Welcome to Ms. Maxwell's Third Grade Classroom

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    Welcome to Ms. Maxwell's website!  

    June 15, 2020

    Hello Ms. Maxwell’s Students and Parents,

    We are now in count-down mode, however we continue to learn this week.  There are two focuses of study from now until the end of the school year on June 19th of this week.  1.  Complete iReady Reading diagnostic and iReady Math diagnostic.  2.  Read and finish our book study, The Underneath.  Discussion will resume this Tuesday, May 16th during our Zoom meeting at 10:30.


    Daily Schedule

    Monday:  10:30-11:30 Reading/writing  - The Underneath Book Study

    Tuesday: 10:30-11:30 Reading – Zoom Meeting @ 10:30!  The Underneath Book Study

    Tuesday:  Following the Zoom Book Study:  iReady Reading Diagnostic for those not finished

    Wednesday: iReady Reading and iReady Math diagnostics for those not finished

    Thursday:     10:30-11:30 Math or Science – pages mailed – Math Zoom Meeting @ 10:30!

    Friday:          10:30-11:30 Math or Science – pages mailed


    All reading assignments are now in the Google Classroom titled:  Ms. Maxwell’s Third Grade Remote Learning.  Look for the gray Google Classroom.

    June 15 - June 19 Learning Schedule

    Last week of school!  Students need to work to complete all assignments in Google Classroom to help prevent that summer slide from learning.  Data supports students that work hard right up to the end of the school year are better prepared for beginning learning in the fall.  Also, complete all iReady Reading and iReady Math diagnostics.  Be ready to discuss The Underneath on Tuesday, June 16th at the 10:30 Zoom meeting. IF YOU HAVE COMPLETED ALL ASSIGNMENTS, READ ANOTHER CHAPTER BOOK OF YOUR CHOOSING.  PAT YOURSELF ON THE BACK FOR FINISHING FIRST!

    June 8 - June 16 Learning Schedule

    For the entire week, please focus on completing the iReady Reading and the iReady Math diagnostics.  Continue reading our book study, The Underneath.  Please have The Underneath fully read by June 16, our final Zoom Meeting at 10:30.


    June 1 - June 9 Learning Schedule

    June 1 - June 9 Reading:  The Underneath Book Study pgs. 237 - 280

    June 2:  @ 10:30:  The Underneath Book Study on Zoom for pages  180 - 236 (last week's reading recap)

    June 2:  Reading:  iReady Reading Diagnostic

    June 3:  Reading:  iReady Reading Diagnostic

    June 4: - Math Zoom @ 10:30:  Bring your math packet and your exit ticket from last Friday!

    iReady Math optional for additional skills

    Science:  Wednesday - Friday, water your seeds and watch them grow.  Science packet optional


    May 26 - June 1 Learning Schedule:

    May 26 - May 29 Reading:  Google Classsroom assignment:  The Underneath - Write an inference about the character, Grandmother Moccasin.  Support your thinking with evidence from the book.

    May 26:  @ 10:30:  The Underneath Book Study on Zoom for pages  132 - 179

    May 26 - June 1:  Reading:  The Underneath pages 180 - 236

    May 27 - May 29:   Do the math pages for Wednesday, Thursday, and Friday

    May 28 - Math Zoom @ 10:30:  Bring your math packet and your exit ticket from last Friday!

    iReady Math optional for additional skills

    Science:  Wednesday - Friday, water your seeds and watch them grow.  Science packet optional

    May 18 - May 26 Learning Schedule:

    May 18 - May 22 Reading:  Google Classsroom assignment:  The Underneath - 1. Research alligators  2.  Write an introduction for an informational writing article

    May 19:  @ 10:30:  The Underneath Book Study on Zoom for pages  89 - 131

    May 19 - May 26:  Reading:  The Underneath pages 132 - 179

    May 20 - May 22:   Do the math pages for Wednesday, Thursday, and Friday

    May 21 - Math Zoom @ 10:30:  Bring your math packet and your exit ticket from last Friday!

    iReady Math optional for additional skills

    Science:  Wednesday - Friday, water your seeds and watch them grow.  Science packet optional


    May 11 - May 18 Learning Schedule:

    May 11 - May 13 Reading:  Google Classsroom assignment:  The Underneath - 1. Research moccasin snakes  2.  Write an introduction for an informational writing article

    May 12:  @ 10:30:  The Underneath Book Study on Zoom for pages 44 - 88

    May  - May 12 - May 18:  Reading:  The Underneath pages 89 - 131

    May 13 - May 15:   Do the math pages for Wednesday, Thursday, and Friday

    May 14 - Math Zoom @ 10:30:  Bring your math packet and your exit ticket from last Friday!

    iReady Math optional for additional skills

    Science:  Wednesday - Friday, water your seeds and watch them grow.  Science packet optional


