Monday, September 25, 2017

Go Pro!

This morning, the children wrote about their weekend on our GC - Homeroom page.  Then, they completed the Monday portion of the vocabulary sheet for our word of the week, assume.

After the announcements, we were treated to an assembly. Two professional soccer players, Alyssa Kleiner and Lindsay Agnew, visited us to discuss the importance of being active and not giving up.

Following the presentation, the students enjoyed lunch and outdoor recess.

When they returned to class, we began our literacy block.  We reviewed that the theme of a text is the central message, that is usually inferred.  Then, we went over the correct answers from Friday's theme practice activity, where the children matched passages of text to a theme.

After that, the students worked independently, while I met with guided reading groups.  First, they read two chapters in their guided reading book and wrote a summary for one of them.  Next, they read a short passage of text, answered two comprehension questions, and wrote about the theme, using evidence to support their thinking.  Then, they identified two similes and/or metaphors, from Pop's Bridge, determined what they were comparing, and interpreted each.  Finally, those who had time, read about several human-made landmarks in Maryland.

Guided Reading Groups:
Blue:  We met and reviewed vocabulary for chapter 3 and then read it silently.  After discussing that portion of the text, we went over some vocabulary for chapter 4 and then, the students read the chapter independently, marking places they thought were funny, surprising, and/or confusing.

Pink:  Independently, the students read chapter 3 and 4, marked places they felt were funny, surprising, and/or confusing, and wrote a summary for chapter 4.  In group, we shared and discussed their think marks.  Then, we drew a line of learning, under the summary they wrote, and wrote a summary, together, that would meet the criteria for an A.

Green:  The students read chapters 5 and 6, independently, marking places they thought were funny, confusing, and/or surprising.  They also wrote a summary of chapter 6.  In group, we discussed the two chapters and shared some of the summaries.

In between the pink and green groups, the students went to PE.

After our reading groups met, we ate snack, read Wonder, and discussed the upcoming SGA elections for kindergarten representative and class rep.

Then we began our writing block.  Today we reread the first line in Tea with Milk and The Bicycle Man.  We reviewed first and third person points of view and identified from which each was written.  Next, the children thought about a person, from their own life, that they might write about, and shared their ideas with their writing partner.  Finally, the students wrote for 15 minutes, silently, about a memory from their own life, a person they know or remember, or anything else that interested them.

We ended the day by creating our aquariums so that the water can adjust and we will be prepared when our critters arrive later this week.  Then we began Module 2 of our science unit by defining needs, photosynthesis, and development. WE also discussed the things plants need in order to survive and the changes we have observe in our terrariums.

HOMEWORK:  Practice basic facts and read for 20 minutes!

Friday, September 22, 2017

Fabulous Friday

This morning the students completed the section for Thursday and Friday for this week's word of the week, produce.  Then, they worked on solving this week's puzzles.  After the announcements, we switched for math.

My math class began with a missing digits addition warm up.  During this time, some students were pulled for a small group reteaching rounding and addition.  Then, we began our rotations.

During the small group lesson, we practiced subtraction with decomposition.  During math with a partner, we used addition and subtraction to begin solving an addition ladder.  Finally, during the technology portion, the students compelted a section of Xtra Math, and then chose a web site to use to practice their addition skills.

The children enjoyed lunch and recess between the second and third rotations.

After math, we began drafting the blog and then started out literacy block.

In reading we focused on identifying the theme of a text and understanding similes and metaphors.  First, we read about the difference between the topic and theme of a text.  Then we matched text to its theme.  After that, we reviewed the the difference between a simile and a metaphor.

While I met with small groups, the students worked on guided reading group assignments.  Then, they read a few passages of text and matched each to a theme.  After that, the students identified 3-4 examples of similes or metaphors, from Pop's Bridge, and explained their meaning.

Blue:  We retold chapters 1 and 2 of Soccer Shake Up.  Then, we reviewed the Somebody Wanted But So then strategy for summarizing text.  Finally, we used the strategy to write a summary of chapter 2, together.

Pink:  The students reread chapters 1 and 2.  Then they wrote an answer to the question, would you rather be friends with Nick or have Mrs. Granger as a teacher.  When they came to group, we drew a line of learning under their response, and together, as a group, we drafted a response that would get an A.  Finally, the students were encouraged to compare their original response to the one we wrote as a group, noticing what they did well, and where they needed to improve.

Green: The students read chapters 3 and 4 of Drita.  Then they wrote an answer to the question, would you rather be friends with Drita or Maxie.  When they came to group, we drew a line of learning under their response, and together, as a group, we drafted a response that would get an A.  Finally, the students were encouraged to compare their original response to the one we wrote as a group, noticing what they did well, and where they needed to improve.

