Friday, April 28, 2017

Fantastic Friday

This morning the students worked on a practice PARCC activity to refresh their memories as to the format and tools of this assessment.  Then they went to music with Ms. Thomson.  When they returned, we watched the morning announcements.

After that, we switched for math and took a Go Noodle brain break.  Next, we completed a multi-step word problem warm up and began our rotations.

During the small groups rotation, we used an area model and partial products to solve multiplication equations involving two 2-digit numbers, neither of which were multiples of ten.  During math with a partner, the students played a card game called, "Advanced Multiplication Number Battle", to practice multiplying multi-digit numbers.  Finally, during the technology rotation, the students watched a Khan Academy lesson demonstrating how to solve a multiplication problem with two 2-digit numbers.

After math, the students enjoyed lunch and outdoor recess.

When we returned to class, we went over the answers to our weekly puzzles and spent some time discussing the PARCC testing.

After that, the children worked on completing their odes while I met with a few students to do the April informal reading assessment.

We ended the day with a South African cultural arts assembly.


Thursday, April 27, 2017

Take Your Child to Work Day

Sooooooo...out of a class of 29 students, we only had 10 in class today.  This created an interesting scenario.  We had to find constructive activities to further our knowledge without introducing any new skills or strategies.

The day began as typical Thursdays do.  The students tried to figure out our weekly puzzles and then worked on a WTW practice activity.

After that, we played Kahoot to learn more about the branches of government.

Next, we switched for math and took a Go Noodle brain break.  After that, we went over last night's homework.  Then, we did modified rotations.

First, all students spent 15 minutes using Xtra Math to increase their basic fact fluency.  Second, we all worked together to use an area model to solve 2-digit by 2-digit multiplication problems WITHOUT multiples of ten.  Finally, we played Kahoot to review fourth grade math skills.

After math, the children enjoyed lunch and outdoor recess.

When we returned to class, we began our literacy block.  While I tested some of the students for our April informal reading assessments, the children revised, printed, and illustrated their odes.  Those who completed their odes worked on their WTW practice activities and their branches of government Google Slides presentations.

NO HOMEWORK tonight!
NO math formative, for my class, tomorrow!

Wednesday, April 26, 2017

Wonderful Wednesday

This morning, the students worked on their Writing Wednesday stories.  Then, after the announcements, we began our Social Studies lesson.  After naming and briefly describing the three branches of government on the state and federal levels, the students were given several resources to use to learn more about each.  Then they began working on a Google Slides presentation showing the important facts about the three branches of government on the state and federal level.

As they worked, I met with several students to begin my monthly, informal reading assessments.

Next, we switched for math and took a Go Noodle brain break.  Then, we completed a brain teaser warm up and reviewed last night's homework.  After that, we began our rotations.

During our small group instruction we used the area model to multiply a 2 digit number by a multiple of ten.  During math with a partner, the students completed their decimal task cards or played Multiplication Way to work on their basic multiplication fact fluency.  Finally, during the technology rotation, the students watched a Learn Zillion lesson using an area model to multiply two 2-digit numbers, and took notes in their math journals.  Those who finished early worked on their basic facts using Xtra Math.

HOMEWORK is posted on GC - Holman's Homework.  The copy machine is still down.

After math, the students enjoyed math and outdoor recess.

When we returned to class, we began our literacy block.  First, we reviewed making inferences from poetry, which we began yesterday.  After that, we revisited similes and metaphors as the comparison of two seemingly unrelated things.  Then I modeled how to identify one in a poem and complete a chart explaining what it means.

While I met with individual students to continue my April informal reading assessments, the students completed identifying and explaining three inferences they made as they read the poem, "Oranges".  Then, they read through a few poems searching for a simile or metaphor.  Once they found one, they added it to our class Slides presentation and explained what it means.  Finally, they observed small portions of the from cover of the novel, Shiloh, and began making predictions about the story.

After reading, the students had art with Mr. Cosgrove.

Then, we began our writing lesson.  First, we reviewed the steps we've taken thus far to draft our odes.  Then, I modeled how to dd a simile to my model ode and make the necessary revisions.

