So, my 5 year old woke up and asked when the sun would come out again...my reply? I have no clue. I thought it funny that even a 5 year old recognizes how many sunless days we've had!!
This morning, in reading, the students worked independently on a BCR for Ironing Board Sandwiches and completed any other unfinished work from the week, while I met with reading groups.
Bears: We discussed the implications of Sarah saying "our dune".
Lions: We reviewed the list of unknown words from last night's homework.
Crabs: We reviewed how the people on the train stayed warm (plying Simon Says) and identified how grandpa had changed in the book.
In math we began the unit 3 assessment.
Following a visit to the media center, the students enjoyed lunch and outdoor recess. After recess, Mrs. Howard came in to continue her lessons about friendship.
We ended the day by discussing how pitch is changed in a wind instrument.
Friday, January 27, 2012
Thursday, January 26, 2012
Thursday
This morning the students worked in small groups to score and provide feedback to two student written BCRs for Ironing Board Sandwiches. Obviously, these BCRs were anonymous. Once the students were done, we met as a class to discuss the feedback and scores they had given to each BCR. This provided an opportunity for children to discuss pluses and deltas in authentic student work.
After that, the students worked independently on reading non-fiction text and using test taking strategies to answer multiple choice follow up questions. Additionally, the completed a new WOW (word of the week) worksheet for superb (excellent; very fine). If they finished early they were to complete any unfinished work and read silently.
In math we went over each question in the unit 3 review packet. Students were expected to fix any mistakes they made and ask any questions they had. They will bring these home tonight and are expected to use them to prepare for the unit assessment which is tomorrow.
Following art, lunch and outdoor recess the students worked in small groups, using the book Oil Spill, to complete a semantic map (graphic organizer). WE will use this organizer, next week, to help us write persuasive letters.
While the students worked on the above activities, I met with reading groups.
Crabs: We discussed how Grandpa felt when the train got stuck and which words helped us figure it out. Then we began reading chapter 5. For homework, the students need to read chapter 5 and explain what the people did on the train to keep warm.
Lions: We reviewed last night's homework, discussing why Lucy shrieked at Simon. For homework, the children need to read chapter 5 and list unknown words.
Bears: We discussed whether or not the students think that Sarah will stay. Then we talked about the title, Sarah, Plain and Tall, and whether or not we think Sarah is "plain". For homework they students need to read chapter 5 and explain why Caleb smiles when Sarah says, "our dune".
Unfortunately, due to an extensive amount of talking, we missed out on science. WE WILL get this under control. Your children have WONDERFUL personalities and make coming to school fun but they need to learn to be quiet during transition times so that we get through our daily plans. :-)
After that, the students worked independently on reading non-fiction text and using test taking strategies to answer multiple choice follow up questions. Additionally, the completed a new WOW (word of the week) worksheet for superb (excellent; very fine). If they finished early they were to complete any unfinished work and read silently.
In math we went over each question in the unit 3 review packet. Students were expected to fix any mistakes they made and ask any questions they had. They will bring these home tonight and are expected to use them to prepare for the unit assessment which is tomorrow.
Following art, lunch and outdoor recess the students worked in small groups, using the book Oil Spill, to complete a semantic map (graphic organizer). WE will use this organizer, next week, to help us write persuasive letters.
While the students worked on the above activities, I met with reading groups.
Crabs: We discussed how Grandpa felt when the train got stuck and which words helped us figure it out. Then we began reading chapter 5. For homework, the students need to read chapter 5 and explain what the people did on the train to keep warm.
Lions: We reviewed last night's homework, discussing why Lucy shrieked at Simon. For homework, the children need to read chapter 5 and list unknown words.
Bears: We discussed whether or not the students think that Sarah will stay. Then we talked about the title, Sarah, Plain and Tall, and whether or not we think Sarah is "plain". For homework they students need to read chapter 5 and explain why Caleb smiles when Sarah says, "our dune".
Unfortunately, due to an extensive amount of talking, we missed out on science. WE WILL get this under control. Your children have WONDERFUL personalities and make coming to school fun but they need to learn to be quiet during transition times so that we get through our daily plans. :-)
Wednesday, January 25, 2012
Sunny Wednesday
Many of you may not be aware but most of the Wednesdays this school year have been rain! I know this because of indoor recess!! It is so nice to have a sunny one!!!!