After our reading block, we ate snack and had a quick class meeting.  During class meeting we begin with a group share.  Today the children shared which food they would like to eat for breakfast, lunch, and dinner.  Then, we exchanged compliments.  Finally, we reviewed the instrumental music schedule.

Next, we began our writing block.  First, the children reread their recent pieces of writing and underlined one or two sentences that they really liked.  After that, they did a 5 minute quick write, beginning with one of the sentences they underlined.  Next, they shared what they wrote with their writing partner.  Finally, they wrote, silently, for 20 minutes on a topic of their choice.

We ran out of time and did not get to science or social studies but we will make that a priority next week.

Look for PARCC scores in home folders tonight.

Have a great weekend!!!

Wednesday, September 20, 2017

A Novel Kind of a Day!

We didn't post yesterday because we were visiting the Chesapeake Bay.  We had a fabulous time and learned a lot about ecosystems.

This morning, the students wrote a comment on the Google Classroom - Homeroom page, identifying their favorite part of yesterday's field trip.  Then, they completed the Tuesday and Wednesday sections for our vocabulary word of the week, produce.  After the morning announcements,  we switched for math.

We began math with a warm up, reviewing rounding multi-digit numbers to various places.  Then, the students took a formative on rounding.  These have been graded and returned to the children.  Look for them in the math section of your child's binder.

Next, the children enjoyed lunch and outdoor recess.

When they returned to math, we quickly reviewed using the standard algorithm to add multi-digit numbers with composing.  Then, they completed a quick exit card, so I can see what they know and what they need to learn.

After math, the students returned to homeroom and we began drafting this blog post.  Then, we began our literacy block.

First, we identified theme as the central message, or a lesson, that we can learn from the text and apply elsewhere in our lives.  It is usually inferred.  After reading through a list of themes commonly used in children's literature, we identified the theme of Pop's Bridge.  Then the students worked independently, on the following tasks, as I met with guided reading groups.

First, each group read the first two chapters of the guided reading book and marked places they felt were funny, surprising, and/or confusing.  Then, they completed the perspective assignment that they began on Monday.  Finally, the finished the 3-2-1 task for the Chesapeake Bay.

Reading Groups:
Blue:  They are reading Soccer Shake-Up. We reviewed some vocabulary from the first two chapters.  Then they watched and listened, as I thought out loud, and read a couple of pages to model how to use think marks.  Finally, they read chapters 1 and 2 and marked places they felt were funny, surprising or confusing.

Pink:  They are reading Frindle.  When they came to group, we reviewed some of their think marks and discussed the characters of Nick and Mrs. Granger.

Green:  They are reading  Drita.  When they came to group we discussed Drita's perspective regarding her new life in America.  We also compared the two girls.

After reading, we ate snack and continued reading Wonder.

Then, we read about Allen Say's life and discussed how he used events from his life to write his books.  After that, the students wrote independently for 20 minutes.

We didn't get to science or social studies because there were a gazillion flyers to hand out.  PLEASE have your child clear out his/her home folder this evening.

NO HOMEWORK


Monday, September 18, 2017

This morning, the students wrote about their weekend and began working on the vocabulary sheet for our word of the week, produce.

After the announcements, we did NOT switch for math, because two of the classes were on the field trip to the bay,  So, we took advantage of our time together, and finally complete the writing lesson for week 2, day 2.  This lesson used Allen Say's book, Tea with Milk, and focused on using our own life experiences for writing.

Next, the students enjoyed lunch and recess.

When they returned to the classroom we put together our terrariums and planted, alfalfa, mustard, and grass seeds.

Then the students went to PE.

After that, we began writing this blog post, ate snack, and read Wonder.

Next, we began our reading block.  After reviewing point of view (first versus third) and perspective, we did a quick warm up identifying different perspectives on 3 issues.  Then, while I met VERY briefly with reading groups, to introduce their novels, the students listened to the story, Hey, Little Ant, and identified the different perspectives of the ant and the boy.  Then, they completed the ChHesapeake Bay 3-2-1 from Friday.

Friday, September 15, 2017

Week 2...That's a wrap!

This morning the students finished the vocabulary sheet for our word of the week, assess.  Then, since it was Free Choice Friday, they chose to either practice keyboarding skills, read quietly, work on writing, or solve our weekly puzzles.  After watching the announcements, we switched for math.

In my math class, we completed a mystery number warm up.  Then, we reviewed last night's homework, rounding using a number line. Next, we began our rotations.

