As you all know by now, there was an early dismissal today for staff to work on grading and planning.
After going to FASTT math, we reviewed the MSA practice activity that the children had completed independently yesterday. Then we began watching a United Streaming video about fractions.
After that, in reading, we read and discussed another article from our current National Geographic. While doing this we also identified examples of using sensory images in writing to create a picture in the readers head. Additionally, students were given time to catch up on any unfinished assignments.
Then we went to the media center to work on drawing our state and it's flag on our borchures. The students also had the opportunity to check out new books.
Following lunch, we returned to class and packed up!!
Have a great weekend!
Friday, February 26, 2010
Thursday, February 25, 2010
Thursday
This morning, thanks to Ms. Jones and Mrs. Culpepper, I had some extra planning time while the students went to an assembly featuring an entertaining jump roper. After that, we had math. My math students either finished their unit 4 assessment or worked on a practice MSA math activity.
After math, my reading class had extra time to work on their state brochure. Much to my delight, most students were caught up! So, those children sat with me and read an article, in our newest edition of National Geographic, about frogs. While we certainly enjoyed the article and learned some new facts (for example, frogs blink when they swallow because it helps them swallow!), we also focused on identifying text features and explaining what we learned from the text features.
After lunch and outdoor recess (remember, we had music on Monday this week)the children will work on their brochure, a vocabulary activity and reading group activities. I will meet with small groups.
Tigers: We practiced writing high frequency words and began a new book called The Birthday Swap. They need to finish reading the book tonight, for homework, and be able to tell me what the swap is.
Bears: Discussed and wrote about a character trait for Sara. Tonight they need to reread the book...we are working on reading fluency!
Lions: Worked on a vocabulary worksheet. Then began reading and discussing the end of the book in group. We will continue on Friday or Monday.
We will end the day with Mrs. Howard doing a friendship lesson with our class.
Remember that tomorrow is an early dismissal day!
After math, my reading class had extra time to work on their state brochure. Much to my delight, most students were caught up! So, those children sat with me and read an article, in our newest edition of National Geographic, about frogs. While we certainly enjoyed the article and learned some new facts (for example, frogs blink when they swallow because it helps them swallow!), we also focused on identifying text features and explaining what we learned from the text features.
After lunch and outdoor recess (remember, we had music on Monday this week)the children will work on their brochure, a vocabulary activity and reading group activities. I will meet with small groups.
Tigers: We practiced writing high frequency words and began a new book called The Birthday Swap. They need to finish reading the book tonight, for homework, and be able to tell me what the swap is.
Bears: Discussed and wrote about a character trait for Sara. Tonight they need to reread the book...we are working on reading fluency!
Lions: Worked on a vocabulary worksheet. Then began reading and discussing the end of the book in group. We will continue on Friday or Monday.
We will end the day with Mrs. Howard doing a friendship lesson with our class.
Remember that tomorrow is an early dismissal day!
Wednesday, February 24, 2010
Hump Day
Will it be a five day week or will there be snow? I, myself, am hoping we do not get any snow. I am enjoying being back in a routine!!
This morning, after going to FASTT math, we took the unit 4 math assessment.
Then, in reading, we reviewed another BCR. Once again, I realized that the students did not understand the question being asked. This provided a wonderful opportunity to discuss the structure of questions and how to determine what exactly a question is asking.
Following PE, lunch and recess The students will complete a BCR, work on their state brochure and complete any other unfinished work while I meet with reading groups.
Tigers: We discussed character traits for Sara and located evidence in the text. Tonight they need to reread the entire book and get a parent signature.
Bears:We finished reading the book. Tonight, in their RRJ, they need to draw a picture of the beginning, middle and end and write a sentence for each.
Lions:We had a wonderful discussion about being a mother as it pertained to Bloom having her babies and Journey's mothering instincts. Tonight the students need to read chapters 11-13.
We will end the day with a social studies activity. We will play a game, that is unfamiliar to the students, without any rules. From this experience we will then begin a discussion about the need for rules and laws.
This morning, after going to FASTT math, we took the unit 4 math assessment.
