This morning the students completed a graded exit card reflecting the history and culture of St. Mary's City. After that, the students began a science experiment. Students used 25 toothpicks and 10 gumdrops to prove that matter can change forms without losing mass.
Next, we switched for math and took a Go Noodle brain break. Then we completed an elapsed time warm up and shared last night's homework. After that, we began our rotations.
During the whole group instruction we practiced solving a problem involving the measurement of distances. During math with a partner, the students played a fraction capture game where they claimed squares according to fractions they rolled using dice. Finally, during the technology rotation the students used two web sites to practice calculating area and perimeter.
For HOMEWORK the students need to calculate the perimeter of the deck from the worksheet we began in group.
After math, the students enjoyed lunch and recess.
When they returned to class we began our literacy block. Before art we did a lesson about the characteristics of technical text. We read and discussed two documents which named and explained the same components of technical text in different ways. Then we looked at a set of directions for making an anemometer, an example of technical text, and identified the characteristics making it such.
With only a few minutes left before art, the children completed their introduction for the inquiry project and their definitions and sentences for WTW.
Then they had art with Mr.Cosgrove.
After art, we gathered on the carpet, with Chrome books, and had a whole group writing lesson. I am continuing to see that students aren't using my models, instruction, and feedback in their writing. So, today, we began drafting our first reason paragraph together...I explained my thinking and modeled my sentence (one at a time), and then the students wrote a similar sentence. Then the students wrote their second reason paragraph as I talked them through it but this time I did not model my writing. It is my hope this will help improve their writing.
HOMEWORK is posted on GC  Holman's Homework.
Mrs. Holman's Third Grade
Wednesday, March 22, 2017
Tuesday, March 21, 2017
Terrific Tuesday
This morning the students practiced their keyboarding skills using Typing Club. Then, after the announcements,we began our social studies lesson.
First, we reviewed what we have learned about the St. Mary's City colony. After that, we watched a very short video clip about indentured servants, and discussed the difference between an indentured servant and a slave. Next, the students read an article about a plantation master and took notes, using a doc in GC  SS, about their new understandings/learning.
Next, we switched for math and took a Go Noodle brain break. After that, we completed a time related warm up and reviewed last night's homework. Then, we began our rotations.
During the small group instruction we began creating an itinerary for an imaginary field trip to Mount Vernon. This allowed us to problem solve using intervals of time. During math with a partner, the students played a fraction capture game where they claimed squares according to fractions they rolled using dice. Finally, during technology the students used two links to practice solving word problems. Those who finished early worked on their basic fact fluency using Xtra Math.
For HOMEWORK the children need to complete the Mount Vernon itinerary that they began in class.
After math, the students enjoyed lunch and outdoor recess. Then they went to PE with Mr. Smith.
When we returned to class, we began our literacy block.
WE began by reviewing the RACER strategy for writing good paragraphs. Then I modeled how to use my index card to write an introduction for the ad critique inquiry project.
While I met with guided reading groups
Pink: We reviewed challenging words in the 2 paragraphs about Clara Barton's firsthand account of the Galveston hurricane. Then we reread the paragraphs, pausing and paraphrasing along the way. Finally, we orally rehearsed a summary. For HOMEWORK the students need to reread the 2 paragraphs.
Blue: We reviewed challenging words in the 2 paragraphs about Clara Barton's firsthand account of the Galveston hurricane. Then we reread the paragraphs, pausing and paraphrasing along the way. Finally, we orally rehearsed a summary. For HOMEWORK the students need to reread the 2 paragraphs.
Orange: We reviewed challenging words in the 2 paragraphs about Clara Barton's firsthand account of the Galveston hurricane. Then we reread the paragraphs, pausing and paraphrasing along the way. Finally, we orally rehearsed a summary. For HOMEWORK the students need to reread the 2 paragraphs.
Unfortunately, I ran out of time and didn't get to meet with the green group.
First, we reviewed what we have learned about the St. Mary's City colony. After that, we watched a very short video clip about indentured servants, and discussed the difference between an indentured servant and a slave. Next, the students read an article about a plantation master and took notes, using a doc in GC  SS, about their new understandings/learning.
Next, we switched for math and took a Go Noodle brain break. After that, we completed a time related warm up and reviewed last night's homework. Then, we began our rotations.
During the small group instruction we began creating an itinerary for an imaginary field trip to Mount Vernon. This allowed us to problem solve using intervals of time. During math with a partner, the students played a fraction capture game where they claimed squares according to fractions they rolled using dice. Finally, during technology the students used two links to practice solving word problems. Those who finished early worked on their basic fact fluency using Xtra Math.
