We had a spectacular turnout for Grandparent's Day! It was a lot of fun!!
In math we completed a warm up and then reviewed last night's homework. After that, we worked in small groups to solve brainteaser/logic type problems.
We began reading by listening to a story by Charlotte Herman called The memory Cupboard. Then the children worked on family tree activities.
After PE, the students will eat lunch and then return to the class to pack up for our 1:00 dismissal.
I hope everyone has a WONDERFUL Thanksgiving! I am truly thankful for being able to work with a super group of students!!
Wednesday, November 25, 2009
Tuesday, November 24, 2009
Tuesday
Tomorrow is Grandparent's Day and Thanksgiving the next...so, we are busy tying up loose ends and having some fun while we learn!
In math we continued identifying the area and perimeter of figures. We also shared the rest of our small group activities. There is a worksheet for homework and the students are expected to identify BOTH the perimeter and area.
We began reading by reviewing the characteristics that summaries should include. Then we used our note taking chart, from yesterday, to write a summary. After that we discussed our I Wonder lists and how to choose a topic (for our next writing assignment) from these lists. After that, we went to the computer lab to continue publishing our writing.
Following lunch and indoor recess, in the gym, the students worked on the final copy of their writing pieces, they began choosing a topic for their next piece and they added words to their personal dictionaries while I met with small groups.
Bears: We continued reading Zoo Vets.
Tigers: We continued reading Deserts and answering true/false questions (orally) and finding evidence in the book to support our answer.
Lions: We shared passages in the story that we felt were fair and unfair and discussed those passages. We had a blast with our discussions...ask your child!
We ended the day by working on a Caring project, for the Senior Center, with Mrs. Howard.
In math we continued identifying the area and perimeter of figures. We also shared the rest of our small group activities. There is a worksheet for homework and the students are expected to identify BOTH the perimeter and area.
We began reading by reviewing the characteristics that summaries should include. Then we used our note taking chart, from yesterday, to write a summary. After that we discussed our I Wonder lists and how to choose a topic (for our next writing assignment) from these lists. After that, we went to the computer lab to continue publishing our writing.
Following lunch and indoor recess, in the gym, the students worked on the final copy of their writing pieces, they began choosing a topic for their next piece and they added words to their personal dictionaries while I met with small groups.
Bears: We continued reading Zoo Vets.
Tigers: We continued reading Deserts and answering true/false questions (orally) and finding evidence in the book to support our answer.
Lions: We shared passages in the story that we felt were fair and unfair and discussed those passages. We had a blast with our discussions...ask your child!
We ended the day by working on a Caring project, for the Senior Center, with Mrs. Howard.
Monday, November 23, 2009
Monday
In math this morning the students worked in small groups to solve a problem involving area using a method and manipulatives of their choice. This gave them the opportunity to take the skills they have learned and apply them to a new situation. All groups were successful! It also gave me a chance to work with a few students one-on-one. There is a worksheet for homework.
We began reading by reviewing the characteristics needed for a good summary. Then the students worked in small groups to create a two column note-taking chart for the second section of the book In the Deep. After working in groups, the students used their results to help me develop a two column chart. We will use this chart to write a summary tomorrow.
Following art, lunch and recess the students will work on the final draft of their writing piece. They will also continue to add to their I Wonder list. Additionally, the will practice forming the capital letters P, R and B in cursive.
I will meet with small groups, as will Mrs. Hepner.
bears: Practiced writing high frequency words on white boards. Read pages 3-6 out loud and discussed answered questions about the text orally. Tonight for homework they need to reread pages 3-6.
Tigers: Began reading Deserts and discussing the use of text features. Tonight they will need to reread pages 4-7.
lions: Continued sharing questions for Ooka. Then picked a keeper question. After that the students began their second reading of Ooka marking places with a U where they felt Ooka was unfair and an F if they felt Ooka was fair. They need to finish this at home. There was NOT enough time to do this well in class...trust me!
We are ending the day by watching a video clip on opportunity cost and writing about it in our social studies journals.
We began reading by reviewing the characteristics needed for a good summary. Then the students worked in small groups to create a two column note-taking chart for the second section of the book In the Deep. After working in groups, the students used their results to help me develop a two column chart. We will use this chart to write a summary tomorrow.
Following art, lunch and recess the students will work on the final draft of their writing piece. They will also continue to add to their I Wonder list. Additionally, the will practice forming the capital letters P, R and B in cursive.
I will meet with small groups, as will Mrs. Hepner.
bears: Practiced writing high frequency words on white boards. Read pages 3-6 out loud and discussed answered questions about the text orally. Tonight for homework they need to reread pages 3-6.
Tigers: Began reading Deserts and discussing the use of text features. Tonight they will need to reread pages 4-7.
lions: Continued sharing questions for Ooka. Then picked a keeper question. After that the students began their second reading of Ooka marking places with a U where they felt Ooka was unfair and an F if they felt Ooka was fair. They need to finish this at home. There was NOT enough time to do this well in class...trust me!
