Expectations

Dolch Word List

This is the 220 Dolch sight words that your child needs to know. Students are expected to know all of these words automatically by the end of third grade. You can help by having your child practice these words regularly at home.

Preprimer

a, and, away, big, blue, can, come, down, find, for, funny, go, help, here, I, in, is, it, jump, little, look, make, me, my, not, one, play, red, run, said, see, the, three, to, two, up, we, where, yellow, you

Primer

all, am, are, at, ate, be, black, brown, but, came, did, do, eat, four, get, good, have, he, into, like, must, new, no, now, on, our, out, please, pretty, ran, ride, saw, say, she, so, soon, that, there, they this, too, under, want, was, well, went, what, white, who, will, with yes,

First Grade

after, again, an, any, as, ask, by, could, every, fly, from, give, going, had, has, her, him, his, how, just, know, let, live, may, of, old, once, open, over, put, round, some, stop, take, thank, them, then, think, walk, were, when

Second Grade

always, around, because, been, before, best, both, buy, call, cold, does, don't, fast, first, five, found, gave, goes, green, its, made, many, off, or, pull, read, right, sing, sit, sleep, tell, their, these, those, upon, us, use, very, wash, which, why, wish, work, would, write, your

Third Grade

about, better, bring, carry, clean, cut, done, draw, drink, eight, fall, far, full, got, grow, hold, hot, hurt, if, keep, kind, laugh, light, long, much, myself, never, only, own, pick, seven, shall, show, six, small, start, ten, today, together, try, warm

The Study Environment

Recently there has been a flood of new ideas regarding what is the best way for a child to learn. It seems that nearly every week somebody has a technique that is absolutely, positively guaranteed to improve every child's grades. If I didn't know better I'd think they were selling diet plans. Nevertheless, unlike diet plans, you may find some merit in some of these. So, below is a list of some recent ideas.

The Sound of Music

Several studies have suggested that students do better when soft, relaxing music is played as they study. There does seem to be considerable evidence to support this theory.

What they don't seem to agree on is what constitutes music and what constitutes soft.

No matter how softly it is played any kind of country music sends my husband straight up the wall. I, on the other hand, find opera annoying at any volume, and my friend Ruth hates what she refers to as "elevator music". So our first consideration, if we are going to try this, is what kind of music do we play?

My sister's idea of soft is anything that does not take the plaster off the walls. While her taste in music isn't that bad, how she can study (or even think) at the volume she chooses remains a mystery to me.

Of course, there are people who seek out the absolute quiet of a library to study. And at least some of them seem to do well under those circumstances. But for every one I know who works well under those conditions, I know another who objects to the library as "too quiet".

Aroma Therapy

The latest rage is aroma therapy. Candles or incenses are used to perfume the air on the theory that scent helps us to relax or even to heal the body. While there is less scientific information on this concept, its current popularity merits at least a passing consideration.

The problem is much the same as with music. What smells good to one person smells like barbecued skunk to the next. And again, how much? Women generally tend to be aware of the subtlest of scents. Most men on the other hand seem not to register any reaction to smells that would knock over a fair sized building.

Last, but not least, there is the question of pollution. In today's all to tightly sealed buildings the residue from candles and incense, or anything else that is burned in the house can stay, build up and become one more potential allergen. Just what central Texas needs.

The Color of Love

Studies of color are among the most plentiful. There is even one psychological test that claims to be able to diagnose your whole personality based on nothing more than in what order you arrange six blocks of color.

The experts seem to agree that blue is relaxing, black is depressing, and red is stimulating. Beyond that the fun begins. So, we're fairly certain we don't want to paint the study area black, but what about blue? Blue is relaxing and we want our children relaxed. But if they get too relaxed can't they go to sleep? Isn't that why we paint bedrooms blue? Hmmmm. So, how about red? Red is stimulating. Red will encourage the children to be energetic so they will finish their work quickly and not dawdle. Of course, some of our children don't need any more stimulation. Some of us want them to calm down.

Enough Is Enough, Or Is It?