Then, in reading, we reviewed another BCR. Once again, I realized that the students did not understand the question being asked. This provided a wonderful opportunity to discuss the structure of questions and how to determine what exactly a question is asking.
Following PE, lunch and recess The students will complete a BCR, work on their state brochure and complete any other unfinished work while I meet with reading groups.
Tigers: We discussed character traits for Sara and located evidence in the text. Tonight they need to reread the entire book and get a parent signature.
Bears:We finished reading the book. Tonight, in their RRJ, they need to draw a picture of the beginning, middle and end and write a sentence for each.
Lions:We had a wonderful discussion about being a mother as it pertained to Bloom having her babies and Journey's mothering instincts. Tonight the students need to read chapters 11-13.
We will end the day with a social studies activity. We will play a game, that is unfamiliar to the students, without any rules. From this experience we will then begin a discussion about the need for rules and laws.
Tuesday, February 23, 2010
Tuesday
This morning in math, after going to FASTT math, we went over every problem in the unit 4 review packet. We will take the unit 4 assessment tomorrow, in class. Your child is expected to use the review packet to study for it.
We began reading with a lecture...after reviewing the children's BCR's from the practice MSA, I have to admit I was a bit frustrated and disappointed by what appeared to be a lack of effort. So, we discussed this. Then I handed out a portion of text along with one of the BCRs. the students were instructed to reread the text and the BCR. Then I asked them to tell me what the question was asking. Interestingly, the entire class struggled with this. So we discussed the BCR and what the most important part of the question was. This turned out to be very informative for myself as well as the students. Once we decided that the word amazing was a pivotal part of the question, we discussed what the meaning of amazing is. Then we reread the text and identified aspects that are amazing. What began as an unpleasant lecture resulted in a wonderful lesson.
Just before going to lunch we visited the computer lab where I conferenced with individual students on their writing pieces and the students practiced their keyboarding skills using Type to Learn.
After lunch the students will redo the practice MSA BCR using the feedback from this morning's lesson. They will also work on their state brochures and any other unfinished work. I will meet with reading groups.
Tigers: Practiced writing high frequency words and reviewed their homework from last night. Then discussed the notion of becoming a hero while breaking the law. Tonight they need to write a summary of the book in their RRJ.
Bears: Practiced writing high frequency words. Then continued reading the story and discussing "what happened" after each page. Tonight they need to reread up to the sticky note TWO times.
Lions: Shared their RRJ responses about taking care of a pet. Then reread pages 50 and 51 and discussed what Journey was thinking as he put the pictures back together. Tonight they need to answer the RRJ question for chapters 8-10.
We will end the day with a social studies lesson the students will use The Little House to explain how technology and transportation change communities.
We began reading with a lecture...after reviewing the children's BCR's from the practice MSA, I have to admit I was a bit frustrated and disappointed by what appeared to be a lack of effort. So, we discussed this. Then I handed out a portion of text along with one of the BCRs. the students were instructed to reread the text and the BCR. Then I asked them to tell me what the question was asking. Interestingly, the entire class struggled with this. So we discussed the BCR and what the most important part of the question was. This turned out to be very informative for myself as well as the students. Once we decided that the word amazing was a pivotal part of the question, we discussed what the meaning of amazing is. Then we reread the text and identified aspects that are amazing. What began as an unpleasant lecture resulted in a wonderful lesson.
Just before going to lunch we visited the computer lab where I conferenced with individual students on their writing pieces and the students practiced their keyboarding skills using Type to Learn.
After lunch the students will redo the practice MSA BCR using the feedback from this morning's lesson. They will also work on their state brochures and any other unfinished work. I will meet with reading groups.
Tigers: Practiced writing high frequency words and reviewed their homework from last night. Then discussed the notion of becoming a hero while breaking the law. Tonight they need to write a summary of the book in their RRJ.
Bears: Practiced writing high frequency words. Then continued reading the story and discussing "what happened" after each page. Tonight they need to reread up to the sticky note TWO times.
Lions: Shared their RRJ responses about taking care of a pet. Then reread pages 50 and 51 and discussed what Journey was thinking as he put the pictures back together. Tonight they need to answer the RRJ question for chapters 8-10.