    May 4 - May 8 Learning Schedule:

    May 4 - May 5 Reading:  Google Classsroom assignment:  The Underneath - inference for Gar Face with evidence

    May 5:  @ 10:30:  The Underneath Book Study on Zoom 

    May 5 - May 12:  The Underneath pages 44 - 88

    May 6 - May 8:   Do the math pages for Wednesday, Thursday, and Friday

    May 7 - Math Zoom @ 10:30:  Bring your math packet

    iReady Math optional for additional skills

    Science:  Wednesday - Friday, water your seeds and watch them grow.  Science packet optional


    April 27 - May 5 Learning Schedule:

    April 27 and April 28 Reading:  Google Classroom assignment:  Music and Culture in Harmony - main idea and supporting details

    April 28 @ 10:30:  The Underneath Book Study on Zoom 

    April 28 - May 5:  The Underneath pages 1 - 43.  Google Classroom assignment - sites and vocabulary

    iReady Reading optional for additional skills

    April 29 - May 1 Math:  Do the math pages for Wednesday, Thursday, and Friday

    April 30 Math Zoom @ 10:30

    iReady Math optional for additional skills

    Science:  Wednesday - Friday, plant your seeds


    From April 22 – April 24 do the math pages for each day.  Look at the top of each page for the day of the week.

    Zoom Sessions with Ms. Maxwell will be held on Tuesday’s and Thursday’s at 10:30.  On Tuesday we will read and discuss a chapter book titled, Underneath. (I will let you know when to meet me at school to collect your chapter book.  They are ordered and on their way!) On Thursdays we will do a math lesson together.  Look for Zoom sessions in our new Google Classroom! First Zoom session will be held Thursday, April 23rd!

    I’m looking forward to seeing all your faces on Zoom Meetings.  Be well and stay safe and happy!

    Ms. Maxwell @ jmaxwell@everettsd.org

            Our Daily Class Motto

     I will be thankful for all that I have

     I will work hard for all that I desire

     I will be intentional for the person I am becoming

     I will love others for that is the reason I am here


                       To Access Google Classroom:

           Search Google Classroom on Google

           Sign in/add another account

           Sign in with "email" student number@apps.everettsd.org 

           This will then take you to Everett School District's log-in for Google Classroom

           Log in with just the student ID number.  The password is most likely the same ID number


     Tips for Creating a Daily Schedule from Mrs. Richard - Behavior Specialist:

    Tip #1 is use a schedule! The teachers in our building post schedules in their classrooms daily. This strategy helps students in many ways. When they have a plan, they know when activities start and end, when they can look forward to breaks, and they know what is expected of them.  You can use this same kind of strategy at home with your family. Sitting down in the evening to create a schedule with your child for the next day gives them power over how they will work, what they want their break times to look like, and more. 

    You know your child best and there are many different ways to create a schedule. Talk to them about their options. Some students thrive on routine. Your child might like things in the same order every day. Some students like to be creative and enjoy flexibility. This style might be more open to moving activities around, negotiating the length of activities and what resources they use. Another option is to make a list of things that need to be done and let your child decide as they go which one they want to choose next. 

    The big goal is that they are working, feeling a sense of ownership over their day, and  having positive interactions with the people around them. Another perk is that knowing what is coming next makes them less likely to need you to keep their day moving, and i know a lot of you are trying to get work done simultaneously. Picture examples of sample schedules are below, but there are no rules! Make a poster, set alarms on your phone, make a list, use magnets on your refrigerator...try to make it fun. If you have any questions please feel free to email me at NRichard@everettsd.org. Take care, everyone!

    Tip # 2

    Hello Everyone,

    At Jackson we speak to our students a lot about strategies they can use when they are feeling overwhelmed to help bring themselves back to a calm state. One of the strategies that helps with  creating wait time, shifting focus, calming down, creating positive thoughts and much more is art. For many students drawing, doodling or coloring is perfect. However, today I am going to share two resources I love that are more guided that you can access for free at home. 

    Check out the Art for Kids Hub. If you see the emblem above you are on the right track. I love a lot of things about this channel. They always have a young artist doing the drawings so they are modeling that it doesn't look exactly like the grown-up version, and they talk about mistakes and have fun with them constantly. They also draw things that are motivating for kids like popular characters. These activities are fun for adults and kids alike which makes it a really great family activity. It is also something kids can do on their own. 

    The second art idea is called Zentangle. The goal of Zentangle is to draw a repeating pattern to clear your mind and calm your body. The main rules of Zentangle are that you always use a marker, you try not overlap lines, and there are no mistakes! When you follow a pattern you know what you will do next, but you never know what your art will look like in the end.

    It might appear complicated, but with a little practice and guidance it can be for all ages. There are countless patterns and instructional videos available online so you don't need to purchase anything to get started. In addition to being great entertainment and a self-regulating tool, this could also be an activity to help your child wind down for sleep. Here are some additional resources if you are interested!