While I continued my monthly informal reading assessments, the students revised their own odes to include a simile or metaphor.  If they had extra time, they worked on the reading activities listed above.

HOMEWORK is posted on GC - Holman's Homework.

Tuesday, April 25, 2017

Terrific Tuesday

This morning the students used Typing Club to work on their keyboarding fluency.

After the announcements, we began our science lesson.  Today we observed and described that happens when we combined two different materials.  During our investigation we determined whether the different combinations were mixtures (could be separated back apart) or solutions (not able to be separated once combined).  We also identified the solute (lesser material) and the solvent (greater amount of material).

Next, we switched for math and took a Go Noodle brain break.  Then we completed a skill review warm up and began our rotations.

During the small group lesson we used place value to multiply two multiples of ten.  During math with a partner, the students had one last day to complete the decimal task cards.  Those who finished early, played Multiplication War to improve their basic fact fluency.  During the technology rotation, the students watched a Khan Academy lesson about multiplying 2 multiples of ten and then completed a follow up practice activity.  Those who finished early either used another site to practice this further or worked on Xtra Math.

There is a worksheet posted on GC- Holman's Homework to complete tonight.  The copy machine is broken, so I couldn't make paper copies.

After math, the students enjoyed lunch and indoor recess.  Then, they went to PE with Mr. Smith.

When we returned to class, we began our literacy block.  First, we reviewed how to use text and our background knowledge to make inferences.  Then, I modeled doing so using the poem, Ode to My Library".  After that, we reviewed several types of poetic devices/techniques and examples of each.

Today, while I worked with small groups the students read a poem called, Oranges", and practiced using the text and their own background knowledge to make inferences.  Then, they chose a poetic device/technique and revised their ode to include it.  If they had time, they also completed a WTW practice activity.

Blue/Pink:  The students read the text on page 30 of their Safari magazine and, on a sticky note, identified the type of writing and elements that support their answer.  After that, they reread the poem and we discussed inferences that could be made.  For HOMEWORK the students need to reread the poem and write 2 lines, about a race, that rhyme.

Orange:  The students read the text on page 30 of their Safari magazine and, on a sticky note, identified the type of writing and elements that support their answer.  After that, they reread the poem and we discussed inferences that could be made.  For HOMEWORK the students need to reread the poem and write one stanza of four lines, about garbage, with the second and fourth line rhyming.

Green:  The students read the text on page 30 of their Safari magazine and, on a sticky note, identified the type of writing and elements that support their answer.  After that, they reread the poem and we discussed inferences that could be made.  For HOMEWORK the students need to reread the poem and write one stanza for "I'm Free".

Monday, April 24, 2017

Marvelous Monday - Bread Making Field trip

This morning the students completed a language review activity and then worked on a WTW practice activity.  After the announcements, we reviewed the language activity and began our rocks and minerals unit.

First, the children wrote down observations of the rock they brought in from home.  Then, we used their clues to determine which rock belonged to each person.

After that, we ate lunch and boarded the bus for our field trip.

The actual field trip lasted for approximately two hours.  The first hour watched a bread baking demonstration.  Then, the students got to participate in a variety of science based activities including; holding a snake and a bearded dragon, digging for shark's teeth, using a robot to throw a ball, watching the gas released from yeast blow up a balloon, digging DNA out of a strawberry, and a lot more!!

When we returned to school, we ate snack and talked about the fun field trip.

We ended the day by finishing the science lesson we began this morning.  The students used a list of observation questions that is often used by geologists to improve their rock observations.  Then, we used their updated clues to guess the rocks.  Our accuracy improved a lot!

HOMEWORK tonight is to share the events of the field trip and make a plan to bake the bread this weekend.

Friday, April 21, 2017

Fantastic Friday

This morning the students got to choose what they did during morning work.  Then, they went to music with Ms. Thomson.  When they returned to class, we watched the morning announcements and reviewed the answers for this week's puzzles.

Next, we switched for math and took a Go Noodle brain break.  After that, we completed a decimal warm up and went over last night's homework.  Then, the children took this week's formative, which focused on comparing decimals.