During the small group lesson, we practiced a new strategy for rounding multi-digit numbers.  During math with a partner, the students finished their number chains and played Multiplication War, to work on basic fact fluency.  Finally, during the technology portion they completed an Xtra Math session and played Boom Cards to practice rounding.

In between the second and third rotations, the children enjoyed lunch and outdoor recess.

After math, we began our literacy block.  First we reviewed, the difference between perspective and point of view.  Then the children worked independently, on the following tasks, while I met with guided reading groups.  They reread Pop's Bridge, and re-wrote the first paragraph from the opposite point of view.  Additionally, they used several multi-media resources to prepare for their upcoming field trip to the Chesapeake Bay.  After viewing the resources, they identified 3 cities on the bay, 2 interesting facts about the bay, and 1 organism that lives in the bay.

During each reading group, we reviewed the reasons why we read text more than once, and the purpose for each reading.  We also identified, listed, and discussed "think marks" we will use to better understand text we read.

Then we ate snack, began our blog post, and read Wonder.

Next, Mrs. Luckett, one of our guidance counselors visited and did a lesson problems, how to handle them, and how to get help.

After she left, we continued the writing lesson we began yesterday, by reading, Tea with Milk, by Allen Say.

Then it was time to pack up.

Have a great weekend!

Thursday, September 14, 2017

Thrilling Thursday

We began the morning completed the Thursday section of our vocabulary sheet, for this week's word, assess, then we began solving our weekly puzzles.  After the announcements, we switched for math.

My math class began with a place value, mystery number, warm up.  Then we began our math rotations.

During the small group, we practiced rounding numbers, up to a million, to the nearest 10 and 100, using a number line.  During math with a partner, we created a number chain by placing multi-digit numbers, up to a million, in order from least to greatest.  Finally, during the technology portion, we completed an Xtra Math  session, and watched  Khan Academy lesson about rounding to the nearest 10 and 100 using a number line.  Additionally, there was a Khan Academy practice activity to do.

In between our second and third rotations, the children enjoyed lunch and outdoor recess.

After math, we  reviewed what a good summary, and point of view response, for Freedom Summer, sounded like, by listening to student's work.  Then, we worked independently on the following tasks.

First, we made "See you Later" cards for our classmate, Clara.  After that, we reread Pop's Bridge and rewrote the first paragraph from the opposite point of view.  Due to time constraints, most students didn't get to the second task.

Later we went to music, with Mrs. Graf.

When we returned to class, we ate snack, finished our cards for Clara, and began drafting this blog post.  Then we read more of the novel, Wonder.

Next, we attempted to catch up n our social studies lessons.  First, we defined and identified physical, or natural, and human-made features.  Then we labeled 5 physical features on a map of Maryland; the Allegheny Mountains, the Appalachian Mountains, the Blue Ridge Mountains, the Potomac River, and the Chesapeake Bay.

Finally, we began our first science lesson.  We defined the term ecosystem, as an environment where living and non-living things interact.  Then we read about and discussed various types of ecosystems.  Finally, we read directions that we will use tomorrow to build a terrarium.

Next, we began reading, Tea with Milk, by Allen Say, and identified different perspectives, along with evidence from the story.

After we paced up, we read more from Wonder.

Wednesday, September 13, 2017

Wonderful Wednesday

This morning the students listed synonyms and antonyms for their vocabulary word of the week, assess.  After that, they tried to make words out of the letters n the word, lemonade, since it is Word Wednesday.  Following the announcements, we switched for math.

In my math class, we took our first formative.  These have been graded and returned to students.  They are in the math section of the binder...check them out!

After the formative, the children enjoyed lunch and outdoor recess.

When they returned to math, we watched an instructional video about comparing and ordering numbers.  Then I passed back the formative.

Next, my homeroom visited the media center for a lesson about Digital Citizenship, with Mrs. Allaire.

We finally, began our literacy block when we got back to the classroom.  First, we defined and discussed the difference between point of view and perspective.  After that, we read the realistic fiction story, Pop's Bridge, and discussed point of view, perspective, and setting.  Then, the students worked independently, for a short amount of time, while I called each reading group and they chose a name.  Additionally, during this time, Mr. Gillenwater, the instrumental music teacher, began pulling a few students at a time to discuss instrument choices.

Then, we began drafting this blog and continued reading Wonder.

Next, we took a Go Noodle brain break and began our writing lesson.  We listened to Allen Say's story, The Bicycle Man, based on events in his own life.  Then, the students began a topic list of ideas from their life they could write about.  Finally, they wrote for 15 minutes either adding to their list, working on a piece they had already started, or beginning a new piece of writing.

HW:  read for 20 minutes, GC - math

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