Friday, October 20, 2017

Fantastic Friday

This morning, the children completed the Friday portion of the vocabulary sheet for our word of the week, compare.  Then they chose which academic skill they worked on before the announcements.  After watching the video announcements, we switched for math.

We began math with an extensive area and perimeter word problem.  In fact, it was so involved that I switched it to be our math with a partner activity.  We also reviewed last night's homework.  Then, we began our rotations.

During the small group instruction, we practiced solving a multi-step perimeter and area word problem.  During math with a partner, the students worked together to solve a multi-step area and perimeter word problem involving logical thinking, too.   Finally, during the technology portion, the children completed a session of Xtra Math and then they practiced calculating area and perimeter with sites linked to a Live Binder.

Between the second and third rotation, the students enjoyed lunch and outdoor recess.

After math, we began our literacy block.  We started with our writing lesson.  First, students reviewed the essay, "Helping other Countries" with their writing partner and discussed the author's opinion and reasons for it.  Next, we read a new persuasive essay, "It is Our Money and We Need It," and discussed the author's opinion, their intended audience, and their reasons.  After brainstorming additional opinions to write about, the students wrote for 20 minutes silently about an opinion of their choice.  Finally, the children shared their writing with their partners.

After writing, we ate snack while we reviewed today's independent work tasks.  First, the students watched a short video about identifying the main idea in non-fiction text.  Then they read up to page 10 of the book, Cliff Dwellers, marking places that were confusing and/or surprising, as well as, circling unknown words.  After that, they had ONE LAST CHANCE to complete their narrative writing piece that was due on MONDAY.  Next, they completed their slide for the group's Native American web quest.

As they worked, I helped individual students with their writing and met with guided reading groups.

Green:  We reread pages 3-5 and used the heading to write a main idea sentence.  After that, we located key details that matched the main idea.

Pink:  We reread pages 3-5 and used the heading to write a main idea sentence.  After that, we located key details that matched the main idea.

Blue:  We reread pages 3-5 and used the heading to write a main idea sentence.  After that, we located key details that matched the main idea.

We ended the day with a class meeting.  First, we shared one thing we didn't know about one another.  This helps us build a community and get to know each other better.  After that, we exchanged thank yous and compliments.  Next, we discussed challenges such as how to share the class bean bags and what to do when you have trouble getting along with a friend.  Finally, we watched a short video about Growth Mindset.  This is the idea that smart isn't something you are but something you GET by exercising your brain.  ANYONE can GET SMARTER!

Have a great weekend!

Thursday, October 19, 2017

Thrilling Thursday

This morning, after completing the Thursday portion of our vocabulary sheet for our word of the week, compare, the children worked on our weekly puzzles.  Then, after the announcements, we switched for math.

Math began with an area word problem for warm up.  Then we reviewed last night's homework.  After that, we began our daily rotations.

During the small group instruction, we used the area and perimeter formulas, for rectangles, to help us solve word problems.  During math with a partner, the children continued playing the Snakes board game, to practice partial products.  Finally, during the technology portion, the children completed a session of Xtra Math and then played an online version of Truth or Dare which relied on the knowing and using the formulas for area and perimeter of a rectangle.

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

Math homework is posted on GC.

After math, we began our literacy block.

We started with our writing lesson.  First, we reviewed the essay, "Insects Are Amazing," and identified the author's opinion and the three reasons used to support it.  Then, the children began a new opinion piece and wrote for 20 minutes, silently.  During this time, I touched base with each child to ensure they were clearly stating their opinions, and helping those who hadn't done so.

After writing, the students enjoyed music with Mrs. Graf.

When they returned to class, we ate snack and reviewed the independent work assignments  for our reading block.  First the children viewed the first seven slides, including Brain Pop video, of a Google Slide presentation about identifying the main idea in non-fiction text.   Then, they read an article about The Pueblo People.  After that, they worked on their slide for their group's Native American web quest.

Guided Reading Groups:
All reading groups met with me.  During each group we used the slides in Google Classroom reading to review the idea of what is a topic versus what is a main idea.  Then, we looked over the article, "The Pueblo People," and identified both the topic and the main idea.

After our literacy block, we began Module 5 of the science curriculum.  First we reviewed content vocabulary.  Then the students worked in groups to classify various organism cards.  After creating posters identifying their groups, we took a gallery walk and discussed how the organisms interact with one another.

Wednesday, October 18, 2017

Wonderful Wednesday

This morning the students completed the Wednesday portion of our vocabulary sheet for the word of the week, compare.  Then, they played a parts of speech game, online.  After the announcements, we switched for math.

Math began with a logic puzzle to warm up our brains.  Then, we reviewed last night's homework. Next, the students took the week 5 formative, which covered multi-digit multiplication using place value and partial products.  These have been graded and returned to students.  Please look for them in the section of the binder this evening.