We will end the day with a social studies lesson the students will use The Little House to explain how technology and transportation change communities.
Monday, February 22, 2010
Monday
This morning we had our second MSA reading practice session. After that, my reading class went to music for a special program put on by the BSO. Therefore, we will not have music this Thursday. Next, we began reviewing the practice MSA reading test, discussing any good test-taking practices as they arose. Finally, we went to art as regularly scheduled.
Following lunch and outdoor recess the students will continue working on their brochures, while I meet with reading groups. It is my goal to have all brochures completed by the end of this week.
We will end the day with math by beginning a review packet for the unit 4 assessment. We will go over the review packet tomorrow, in class. The students will be expected to used the review packet to study for the assessment which will be given on Wednesday.
Following lunch and outdoor recess the students will continue working on their brochures, while I meet with reading groups. It is my goal to have all brochures completed by the end of this week.
We will end the day with math by beginning a review packet for the unit 4 assessment. We will go over the review packet tomorrow, in class. The students will be expected to used the review packet to study for the assessment which will be given on Wednesday.
Friday, February 19, 2010
Friday - Valentine's Day Parties!!!
This morning, after FASTT math, we took our second quiz for unit 4. We will begin reviewing for the unit assessment on Monday and begin taking the unit assessment on Tuesday or Wednesday. I will be sure to let the students know, in class, on Monday and post it to the blog!
After math, I read Mailing May as another example of historical fiction. Then I spent time conferencing with students on the state brochures while the rest of the class continued working independently. Then the students went to the media center to continue working on the brochures with Mrs. Rose and for a book exchange.
Following lunch and OUTDOOR recess I will meet with reading groups while the class works on their state brochures and any other unfinished work.
Tigers: Practice writing high frequency words and then will begin reading The Bus Ride.
Bears: Practice writing high frequency words and then will begin reading The Bus Ride.
Lions: Will answer a focus question from chapters 5-7 in their RRJ and then we will share these responses in our small group.
We will end the day with a FABULOUS Valentine's Day party that has been planned by our wonderful room parents!!!!
After math, I read Mailing May as another example of historical fiction. Then I spent time conferencing with students on the state brochures while the rest of the class continued working independently. Then the students went to the media center to continue working on the brochures with Mrs. Rose and for a book exchange.
Following lunch and OUTDOOR recess I will meet with reading groups while the class works on their state brochures and any other unfinished work.
Tigers: Practice writing high frequency words and then will begin reading The Bus Ride.
Bears: Practice writing high frequency words and then will begin reading The Bus Ride.
Lions: Will answer a focus question from chapters 5-7 in their RRJ and then we will share these responses in our small group.
We will end the day with a FABULOUS Valentine's Day party that has been planned by our wonderful room parents!!!!
Thursday, February 18, 2010
Thursday
A quick reminder - Our Valentine's Day party will be tomorrow afternoon (2/19) from 2:45-3:15. If your child chooses to exchange valentines with classmates, they must have one for each student.
In math today, after going to FASTT math, we spent some time handling solid figures (made out of wood) and identifying the name and attributes (faces, edges and vertices)of each. We will have a quiz tomorrow. Tonight, for homework, the students were told to review the vocabulary packet in their binder in preparation for the quiz. I suggested they get an adult to quiz them on the terms.
We read Mr. Lincoln's Whiskers, in reading, as an example of historical fiction. We discussed the aspects of the story that were historical facts and the parts that were fictitious. Then the students continued working on their state brochure and other unfinished work. I had some time to conference with a few students on their writing.
Following music, lunch and recess, the students will continue working independently while I meet with reading groups.
Tigers: Created a list in their RRJ of character traits. Then read and discussed an article on the civil rights movement and an article about Rosa Parks. Both of these was to build the children's background knowledge in preparation for our next boo, a historical fiction text, called The Bus Ride. Tonight the students need to preview the book and list any unknown words on the post-it note that is attached to the front cover of the book.