For HOMEWORK the children need to complete the Mount Vernon itinerary that they began in class.
After math, the students enjoyed lunch and outdoor recess. Then they went to PE with Mr. Smith.
When we returned to class, we began our literacy block.
WE began by reviewing the RACER strategy for writing good paragraphs. Then I modeled how to use my index card to write an introduction for the ad critique inquiry project.
While I met with guided reading groups
Pink: We reviewed challenging words in the 2 paragraphs about Clara Barton's firsthand account of the Galveston hurricane. Then we reread the paragraphs, pausing and paraphrasing along the way. Finally, we orally rehearsed a summary. For HOMEWORK the students need to reread the 2 paragraphs.
Blue: We reviewed challenging words in the 2 paragraphs about Clara Barton's firsthand account of the Galveston hurricane. Then we reread the paragraphs, pausing and paraphrasing along the way. Finally, we orally rehearsed a summary. For HOMEWORK the students need to reread the 2 paragraphs.
Orange: We reviewed challenging words in the 2 paragraphs about Clara Barton's firsthand account of the Galveston hurricane. Then we reread the paragraphs, pausing and paraphrasing along the way. Finally, we orally rehearsed a summary. For HOMEWORK the students need to reread the 2 paragraphs.
Unfortunately, I ran out of time and didn't get to meet with the green group.
Monday, March 20, 2017
Marvelous Monday
This morning the students worked on a language review activity. After the announcements, we went over the correct answers. Then we began our social studies lesson.
After sharing our background knowledge about St. Mary's City, we read and discussed a couple of resources informing about life in the newly settles colony. We used our inference skills to identify characteristics of the social., political, and religious life that made up the colony. Then the students used Google Draw to create a visual representation of the culture of St. Mary's City.
Next, the students switched for math and we took a Go Noodle brain break. After that we completed a warm up which encouraged students to read analog clocks using just the hour hand. Then, we began our rotations.
During the small group instruction we practiced solving word problems involving fractional intervals of time. During math with a partner, the students played a game called, Equivalent Fractions Race." The students created a fraction by rolling 2 dice and then raced to identify equivalent fractions by multiplying the numerator and denominator by the same number. Finally, during the technology rotation, the students watched 2 Khan Academy lessons, each solving a word problem involving intervals of time, and then completed a practice activity. Those who finished early used Xtra Math to work on their basic fact fluency.
For HOMEWORK the students need to complete problems 3 and 4 on the worksheet we began in class.
After math the students enjoyed lunch and outdoor recess.
When we returned to class we began our literacy block. First, we reviewed the information we learned from reading the secondhand account of the Galveston Hurricane of 1900, "Swallowed by the sea". Then we began reading a firsthand account and creating a chart comparing and contrasting the information from both accounts.
Pink: In group we finished reading the firsthand accounts of "Swallowed by the Sea" and discussed the similarities and differences between the two accounts. Then the students selected three words from the article to add to their site word cards. For HOMEWORK the students need to reread the first two paragraphs about Clara Barton.
Orange: In group we reviewed unknown words and then compared and contrasted information in the first and secondhand accounts of "swallowed by the Sea". We also discussed why it is important to read both types of writing when learning about an event. For HOMEWORK the students need to reread the article and number the paragraphs.
Green: In group we reviewed unknown words and then compared and contrasted information in the first and secondhand accounts of "swallowed by the Sea". We also discussed why it is important to read both types of writing when learning about an event. For HOMEWORK the students need to reread the article and number the paragraphs.
Blue: In group we read Ida Smith Austin's account of the Galveston storm and compared and contrasted her story to what we read in the secondhand account. For HOMEWORK the students need to reread Ida Smith Austin's account of the storm.
After reading, we took a Go Noodle brain break and then began writing.
Today, the students met in ad alike groups and took notes, about their reasons, as they engaged in discussion with other members.
After sharing our background knowledge about St. Mary's City, we read and discussed a couple of resources informing about life in the newly settles colony. We used our inference skills to identify characteristics of the social., political, and religious life that made up the colony. Then the students used Google Draw to create a visual representation of the culture of St. Mary's City.
Next, the students switched for math and we took a Go Noodle brain break. After that we completed a warm up which encouraged students to read analog clocks using just the hour hand. Then, we began our rotations.