In reading our whole group lesson was a plus/delta chart providing feedback for the BCRs the students completed yesterday. In short, the pluses were organization, spelling and transition words. The deltas were explaining their details, using a variety of transition words and choosing more accurate character traits.
While I worked with individual students providing feedback on their writing the students worked independently on the following assignments; rewriting their BCR using the provided feedback, completing a pronoun activity and reading chapter 4 in their reading group book.
In math we worked on the review packet for the unit 3 assessment. Tonight, any students who has not completed this packet must do so for homework. We will begin the assessment on Friday.
After math we had an emergency class meeting. Following directions and listening has become a big issue not only in our classroom but when the students are with other adults around the building. Today was the fourth day in a row that was plain ugly...therefore, we missed going to the computer lab and had a talk.
Following lunch and recess we began reading a new book about the Exxon Valdez and attempted to view pictures of the disaster online. Unfortunately, the link I had didn't work. Then the students continued working independently while I met with reading groups.
Reading Groups:
Bears: We began reading chapter 4 and discussing why Sarah brought Shells with her. Tonight the students need to read the entire chapter (4) and answer the questions, "Do you think Sarah plans on staying? Explain using details from the chapter.", on a sticky note.
Lions: We began reading chapter 4 and did some word work using scoured and mustn't from the chapter. Tonight the students need to read the entire chapter (4) and explain why Lucy shrieked at Simon on page 48, on a sticky note.
Crabs: We discussed the el (elevated train) and began reading chapter 4. For homework the children need to read the entire chapter (4) and explain how grandpa felt about being stuck (pay special attention to page 29) on a sticky note.
We ended the day by making slide whistles to produce sound by vibrating air.
In reading our whole group lesson was a plus/delta chart providing feedback for the BCRs the students completed yesterday. In short, the pluses were organization, spelling and transition words. The deltas were explaining their details, using a variety of transition words and choosing more accurate character traits.
While I worked with individual students providing feedback on their writing the students worked independently on the following assignments; rewriting their BCR using the provided feedback, completing a pronoun activity and reading chapter 4 in their reading group book.
In math we worked on the review packet for the unit 3 assessment. Tonight, any students who has not completed this packet must do so for homework. We will begin the assessment on Friday.
After math we had an emergency class meeting. Following directions and listening has become a big issue not only in our classroom but when the students are with other adults around the building. Today was the fourth day in a row that was plain ugly...therefore, we missed going to the computer lab and had a talk.
Following lunch and recess we began reading a new book about the Exxon Valdez and attempted to view pictures of the disaster online. Unfortunately, the link I had didn't work. Then the students continued working independently while I met with reading groups.
Reading Groups:
Bears: We began reading chapter 4 and discussing why Sarah brought Shells with her. Tonight the students need to read the entire chapter (4) and answer the questions, "Do you think Sarah plans on staying? Explain using details from the chapter.", on a sticky note.
Lions: We began reading chapter 4 and did some word work using scoured and mustn't from the chapter. Tonight the students need to read the entire chapter (4) and explain why Lucy shrieked at Simon on page 48, on a sticky note.
Crabs: We discussed the el (elevated train) and began reading chapter 4. For homework the children need to read the entire chapter (4) and explain how grandpa felt about being stuck (pay special attention to page 29) on a sticky note.
We ended the day by making slide whistles to produce sound by vibrating air.
Tuesday, January 24, 2012
Half Way!!
Today is the first day of the second semester, or third quarter, of the school year. It's so hard to believe that we are halfway through third grade!!
In reading we continued working on the non fiction piece, "He Changed the World" The students worked on their fluency by reading the piece with a partner. Then we reviewed the strategies of locating information in the text and narrowing your choices as we checked their answers to the multiple choice questions.
After that we read and discussed the BCR question that goes with the piece. The students will answer this question, independently, this afternoon.
Next, I introduced pronouns as words that are not specific and take the place of nouns in sentences. We oral whole group exercise to practice identifying pronouns. This afternoon the students will identify pronouns independently.
Finally, I passed out the new spelling packet that focuses on the/au/spelling pattern and pronouns. This packet is due Friday, February 3.
In math we tackled solving reverse division problems. We completed a worksheet together. Then the students worked independently on the first problem of their worksheet paper. Tonight they are to complete the rest of that worksheet. If you have any questions, look for the paper we finished in class together.
Following PE, lunch and outdoor recess we read a book about the Exxon Valdez oil spill named Oil Spill! The students were quite interested in the book and we spent a lot of time discussing the negative effects of oil spills.
