Third grade Writing Celebration highlights integrity, research, and critical thinking

“We are so excited to have all of you here to showcase all the work your child has done over the last few months,” beamed third-grade teacher Katie Chuchul, as she and fellow teacher Leslie Lemma welcomed third-grade parents and caregivers at their recent Third Grade Writing Celebration.

Beginning with non-fiction research and continuing through more advanced research techniques, including the creation of a bibliography, glossary, and other non-fiction text features, third graders were able to choose their topics intentionally, which increased their sense of ownership and passion. “Students were very purposeful in their choice,” shared Mrs. Chuchul. “They explored topics in which they might have already felt they were an expert or perhaps wanted to teach others about, understanding that if you think you know a lot, it’s still important to conduct more research.”

During the celebration, parents were able to complete a feedback loop by offering compliments to their children after each had read their non-fiction book out loud. “We invite you to jot down not just what you liked, but why and to be very specific about your compliments,” instructed Mrs. Chuchul.

The pedagogy and practice of out-loud reading is one that also develops skills of voice and critical thinking. “When students read their text out loud to themselves, they can question whether it makes sense, both to myself or perhaps a younger audience, like our second graders,” explained Mrs. Chuchul.

Students began their initial research in December and worked to locate reliable sources so that they could conduct effective research. “This unit was also an introduction to notetaking organization,” said third-grade teacher Leslie Lemma. “Using color coding and identifying sub-topics helped students with the important skill of paraphrasing.”

The Quaker Testimonies of Integrity and Community were embedded throughout the curriculum. “Students learned the importance of academic honesty and integrity by compiling their bibliography and understanding that it is important to give credit to your sources,” pointed out Mrs. Chuchul, who added that peer review is generally built into their process. 

“Peer conferencing helps students answer questions that their reader still has about their writing before it’s finished,” shared Mrs. Lemma. “Sometimes it’s as simple as word choice.”

The unit cemented an important transition for third graders as they continued to develop their voice, technical reading skills, and independence. “In third grade, they are moving from how to read to reading to learn,” said Mrs. Chuchul. “And they are understanding that when they can learn something, they can also teach others.”