During the small group instruction we practiced solving word problems involving fractional intervals of time. During math with a partner, the students played a game called, Equivalent Fractions Race." The students created a fraction by rolling 2 dice and then raced to identify equivalent fractions by multiplying the numerator and denominator by the same number. Finally, during the technology rotation, the students watched 2 Khan Academy lessons, each solving a word problem involving intervals of time, and then completed a practice activity. Those who finished early used Xtra Math to work on their basic fact fluency.
For HOMEWORK the students need to complete problems 3 and 4 on the worksheet we began in class.
After math the students enjoyed lunch and outdoor recess.
When we returned to class we began our literacy block. First, we reviewed the information we learned from reading the secondhand account of the Galveston Hurricane of 1900, "Swallowed by the sea". Then we began reading a firsthand account and creating a chart comparing and contrasting the information from both accounts.
Pink: In group we finished reading the firsthand accounts of "Swallowed by the Sea" and discussed the similarities and differences between the two accounts. Then the students selected three words from the article to add to their site word cards. For HOMEWORK the students need to reread the first two paragraphs about Clara Barton.
Orange: In group we reviewed unknown words and then compared and contrasted information in the first and secondhand accounts of "swallowed by the Sea". We also discussed why it is important to read both types of writing when learning about an event. For HOMEWORK the students need to reread the article and number the paragraphs.
Green: In group we reviewed unknown words and then compared and contrasted information in the first and secondhand accounts of "swallowed by the Sea". We also discussed why it is important to read both types of writing when learning about an event. For HOMEWORK the students need to reread the article and number the paragraphs.
Blue: In group we read Ida Smith Austin's account of the Galveston storm and compared and contrasted her story to what we read in the secondhand account. For HOMEWORK the students need to reread Ida Smith Austin's account of the storm.
After reading, we took a Go Noodle brain break and then began writing.
Today, the students met in ad alike groups and took notes, about their reasons, as they engaged in discussion with other members.
Friday, March 17, 2017
Fabulous Friday
Students began the day by choosing which skills they wanted to work on since it is Free Choice Friday! Then they went to music with Ms. Thomson.
When they returned to class, we watched the morning announcements and identified the solutions for yesterday's puzzles.
Next, we switched for math and took a Go Noodle brain break. After that, we worked on a math warm up and reviewed last night's homework. Then we began our rotations.
During the small group instruction we practice representing and solving word problems involving multiplicative comparisons. During math with a partner the students played the Equivalent Fractions Race game to practice identifying equivalent fractions by multiplying the numerator and denominator by the same numbers. Finally, during the technology rotation, the students watched a Khan Academy lesson about equivalent fractions and completed a practice activity. Then, those who finished early, practiced identifying equivalent fractions playing an online equivalent fraction Bingo game.
After math, the students enjoyed lunch and outdoor recess.
When we returned to class we began our literacy block. I began by reviewing the criteria and explanation for the inquiry project this marking period. Students will choose an ad and then decide whether they think it is a responsible or irresponsible ad, based on criteria we developed and agreed upon as a class. Then they will identify and explain, using facts and details, three reasons to support their opinion.
While I met with WTW groups, the students chose an ad, identified their opinion, and then listed 3 reasons to support it, on an index card. Then, they used two web sites to practice identifying reasons an author uses to support a point and determine the meaning of domain specific words in text.
We ended the day with our weekly class meeting. First, we shared what we plan (or hope) to do this weekend. Then, we exchanged thank yous and compliments.
Information about a school wide readathon is coming home today.
Have a great weekend!
When they returned to class, we watched the morning announcements and identified the solutions for yesterday's puzzles.
Next, we switched for math and took a Go Noodle brain break. After that, we worked on a math warm up and reviewed last night's homework. Then we began our rotations.
During the small group instruction we practice representing and solving word problems involving multiplicative comparisons. During math with a partner the students played the Equivalent Fractions Race game to practice identifying equivalent fractions by multiplying the numerator and denominator by the same numbers. Finally, during the technology rotation, the students watched a Khan Academy lesson about equivalent fractions and completed a practice activity. Then, those who finished early, practiced identifying equivalent fractions playing an online equivalent fraction Bingo game.
After math, the students enjoyed lunch and outdoor recess.
When we returned to class we began our literacy block. I began by reviewing the criteria and explanation for the inquiry project this marking period. Students will choose an ad and then decide whether they think it is a responsible or irresponsible ad, based on criteria we developed and agreed upon as a class. Then they will identify and explain, using facts and details, three reasons to support their opinion.
While I met with WTW groups, the students chose an ad, identified their opinion, and then listed 3 reasons to support it, on an index card. Then, they used two web sites to practice identifying reasons an author uses to support a point and determine the meaning of domain specific words in text.
