- Practice Test for Chapter 12 Data
Tuesday-Assessment for Chapter 12 Represent and Interpret Data
Wednesday- Begin Chapter 14- Geometry; Lesson 1- Hands on- Students will explore angles of 2D shapes;
Thursday- Lesson 2- Polygons- Students will describe and classify polygons by their attributes
Social Studies:
Continued work on the Immigration project- This turned out to be much tougher than originally thought- So we are improvising the assignment to an individual report on immigration to a particular country. After the report is completed, students will present their docs in a group in front of the class. Students are typing a four paragraph doc focusing on:
This is our last big social studies project and will be graded.*
Science: Lesson 2 How are offspring like their parents?
Vocabulary Words: inherit, instinct, differentiate, learned behavior, inherited characteristics, acquired characteristics- Continue Chapter 4 Living Things: How do living things grow and change?Lesson Objectives: Lesson 1 Students will classify animals into major groups based on inherited traits and behavior.Lesson 2: Students will use observations and evidence to explain that some traits are inherited and some traits are learned or acquired.Lesson 3- Students will develop and use models to describe how some animals grow and change during their life cycles.
.Words to know for lesson 3: larva, pupa, metamorphosis, life cycles, mammal
Religion: Complete Unit 4 w/ assessment and begin Unit 5:
Unit 5 Morality, Our Lived Faith- The focus on this unit is on living like Jesus. In this unit, children will learn the following concepts.
Session 21- Faith, Hope, and Clarity: The virtues of faith, hope, and charity- the Theological Virtues- are gifts from God that form the foundation of our Christian life. When we practice these virtues, we grow closer to God.
Session Theme: We live like Jesus when we practice the virtues of faith, hope, and charity.
--Daily prayers, songs, devotions, and Thursday All School Mass 8:30
Week at a Glance: May 6-10, 2024
Highlights of the Week:
Reading: Unit 5 Week 2-
Math- Continuing Chapter 12- Data
Spelling: Words with /ei/
Writing: Continue Poetry unit
Religion- Tuesday- May Crowning at 9:30
Social Studies- Continue Immigration Project
Science- Animal Unit Begins!
Other Highlights:
ABC Countdown for the Week:
Spelling Words: eight, eighteen, weigh, weight, weightless, neighbor, ceiling, receive, height, freight BONUS: perceive, paperweight, leisurely
Vocabulary words: analysis, threat, damage, anticipate, pollution, surface, landforms, processes, damaging, produces
High Frequency Words- built, square
Reading: Unit 5 Week 2
Essential Question: How do changes on Earth affect the environment?
Objectives:
SeeSaw activities regarding objectives in this week’s reading.
Writing:
Math: Continuing Chapter 12- Represent and Interpret Data:
Vocabulary words: line plot, half inch (½, quarter inch ¼)
Monday- Lesson 5- Draw and analyze line plots- Students will draw, organize, and analyze data in line plots.
Tuesday- Lesson 6- Measure to halves and fourths of an inch: Students will measure half inch and nearest quarter inch.
Wednesday- Lesson 7- Collect and Display Measurement Data: Students will collect and display measurement data to fractions of an inch.
Thursday- Lesson 8- Solve a Simpler Problem- Students will solve problems by solving a simpler problem.
--SeeSaw- Daily math activities related to the current math chapter-
--Daily IReady Math Practice
Science:: Begin Chapter 4 Living Things: How do living things grow and change?Lesson Objectives: Lesson 1 Students will classify animals into major groups based on inherited traits and behavior.Lesson 2: Students will use observations and evidence to explain that some traits are inherited and some traits are learned or acquired.Lesson 3- Students will develop and use models to describe how some animals grow and change during their life cycles.
Social Studies:
Social Studies Project- Students will be assigned a country to research (in small groups) and will have a role in their research. They will learn the culture about the country they are immigrating from and what certain roles/ expectations were in their country and answer the following questions:
Why are you leaving the county and coming to the USA?
What was your role in your country? (Examples: Mom, Dad, Teacher, Student)
What are your hopes and dreams for coming to America?
After research- students will present their immigration country to the class and classmates will record information learned from the other groups.