We are ending the day by watching a video clip on opportunity cost and writing about it in our social studies journals.
Friday, November 20, 2009
TGIF
We have been working hard all week and I think I can speak for the entire class when I say that we are ready for the weekend!!!
In math we took our second quiz for unit 2. I saw lots of improvement! YEY! This is a short unit. So, we will be taking the assessment after Thanksgiving Break.
We spent our whole group reading time discussing the requirements for a summary and then putting them to good use! :-) Summaries should ...
1. tell the main idea
2. be brief and to the point
3. reflect only what is in the passage
4. use vocabulary specific to the topic
5. be written in your own words
6. be in a logical order
After discussing each requirement individually, I introduced a two column note-taking strategy that helps focus on the main ideas. Then we read a selection of text and completed the two column chart. Finally, we used the chart to write a summary. We will spend more time using this method next week.
Following going to the media center, lunch and recess the students will meet in small groups and finish up any work from the week...it is "finish up Friday", right?!?!?
Bears: Did some word work in preparation for a new book on Monday.
Tigers: Did some word work in preparation for a new book on Monday.
Lions: Shared questions that they wrote as they read Ooka and the Honest Thief.
Prior to going outside for Fun Friday we will discuss the geographical observations that the children completed for homework last night.
In math we took our second quiz for unit 2. I saw lots of improvement! YEY! This is a short unit. So, we will be taking the assessment after Thanksgiving Break.
We spent our whole group reading time discussing the requirements for a summary and then putting them to good use! :-) Summaries should ...
1. tell the main idea
2. be brief and to the point
3. reflect only what is in the passage
4. use vocabulary specific to the topic
5. be written in your own words
6. be in a logical order
After discussing each requirement individually, I introduced a two column note-taking strategy that helps focus on the main ideas. Then we read a selection of text and completed the two column chart. Finally, we used the chart to write a summary. We will spend more time using this method next week.
Following going to the media center, lunch and recess the students will meet in small groups and finish up any work from the week...it is "finish up Friday", right?!?!?
Bears: Did some word work in preparation for a new book on Monday.
Tigers: Did some word work in preparation for a new book on Monday.
Lions: Shared questions that they wrote as they read Ooka and the Honest Thief.
Prior to going outside for Fun Friday we will discuss the geographical observations that the children completed for homework last night.
Thursday, November 19, 2009
Thursday
In math we continued practicing the renaming of units and identifying area and perimeter of figures. Many students have not yet memorized that 12 inches = 1 foot and three feet = 1 yard. This is a MUST!!!! We will have a quiz tomorrow and there is a worksheet for homework.
We began reading by discussing author's use of organization in their writing and identifying key words that point to their organizational process. These words include; to begin with, first, next, at last, before, during, in (year), finally, for example, etc. We made the connection between these key words and the transition words that we use in our writing. Then we read an article in National Geographic about light houses. We looked for these key organizational words in the article.
After that we read some more from the book Why do Zippers Have Teeth and shared some of the I Wonder questions that the children listed in their writer's notebook.
Following music, lunch and indoor recess the children will work in reading groups and independently. Their independent work will include working on their current informational piece, adding questions to their I Wonder list, practicing a capital Z in cursive and any other unfinished work.
Bears: We will continue reading the electricity book and begin answering written comprehension questions.
Tigers: We will finish reading A Tour of the Planets. They will reread it independently and answer three comprehension questions in their reading response journal.
Lions: We will do a first reading of Ooka and the Honest Thief. Tonight they need to reread it for homework.
WE will end the day by listing geographic characteristics in our social studies journals. For homework tonight, the students will need to observe the geography directly outside of their house (this can be done through a window) and tally the characteristics that they see.
We began reading by discussing author's use of organization in their writing and identifying key words that point to their organizational process. These words include; to begin with, first, next, at last, before, during, in (year), finally, for example, etc. We made the connection between these key words and the transition words that we use in our writing. Then we read an article in National Geographic about light houses. We looked for these key organizational words in the article.
After that we read some more from the book Why do Zippers Have Teeth and shared some of the I Wonder questions that the children listed in their writer's notebook.
Following music, lunch and indoor recess the children will work in reading groups and independently. Their independent work will include working on their current informational piece, adding questions to their I Wonder list, practicing a capital Z in cursive and any other unfinished work.
Bears: We will continue reading the electricity book and begin answering written comprehension questions.
Tigers: We will finish reading A Tour of the Planets. They will reread it independently and answer three comprehension questions in their reading response journal.
Lions: We will do a first reading of Ooka and the Honest Thief. Tonight they need to reread it for homework.
WE will end the day by listing geographic characteristics in our social studies journals. For homework tonight, the students will need to observe the geography directly outside of their house (this can be done through a window) and tally the characteristics that they see.