We ended the day with our weekly class meeting. First, we shared what we plan (or hope) to do this weekend. Then, we exchanged thank yous and compliments.
Information about a school wide readathon is coming home today.
Have a great weekend!
Thursday, March 16, 2017
Thrilling Thursday
This morning the students worked on our weekly puzzles and then completed a WTW practice activity. After the announcements, we quickly read about the establishment of the Plymouth Colony and added details to our chart. After that, we began reading about the English settlers who came to St. Mary's City.
Next, we switched for math and took a Go Noodle brain break. Then we completed a fraction warm up and reviewed last night's homework. After that we began our rotations.
During the small group instruction we practiced solving equation involving the multiplication of a fraction and a whole number. Then we worked on solving some word problems. During math with a partner the students used dice to create multiplication equations involving a whole number and a fraction. Then they determined the product and simplified it. During the technology rotation the students watched 3 Khan Academy lessons and completed a practice activity. Those who finished early worked on their basic fact fluency using Xtra Math.
For HOMEWORK the students need to write an equation to represent and solve problems D and E.
After math, the students enjoyed lunch and indoor recess. Then we began our literacy block.
First, we reviewed the domain specific vocabulary we identified yesterday. Then we watched a 2 minute video clip to build background knowledge about the Hurricane of 1900 that hit Galveston, Texas. After that, we read and discussed a secondhand account of the storm.
While I met with groups, the students reread the article about the Galveston Hurricane and underlined evidence that supported the author's points. Then they worked with their writing partner to design/create an ad for Cheerios using the advertising technique I assigned.
Pink: Together we reread the article, "Swallowed by the Sea", reviewing domain specific vocabulary and underlining evidence supporting the author's point. For HOMEWORK the students need to number the paragraphs and practice reading the first two.
Orange: We reviewed unknown words and then shared evidence they identified to support the author's point that this was the deadliest storm to strike the US. For HOMEWORK the students need to reread the article and number the paragraphs.
Green: We reviewed unknown words and then shared evidence they identified to support the author's point that this was the deadliest storm to strike the US. For HOMEWORK the students need to reread the article and number the paragraphs.
Blue: We reviewed unknown words and then shared evidence they identified to support the author's point that this was the deadliest storm to strike the US. For HOMEWORK the students need to reread the article and number the paragraphs.
After reading, we took a Go Noodle brain break and turned our attention to the marking period 3 inquiry project.
I began by reviewing the inquiry project expectations with the children. In short, they will choose an advertisement and form an opinion as to whether they think it is responsible or irresponsible advertising. Then they will identify and explain three reasons to support their opinion.
Today I modeled choosing an ad and listing 3 reasons, without explanation, as to why it is not a responsible ad. Then the children had time to choose an ad, form an opinion, and list three reasons, on an index card.
HOMEWORK is posted on GC  Holman's Homework.
Next, we switched for math and took a Go Noodle brain break. Then we completed a fraction warm up and reviewed last night's homework. After that we began our rotations.
During the small group instruction we practiced solving equation involving the multiplication of a fraction and a whole number. Then we worked on solving some word problems. During math with a partner the students used dice to create multiplication equations involving a whole number and a fraction. Then they determined the product and simplified it. During the technology rotation the students watched 3 Khan Academy lessons and completed a practice activity. Those who finished early worked on their basic fact fluency using Xtra Math.
For HOMEWORK the students need to write an equation to represent and solve problems D and E.
After math, the students enjoyed lunch and indoor recess. Then we began our literacy block.
First, we reviewed the domain specific vocabulary we identified yesterday. Then we watched a 2 minute video clip to build background knowledge about the Hurricane of 1900 that hit Galveston, Texas. After that, we read and discussed a secondhand account of the storm.
While I met with groups, the students reread the article about the Galveston Hurricane and underlined evidence that supported the author's points. Then they worked with their writing partner to design/create an ad for Cheerios using the advertising technique I assigned.
Pink: Together we reread the article, "Swallowed by the Sea", reviewing domain specific vocabulary and underlining evidence supporting the author's point. For HOMEWORK the students need to number the paragraphs and practice reading the first two.
Orange: We reviewed unknown words and then shared evidence they identified to support the author's point that this was the deadliest storm to strike the US. For HOMEWORK the students need to reread the article and number the paragraphs.
Green: We reviewed unknown words and then shared evidence they identified to support the author's point that this was the deadliest storm to strike the US. For HOMEWORK the students need to reread the article and number the paragraphs.
Blue: We reviewed unknown words and then shared evidence they identified to support the author's point that this was the deadliest storm to strike the US. For HOMEWORK the students need to reread the article and number the paragraphs.