The students then worked on the BCR and pronoun activity from this morning while I attended a meeting in the building. For homework ALL reading groups MUST reread chapter 3 and get a parent signature in their planner.
We ended the day by cleaning out desks in order to have a fresh start for the second half of the school year.
In reading we continued working on the non fiction piece, "He Changed the World" The students worked on their fluency by reading the piece with a partner. Then we reviewed the strategies of locating information in the text and narrowing your choices as we checked their answers to the multiple choice questions.
After that we read and discussed the BCR question that goes with the piece. The students will answer this question, independently, this afternoon.
Next, I introduced pronouns as words that are not specific and take the place of nouns in sentences. We oral whole group exercise to practice identifying pronouns. This afternoon the students will identify pronouns independently.
Finally, I passed out the new spelling packet that focuses on the/au/spelling pattern and pronouns. This packet is due Friday, February 3.
In math we tackled solving reverse division problems. We completed a worksheet together. Then the students worked independently on the first problem of their worksheet paper. Tonight they are to complete the rest of that worksheet. If you have any questions, look for the paper we finished in class together.
Following PE, lunch and outdoor recess we read a book about the Exxon Valdez oil spill named Oil Spill! The students were quite interested in the book and we spent a lot of time discussing the negative effects of oil spills.
The students then worked on the BCR and pronoun activity from this morning while I attended a meeting in the building. For homework ALL reading groups MUST reread chapter 3 and get a parent signature in their planner.
We ended the day by cleaning out desks in order to have a fresh start for the second half of the school year.
Friday, January 20, 2012
End of Marking period 2
Today marks the last day of the marking period. Students do not have school on Monday, it is a report card prep day for teachers.
This morning we the children worked in small groups to read "He Changed the World" and practiced monitoring their understanding of what they read. After that, they worked independently to answer multiple choice questions by underlining or highlighting the information in the text and then eliminating wrong answers.
In math we practiced explaining how to solve division problems, using a calculator, but without using the division or addition button. Then we began solving reverse division problems. We will finish this on Tuesday.
Following a visit to the media center, the students enjoyed lunch and indoor recess.
This afternoon the students continued working on the multiple choice worksheet, finished any odds and ends type unfinished work and then read silently while I met with reading groups.
Bears: We discussed chapter 3, including what Sarah brought the children and the first sign of tension between Papa and Sarah.
Lions: We discussed the title of the chapter and the decision of the children to take a short cut home from school during a snow storm.
We ended the day by writing letters of apology to Mrs. Rose, the media specialist. The students, as a whole, made a lot of bad choices in media today. :-(
This morning we the children worked in small groups to read "He Changed the World" and practiced monitoring their understanding of what they read. After that, they worked independently to answer multiple choice questions by underlining or highlighting the information in the text and then eliminating wrong answers.
In math we practiced explaining how to solve division problems, using a calculator, but without using the division or addition button. Then we began solving reverse division problems. We will finish this on Tuesday.
Following a visit to the media center, the students enjoyed lunch and indoor recess.
This afternoon the students continued working on the multiple choice worksheet, finished any odds and ends type unfinished work and then read silently while I met with reading groups.
Bears: We discussed chapter 3, including what Sarah brought the children and the first sign of tension between Papa and Sarah.
Lions: We discussed the title of the chapter and the decision of the children to take a short cut home from school during a snow storm.
We ended the day by writing letters of apology to Mrs. Rose, the media specialist. The students, as a whole, made a lot of bad choices in media today. :-(
Thursday, January 19, 2012
Thursday
This morning I was at a regularly scheduled meeting, in the building, to discuss the progress of all third graders. We have this type of meeting three times each year (in each grade level)to ensure that all students meet their fullest potential.
While I was at the meeting, Mrs. Benson worked with the children. The students had three tasks. First, they were to complete their state brochures. Second, they were to finish their thank you notes to the PTA. Finally, they were supposed to reread chapter 3 in their reading group book and then choose any book to read silently.
When most were finished, Mrs. Benson began reading an informational piece about Christopher Columbus with them. We will continue working on this tomorrow.
I returned to class in time for math.
In math we reviewed solving multiple choice math problems and practiced using the calculators to solve division problems WITHOUT using the division or addition keys. There is a worksheet for homework and there will not be a quiz tomorrow.