According to the experts, most people remember things if they see it, hear it, or do it three times. Well, maybe. Of course, three times is two too many for some people. Even in third grade you quickly see that glazed look in the eyes of students who got it, or at least think they got it, the first or second time you went over it. On the other hand, we all know that "unidentified" person who grumbles that we should have reminded him again after we've reminded him two dozen times. (Could this be the same person who grumbled that he only had to be told once?)

Repetition does seem to impress information on the brain, but how much and how often varies dramatically from person too person. Trial and error seems to be the only answer, and unfortunately how many times we have to repeat mathematical facts doesn't seem to bear any relationship to how many times we have to repeat grammar facts. The biggest factor seems to be motivation. Maybe that's why Johnny can recite the Cowboy's line-up back to 1950 without hesitation, but can't remember to take out the trash.

Sight, Sound, and Touch

The final consideration in learning seems to be what sense we use best. Some people it seems learn through the eye. If they see it in pictures or in print, they've got it. Others learn through hearing. A lecture class suits them fine, and reading or even watching TV or movies often bores them to tears. Another popular way to learn is the tactile method. These are the "hands on" learners. Forget books or lectures, if they can handle it, they can do it.

While most people tend to learn best through one method or another some are "combine" learners who learn through two or even all three methods in combination, and often the child who learns through one method in one subject may learn another subject better using another technique.

Confusing isn't it? The point is that every person is different. No method should be discarded out of hand nor should we rush to abandon a method that is working simply because something new comes along. Every child is different. What works for one may not work for another, and you have the best opportunity to discover what is best for your child. Remember, teachers have to work with what works best for them and for the majority of the class. That may not be the method that works best for your child. Teachers will welcome your input, but it's up to you to provide the technique that works best for your child at home to insure the best learning.

FACTORS IN LEARNING

Most scholars agree that the ultimate goal of education is to produce a student who is an autonomous learners. An autonomous learner is defined as a student who is self-confident, possesses a positive self-concept, appropriate social skills and the capacity for independent learning.

An important part of this is to fully understand the learning styles of the the student which varies, often dramatically from person to person. Below are some of the consideration to be evaluated.

INTERNAL PHYSICAL DIFFERENCES

1. Mobility. Some students need activities that involve movement of their body to ensure they are able to concentrate on an activity.

2. Body Clock. Some students are at their best in the early morning, other in the late morning, still others the afternoon or even the evening hours.

3. Fuel. Some students require small intakes of food or water when undertaking new tasks.

ENVIRONMENT

1. Sound. While most students seem to do their best work in an environment involving a low level of music or conversation, there are those who need absolute silence to do their best work.

2. Light. Some students appear to work best in bright light, while others prefer a more subdued lighting.

3. Temperature. The temperature of their environment significantly affects some students performance.

4. Work Area. Some students require a formal structure, i.e. specific places, items, and even time, in order to do their best work. Others may do best on the floor, in a "bean bag", and at a time of their choosing.

5. Association. Some students work best independently with a minimum of external supervision. Others achieve their best results when they are able to share the load and "bounce ideas off" a peer. Still others achieve their greatest success in a group where they may interact socially, or the more regimented structure of a "team" environment.

ATTITUDE

1. Motivation. Some students find motivation within themselves or within the family or other non-classroom source. Others need constant encouragement and "reward' in order to sustain their interest in various tasks. Different tasks often require different approaches. in some instances "punishment" may be appropriate.

2. Persistence. Some students have a high level of persistence wherein the learner prefers to complete one task before beginning another. Other are able, and may prefer, to work on many tasks at one time.

3. Conformity. Some students work best in a situation which conforms to what may best be described as "traditional" thought, methods, and ideas and may even react negatively when exposed to the "unconventional". Others enjoy and even flourish in an atmosphere of variety, difference and the unexpected.

4. Responsibility. This is a measure of the student's ability to carry out tasks and complete assignments. This factor may vary dramatically from task to task, area to area, or even the person or group effected by the task.

5. Structure. Some students need strict guidelines and direction when dealing with new situations. Others may do best when allowed to explore their own creativity.