    One Zentangle A Day  By: Beckah Krahula


    Tip #3: Plan Ahead to Feel Upset

    In our regular lives there are things that happen daily that trigger our moods to change. At school we let students know that it is okay to feel any way, but their reaction still needs to be thoughtful. Now our emotions are even more heightened than usual. Instead of reacting to upset feelings when they happen, you can take a proactive approach.

    When everyone is calm, make a plan that your family can follow. Below are some interview questions you can ask your child to help you start your plan. When you interview your child, just be a listener. Don't try to solve the problem, disagree or downplay what they are saying. Just say okay, or repeat back what they are saying so they know you are listening. I like to write it down. This will make them feel heard, which is a great jumping off point for them accepting your input later. Also, if you are going to make a plan, memorize it and stick to it! Keeping your promises to your child will make it more likely that they will stick to the ones they have made. 

    What are the things that make you feel upset? 

    (This question is meant to reveal potential triggers so that you might be able to help your child anticipate in the future)

     When you start to get upset, what does it feel like in your body?

    (If they find it difficult to answer this question, prompt them with "for example, does your face feel hot?")

     When you are upset and another person tries to help you, what makes it better? What makes things worse?

    (Make a note of your child's answer here. You and other household members can commit to helping behaviors as a part of the plan.)

     I know that you have learned a lot of strategies about how to calm down. Which 3 strategies work best for you?

    (If they have difficulty producing an answer here you could prompt them with "for example, do you use a tool, go to the calm-down area, breathe?)

     Where is a place you could go when you are upset to think about what you want to do next?

     What are words you could use with me and other people in our house to tell them you need space that are still kind?

     If you handle being upset by using a strategy or a tool instead of creating a problem, what would be a great way for me to celebrate with you? 

    (I suggest using time together here as a celebration, not material things or treats but having said that; pick something powerful for your child. The "celebration" has to feel better than not using restraint when upset.)

     Is there anything else you want to tell me?

    Once you get answers to these questions it becomes pretty easy to formulate a plan. Let your child help guide you through what they are going to do and what the people around them are going to do if they become upset. At school when I am making a plan with a  student I get as specific as agreeing on what each individual will say or not say, but you have to do what feels organic for home. Post it somewhere when you are finished. Maybe on the fridge or their bedroom wall. Make sure everyone who is involved knows the plan and they are ready to follow it. 

    Remember, you are asking your child what they think and what they need, but you are ultimately creating the limits here. If they say one of the things that makes them feel upset is homework, that doesn't mean you eliminate it. It means you talk about how they can get it done without becoming upset. A good plan doesn't necessarily change expectations; it creates better avenues for getting to the end goal. If they say they get mad when they have to do chores, you don't take away that expectation. You let them know chores are going to get done, but you are willing to hear their suggestions on how doing them might be better. I think you will be pleasantly surprised at the creative problem-solving that can take place. This takes practice, so if you need some help or guidance around what to do after you have completed your interview feel free to reach out! 

    Behavior Tip #4 Everyone has a "Currency"

    Motivating students to engage in learning and interact appropriately with others is something teachers work to do every day in the classroom. Now that we are working in a different environment, much of the motivation to do these things is coming from home. One of the strategies we use at Jackson are "I Got Caught" tickets and Friday school store. In exchange for following our school rules and working hard in the classroom, students are given tickets that they can spend on Friday's in our store. We have a variety of items and experiences because every child is motivated differently. 

    Every student has a currency; whether that is time with someone, special items, access to an activity or something else. There is a difference between the things we like, and the things we would work to earn. I call this a person's "currency." If you can find your child's currency at home, it can help to motivate them to engage in learning and decrease any resistance you might be experiencing when you make requests. Sometimes adults are resistant to rewarding kids for things that "they should be doing anyways", like chores or homework or listening, etc. I like to thing about rewards in a certain way to  help me through that moment where I get stuck in thinking "just do it because I'm telling you to and I am the adult!" 

     Rewards Don't Need to Break the Bank 

    Sometime when we picture rewards we thing about buying kids things in exchange for them completing tasks or directions. This does not need to be the case. In fact, I would encourage you to  eliminate that as an option and let your child help you create rewards that are zero cost. Being in charge of decisions, special time with someone, getting to be a helper, access to activities...all of these things can be motivating and low or no cost.

     There is No Long-Term Contract

    Rewarding your child now for working or listening does not mean you are going to be stuck in that exchange forever. My rule is this: once I see that a student is following my directions with no resistance three times in a row, I change the terms. Be subtle! This might mean they need to do 5 more problems for the same reward. It might mean they do the same amount of work, but for a longer time period before getting rewarded. It could mean you keep the work the same but the reward is shorter. Adjust that volume slowly so it doesn't feel like a drastic change to your child. 

