Mrs. Buresh has been teaching at Spring Brook for several years and previously taught at Builta and White Eagle. Originally from Naperville, Mrs. Buresh has a Bachelor’s Degree from North Central College and a Reading Specialist Degree from Olivet Nazarene University. Her favorite part of teaching is helping students learn to love reading and is a passionate reader herself. In her free time, Mrs. Buresh enjoys spending time with her sons, Andrew and Finn, and husband while vacationing in Disney World, watching movies, and just hanging around.
Mrs. Rosenberg has been teaching at Spring Brook Elementary since 2000. She has taught both 3rd and 4th grade. She has a Bachelors degree from Illinois State University and a Masters degree in Curriculum and Instruction from Northern Illinois University. Mrs. Rosenberg’s favorite part of teaching is developing a relationship with each individual student. Mrs. Rosenberg enjoys reading, being outside and spending time with her husband, two sons Chase & Luke, and dog, Buddy.
Mrs. Verdun has been teaching since 1990. She has taught kindergarten, 3rd grade, 4th grade, and 5th grade. She earned her undergraduate degree from Eastern Illinois University and her master's degree from Northern Illinois University. She has lived in Naperville most of her life and is a graduate of Naperville Central High School. In her free time, she likes to spend time with her family, listen to music, travel, and read.
Third Grade Curriculum
Language Arts is composed of several interrelated areas: reading, writing, spelling, listening and speaking. The students are encouraged to learn to communicate clearly through these five areas.
The following skills are covered in our reading program:
v Analyze root words, prefixes, suffixes, synonyms and antonyms
v Use strategies, such as predicting, questioning, comparing of non-fiction text
v Identify characters, setting, problem, solution, point of view and plot in a wide range of fiction texts
v Answer open-ended questions using background knowledge and experience
v Identify metaphors and similes
v Identify rhythm and rhyme in original work
v Compare author’s work on common themes
The writing program strongly focuses its basis from the 6 + 1 Trait Model. It is utilized for teaching and assessing writing. This model focuses on ideas, organization, word choice, sentence fluency, voice and conventions.
v Organize a paragraph with a topic sentence, supporting details, and transition words
v Write a fully developed paragraph using a topic sentence, detail, elaboration, and conclusion sentence
v Write a narrative, expository, and persuasive paper
v Compose letters, short stories, and poetry
v Use strategies like brainstorming, outlining, or graphic organizers
v Proofread one’s own work and the work of peers
v Use proper grammar, appropriate punctuation, capitalization, and spelling
v Correctly spell appropriate high frequency words
v Use phonemic clues to spell unfamiliar words
v Present oral reports to an audience using correct language and nonverbal expressions
v Use speaking skills and procedures to participate in group discussions
v Demonstrate understanding of the listening progress by responding both orally and in writing
v Ask questions and respond to questions in small and large group settings
v Restate and carry out a variety of oral instructions
Everyday Math allows students to construct an understanding of mathematics from their own experience and includes practical routines to build arithmetic skills. Important concepts or skills recur with variations. The concepts are introduced and revisited in a variety of formats which provide lots of practice. The focus is to have students recognize that there are various ways to accomplish a task and to find the best tools for solving a problem.
v Operations and Computations
v Patterns, Functions, and Algebra
v Data and Chance
v Measurement and Reference Frames
Along with Everyday Math, the students participate in the Otter Creek Fact Program. This program teaches automaticity in fact skills on a daily basis. Third grade students start off the year in subtraction and move to multiplication by the second semester.
The purpose of science is to provide students with relevant hands-on opportunities and experiences that help them to better understand science. Each unit is explored over a period of several weeks. We incorporate our science instruction with our reading skills by using leveled readers.
v Physical-Matter Matters, Simple Machines
v Planetarium-Moon Phases
v Health-Bones and Muscles
This program emphasizes communities.
v Communities in our country
v Individuals in communities
v Good citizens
v Immigration and Migration
As we begin our new school year, the third grade team would like to take this time to share with you our classroom management plans. Our goals are to provide a positive learning environment for all students, for your child to feel valued, and to create a healthy learning community. We understand that this should be built with mutual respect between the teacher and the student.
One way we will work towards building a positive learning environment is through daily base groups. These groups will allow the students to form connections with each other in a safe environment. We encourage you to discuss these meetings with your student.
Each classroom has discussed what it takes for successful learning to occur. It is very important to have the cooperation and attention of the students. Our classroom management plan has been designed so that we can all be safe and so that we learn as much as possible. This is the plan we will be using, the rules are quite simple and easy to follow.
Classroom Management Plan
1. Be respectful! Be kind and courteous. Use quiet voices.
Help/share with others.
2. Be responsible! Follow directions. Give your best effort.
Clean up after yourself and take care of our
3. Be there...Be ready! Be on task. Be prepared.
4. Be safe! Keep hands, feet, and objects to yourself.
Keep chair legs on the ground.
We understand that everyone makes mistakes and sometimes poor choices are made. If this should occur, consequences will be determined accordingly. Consequences may include, a warning, loss of paws applause, time deducted from recess, and a note or phone call home.
We look forward to supporting your child in a safe, interruption-free environment. Thanks you for your continued support,
The Third Grade Team
I understand the classroom management plan that the third grade will be using this year.
Strategies to Use While Getting Ready to Study
- Is my study place available to me whenever I need it?
- Is my study place free from interruptions?
- Is my study place free from distractions?
- Does my study place contain all the study materials I need?
- Does my study space contain a large enough desk or table?
- Does my study place have a comfortable chair?
- Does my study space have enough light?
Having a good study place is important for good studying!
Strategies to use for Remembering Information
- Using Acronyms to remember information
An acronym is a word that is formed from the first letter of each fact to be remembered. It can be a real word or a nonsense word. Example: HOMES- The Great Lakes- Huron, Ontario, Michigan, Erie, and Superior
- Highlight important information in your notes
- Use note cards for memorizing
Make note cards for vocabulary words. You can write the vocabulary word on one side of the card and the definition on the other side. Or write a question from a study guide on one side and the answer on the other.
o Games to play with note cards:
1) Rapid Fire: Quiz yourself with a stack of note cards that you have made. Make a pile of cards you do know and place cards you do not know at the back of the stack in your hand. This way, you are only studying the information you really don’t know. Be sure to study all the note cards again the night before the test.
2) Memory: Make a pile of note cards with a “Q” on one side. Also, make a pile of note cards with an “A” on one side. Then, for each question or vocabulary word on your study guide, write the question or vocabulary word on the back of the “Q” card and the answer or definition to that question on the back of a “A” note card. Then, you can make “matches.” The game at this point runs like Memory. Each player gets a turn to make a match. If the player makes a match, they get another turn. If the player does not make a match, then the next player gets a turn.
3) Jeopardy: Make cards that have values if $100-$500 on them. Then, on the back of each card, write a question from your study guide. The difficulty of each question should match the value of money on the other side. If a team chooses $100 question and answers it correctly, they keep their $100 to add onto their total. Each team should take turns picking a card and the answer keeper should read the question aloud to that team. Have an answer keeper who can tell you if you answered the question correctly and who can total up points at the end.
Below are some useful websites that we’ve found to be helpful to any third grade student that is looking for a challenge or for help practicing a skill.
A Plus Math: go to games/flashcards
Triple A Math: go to ×/÷/math topics of study
Oswego School District: go to math operation of choice
Book Adventure: Kid Zone
Nancy Keane Website: go to ATN Reading Lists