Bears: Created a list in their RRJ of character traits. Then read and discussed an article on the civil rights movement and an article about Rosa Parks. Both of these was to build the children's background knowledge in preparation for our next boo, a historical fiction text, called The Bus Ride. Tonight the students need to preview the book and list any unknown words on the post-it note that is attached to the front cover of the book.
Lions: Completed a vocab web for chapters 3 and 4. Then continued discussion about the chapters. Tonight they need to read chapters 5, 6and 7 for homework.
We will end the day by creating reed instruments with straws and adding finger wholes.
In math today, after going to FASTT math, we spent some time handling solid figures (made out of wood) and identifying the name and attributes (faces, edges and vertices)of each. We will have a quiz tomorrow. Tonight, for homework, the students were told to review the vocabulary packet in their binder in preparation for the quiz. I suggested they get an adult to quiz them on the terms.
We read Mr. Lincoln's Whiskers, in reading, as an example of historical fiction. We discussed the aspects of the story that were historical facts and the parts that were fictitious. Then the students continued working on their state brochure and other unfinished work. I had some time to conference with a few students on their writing.
Following music, lunch and recess, the students will continue working independently while I meet with reading groups.
Tigers: Created a list in their RRJ of character traits. Then read and discussed an article on the civil rights movement and an article about Rosa Parks. Both of these was to build the children's background knowledge in preparation for our next boo, a historical fiction text, called The Bus Ride. Tonight the students need to preview the book and list any unknown words on the post-it note that is attached to the front cover of the book.
Bears: Created a list in their RRJ of character traits. Then read and discussed an article on the civil rights movement and an article about Rosa Parks. Both of these was to build the children's background knowledge in preparation for our next boo, a historical fiction text, called The Bus Ride. Tonight the students need to preview the book and list any unknown words on the post-it note that is attached to the front cover of the book.
Lions: Completed a vocab web for chapters 3 and 4. Then continued discussion about the chapters. Tonight they need to read chapters 5, 6and 7 for homework.
We will end the day by creating reed instruments with straws and adding finger wholes.
Wednesday, February 17, 2010
Hump Day!!
This morning in math, after reviewing vocabulary and going to the computer lab for FASTT math, we began identifying the characteristics of solid figures. We learned that a face is a flat side of a solid. A base is a special kind of face that helps to name the figure (think rectangular pyramid -- the rectangle is a base because it names the shape). We also discovered that edges are two or more faces that meet to form line segments. Finally, we learned that vertices are corners where edges meet. There is a worksheet for homework and we will have a quiz on Friday.
We began reading by completing the literature web for "Perfection". We did this as a whole group activity. It was very cool for me to see how this resource actually furthered the comprehension, of the poem, by the class. I mentioned this to the children because I was so excited! :-)
After that the children continued working on their state brochures.
Following PE, lunch and recess the students will work on reading group assignments, their state brochure and any other unfinished work while I meet with reading groups.
Tigers: We practiced writing high frequency words and then reread two different passages of the text to discuss inferential meanings. One was when Ana squeezed her Mama's hand on the second to last page and the other was when Mama said we're home on the last page. Then the students returned to their seats to begin answering two questions in their RRJ. They need to finish this for homework.
Bears: We practiced writing high frequency words and then reread two different passages of the text to discuss inferential meanings. One was when Ana squeezed her Mama's hand on the second to last page and the other was when Mama said we're home on the last page. Then the students returned to their seats to begin answering two questions in their RRJ. They need to finish this for homework.
Lions: Read chapters 3 and 4 and completed a literature web, independently. Then, in group, we discussed how photography was a tool to allow deal with issues that everybody knows about but isn't dealing with. We brainstormed reasons Grandpa might have for taking so many photos, too. Tonight they need to reread chapters 3 and 4 and get a parent signature.
We ended the day by using straws to create reed instruments to produce sound.
We began reading by completing the literature web for "Perfection". We did this as a whole group activity. It was very cool for me to see how this resource actually furthered the comprehension, of the poem, by the class. I mentioned this to the children because I was so excited! :-)
After that the children continued working on their state brochures.
Following PE, lunch and recess the students will work on reading group assignments, their state brochure and any other unfinished work while I meet with reading groups.