     Lecture and Argue, or Get it Done and Have Some Fun?

    In my experience, it is a much better use of my instructional time to reward students for the behaviors we want to see and slowly back away from rewards than it is to wait for compliance, argue about why they should work, or punish students for not listening. There is a good reason for that! All of the most recent behavioral research supports that promoting positive behavior is much more effective than punishing unwanted behavior.  That is why Jackson is committed to being a PBIS school (Positive Behavioral Interventions and Supports) and why the same principals can work for you at home. 

     If you are going to try rewarding your child for chores or work at home please remember these tips:

    • Always make your expectations  crystal clear. Instead of "finish your work" say "Do every number with handwriting that other people can read and complete sentences." You will find unless you are explicit, your version of "finished" is going to be different than your child. 🙂
    • Focus on 3 or fewer things you want them to improve at one time. 
    • Keep your promises; when your child meets expectations and when they don't.
    • Have fun.

    For Families

    Behavior Tip #6: Teaching & Practicing Empathy

    When we think of empathy, sometimes it is labeled as a character trait that a person has naturally. While some people might be more innately drawn to acting with empathy, it is also a skill; and we can teach it. If you think back to how you learned to be empathetic, someone likely took advantage of "teachable moments" with you, and your understanding and emotional skills improved. 

    At school, we use curriculum and materials to isolate those kinds of teachable moments into lessons and practice. Explicit teaching about empathy, practicing the prerequisite skills, reading related stories, playing games and having discussions are the kinds of strategies teachers employ to improve empathy and related behaviors. Here are some of the teaching points we target to help our students with empathy skills in primary grades:

    • What does being a good listener look like? How do I show another person I care and I am thinking when they talk to me?
    • What are emotions, how do I identify them, and how do I  communicate my emotion to another person appropriately?
    • How do I identify emotions in other people? What is body language and what do facial expressions mean?

    All of this groundwork sets the scene to teach empathy in the future. As students get older and they have repeated practice with primary skills, we tap into those skills to help students navigate disagreements, build relationships, negotiate successfully, and so on. 

    When I find myself in a situation with a student where they have failed to display empathy, I try to ask myself: Are they missing information? Is there something that is common sense to me as an adult that might be new information to them as a child? I scan the skills they would need to make a better choice, and if a gap exists, we teach again. Ask your child questions about their actions. If you can find the missing skill, you can help them to grow their social skills like empathy. Below you will find an article about things you can do at home to practice skills related to empathy and some books to start a conversation with your child. A little understanding is something all of us could use more of right now! As always if you have any questions feel free to reach out! Have a great weekend.



    • Please note: There is a packet of activities in the manilla envelope that is optional.  There is also a math packet of third grade standards that is optional.  Please complete all Engage New York Math Packets first, then enjoy additional engagement with other math standards for third grade.
    • The Everett School District is mailing a packet of grade level standards that is optional.  When you complete all assignments in Google Classroom, refer to this packet. 


    Update on April 1

    • Good afternoon class!  There is a new assignment posted today in Google Classroom.  It's a personal survey around how you are doing, created by Mrs. Richard.  Have fun with it and be creative!
    • Also, read the tips from Mrs. Richard.  There are some great, relaxing, and creative ideas around finding peace in our daily lives as we navigate this new remote learning.  Out of all the ideas, choose one or two that fit you and your personality!

    Update on April 13

    • Welcome back from spring break!  I'm hoping you are rested, refreshed, and ready to tackle this next stretch of learning.  I am excited to get to continue to support your learning.  Remember: All assignments are due Friday, April 17!  I'll be checking your work again and sending out progress reports to parents this Friday.  
    • Letters coming this week.  Look for it in the mail. :)  
    • Packets of Learning coming this week.  If you are ready, you may begin working in Google Classroom as soon as you receive the packet.  Have fun learning and I look forward to checking your thinking!
    • We will begin Zoom learning next week at the latest.  Zoom lessons will be posted in Google Classroom.  More information around this to come this week.

    Hello students and families from Ms. Paisley:

    I wanted to give you some quick information from the Jackson library. 

    Library News:

    You can find all weekly library lessons on the library website.  They are located on the left hand side of the library page and are updated every Monday.  Here is a video link to show you how to access:


    AR Goal:

    The last Accelerated Reading goal will run April 27 – June 12.  You can read a just right book and take an AR test from home, which is also located on the library website.  I will send an email home when a student meets their goal and Ms. Reyes will put their first name on our Jackson Elementary Twitter feed.

    Scholastic Online Book Fair:

    Our library will be hosting an online book fair April 27 – May 10 for anyone interested in ordering new books.  The orders will ship to your house. Here is a link to our book fair:


    I hope everyone is staying healthy and finding good books to read!

    Take care,

    Jill Paisley

    Jackson Elementary library