Grade 3


The teachers in Grade 3 in 2017 are Ayse, Bron, Abigail and Imogen.

Welcome back to Term 4. I hope that everyone had an enjoyable and relaxing break and you are charged and enthusiastic about the term ahead! The sun is out, so please remember to wear your hats and sunscreen. Another very busy term lies ahead with many exciting and memorable things planned for your children.

Read below to find out more about our learning foci for this term.

Literacy - Daily 5

The Grade 3 teachers will work alongside each student to ensure that they have an individual reading goal based on the Café Literacy program (CAFÉ being an acronym for Comprehension, Accuracy, Fluency,Expand Vocabulary), focused at their point of need.

Each student has a reading goal from the Café Literacy. The Parent Pipeline sheet outlines what their goal is and how you, as their parent/guardian, can assist them in achieving their objective. Students are encouraged to use this goal when they read each night at home.

Daily 5 sessions will continue to provide opportunities for students to focus on their Reading Goals, through small and teacher-focused groups. Students will participate in these sessions daily which include five tasks: Read to Self, Read to Someone, Listen to Reading, Work on Writing and Word Work.

In Term 4, students will continue to focus on:

Comprehension (making inferences and supporting these with evidence from the text; cause and effect; and summarising)

Accuracy (accurately reading the text, cross checking, trading/guessing words and chunking)

Fluency (incorporating expression when reading aloud)

Expand Vocabulary (using word parts to determine the meaning of words, and understanding the origins of words)

Your child will be involved in small group focus sessions that will cater for their individual needs. They will also be involved in conferencing with their teacher to establish a reading goal in which they will work on over a set time.

Writer’s Workshop

During each term we cover a variety of text types to ensure that students have a wide range of skills to apply to their writing. This term we will be focusing on writing narratives, persuasive texts, information texts and explanations. We will be learning about effective ways to plan our ideas before writing. We will be refining and consolidating our skills on the different structure and language that we can use when writing a narrative or persuasive text by using mentor texts (examples of texts). During our unit on information texts, we will focus on collecting effective and relevant information as well as grouping information into different categories. The use of subject specific vocabulary is covered, along with re-wording information to support our own ideas.

Writer’s Workshop will link in closely with Daily 5 sessions. Students will be encouraged to utilise what they’ve learnt through their Daily 5 sessions in their writing. All students will select a Writing Goal that will assist them in improving their writing, and this will be regularly revisited to ensure that they are on task.

Writer’s Workshop sessions will focus on narrative, persuasive, information report and description text types. Conferencing groups and ‘needs-based’ focus groups occur most sessions, thus enabling teachers to identify students’ strengths and weaknesses, ensuring that students are catered for on an individual basis.

Once a week, students will participate in VCOP Big Write sessions (VCOP is an acronym for ‘Vocabulary. Connectives, Openers and Punctuation). This is a time where they will be encouraged to identify and use VCOP to improve their writing.

Spelling Groups

Students will continue to participate in spelling groups this term, using the Soundwaves program. Students will be encouraged to utilise their knowledge from these groups to improve their reading and writing skills. Every week, a different sound will explored through a range of explicit learning activities incorporating grammar and spelling rules. Students are also encouraged to use the Soundwaves program online.

Students are required to read one book per night at home.


The Grade 3 teachers will work alongside students to equip them with the tools to develop skills and concepts through explicit teaching in both whole class and small focus groups. Mental calculation and the teaching of efficient strategies is a priority. Students are encouraged to develop skills in estimation, with the use of concrete materials used to support their mathematical explorations. Students’ understanding of Mathematics is assessed using standardised tools and rich assessment tasks.

Mathematics will focus on the following areas:


Pattern and Algebra

Location and Transformations: Maps and Pathways

Revision of the Four Operations

Multiplication and Division


Our Science unit, Melting Moments, focuses on observing the changes of state between solid and liquid. Every day we see or use things that have been melted or frozen, heated or cooled. All around us are items that we find both useful and attractive that have been moulded into different shapes using heat and cooling. While exploring how solids or liquids are influenced by temperature, students experience the way items from their everyday lives can change. Through hands-on investigations, students investigate how the size of the pieces affects the melting time of chocolate. Students begin to quantify their observations to enable comparison, and learn more sophisticated ways of identifying and representing relationships, including the use of tables and graphs to identify trends.