6. Variety. Many students prefer a set routine with each part of the day predetermined. Others enjoy the unexpected and flourish when presented with new ideas, task, and materials.

SENSORY STYLE

1. Visual. Visual learners remember best what they see. They often "tune out" during lecture, even when they mean to pay attention. They tend to speak quickly, spell well, and be good readers. They prefer to give demonstrations rather than make speeches and tend to prefer art to music.

2. Auditory. Auditory learners learn best by listening and tend to remember what is said rather than what is seen. They tend to find writing difficult, but often make excellent speakers. While reading they may move their lips and even talk to themselves or, in some cases, even make distracting noises of which they may be unaware.

3. Tactile-Kinesthetic. These learners do best when manipulating articles. They learn best in a "hands-on" situation. They memorize by repeating an action. They enjoy acting things out, and are often involved in sports. They tend to speak slowly, use a finger when reading, respond to physical reward, touch others to gain their attention, stand close when speaking, a gesture a lot. They have difficulty sitting still for long periods and tend to have messy handwriting.

A CHILDREN'S MANIFESTO

All children

shall be recognized as children, not as small adults. They are a work in progress, and as such, are entitled to greater tolerance in their action as they learn and grow to maturity.

are entitled to safety of their person, their property, and their thoughts and emotions. No one has the right to abuse them simply because they are small and inexperienced. They are entitled to care and nurturing, and to protection from individuals and substances that may prove harmful to them.

are entitled to an education and the joy of discovery. They have the right to know the truth, as their teachers best understand it. They are entitled to an environment where they may learn these truths without prejudice, without disruption, in an understandable form from teachers who will permit them to question and explore and allow them to prepare for the future in the most beneficial manner possible. They are entitled to participate in their own education through the free and open expression of their own thoughts, values, and opinions, to disagree with others, including adults, to have their views listened to with the same attention given to others. This learning may exceed mere "subjects" and these rights are not confined to the classroom.

have the right to an identity, recognition of their individual value as human beings, and the courtesy that should be extended to all mankind.

have the right to clear and understandable rules of behavior and scholarship, and to boundaries enforced in an impartial manner.

have the right to reasonable leisure time, for time simply to be a "kid".

have the right to be loved for what they are and for what they will become.

The Role of the Teacher

As a teacher, it shall be my responsibility to

provide an environment that is accepting and safe mentally, physically, and morally for all children's learning and growth.

determine reasonable and understandable rules of learning and behavior of the children in my care, and enforce those rules impartially.

determine the sequence and duration of study of all topics, to encourage every child to strive for maximum achievement, to aid those who experience difficulty and to provide positive reinforcement for all accomplishments, and to teach all subjects with accuracy and clarity in a manner designed to foster individual thought, open discussion, and tolerance of others views.

require respect for all students. I shall also require respect for myself and my colleagues, both as human beings and as the chosen leaders of the school.

provide feedback to the students, their parents, and to designated members of the staff in a timely manner and to safeguard the privacy of the students from inappropriate individuals.

value each child, to recognize, appreciate and promote his uniqueness, and to encourage his independence and creativity so that he may become a productive member of society.

A "Typical" Third Grader

The description below is what you and your child's teacher should expect to encounter at the start of third grade. Bear in mind that every child is different and no one is likely to fit this description perfectly.

The average eight-year-old is excessively energetic, which may take the form of periods of relative peace followed by sudden outbursts of energy and excitability often at inappropriate times. He may tend to dramatize events way out of proportion. He is apt to be inquisitive while simultaneously possessing a "know-it-all" attitude. He is able to assume some responsibility for his own actions and should be held accountable for them within limits. He will actively seeks praise but may also be extremely self-critical. He is capable of recognizing the needs of others, and he is likely to "bite off more than he can chew" when he undertakes a project.

Throughout the school year you may expect to see certain changes. In addition to "readin' writin' and 'rithmatic" teachers also aim for social growth. Your child will be learning how to set goals and understand the consequences of his behavior. You may expect him to be called on to learn about relationship of feelings, goals, and behavior, accept more responsibility for his own choices and the consequences of them and to learns how to work with others.