Wednesday, November 18, 2009
PTA Movie Night = No Homework
There is no homework tonight due to the PTA sponsored Movie Night.
In math we reviewed renaming measurements and area and perimeter. I worked with a small group using function tables to rename measurement units.
We began reading with the students working in small groups to reread Life on the African Savannah and chart examples of cause and effect. I was impressed with how well they worked together AND the results of their efforts!
After that we discussed how inventions are usually the result of people asking questions and wondering about things. Then we began reading a book called I Wonder Why Zippers Have Teeth. This afternoon the students will have a chance to look through some books about various inventions and then begin an I Wonder list in their writer's notebook. These lists will eventually be used for the children to pick a topic (of interest to them) to research and write about in an informational piece.
Following PE, lunch and recess the students will work independently on their current writing pieces. They will also complete a cause and effect worksheet and begin their I Wonder lists. I will work with reading groups.
Bears: We began by changing sounds in words to create a word chain. Then we continued reading the book. We also spent time orally practicing answers to questions about text features.
Tigers: We shared the facts they wrote for homework last night. We continued reading the book and orally practiced answering questions that were both literal and inferential.
Lions: We previewed our next story Ooka and the Honest Thief. We discussed the sense we got from our preview, as well as the irony of the title.
We are ending the day by reviewing the geographic characteristics data we collected yesterday afternoon.
In math we reviewed renaming measurements and area and perimeter. I worked with a small group using function tables to rename measurement units.
We began reading with the students working in small groups to reread Life on the African Savannah and chart examples of cause and effect. I was impressed with how well they worked together AND the results of their efforts!
After that we discussed how inventions are usually the result of people asking questions and wondering about things. Then we began reading a book called I Wonder Why Zippers Have Teeth. This afternoon the students will have a chance to look through some books about various inventions and then begin an I Wonder list in their writer's notebook. These lists will eventually be used for the children to pick a topic (of interest to them) to research and write about in an informational piece.
Following PE, lunch and recess the students will work independently on their current writing pieces. They will also complete a cause and effect worksheet and begin their I Wonder lists. I will work with reading groups.
Bears: We began by changing sounds in words to create a word chain. Then we continued reading the book. We also spent time orally practicing answers to questions about text features.
Tigers: We shared the facts they wrote for homework last night. We continued reading the book and orally practiced answering questions that were both literal and inferential.
Lions: We previewed our next story Ooka and the Honest Thief. We discussed the sense we got from our preview, as well as the irony of the title.
We are ending the day by reviewing the geographic characteristics data we collected yesterday afternoon.
Tuesday, November 17, 2009
Terrific Tuesday
In math we reviewed renaming units and identifying perimeter and area. I gave the class a quick "exit card" with two conversion problems to assess their current abilities. Then I pulled a small group to work on this skill based on the results of the exit card. For homework, students need to finish their classwork and they also have a conversion (renaming) worksheet.
We began reading by doing a shared reading about pollution. This piece of writing was on the overhead projector and we identified examples of cause and effect within the piece. Additionally, we noticed target words that let us know that we were reading examples of cause and effect. These words included, since, because, if...then, etc.
After that I modeled writing a paragraph as I finished my informational piece on running. Then we went to the computer lab where the students continued typing their personal narratives.
Following lunch and recess I met with small groups for reading and Mrs. Hepner continued working on writing.
Bears: We read up to page 11 and then practiced making words using a strategy called word chains. For homework the students need to reread pages 4-11.
Tigers: We read up to page 8 and practiced identify sentences within the text that answered questions I was asking orally. Tonight they need to read pages 8-11 and list 3 facts about 3 planets in their RRJ.
Lions: We shared their wish lists from last night. Then we continued our discussion from yesterday. Tonight they need to re answer the focus question at the bottom of page 28 using thoughts from our discussion and evidence from the text to support their answer. This will be scored.
We are ending the day by collecting data about our geography on the tally chart we prepared yesterday.
We began reading by doing a shared reading about pollution. This piece of writing was on the overhead projector and we identified examples of cause and effect within the piece. Additionally, we noticed target words that let us know that we were reading examples of cause and effect. These words included, since, because, if...then, etc.
After that I modeled writing a paragraph as I finished my informational piece on running. Then we went to the computer lab where the students continued typing their personal narratives.
Following lunch and recess I met with small groups for reading and Mrs. Hepner continued working on writing.
Bears: We read up to page 11 and then practiced making words using a strategy called word chains. For homework the students need to reread pages 4-11.
Tigers: We read up to page 8 and practiced identify sentences within the text that answered questions I was asking orally. Tonight they need to read pages 8-11 and list 3 facts about 3 planets in their RRJ.
Lions: We shared their wish lists from last night. Then we continued our discussion from yesterday. Tonight they need to re answer the focus question at the bottom of page 28 using thoughts from our discussion and evidence from the text to support their answer. This will be scored.
We are ending the day by collecting data about our geography on the tally chart we prepared yesterday.
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