Tigers: We practiced writing high frequency words and then reread two different passages of the text to discuss inferential meanings. One was when Ana squeezed her Mama's hand on the second to last page and the other was when Mama said we're home on the last page. Then the students returned to their seats to begin answering two questions in their RRJ. They need to finish this for homework.
Bears: We practiced writing high frequency words and then reread two different passages of the text to discuss inferential meanings. One was when Ana squeezed her Mama's hand on the second to last page and the other was when Mama said we're home on the last page. Then the students returned to their seats to begin answering two questions in their RRJ. They need to finish this for homework.
Lions: Read chapters 3 and 4 and completed a literature web, independently. Then, in group, we discussed how photography was a tool to allow deal with issues that everybody knows about but isn't dealing with. We brainstormed reasons Grandpa might have for taking so many photos, too. Tonight they need to reread chapters 3 and 4 and get a parent signature.
We ended the day by using straws to create reed instruments to produce sound.
Tuesday, February 16, 2010
All Dug Out!!!
It seems like it has been an eternity since we have had routine in our life, doesn't it?!?!?! Well, it was back to routine today...kind of!
We began the day with reading. First, we wrote about our experience with the blizzards and shared our writing with the group. This was a way for us to practice using sensory images in our writing and "catch up" with each other since we have been away for so long.
Next we worked on completing a literature web for a poem called "Perfection". A literature web is a tool used to help students develop a deeper understanding of a piece of literature. Today we noted key words and images that came to our mind.
After that we went to lunch. When we returned, the students worked on reading group activities, a personification worksheet and a vocabulary worksheet for our new word of the week, eerie. I met with groups.
Bears: We reread and discussed Home at Last.
Tigers: Reread Home at Last and revised their summaries. These summaries were turned in to be scored.
Lions: Reread chapter 1 and 2 of Journey and completed a vocabulary web for a chosen word off their novel schedule.
We ended the day with math. After reviewing vocabulary from this unit we began identifying slides, flips and turns of figures. There is a worksheet for homework!
We began the day with reading. First, we wrote about our experience with the blizzards and shared our writing with the group. This was a way for us to practice using sensory images in our writing and "catch up" with each other since we have been away for so long.
Next we worked on completing a literature web for a poem called "Perfection". A literature web is a tool used to help students develop a deeper understanding of a piece of literature. Today we noted key words and images that came to our mind.
After that we went to lunch. When we returned, the students worked on reading group activities, a personification worksheet and a vocabulary worksheet for our new word of the week, eerie. I met with groups.
Bears: We reread and discussed Home at Last.
Tigers: Reread Home at Last and revised their summaries. These summaries were turned in to be scored.
Lions: Reread chapter 1 and 2 of Journey and completed a vocabulary web for a chosen word off their novel schedule.
We ended the day with math. After reviewing vocabulary from this unit we began identifying slides, flips and turns of figures. There is a worksheet for homework!
Thursday, February 4, 2010
Report Card Day
Your child will be bringing home his/her report card for the second marking period this afternoon. The report card is yours to keep!
In math we reviewed congruency and symmetry. We also practiced using a compass to draw circles with given radii. While the students worked independently, I met with three groups. The first groups practiced drawing examples of various vocabulary words from this unit. The second group focused on solving four digit subtraction problems. The final group identified lines of symmetry in figures. There is a worksheet for homework and we will have a quiz tomorrow.
In reading we discussed similes as comparing two seemingly different things using the word like or as. Examples are, "the lamb's fleece was as white as snow" or "the boy moves like a snail". Then we read the book Crazy as a Fox and identified the meaning of the similes in the book. We also spent time discussing the difference between literal and inferential. Some students are still challenged by figurative language, in that they tend to be literal in their explanation of the words or phrases.
Following music, lunch and indoor recess, in the gym, the students will continue working on their travel brochure rough drafts. They will also practice writing similes. I will meet with reading groups.
Tigers: We practiced writing high frequency words and located words with suffixes in Home At Last. Then we reviewed their homework and discussed the requirements for writing a summary (around 5 sentences, includes main characters names, beg/middle/end, includes problem and solution). Tonight they need to reread the story and write a summary.