The students did very well on the formative.  They have been graded and returned to all.  Look for them in home folders this evening.

After math, the children enjoyed lunch and outdoor recess.

When we returned to class, we began our literacy block.  First, we reviewed the elements of a play and began comparing and contrasting the various elements of prose, poems, and dramas.  After that, I modeled how to use my organizers, and the rubric, to write an ode.

While I met with guided reading groups, the students read the play in their Safari Magazines and listed unknown words.  After that, they drafted their ode, using their graphic organizers.  Finally, they completed their WTW definitions and sentences.

Pink/Blue:  We identified various elements of a play and then began reading the play, "The Trials," and making inferences along the way.

Orange:  First, the students had a chance to share the stanzas they wrote, last night, to go with the garbage poem we read in group.  Then, we identified various elements of a play and then began reading the play, "Buried," and making inferences along the way.

Green:  First, we shared, and discussed, the inferences they made for homework last night.  After that,  we identified various elements of a play and then began reading the play, "Terror on the Log Flume," and making inferences along the way.

After our literacy block, we had a quick class meeting.  First, each person shared the best part of the week.  Then, we watched the United Diversity video that the school filmed during recess yesterday.  It was AWESOME!

Thursday, April 20, 2017

Thrilling Thursday

This morning the students worked on solving our weekly puzzles and their WTW definitions and sentences.  Then, after the announcements, we watched 2 videos about an exciting activity we will participate in during recess today.

Over Spring Break, many students and parents from our community, including one of our own classmates, began organizing a project for MCPS's contest celebrating diversity.  During their recess, our students will created one of the letters from the word "united" (the letter N), which will be photographed and imported into a dance video, celebrating the united diversity we share here at Wims.

After learning about and discussing this project, and our part, the student completed the posters they began in social studies yesterday, depicting the purpose of government.  Then the children shared their posters with the class.

Next, we switched for math, and practiced the dance we will perform in the video during recess, instead of a Go Noodle dance.  Then we completed a warm up involving money and reviewed last night's homework.  After that, we began our rotations.

During the small group instruction we used models to compare decimals up to the hundredths.  During math with a partner, the students engaged in math discourse as they continued to work on the decimal task cards they began yesterday.  Finally, during the technology portion, the students watched a Learn Zillion lesson about comparing decimals and took notes in their math journal.  Those who finished early used an additional web site to compare decimals to the hundredths.

For HOMEWORK the students need to complete the back side of the worksheet we began in small group.

After math, the students enjoyed lunch and outdoor recess.  During recess they participated in the united diversity video project and I was told they did very well!

When we returned to class we began our literacy block.

After reviewing the elements/characteristics of prose, we identified and discussed the elements and characteristics of poetry.  While I met with guided reading groups, the students worked on the following tasks.

First, they read the poem, on page 11, of their guided reading book and, using sticky notes and a chart in GC - Reading, identified 5 elements of poetry.  After that, they completed both planning organizers for their odes.  Next, they practiced identifying elements of prose, poetry, and plays, using 2 links in GC - Reading.  If they had additional time, they read quietly or worked on their WTW assignments.

Pink/Blue:  First the students, who completed their homework, shard their two truths and one fib, and we guessed the fib.  Next we read the poem on page 11 and discussed the elements of poetry they identified.  For HOMEWORK the students need to reread the poem out loud to a family member.

Orange:  First the students, who completed their homework, shard their two truths and one fib, and we guessed the fib.  Next we read the poem on page 11 and discussed the elements of poetry they identified.  For HOMEWORK the students need to reread the poem and write a new stanza using the letters in the word garbage.

Green:  First the students, who completed their homework, shard their two truths and one fib, and we guessed the fib.  Next we read the poem on page 11 and discussed the elements of poetry they identified.  For HOMEWORK the students need to reread the poem and make an inference based using details from the text.

After reading, we began our writing block.  First, we picked new writing partners for the fourth quarter.  Then students shared their topics and organizers with their new partners.  After that, we shared ideas as a class.  We will begin drafting our odes tomorrow.

HOMEWORK is posted on GC-Holman's Homework, as usual.

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