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

When they returned to math, we had a whole group lesson about understanding and using the formula to determine the area of a rectangle.  The lesson included watching, and discussing, a video module, reviewing several slides, and answering a word problem, with a partner.

Math homework is posted on GC.

After math, we began our literacy block.  We began with a writing lesson.  First, the children, with their writing partner, reviewed the two persuasive pieces we read this week and identified the purpose and audience of each.  Next, we read and discussed a new persuasive essay.  Then, we highlighted the sentences that stated the authors purpose and reasons to support it.  After that, the students chose a topic and did a 5 minute quick write.  Finally, the students wrote for 15 minutes, silently, either continuing their quick-write or beginning a new opinion piece.

After our writing block, we ate snack and continued reading Wonder.

Then, the children worked in small groups on their Native American web quest.  Each group was assigned a Native American Society to research and become experts.  As they worked to gather their information, I met with individual students to work on my quarterly reading assessments.  This took the place of guided reading groups.

Tuesday, October 17, 2017

Terrific Tuesday

This morning, the children completed the Tuesday section of their vocabulary sheet for our word of the week, compare.  Then they practiced their keyboarding skills using Typing Club.  After the announcements, we switched for math.

We began math with a multiplication warm up and then reviewed last night's homework.  After that, we began our rotations.

During the small group instruction, we developed an understanding of the perimeter formula for a rectangle, and used it to calculate the measurement of unknown sides.  During math with a partner, the students played a board game called Snakes to continue working with partial products.  Finally, during the technology portion, the students completed a session of Xtra math and then used the multiplication Live Binder to choose a game and work on their multiplication skills.

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

Math homework is posted on GC.

After math, we began our literacy block with a writing lesson.  We reviewed yesterday's persuasive essay, "Bugs are Creepy, " and discussed the author's purpose and intended audience.  Then we read a new essay, "Bugs are Amazing," and determined the author's opinion and intended audience.  After that, we brainstormed some opinions we could use for persuasive essays and began a class topic list.  Finally, the students had 10 minutes to add to their own topic list.

While we ate snack, we reviewed today's independent work tasks.  First, the children used their guided reading texts, the chart we completed in guided reading groups, and the RACER slides to  summarize how the Native American societies used the environment to meet their needs for food, clothing, and shelter.   Prior to working on this independently, because it is a graded assignment, we did rehearse it orally.  Next, the children worked on their writing, by adding to their topic list, working on a piece they have already started, or beginning a new piece, for 15-20 minutes.  Finally, they reviewed the social studies web quest that we started after our literacy block.

As the children worked, I met with a group of students who missed our reading groups on Friday.  We read and highlighted the text about the Eastern Woodland Native Americans.  Then we paraphrased to summarize the text on our chart.

After our literacy block we took a much needed Go Noodle brain break.

Then we began a social studies web quest.  After reviewing the introduction, the tasks, and the process, the students were put in groups, randomly, and chose their expert jobs.

The students ended their day in art with Mrs. Daniell.


Monday, October 16, 2017

Marvelous Monday

This morning, the students commented on GC about their weekend and then completed the Monday portion of the new vocabulary worksheet for our word of the week, compare.  After the announcements, we switched for math.

Math began with a quick multiplication warm up.  Then we went to the Pep Rally for our new Booster Thon fundraiser.  When we returned to class, we had a whole group math lesson using the partial products method to solve 3-and 4- digit by 1-digit multiplication problems.

After enjoying lunch and outdoor recess, the students returned to math and completed a quick 1 problem 4-digit by 1-digit multiplication problem.  As I suspected, most of the students are quite competent in this skill.  There are a few who need to brush up on their basic facts.

After completing the exit card, the students finished a session of Xtra Math and then used the Multiplication Live Binder to work on fact fluency.

Math HOMEWORK is posted on GC.

After math, we began our literacy block.  Today we began with writing.  After assigning new writing partners, we read an essay called, "Bugs Are Creepy," an example of opinion writing.  After I read it aloud, the children reread it with their writing partners and discussed the author's opinion.

Next, the children went to PE.

When they returned to class, they ate snack and we discussed how to integrate our independent, silent writing into our literacy independent work block.  I know this sounds redundant, but the children understood what I meant.  :-)

After that, the students worked independently on the following tasks, while I met with small guided reading groups.  First, each group read an article about the Sioux Indians.  As they read they circled unknown words, and marked places that were confusing and/or surprising.  Next, they spent 5-10 minutes working on a topic list for opinion writing.  After that, they completed a graded paraphrasing activity.  Then, they wrote silently for 15-20 minutes, either working on the final draft of their narrative or writing about anything they choose.

Green:  The students reread the article about Sioux Indians, and based on our purpose for reading (how they used their environment for food, clothing, and shelter), they highlighted important information.  Next, we reviewed the highlighted facts and paraphrased it to summarize the text on the chart we started on Friday in group.