Following art, lunch and outdoor recess, the students were given a new issue of National Geographic. In order to allow me to work with the students who need to complete their research brochures, the rest of the class worked in groups of 2 or 3 to read the first article, "Living with Lions" and identify examples of cause and effect from the text. We reviewed this, as a whole group, before moving on to science.
Well, the plan was to move on to science but reading ran late and we used the rest of the time to complete our yesterday's class meeting.
As I did not get to my reading groups, I have not checked last night's homework. Please help your child remember to keep the sticky note on their reading group book. We will meet in groups tomorrow! :-)
While I was at the meeting, Mrs. Benson worked with the children. The students had three tasks. First, they were to complete their state brochures. Second, they were to finish their thank you notes to the PTA. Finally, they were supposed to reread chapter 3 in their reading group book and then choose any book to read silently.
When most were finished, Mrs. Benson began reading an informational piece about Christopher Columbus with them. We will continue working on this tomorrow.
I returned to class in time for math.
In math we reviewed solving multiple choice math problems and practiced using the calculators to solve division problems WITHOUT using the division or addition keys. There is a worksheet for homework and there will not be a quiz tomorrow.
Following art, lunch and outdoor recess, the students were given a new issue of National Geographic. In order to allow me to work with the students who need to complete their research brochures, the rest of the class worked in groups of 2 or 3 to read the first article, "Living with Lions" and identify examples of cause and effect from the text. We reviewed this, as a whole group, before moving on to science.
Well, the plan was to move on to science but reading ran late and we used the rest of the time to complete our yesterday's class meeting.
As I did not get to my reading groups, I have not checked last night's homework. Please help your child remember to keep the sticky note on their reading group book. We will meet in groups tomorrow! :-)
Wednesday, January 18, 2012
Mid Week...Wednesday
My reading class has been working hard on their state brochure projects. Students are at different phases in their work but all have the end date (due date) of this Friday, January 20. This morning I spent time conferencing with students and providing feedback on their written work. The children spent their time adding details to their organizers, writing rough drafts, using feedback to improve their writing and then adding it to their brochure, and adding the state flag and other state symbols to their brochures. Does this sound busy? It was!
In math we reviewed last night's homework as a whole group and practiced solving multiple choice math problems. The students need to complete the back page of our class work for homework.
Following math we went to the computer lab where the children practiced their keyboarding skills using Type to Learn 3. I spent time meeting with individual students to help revise and edit their writing.
Following lunch and indoor recess the students continued working on their brochures and writing thank you notes to the PTA for yesterday's excellent cultural arts assembly. I met with reading groups.
Reading Groups:
Crabs: We discussed the problem in chapter 2 and reviewed the lists of unknown words. Tonight, for homework, the students need to read chapter 3 and explain (on a sticky note) why Anna was embarrassed on page 20.
Lions: We discussed chapter 2 and reviewed the list of unknown words. Tonight the students need to read chapter 3 and, on a sticky note, answer the questions, Why is this (The Short Cut) a good title for this chapter?
Bears: We discussed chapter 2 and identified the most important even in that chapter. We also reviewed the list of unknown words from homework. Tonight the students need to read chapter 3 and identify what Sarah brings each person, on a sticky note.
We ended the day by discussing harassment. Students are not respecting their peers wishes to be left alone. I am just now becoming aware of this situation and this afternoon I addressed it, briefly, with the students.
In math we reviewed last night's homework as a whole group and practiced solving multiple choice math problems. The students need to complete the back page of our class work for homework.
Following math we went to the computer lab where the children practiced their keyboarding skills using Type to Learn 3. I spent time meeting with individual students to help revise and edit their writing.
Following lunch and indoor recess the students continued working on their brochures and writing thank you notes to the PTA for yesterday's excellent cultural arts assembly. I met with reading groups.
Reading Groups:
Crabs: We discussed the problem in chapter 2 and reviewed the lists of unknown words. Tonight, for homework, the students need to read chapter 3 and explain (on a sticky note) why Anna was embarrassed on page 20.
Lions: We discussed chapter 2 and reviewed the list of unknown words. Tonight the students need to read chapter 3 and, on a sticky note, answer the questions, Why is this (The Short Cut) a good title for this chapter?
Bears: We discussed chapter 2 and identified the most important even in that chapter. We also reviewed the list of unknown words from homework. Tonight the students need to read chapter 3 and identify what Sarah brings each person, on a sticky note.
We ended the day by discussing harassment. Students are not respecting their peers wishes to be left alone. I am just now becoming aware of this situation and this afternoon I addressed it, briefly, with the students.
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