Students Learning Intention:

  • I can explain that a solid can change to a liquid by adding or removing heat.

Science Inquiry

  • I can work in a team to investigate ideas

  • I can record and represent my findings in a table.

  • I can discuss and compare results from my investigations

  • I can reflect on my learning in my science journal

  • I can use oral, written and visual language to record and discuss investigation results

  • I can use labelled diagrams to explain my ideas.

Integrated Studies

Our Integrated unit of inquiry for term 4 is ‘CELEBRATIONS AND COMMEMORATIONS’, where students will investigate and explore the culture. As part of this unit of inquiry students will be going to the Immigration Museum. Students will be encouraged to compare a range of cultural practices and explain their influence on people’s relationships. Students explain what they have learnt about themselves and others from intercultural experiences. Students explain the role of cultural traditions in the development of various identities. They develop critical perspective on and respect for their own and others cultures.

Bounce Back

Bounce Back! is a preventative social and emotional learning curriculum program that has been developed to support schools (teachers, students and families) in their efforts to promote positive mental health and wellbeing in their students and, in particular, to enable them to act resiliently when faced with challenges and adversity. Bounce Back is taught by classroom teachers throughout our school. The program focuses on classroom strategies and activities that teach students those positive social and emotional skills that might best be described as ‘life skills’.

Acronyms help students to remember the key messages that will help them to feel satisfied, function well and be resilient.

Bad times don’t last. Things always get better. Stay optimistic
Other people can help if you talk to them. Get a reality check.
Unhelpful thinking makes you feel more upset. Think again.
Nobody is perfect-not you and not others.
Concentrate on the positives (no matter how small) and use laughter
Everybody experiences sadness, changes, hurt, failure, rejection, and setbacks sometimes. It’s normal. Try not to personalise them.

Blame fairly –how much of what happened was because of you, others or bad luck or circumstances?
Accept the things you can’t change (but try to change what you can first)
Catastrophising exaggerates your worries. Don’t believe the worst possible picture.
Keep things in perspective. It’s one part of your life and doesn't have to spoil everything else.

All students will continue to participate in the ‘Bounce Back’ program, which aims to develop resilience and overall wellbeing. It is an exciting program and provides strategies that aim to make our children happy, life-long learners. You can find out more at

Student Diaries

Students’ diaries are an invaluable tool for collaborating between the school and the home. Parents are encouraged to use their child’s diary to communicate important information to their child’s teacher, such as notifying of various appointments that may occur during the school day. Diaries will be checked daily.


In Grade 3, most homework tasks consist of a combination of Reading and Maths tasks 4 days a week. All students have a Reading Journal where they are to record the date and the title of the book they are reading. Students are to also complete one reading journal entry per week, this is a two to three sentence response. You’ll find more information about reading at home in your child’s reading journal.

We ask parents where possible, to listen to their child read aloud their ‘take home’ readers each night. We also encourage parents to read to their child on a regular basis. We thank you for your continued co-operation in ensuring that your child spends time reading at home.

Teachers will also set Mathletics online tasks ( for students to complete throughout the week, based on what they are learning at school. These tasks will help support your child’s learning at school and should be completed weekly.

If you have any questions regarding homework requirements, please do not hesitate to speak to your child’s classroom teacher.

Important Dates for your Diary

Please take note of the following important dates for Term 4:

Mon 9 Oct 2017 - Start Term 4

Fri 13 Oct 2017 - Grades 3 & 4 Soccer Gala Day

Tue 17 Oct 2017 - Whole School Science Night

Tue 7 Nov 2017 - Melbourne Cup Day

Thu 9th Nov 2017 - Grade 3 Immigration museum excursion

Fri 17th of Nov 2017 - French Day


Parents, please note that if you are wanting to assist on excursions, you will need a valid Working With Children (WWC) Check.

Please provide the Office with a copy of your card details.

Ayse Ozturk , Bron Fawcett, Abigail Henderson & Imogen Hobbs