After reading, we took a Go Noodle brain break and turned our attention to the marking period 3 inquiry project.
I began by reviewing the inquiry project expectations with the children. In short, they will choose an advertisement and form an opinion as to whether they think it is responsible or irresponsible advertising. Then they will identify and explain three reasons to support their opinion.
Today I modeled choosing an ad and listing 3 reasons, without explanation, as to why it is not a responsible ad. Then the children had time to choose an ad, form an opinion, and list three reasons, on an index card.
HOMEWORK is posted on GC  Holman's Homework.
Wednesday, March 15, 2017
Wonderful Wednesday  Delayed Start
Well, we FINALLY got a snow day and a two hour delay! :) It was nice to have a wintery blast.
When the students arrived today, they got to choose between working on their keyboarding skills or working on their Writing Wednesday stories. After the announcements we had a very short period of time to begin learning about how and why the colony of St. Mary's was established.
Then, the students ate lunch at 11:40.
When they returned to class we switched for math and took a Go Noodle brain break. Since we had a shortened math block, we did a whole group math lesson. Our lesson revolved around using diagrams and equations to represent and solve work problems involving the multiplication of fractions. Students need to complete problems C and D for HOMEWORK.
After math, we began our literacy block. We shifted back to nonfiction text and began identifying how we can determine the meaning of domain specific vocabulary using our background knowledge and images.
Next, the students had art with Mr. Cosgrove.
After art, we continued determining the meaning of domain specific words. Then the students worked on the culminating project for Where the Mountain Meets the Moon, identifying a turning point, favorite part/character, simile/metaphor, and theme for the novel.
HOMEWORK is posted on GC  Holman's Homework.
When the students arrived today, they got to choose between working on their keyboarding skills or working on their Writing Wednesday stories. After the announcements we had a very short period of time to begin learning about how and why the colony of St. Mary's was established.
Then, the students ate lunch at 11:40.
When they returned to class we switched for math and took a Go Noodle brain break. Since we had a shortened math block, we did a whole group math lesson. Our lesson revolved around using diagrams and equations to represent and solve work problems involving the multiplication of fractions. Students need to complete problems C and D for HOMEWORK.
After math, we began our literacy block. We shifted back to nonfiction text and began identifying how we can determine the meaning of domain specific vocabulary using our background knowledge and images.
Next, the students had art with Mr. Cosgrove.
After art, we continued determining the meaning of domain specific words. Then the students worked on the culminating project for Where the Mountain Meets the Moon, identifying a turning point, favorite part/character, simile/metaphor, and theme for the novel.
HOMEWORK is posted on GC  Holman's Homework.
Monday, March 13, 2017
Marvelous Monday
This morning the students worked on a language review activity. After the announcement we went over the correct answers and read a few more pages of Where the Mountain Meets the Moon. Then Ms. Snyder came in and did a lesson about respect. After she left, we read a few more pages of the novel.
Next, we switched for math and took a Go Noodle brain break. After that, we did a fraction based warm up. Then, the children took a county mandated assessment task. These have been graded and returned to students.
After math, the children enjoyed lunch and indoor recess.
Following recess we began our literacy block. While I attended an inhouse meeting, the students completed the idiom activity and media message scavenger hunt from Friday. Then, those who needed more time, finished taking notes on the 12 advertising techniques. After that, the children used several links to locate a current event article that interested them. Then they summarized the information in the article, defined three news words and used them in sentences, and shared the main idea with a partner.
When I returned, we finished reading Where the Mountain Meets the Moon. Then the students began working on a culminating project, creating a kite which depicts the theme, a turning point, a simile or metaphor, and a favorite character or part.
HOMEWORK is posted on GC  Holman's Homework.
Next, we switched for math and took a Go Noodle brain break. After that, we did a fraction based warm up. Then, the children took a county mandated assessment task. These have been graded and returned to students.
After math, the children enjoyed lunch and indoor recess.
Following recess we began our literacy block. While I attended an inhouse meeting, the students completed the idiom activity and media message scavenger hunt from Friday. Then, those who needed more time, finished taking notes on the 12 advertising techniques. After that, the children used several links to locate a current event article that interested them. Then they summarized the information in the article, defined three news words and used them in sentences, and shared the main idea with a partner.
When I returned, we finished reading Where the Mountain Meets the Moon. Then the students began working on a culminating project, creating a kite which depicts the theme, a turning point, a simile or metaphor, and a favorite character or part.
HOMEWORK is posted on GC  Holman's Homework.
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