Bears: Previewed Home at Last and reviewed unknown words. Began reading the book in group. Tonight they need to read the entire book (Home At Last) and get a parent's signature in their planner.
Lions: They reread chapters 1 and 2 in Journey and wrote about Cat's feelings about her mother in their RRJ. When we met we read the prologue and discussed the many emotions and changes in the book.
We ended the day with Mrs. Howard teaching us about being a good friend.
In math we reviewed congruency and symmetry. We also practiced using a compass to draw circles with given radii. While the students worked independently, I met with three groups. The first groups practiced drawing examples of various vocabulary words from this unit. The second group focused on solving four digit subtraction problems. The final group identified lines of symmetry in figures. There is a worksheet for homework and we will have a quiz tomorrow.
In reading we discussed similes as comparing two seemingly different things using the word like or as. Examples are, "the lamb's fleece was as white as snow" or "the boy moves like a snail". Then we read the book Crazy as a Fox and identified the meaning of the similes in the book. We also spent time discussing the difference between literal and inferential. Some students are still challenged by figurative language, in that they tend to be literal in their explanation of the words or phrases.
Following music, lunch and indoor recess, in the gym, the students will continue working on their travel brochure rough drafts. They will also practice writing similes. I will meet with reading groups.
Tigers: We practiced writing high frequency words and located words with suffixes in Home At Last. Then we reviewed their homework and discussed the requirements for writing a summary (around 5 sentences, includes main characters names, beg/middle/end, includes problem and solution). Tonight they need to reread the story and write a summary.
Bears: Previewed Home at Last and reviewed unknown words. Began reading the book in group. Tonight they need to read the entire book (Home At Last) and get a parent's signature in their planner.
Lions: They reread chapters 1 and 2 in Journey and wrote about Cat's feelings about her mother in their RRJ. When we met we read the prologue and discussed the many emotions and changes in the book.
We ended the day with Mrs. Howard teaching us about being a good friend.
Tuesday, February 2, 2010
Tuesday
Following our warm up in math, we identified symmetric figures as those that can be split in half to create two congruent figures. Then we went to the computer lab for FASTT math. When we returned to the classroom the students worked independently to identify the lines of symmetry in shapes while I met with two small groups. One group worked on drawing examples of the numerous vocabulary words in their unit. The other worked on solving four digit subtraction problems.n Tonight there is a symmetry worksheet for homework and we WILL have a quiz on Friday!
We began reading by sharing the examples of alliteration that the students wrote during independent work time yesterday. They were EXCELLENT!!!!!! Then we continued our investigation of figurative language by identifying examples of personification in June 29, 1999. Personification is defined as giving human characteristics to inanimate objects...think of "the wind howls" or "the sun greeted us". After that we went to the computer and began working with a program called Type to Learn. This program is used for teaching typing skills to students. I took this time to begin conferencing with students on their state travel brochures.
Following lunch and indoor recess the students worked independently on reading group assignments, the travel brochure and a personification worksheet. I met with reading groups.
Tigers: We practiced writing high frequency words and reread the first part of the book. Then we drew a picture and wrote a sentence about what happened in the first part of the book. Tonight they will repeat this for the middle and end of the story.
Bears: We reviewed unknown words in the text and used context clues to help us arrive at the meaning of new vocabulary words. We then reread and discussed chapter one. For homework the students need to reread the entire book and get a parent signature in their planner.
Lions: We used their homework to discuss things that change, the way they change and arrive at some generalizations about change. For homework the children need to reread chapter 1 and read chapter 2 of Journey.
After reading we had our class picture taken and discussed honesty and trust.
We began reading by sharing the examples of alliteration that the students wrote during independent work time yesterday. They were EXCELLENT!!!!!! Then we continued our investigation of figurative language by identifying examples of personification in June 29, 1999. Personification is defined as giving human characteristics to inanimate objects...think of "the wind howls" or "the sun greeted us". After that we went to the computer and began working with a program called Type to Learn. This program is used for teaching typing skills to students. I took this time to begin conferencing with students on their state travel brochures.