Pink:  The students reread the article about Sioux Indians, and based on our purpose for reading (how they used their environment for food, clothing, and shelter), they highlighted important information.  Next, we reviewed the highlighted facts and paraphrased it to summarize the text on the chart we started on Friday in group.

Blue:  Together we reread the article and based on our purpose for reading (how they used their environment for food, clothing, and shelter), we highlighted important information. Then, together, we paraphrased the important facts to summarize the text and add it to the chart we started on Friday in group.

Friday, October 13, 2017

Fabulous Friday

Today, my homeroom had a PJ day to celebrate the 10 whole class Dojos they earned.

After unpacking and signing in, the children completed both the Thursday and Friday section of the vocabulary sheet for our word of the week, significance.  After that, they worked on solving our weekly puzzles.  Once the announcements were over, we switched for math.

We began math with a multiplication warm up, where the students used the area model to solve two equations.  After that, we went over Wednesday night's homework.  Next, we began our rotations.

During the small group instruction, we practiced solving 3 and 4-digit by 1-digit multiplication problems using the area model.  During math with a partner, the students practiced explaining partial products by playing Toss and Talk Partial Products.  Those who finished early, played Multiplication War to increase their basic fact fluency.  Finally, during the technology portion, the students completed a session of Xtra Math.  Then they played Amoeba Multiplication to practice partial products.

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

After math, we shared information about the SGA food drive and Digital Citizenship spirit week (Monday is crazy sock day).  Then, we began our literacy block.

While I met with guided reading groups, the students worked independently on the following tasks.  First, they completed a post test from our visit to the Ag Farm yesterday.  Next, they finished the decomposers chart.  Finally, they used their revisions and the rubric I will be using to grade, to complete the final copy of their narrative writing.

Guided reading groups focused on using paraphrasing to help summarize information we read about how the Native American tribes used their environment for food, clothing, and shelter.

I met with each group to work on paraphrasing and summarizing important information.  First, we used text features to narrow down which portion of the text we needed to read.  After reading it once, we reread it and highlighted only the important information that matched our purpose for reading today (how the native Americans used their environment for food, clothing, and shelter).  Next, we paraphrased the highlighted facts in order to summarize the text.

After our literacy block, we had a guidance lesson, with Mrs. Luckett, about including others to be kind.

Progress reports were distributed to each student at the end of the day.  Look for them in take home folders.  These are your to keep.

Have a great weekend!!

Wednesday, October 11, 2017

Wonderful Wednesday

This morning, after unpacking and signing in, the students completed the Wednesday section of our vocabulary sheet for the word of the week, significance.  When they finished, they played a parts of speech online game.  After the announcements, we switched for math.

We began math with a 2-digit by 1-digit multiplication warm up.  Then, we went over last night's homework.  Next, we took a formative covering multiplicative comparison word problems.  These have been graded and returned to students.  Please look for them in binder this evening.

After the formative, we took part in the bus evacuation drill.  Then the children enjoyed lunch and outdoor recess.

After recess, we did a whole group lesson, using arrays (graph paper) to solve 2-digit by 1-digit multiplication problems.

There is a worksheet for HOMEWORK that is due FRIDAY, not tomorrow.  Instructions, and an example, is on GC.

After math, we began our literacy block.  Today we began with a writing lesson.  We learned some proofreading marks as we discussed specific capitalization and punctuation rules.  Then, the children conferred with their writing partners, and used the proofreading marks to edit each other's drafts.

Then we did a quick, whole group lesson, about paraphrasing in order to summarize non-fiction text.

While the students worked independently, I met with guided reading groups.  First the children completed a pre-test for tomorrow's Ag Farm field trip.  After that, they used the Encyclopedia Britannica to  complete the decomposers chart and explain how decomposers benefit their ecosystem.  Finally, they began drafting their final version of the narrative writing piece.

pink:  We reviewed paraphrasing and then discussed how to summarize non-fiction text.  The students were instructed to identify the main idea in the topic sentence, and then to include the main idea of each section of text, using headings whenever possible.  After reading the story of Humpty Dumpty, and a summary, we read an article about plants and wrote a summary together.

green:  We reviewed paraphrasing and then discussed how to summarize non-fiction text.  The students were instructed to identify the main idea in the topic sentence, and then to include the main idea of each section of text, using headings whenever possible.  After reading the story of Humpty Dumpty, and a summary, we read an article about plants and wrote a summary together.

blue:  We reviewed paraphrasing and then discussed how to summarize non-fiction text.  The students were instructed to identify the main idea in the topic sentence, and then to include the main idea of each section of text, using headings whenever possible.  After reading the story of Humpty Dumpty, and a summary, we read an article about plants and wrote a summary together.

We ended the day by watching and discussing a video about the early Native American tribes that lived in Northern America before the European settlers arrived.

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