3-2 Mrs. A. Arguiarro

Church, Window, Church Window

 Welcome to 3rd Grade   


Third grade is a wonderful, exciting year filled with daily challenges and adventures across all subjects. Students in Class 3-2 are challenged to achieve new knowledge and skills every day, always mindful that God is present in the classroom and in them. Students make connections through God in their schoolwork and every day life. The Math Curriculum builds on concepts of addition and subtraction, while introducing new concepts of multiplication and division, geometry and fractions.The English Language Arts Curriculum focuses on Spelling, Grammar, Reading and Writing skills. The Social Studies and Science Curriculum focuses on facts, research, and hands on learning. In Religion, students are guided to a deeper understanding of their faith and how to deepen their faith as they grow.‚Äč

 Each child will be responsible for writing their own homework assignments down each day. Please check and sign your child's homework notebook each night to make sure they have completed the correct pages. 

Please sign and return ALL TESTS.

We do not have Snack in 3rd grade and will not be having birthday celebrations in the classrooms.

If you have any questions or concerns please feel free to e-mail me anytime at 

As the weather changes please make sure your children are dressed properly for the cooler weather.  We walk every day to the Upper School for lunch and recess. We will be outdoors for recess if the temperature is above freezing.

In the event of a delayed opening, all third grade students must bring lunch and drinks to school.  We will not be going to the Upper School for lunch.

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In chapter eight of our Go Math textbook we will be using fractions to describe parts of a whole. We will be talking about how equal parts make a whole, how we can make equal shares, what do the numerator and denominator tell us. The children will be making fraction pizzas and Kites to reinforce their knowledge of fractions. 
The denominator shows the equal parts of a whole and the numerator shows the parts of the whole that is shaded in.
When looking at fractions greater than one, the denominator shows the equal parts of the whole and the numerator shows the total number of ALL equal parts in ALL of the shapes.


English language Arts 

Changing Final y to i 
cities, cried, puppies, hurried, stories, files, parties, tried, pennies, fried, carried, babies, spied, ponies, pretty, very, countries, and libraries


This week we will be talking about adjectives and adverbs that compare. Adjectives are used to describe nouns. Adjectives can also be used to compare two or more nouns. Add the ending er to most adjectives to compare two nouns. Add est to compare more than two nouns. Adverbs tell when, where, or how something happened. They can also be used to compare actions. Add the ending er to adverbs to compare two actions. To compare more than two actions add the ending est. If the adverb ends in ly use more in front of the adverb to compare two actions and add most in front of the adverb to compare three or more actions.

Comprehension Skills and Strategies
This week we will be reading "The Journey: Stories of Migration" by Cynthia Rylant. As we read and reread this story as a whole class, with a partner, and independently we will be looking for ways to compare and contrast important details about the two different kinds of migrating creatures. The author uses similar structure for both parts of the story. This helps us to see how the migrations are alike and different. We will be using venn diagram graphic organizers to help us record text evidence to compare and contrast these two migrations.

Vocabulary Words
landscape- scenery
survival- the act of staying alive
dramatic- exciting
solid- firm and hard
thunderous- very loud
chilly- cold
migrate- to move to another place
accidents- unexpected injuries
frightening- scary
plenty- more than enough

To continue our informative writing unit, the students will each be researching one of the fifty states in our country. We will be using the States Facts and Symbols books and ipads to find our research. 


Yellow Cosmos Flower in Green Cross Wooden Decor  


In Chapter 6 

Chapter 8
 The students will learn about the four marks of the Church, which are its special characteristics. We will talk about how Jesus chose the Apostles to lead the Church, how the pope and the bishops are the successors of the Apostles, how the Church is one and holy, and how the Church is catholic and apostolic. Catholics demonstrate a oneness that welcomes diversity and works for unity with other Christians. The Church shows holiness by reaching out to sinners who need God's mercy and compassion in their lives. The Church is catholic when we share its Gospel with the whole world. The Church is apostolic because we believe the pope and bishops are successors of the Apostles. 

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We will be starting our unit on the body systems. Children will be learning about the Digestive, Nervous, Skeletal, Circulatory, Respiratory, and Muscular systems. The children will be drawing models of each system and then complete a group project where they will create life size body systems.

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The children will be learning about how animals adapt to their environment to survive. We will be discussing how some animals migrate and the reasons why. Why some animals live in groups and some live alone. Many animals have adaptations that help them to survive in their environments on their own.  We will be completing  labs to show the children different animal adaptations and how they affect their survival. EX: helps show how a seal has a layer of fat that helps them stay warm in cold waters. How black fur on a rabbit makes it warmer.  We will be what conservation biologists are and how they work to preserve animal habitats. 

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In Chapter 3, we will be focusing on Native American tribes and their homes. We will be reading and answering questions about wigwams, longhouses, and wattle and daub houses. We will be discussing the advantages of each of these homes, discussing the climates that suit each of the homes. The children will be building some of their own.  We will continue on to the about the Age of Exploration and how this effected the Native American tribes living in North America. We will research why European explorers wanted to come to the Americas, what tools they needed for exploration, the names of different explorers and their findings, and who sponsored each of these voyages. Our chapter will conclude with a discussion about two early European settlements; Jamestown and Roanoke. 

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