Following lunch and indoor recess the students worked independently on reading group assignments, the travel brochure and a personification worksheet. I met with reading groups.
Tigers: We practiced writing high frequency words and reread the first part of the book. Then we drew a picture and wrote a sentence about what happened in the first part of the book. Tonight they will repeat this for the middle and end of the story.
Bears: We reviewed unknown words in the text and used context clues to help us arrive at the meaning of new vocabulary words. We then reread and discussed chapter one. For homework the students need to reread the entire book and get a parent signature in their planner.
Lions: We used their homework to discuss things that change, the way they change and arrive at some generalizations about change. For homework the children need to reread chapter 1 and read chapter 2 of Journey.
After reading we had our class picture taken and discussed honesty and trust.
Monday, February 1, 2010
February Already?!?!
It is so hard to believe it is already February first? Where does the time go?
In math we formally began FASTT math, the computerized program aimed at helping students memorize the basic facts. So, after the warm up, we will all go to the computer lab for 15 minutes of FASTT math every day. Then we will return to class for whole group and small group instruction.
Today we identified quadrilaterals (any four sided polygon) and congruent (same size, same shape) figures. While the students worked on independent practice sheets I met with two groups. The first group worked on identifying and drawing examples of vocabulary specific to this unit, such as; parallel lines, octagons, polygons, etc. The second group worked on solving four digit subtraction problems. There are two worksheets for homework this evening.
In reading we began studying figurative language. First we read the book June 29, 1999 by David Weisner. Then I introduced the concept of alliteration (2 or more words that begin with the same consonant sound and are next to each other). After that we identified examples of alliteration from the text. Finally, we practiced writing our own examples of alliteration.
We also discovered our new sword of the week; strive...to try very hard.
Following art, lunch and indoor recess the students will continue working on their state travel brochures. They will also create a cartoon for the word strive and practice writing examples of alliteration. I will meet with reading groups.
***Be advised that some students have changed reading groups!!***
Bears: Did not meet as 3/4 students were absent.
Tigers: Practiced writing high frequency words on white boards. Began reading a new book in group. For homework students need to finish reading the book and get a parent signature in their planner.
Lions: Read an informative article about Patricia Maclachlan the author of the novel Journey which we will begin reading this week. For homework the students will make a list of the kids of things that change and what it is about them that changes, in their RRJ. We will use this in group tomorrow.
WE will end the day by reading the Little House and identifying changes in transportation and technology.
Tomorrow is group (class) picture day!
In math we formally began FASTT math, the computerized program aimed at helping students memorize the basic facts. So, after the warm up, we will all go to the computer lab for 15 minutes of FASTT math every day. Then we will return to class for whole group and small group instruction.
Today we identified quadrilaterals (any four sided polygon) and congruent (same size, same shape) figures. While the students worked on independent practice sheets I met with two groups. The first group worked on identifying and drawing examples of vocabulary specific to this unit, such as; parallel lines, octagons, polygons, etc. The second group worked on solving four digit subtraction problems. There are two worksheets for homework this evening.
In reading we began studying figurative language. First we read the book June 29, 1999 by David Weisner. Then I introduced the concept of alliteration (2 or more words that begin with the same consonant sound and are next to each other). After that we identified examples of alliteration from the text. Finally, we practiced writing our own examples of alliteration.
We also discovered our new sword of the week; strive...to try very hard.
Following art, lunch and indoor recess the students will continue working on their state travel brochures. They will also create a cartoon for the word strive and practice writing examples of alliteration. I will meet with reading groups.
***Be advised that some students have changed reading groups!!***
Bears: Did not meet as 3/4 students were absent.
Tigers: Practiced writing high frequency words on white boards. Began reading a new book in group. For homework students need to finish reading the book and get a parent signature in their planner.
Lions: Read an informative article about Patricia Maclachlan the author of the novel Journey which we will begin reading this week. For homework the students will make a list of the kids of things that change and what it is about them that changes, in their RRJ. We will use this in group tomorrow.
WE will end the day by reading the Little House and identifying changes in transportation and technology.
Tomorrow is group (class) picture day!
Subscribe to:
Posts (Atom)