Here are the guidelines for this project
Religion: Session 20- Last chapter in this unit!
Session 20- Celebrating Lent and Holy Week (Review)
Session Theme: Lent and Holy Week are times to think of how we treat others-
--Daily prayers, devotions, and Tuesday- May Crowning 9:30 Mass
--As much as possible: Religious songs, Prayer list (Secret Agents)
Week at a Glance: April 29-May 3, 2024
Highlights of the Week:
Other Important Things:
Pixie and Trixie celebrate their 2nd birthday on Monday, 4/29!
Spelling Words: Spelling Test will be on Thursday due to the shortened week-
Fault, author, bought, sought, awful, distraught, naughty, fought, squawk, sprawls, (bonus) awesome, afterthought, exhaustion
Vocabulary words: extreme, spectacular, attracts, region, transport
Unit Vocabulary words: analysis, threat, damage, anticipate, pollution
*Daily practice of spelling words with activities in April Spelling Menu, homework.
Reading: Unit 5 Week 1- Dee Down and Other Extreme Places to Live-
Writing:
Unit 5 writing objectives: Poetry will take place throughout the month of MAY-
Students will:
Math: Chapter 12- Represent and Interpret Data
Essential Question- How do we obtain useful information from a set of data?
Math Vocabulary for this chapter: data, frequency table, survey, tally chart, tally marks, analyze, interpret, pictograph, key, picture graph, bar graph, scale
Monday-Lesson 1- Students will collect and record data through observations and survey: Collect and Record Data.
Tuesday- Lesson 2- Students will draw a scaled picture graph; Draw scaled picture graphs.
Wednesday- Lesson 3- Students will draw scaled bar graphs; Draw scaled bar graphs.
Thursday- Lesson 4- Students will relate bar graphs to scaled picture graphs; Relate bar graphs to scaled picture graphs.
--Students will complete daily lessons for Math in IReady and SeeSaw
Science: Chapter 3 Lesson 3- How do plants use roots and stems to grow?
Students will know how roots and stems take in, transport, and store water and nutrients the plant needs to grow. By the end of this lesson, the student should be able to use models that describe how roots and stems help plants in their life cycles.
Chapter 3 Lesson 4-How do plants use flowers and cones to reproduce?
By the end of this lesson, the student should be able to communicate how plants reproduce using seeds and cones.
Words to Know: Nutrients
Chapter 3 Lesson 4- How do plants use flowers or cones to reproduce?
Students will know how plants reproduce using seeds and cones. By the end of this lesson, the student should be able to communicate how plants reproduce using seeds and cones.
Words to know: reproduce, pollinate, germinate
DCI-3-LS1.B.2
Reproduction is essential to the continued existence of every kind of organism. Plants and animals have unique and diverse life cycles.
PE-3-LS1-1
Develop models to describe that organisms have unique and diverse life cycles but all have in common birth, growth, reproduction, and death.DCI-3-LS1.B.2
Reproduction is essential to the continued existence of every kind of organism. Plants and animals have unique and diverse life cycles.PE-3-LS1-1
Develop models to describe that organisms have unique and diverse life cycles but all have in common birth, growthDCI-3-LS1.B.2
Reproduction is essential to the continued existence of every kind of organism. Plants and animals have unique and diverse life cycles.PE-3-LS1-1
Develop models to describe that organisms have unique and diverse life cycles but all have in common birth, growth, reproduction, and death.
Social Studies Project- Students will be assigned a country to research (in small groups) and will have a role in their research. They will learn the culture about the country they are immigrating from and what certain roles/ expectations were in their country and answer the following questions:
Why are you leaving the county and coming to the USA?
What was your role in your country? (Examples: Mom, Dad, Teacher, Student)
What are your hopes and dreams for coming to America?
After research- students will present their immigration country to the class and classmates will record information learned from the other groups.
Here are the guidelines for this project
Religion: Session 19 Christian Living:
God gives us all special talents and abilities. The Holy Spirit calls us to share these gifts. We each have a vocation or calling to a special way of life through which we serve others and the Church.
Session Theme: We are called by God to do special work as a sister, brother, or priest, or as a married or single person.
Session Outcomes: