3rd Grade News
Pecos Bill Lyrics
Pecos Bill
Oh! Pecos Bill was quite a cowboy down in Texas,
And a Western superman, to say the least.
He was the roughest, toughest critter, never known to be a quitter,
‘Cuz he never had no fear of man or beast.
Chorus :
So, yip-pee-i-ay i-ay, yip-pee-i-oh,
Fer the toughest critter West of the Alamo.
Once he roped a ragin’ cyclone out of nowhere.
Then he straddled it and settled down with ease.
And while that cyclone bucked and flitted,
Pecos rolled a smoke and lit it.
And he tamed that orn’ry wind down to a breeze.
(Chorus)
Once there was a drought that spread all over Texas,
So to sunny Californy he did go.
And tho’ the gag is kind of corny, he brought rain from Californy.
That’s the way we got the Gulf of Mexico.
Once a band of rustlers stole a herd of cattle,
But they didn’t know the herd they stole was Bill’s.
And when he caught them crooked vill’ins,
Pecos knocked out all their fillin’s.
That the reason why there’s gold in them thar hills.
(Chorus)
Pecos lost his way while travelin’ on the desert.
It was ninety miles across the burnin’ sand.
He knew he’d never reach the border,
If he didn’t get some water.
So he got a stick and dug the Rio Grande.
While reclinin’ on a cloud high over Texas,
With his gun he made the stars evaporate.
Then Pecos saw the stars declinin’,
So he left one brighly shinin’,
As the emblem of the Lone Star Texas State.
(Chorus)
February Newsletter
Dear Families,
We had a fun-filled month of learning in February. We hope that the home-school connection will be strengthened as you stay informed on all the learning that is taking place at school!
Arantza having fun reading her valentines.
READING:
We continue to press on to help students understand how to better comprehend what they are reading. This month, we have looked at the traditional literature genre of tall tales to find story elements (setting, characters, events, problem, and solution). What fun it has been to hear many different versions of classic tales including John Henry, Johnny Appleseed, Pecos Bill, Slue-Foot Sue, Paul Bunyan, Davy Crockett and Mike Fink! Students read Reader’s Theater script versions of these tales, selected roles, and are rehearsing their lines. Children are working in cooperative groups with the other actors in their play to use sensory imagery to create the setting. Please stay informed as you will be invited to join us for these amazing performances.
WRITING:
In February, 3rd graders worked on raising the quality of their essays. During this process, students learned how to organize their ideas by using topic and supporting sentences. We have been using outlines to help structure and guide our details into paragraphs. Students are now working on the structure of their ideas, how to support their opinion, and learning the strategies to balance their essays. Students brainstormed ways to create a strong introduction to hook the reader into their essays. Word choice, sentence structure, and complete paragraphs are main contents that we will be focusing on in the upcoming weeks. In March, students will be using rubrics and checklists to monitor their writing process before publishing their final drafts. Stay tuned for the next published essay!
WORD STUDY:
Students have been working hard to learn how to read and write words with affixes. This month we specifically studied the following suffixes:- s, -es, -ies, -y,-or, and -est. Be sure to be on the lookout with your children for these suffixes in the real world. It will be an exciting and educational game of “I Spy…” Students are currently identifying frequently used homophones and learning how to spell them.
MATH:
In February, students were introduced to fact family triangles to show students how three numbers in a multiplication problem (the 2 factors and the product) are related to each other. This provided a nice transition into division, and students developed a deeper understanding of the inverse relationship between multiplication and division. Students saw how division uses the same fact families, and how the use of arrays relates the two operations together. Students experienced division in a playful and meaningful context by becoming “employees” at a packing company. They had to figure out how to evenly load a certain number of cartons onto trucks.
Then students continued to solve division problems in which a multi-digit number is evenly divided by a one-digit number (135÷5). Students were exposed to “long division” and made connections to real life situations where division would be useful by solving story problems, including money problems. Being familiar with all four mathematical operations (+, -, x, ÷) now, students were introduced to story problems that required a combination of skills. Our 3rd graders are getting better and better at reading a problem, determining how to break the problem into simpler parts, and expressing their solutions clearly both in verbal and written form.
Oliver, Isabella, and Milla counting the seeds in their bell pepper.
SCIENCE:
We began a new unit in Science called, “The Structures of Life”. In this module, children learned to identify observable properties of plants such as seeds and fruits. Students also investigated the effect of water on four kinds of seeds: sunflower, bush bean, green pea, and corn. In small groups, students observed, described, and recorded the structures of their germinated seeds and learned their functions for the growing plants.
We look forward to meeting with you for our Spring conferences on March 30-April 1 to discuss your child’s progress this year. We will be in touch with you soon about scheduling conference times.
December and January Newsletter
Reading
The month of December was exciting during reader’s workshop as we learned all about the reading comprehension strategy of making inferences. Inferring is like “reading between the lines.” A reader may make conclusions about the past, present, or future in the story. However, when a reader infers, the text and pictures do not confirm whether or not your inference is accurate (which makes inferring different from predicting). For instance, a character may storm away stomping his feet, and you may infer he is mad. To introduce inferring, children selected magazine pictures without words and made inferences based on the clues. In “real life” we make inferences all the time! The children have become savvy at making inferences to comprehend what they are reading in class. We also began looking at traditional literature with an emphasis on fairy tales. Our reading comprehension strategy focus is now determining importance in fictional text, which includes the story elements of character, setting, plot, problem, and solution. Next month we are eager to begin learning about tall tales as it relates to story mapping and reader’s theater performances. It will be an amazing month of integrating reading, theater arts, and the arts!
Word Study
Have you already heard about Affix Awareness? Our kick-off to learning about affixes began in December. We introduced how word elements are affixed to root or base words. Students have looked at print in the classroom differently ever since! Help open their eyes to examples of affixes in print when you are together. Billboards, advertisements, newspapers, menus, etc. can provide examples of affixes and make learning about them even more exciting. Each student worked in their “Prefix-tionary” by looking explicitly at each prefix, its meaning, and the root or base word the prefix was attached to in order to make a bigger word (i.e. bi- means two and bicycle means two wheels). Students learned the following prefixes: bi-, en-, ex-, dis-, im-, in-, over-, pre-, re-, tri-, un-, and geo-. Students transitioned to learning about suffixes and using our “Suffix-tionary.” We began this week with –able, -al, -ed, -en, and –er. Our study of affixes will continue through next month as well. Hooray for affixes!
Writer’s Workshop
In December, students worked hard to publish their third personal narratives. Students learned the importance of brainstorming, drafting, and editing in our Small Moment Writing Unit and it was amazing to see the difference between their 1st published narrative and their 3rd narrative. 3rd graders have been busy writers in the month of January. As we began our new unit of study on essay writing, your children have been collecting essay ideas and developing their ideas through a writing process much like their personal narratives/small moments. As we launched into essay writing, it was important for our writers to discover the strategies to generating essay topics. By investigating the question: “Where do ideas for essays come from?” Students have learned how to take an idea, an observation, or an issue, and develop topics about it. In the month of February, students will journey through a more organized publishing process. 3rd graders will examine an essay writing criteria chart to help revise their essays. We will look at “re-visioning” our work by sharpening our writing conventions, mechanics, spelling, and adding more details to make our essays stronger. Students will begin to discover that “once we are done, we’ve only just begun!” Our final piece will be celebrated, details to follow!
Math
Since December, students have been honing their multiplication skills with the introduction of Drill Donuts and greater multiplication problems. As a motivational tool, we told our students that when they pass all the Drill Donuts (facts 0-10), they will receive their very own License to Multiply. Twice a week, students demonstrate their knowledge of facts they’ve been working towards memorizing by taking one minute to complete a Drill Donut. It is our goal for every 3rd grader to receive their license by the end of the year- and they are well on their way!
For our students to conceptually understand what multi-digit multiplication is, we used base ten blocks on a place value mat (a laminated chart with the ones, tens, and hundreds column). Before teaching the step-by-step process to multiplying larger numbers, our 3rd graders represented, for example, what 34 x 5 looks like. Students showed 5 groups of 34, and manipulated the blocks by exchanging 10 ones for a ten, or 10 tens for a hundred. By doing so, students understood the rationale behind the steps in a traditional algorithm, deepening the meaning behind the numbers in a math problem. Next, students showed what 34 would be in expanded form (30 + 4), and wrote that five times. They multiplied 4 five times, and 30 five times, and saw how repeated addition could be used to solve a greater multiplication problem. Once they saw the correlation they began to practice problems with 3 digits on top.
A few weeks ago, we taught our students how the addition of a decimal point and dollar sign turns the same multiplication problem into a money problem. Finally, we began to focus on a different problem solving strategy every week. Students are learning how to read a story problem, extract the information needed to solve the problem, use a strategy that will help them solve (like drawing a picture or working backwards), then solve their math and explain their thinking in words.
Science
In January, we began a study of objects in the sky- the Sun, Moon, and stars. We started with the Sun ans used a variety of tools to observe and record its position in the sky. To orient with our observations, we used a compass. To monitor the Sun, we used our shadows. Using sidewalk chalk, we drew our shadows out in the parking lot and observed the changes in our shadow’s direction and appearance at different times during the day. While we used the language that the Sun rises in the east and sets in the west, we know that it really isn’t the Sun moving but the rotation of Earth on its axis that makes it appear that the stationary Sun is moving across the sky. We studied the predictable pattern of the Sun as it travels across the sky during the day and during different seasons.
Next we studied the Moon. We started by observing the Moon during the day and followed up with night-sky observations. Students enjoyed sharing their night-sky observations and the shape of the Moon they saw the night before. Through a simulation of the Moon’s orbit around Earth in relation to the Sun, students became experts in the names of the Moon’s different phases and why the Moon appears to be waxing or waning. 
Last, we ended our month with a closer look at stars. Students learned about the vast universe and how it is filled with billions of stars. To think that our Sun is only a medium-sized star made us feel very small! Students learned about constellations and had fun creating their own myth to a constellation they drew using actual star patterns.
Theatre Arts
In December, students looked over different versions and scripts of Cinderella and a unique twist to the book Stone Soup. 3rd graders identified the story elements in each script and will continue to develop different characters. In January, students are learning the strategies that actors use to perform. 3rd graders are studying how to use body movement and voice to represent a character. In the game “Leading Part,” students analyzed human body language and created characters by leading with a specific body part. Students brainstormed the ways a character can disguise their voice and experimented with different reading and emotions in an activity called “Color the Phrase.” Next month, students will be working to perform a Reader’s Theater play (a play while holding a script) in front of an audience. Stay tuned for performance details!
November Newsletter
Dear Families,
READER’S WORKSHOP: The 3rd graders have learned a great deal this month about the reading comprehension strategies of sensory imagery and predicting. We started the month discussing the important reading comprehension strategy of sensory imagery. Children have used their imaginations to smell, taste, hear, feel, and see what an author or poet is explaining with words. Our students even compiled a book of their sensory imagery to several poems. It is exciting to see illustrations of the different imagery students have to the same poem. Be sure to read our class book when you come visit our classroom. A reader is like a sleuth looking for clues when making predictions. The clues in the text spark thinking about what might happen next in the story. As readers proceed in a story, they will learn if their prediction is or is not accurate. The children were read many wonderful books to practicing make predictions and were encouraged to utilize this strategy to remain interested in their independent reading books. The goal is to remain eager to turn the page to read what happens next. There is a fine line between making predictions and making inferences, which we will learn all about in December. We encourage families to incorporate and discuss these strategies when reading together at home. Using reading comprehension strategies will surely make the stories come more alive!
CURSIVE HANDWRITING: It is amazing to watch the 3rd graders grow and progress as they learn cursive handwriting. They are making the capital D’ Nealian letters with ease. By next week, the children will have learned all the capital letters that connect to other letters, which include: H, K, A, C, E, U, Y, N, M, Z, R, and J. Students then learned all the capital D’ Nealian letters that never connect, which include: I, O, D, L, B, P, T, F, S, G, Q, V, W, and X. The children have learned how to write all first, middle, and last names of students in the third grade. We wrote words and sentences that included capital letters as well as some sentences with alliteration. Soon the children will be encouraged to write using cursive across the curriculum. Be on the lookout in next week’s Friday Folder for a list of all D’ Nealian lower case and capital letters to help your child write in cursive at home.
WRITER’S WORKSHOP: This month, students have been learning what ingredients are needed to raise the quality of their narrative writing. Students are discovering new strategies to make their small moments more powerful by implementing turning points, strong emotions, focusing in on the big idea of their small moment, and creating strong leads and endings. Turning points highlight experiences in a writer’s life when there was a first time/last time they were challenged, or a first/last time they experienced an activity with a person, an animal, or a place, and a time when they realized something important. Students are finding that writers must be able to look back on what they have experienced in the past and share their life in words. Third graders learned new strategies to help organize their ideas. These strategies included creating time lines, building a story mountain, stretching the heart of their story out, and using dialogue. Our next step is to finish drafting our stories and learn how to use a checklist to self- edit and peer- edit our work. We look forward to sharing our third published story with you!
MATH: We started November by listening to a story about a pig family who found money all over throughout their house. Students used a tree map to calculate the total found in each room and then the grand total. The following day, students were given a menu to the same restaurant that the pig family went to- The Enchanted Enchilada. With a budget of $20, pairs of students were asked to carefully plan their meal (Some students chose to order all dessert!), and share their plans with the class. Through this activity, third graders showed various problem solving strategies by budgeting and practiced their addition and subtraction with regrouping skills all while having fun!Next, we introduced the algebra concept of looking at the equal sign as a symbol that represents balance. Students at a young age tend to see “=” as “the answer is”, but an answer doesn’t always follow “=”. By imagining two expressions being on a balance scale (expressions combine numbers and operation signs without an equal sign), students learned how to compare two sides to make the whole number sentence true. To extend the algebra concept, we briefly introduced variables, a missing number or operation sign, represent by a box in the equation. For example, in the equation 6+7 ▢ 5+8, the ▢ represents the equal sign. Students were then able to connect real life examples to written expressions of math and used algebra to solve word problems.
Marshall practicing how to "subtract across zeros" with a whiteboard
Before the Thanksgiving Break, we introduced the concept of rounding. Students learned how to round to the nearest ten, hundred, and thousand. This concept built on our students’ understanding of number sense as they needed to look closely at digits in numbers and their place value. We will end the month with an assessment for all the concepts and skills taught since the beginning of the year, and will be happy to share the results with you during conferences in a few weeks. In December, students will review their multiplication facts 0-9 as a preparation for 2 by 1 digit multiplication (ex. 24 x 4). Please continue to have your child practice their multiplication facts at home.
DWOK: November was a busy month for our third grade community architects. We continued to work with the USC graduate students in helping document our building process. Students learned how to work together in planning and structuring their community landmarks.
Nixie, Montserrat, & Anthony showcase the La Brea Tar Pits
When we were finished, third graders participated in a Gallery Walk, where each student evaluated their own work along with their classmates’ buildings.
Sofia, Spencer, PJ, and Willem building their own city
In addition, to support how their community landmarks connected to the real world, we were fortunate to have an Urban Planner, Mr. James Rojas, come in as a special guest. Mr. Rojas worked with students to see how architects in our community plan and build their vision using a wide range of materials. Students had a blast creating their ideal community!
In December, our 3rd grade community detectives will continue their journey through California. Students will be exploring the four main geographical regions (the Coast, Valley, Desert, and Mountain) by modeling clay maps, discovering the resources found in each region, and creating postcards from each destination.
THEATER ARTS: Our Guiding Question in Theater Arts for November and December is, “How can I create a script?” By working with a partner, each duo will write a script that includes the five W’s: who, what where when, and why, to help draft an original script with two fictional characters, setting, and conflict. Students will Cool Tools strategies in their scripts to resolve the conflict with the characters.
A short clip of Anthony and Jack sharing their choreographed moves in Dance:
October Newsletter
Reading - The 3rd graders now demonstrate being responsible during Reader’s Workshop while applying their new reading skills. Students learned about the different fictional genres: realistic fiction, historical fiction, science fiction, fantasy, traditional literature (folktales, fables, tall tales, myths, legends). We also discussed the different non-fictional genres: informational, biography, autobiography, memoirs. Your child began making a list of all the books read thus far in 3rd grade as a way to celebrate reading accomplishments. Students have learned how to collect their reading thoughts on sticky notes and use their ideas to write friendly letters to their teacher about their independent reading. Children analyzed and discussed their reading interests and even made a book recommendation to the class of a “must read” book. We learned strategies to better understand and monitor our own reading, how to read unknown words, and how “reading” punctuation marks help a reader comprehend the text. Seven fix-up strategies your child has in his/her tool box include: skip and read on, sounding out the word, chunking words (looking for root words, prefixes, suffixes, blends, etc.), “reading” the pictures, what I know (using background knowledge), context clues (clues in the text), asking for help (from sources including the dictionary, websites like dictionary.com, or asking an adult for support). We are thrilled that parents are supporting learning at home by having children read independently for 20-30 minutes every day. Be sure to apply some of these strategies at home as well.
Cursive Handwriting - The students are learning to write letters, words, and sentences beautifully in D’Nealian cursive handwriting. We have now learned all lower case letters including those that “swing up to the 2 on the clock” (a, o, c, d, g, and q) and those that have “humps” (m, n, v, x, y, and z). Now the children are thrilled because they can write any word in cursive. Students have started learning the capital cursive letters that connect which thus far includes H, K, A, C, E, U, and Y. When students have learned all capital letters, we will send home a list of all the letters to help your child accurately practice penmanship at home. Continue to encourage your child to have excellent posture when writing at home.
Writing - This month in writing we finished up our second unit of narrative writing. In this unit, students not only learned how to write a focused small moment, but what characteristics make a strong lead and beginning. Third grade writers discovered how to use their five senses to add more specific details to their writing.When all the students completed their finished pieces, we had a celebration and each student read their story aloud with another classmate. After reading their stories, students gave each other two stars and a wish. The two stars were put-ups: what Wey liked about the story, what the author did well, what details they noticed and any other areas where the author really shined. The wish was a question or suggestion for the author. This process allows students to evaluate themselves as writers. In our next unit, students will continue to raise the quality of their narrative writing by learning new strategies for brainstorming writing ideas and how to organize their writing thoughts. We are also going to go deeper into the editing process and have students really look closely at their spelling, punctuation, and the structure of their sentences.
Math - “How do we add and subtract greater numbers and money?” was the guiding question in math this month. Students used their understanding of place value to add and subtract with regrouping by using multiple approaches. Our lessons gave students practice with the concept of regrouping, first with the use of base 10 blocks (exchanging 10 ones for a ten; 10 tens for a hundred, etc.), then in standard algorithms. Then students transferred the regrouping concepts to adding and subtracting money by using pennies (ones), dimes (tens), and dollars (hundreds). We played games like “Race to a Flat” and “Race to $0.00” to allow students to see the same ideas in a different way, thereby increasing the chances for deeper understanding. Students also learned how to add and subtract money in standard algorithm, using dollar signs and lining up the decimal points. Regrouping is a critical skill for 3rd graders to master, and we will continue giving students practice as we move onto other concepts like rounding next month.
Starting in November, we will launch ST Math’s math instructional software program, better known as “JiJi”. JiJi utilizes Spatial-Temporal reasoning to teach math concepts that are aligned to state standards. Spatial-Temporal reasoning is the innate ability to visualize and manipulate images through a sequence of steps in space and time – a process critical to solving problems in math, science and other curriculum areas. ST Math’s innovative visual learning approach helps differentiate instruction to reach students of all levels of academic and language proficiency. The program includes 200 language-independent computer games that promote mastery-based learning and mathematical understanding. Students will go to the computer lab for 40 minutes twice a week. This year, students will also have access to JiJi games at home to reinforce concepts learned at school. We’ll let you know when that feature becomes available.
D.W.O.K. - This month 3rd graders investigated the many ingredients that define our community. As community detectives, students researched local maps, examined streets and highways, observed the buildings surrounding our school, and evaluated how all of these ingredients come together to make our community unique. From Hollywood to Downtown Los Angeles, students explored the historical structures that link people to places. We are excited to be working with Dr. Tara McPherson (Dexter’s Mom) and her graduate students from USC to help integrate technology and document our learning process. In this past week, students were assigned famous landmarks surrounding our community. Students took the role as community researchers and begun the process of gathering and recording information about their buildings.
In November, students will be designing, modeling, and creating buildings such as the Griffith Observatory, Hollywood Bowl, Dodger Stadium, Mann’s Chinese Theater, etc., using a wide range of materials. Stay tuned for upcoming announcements regarding the launch of our 3rd grade D.W.O.K. website!
Theater Arts (Drama) – Our goal in Drama is for our students to develop skills, learn theater vocabulary, and control the actor’s tools of mind, body, and voice. Our theater time usually consists of playing 1 or 2 drama games that help to increase awareness of self and others and improve clarity and creativity in communication of verbal and nonverbal ideas. The games that we have played so far include: The Name Game, Red Ball, Disease Bench, Everyone Counts, Human Clay, Panel of Experts, and What’s in the Box? We will continue to promote creative participation and respect for each others’ choices and interpretations through more drama games in the coming month.
Third graders also earned a costume party for filling up the marble jar earlier this month. We had a lot of creative fun, practicing theater concepts while in character.
September Newsletter
Dear 3rd Grade Families,
Welcome back to school! Our year is off to a great start, and it has been a wonderful three weeks of getting to know our students and establishing our classroom communities. It’s amazing to be in our new building, and we want to extend a big thank you to all of our parents who contributed in making our new incredible site possible! Here is a look into all the learning that is taking place in 3rd grade:
CURSIVE HANDWRITING: Surely your 3rd grader has already shared the exciting news that we began our unit on D’Nealian cursive handwriting. Students learned many helpful tips about excellent posture while writing (sit with a good center line, chairs pushed in, backs supported by your chair, feet flat/dangling). Children were introduced to the “track” where they write letters. The bottom line is referred to as the “grass,” the middle dotted line is the “fence,” and the top line is the “sky.” It has been exciting to review printing penmanship with the students and explicitly model the same cursive letters in lower case. Letters have been grouped based on similar beginning stroke. The letters that “swing up to the fence” (and most “reverse”) include: i, t, e, u, w, j, p, r, and s. We also introduced letters that “swing up to the sky,” which include: l, b, f, h, and k. Once we have taught all the lower case letters, we will move onto capital letters.
READER’S WORKSHOP: Our 3rd graders have already learned so much about their responsibilities during Reader’s Workshop! Students cozy up in their comfortable “reading spots” with a “just right” book and read independently. It is a quiet and relaxing learning atmosphere for reading. We have discussed choosing books as well as when and why readers abandon books. Every child has experienced a “teacher conference” to discuss his/her independent reading. It is such a delight to confer with each child. We have discussed that “Thinking Is Reading,” and children are both writing and conversing about their metacognition. Ask your child to explain the difference between fiction and nonfiction books and all the genres we have introduced.
Sophia and Jadon cozying up with a book
In the upcoming weeks, our students will learn how to write weekly friendly letters to their teacher about their independent reading. Thank you for all you do at home to support your child’s love of reading. We would like our students to read independently for 20-30 minutes everyday.
WRITER’S WORKSHOP: Writer’s Workshop has started with a furious flurry of pencils on paper. We are practicing with the students what it means to live like writers. Our first unit has focused primarily on the tools and strategies professional writers use, especially when they don’t know which story to tell. The stories most accessible to us are our own, so we have begun the unit with personal narratives. Every few days we discuss a strategy professional writers use to help them decide which story to tell. We began by thinking of a person that mattered to us, listing small moments with that person, choosing one, and writing about that small moment. We followed the same pattern with a special place, then a special thing. In October, students will be delving deeper into the life of a writer as we learn tools and strategies such as drafting, revising, and publishing. We are looking forward to reading some truly amazing stories.
Hudson writing in his new journal
We would like to encourage you to write with your child and share some of your own writing strategies with them.
MATH: In math, we have been exploring what multiplication is and how it can be represented in different ways (repeated addition, arrays, equal groups). Students also made their own multiplication facts flashcards in class as a tool in developing automaticity. We strongly recommend purchasing or making flashcards for your child to practice at home. We also spent a week reviewing place value concepts, representing numbers in standard form, picture form, and expanded form (357 = 300+50+7). Next month, students will be learning how to add and subtract larger numbers with regrouping.
DWOK (Project-Based): What makes me special? One of the most important things people can do in life is to share their unique talents with their loved ones and their community. Students have been exploring different ways of understanding who they are and how to make links with people in their community. In the past week, students began a process of self-discovery by creating something called a “Me Recipe” Third graders brainstormed the many ingredients that make each of them unique. Students listed the various qualities, talents, and personality traits that combine to make the student. During this process, students discovered the many attributes that they contribute to the classroom, family, and community. The guide to self-discovery is an amazing journey and students will continue to make connections, collaborate with one another, and explore fascinating things about themselves and their community.
We look forward to seeing you at Back-to-School Night on Wednesday, October 6th at 6:30pm.
Sincerely,
The 3rd Grade Team
Miss Chan
Ms. Mellinger
Miss Son
