In math we reviewed the entire review packet for unit 5. The assessment will begin on Monday. Please have your child study the review packet this weekend!
In reading we discussed what it means to infer. The we read The Great Kapok Tree and identified how we can use the author's words and the pictures to infer the author's message. Next, we began discussing the use of dialogue in our writing. We will do more with this on Monday, hopefully!
Following going to the media center, lunch and recess the students will continue working on their first realistic fiction piece.
Tigers: Will read and discuss chapter 5.
Bears: will reread The Shoeshine Man working on fluency and inflection.
Lions: Will work on a vocabulary and comprehension packet for chapter 2.
Before enjoying Fun Friday (well, those who earned it!), the students will read to find out what culture is!
Friday, April 30, 2010
Thursday, April 29, 2010
Thursday
In math we began working on a review packet for the unit 5 assessment. While the students worked independently, with a little help from Mrs. Starkey, I met with a few small groups. One worked on identifying fractions and mixed numbers on a number line. Another practiced solving for unknowns in equations. Finally, I worked with a group on identifying the value of a fraction of a set.
Tonight the students should finish the review packet. However, please note, the last couple of pages are challenge problems...the students might not know how to handle these. No worries!
Tomorrow we will go over the entire review packet in class. The students will be expected to correct any mistakes. They should come home with a completed (and correct) review packet tomorrow night. Please use this to study for the assessment on Monday!
In reading we read a book called The Paperbag Princess. We identified structural parts of the story and discussed the author's message. Then we shared the character sketches that the students completed in class yesterday afternoon.
Following music, lunch and recess the students will work on their story planning sheets, their character sketches and writing their rough draft. They will also work on assignments from reading groups. I will meet with reading groups and maybe (fingers crossed!) conference with some children on their writing pieces.
Tigers: We reviewed their -ed charts from homework. Then we read and discussed chapter 4. Tonight they need to reread chapter 4...practicing reading with fluency!
Bears: WE took some time to go over each student's planning sheet for their realistic fiction piece. I wanted to make sure that the problems and solutions matched. Then we read The Shoeshine Man. Tonight they need to reread the entire chapter...working on fluency!
Lions: Discussed the idea of a cliffhanger and used the ending of chapter 1 as an example. They also completed comprehension questions for chapter 1, independently Tonight they need to read chapter 2 and be prepared to discuss what mama was afraid of.
We will end the day by reading about taxes and the services they provide.
Tonight the students should finish the review packet. However, please note, the last couple of pages are challenge problems...the students might not know how to handle these. No worries!
Tomorrow we will go over the entire review packet in class. The students will be expected to correct any mistakes. They should come home with a completed (and correct) review packet tomorrow night. Please use this to study for the assessment on Monday!
In reading we read a book called The Paperbag Princess. We identified structural parts of the story and discussed the author's message. Then we shared the character sketches that the students completed in class yesterday afternoon.
Following music, lunch and recess the students will work on their story planning sheets, their character sketches and writing their rough draft. They will also work on assignments from reading groups. I will meet with reading groups and maybe (fingers crossed!) conference with some children on their writing pieces.
Tigers: We reviewed their -ed charts from homework. Then we read and discussed chapter 4. Tonight they need to reread chapter 4...practicing reading with fluency!
Bears: WE took some time to go over each student's planning sheet for their realistic fiction piece. I wanted to make sure that the problems and solutions matched. Then we read The Shoeshine Man. Tonight they need to reread the entire chapter...working on fluency!
Lions: Discussed the idea of a cliffhanger and used the ending of chapter 1 as an example. They also completed comprehension questions for chapter 1, independently Tonight they need to read chapter 2 and be prepared to discuss what mama was afraid of.
We will end the day by reading about taxes and the services they provide.
Wednesday, April 28, 2010
Hump Day
This morning in math we investigated patterns in multiplication and division. (ex. 2 x 3 = 6, 20 x 3 = 60 and 200 x 3 = 600) We also returned to the computer lab for FASTT math. There will be a worksheet for homework. Tomorrow we will begin reviewing for the unit 5 assessment by working on a review packet. We will go over the entire packet on Friday, in class. Students will bring home the packet, completed with the correct answers this weekend. They should use it to study for the assessment on Monday.
We began reading by reading The Wump World by Bill Peet. We discussed both the setting and the believable aspects of this fantasy picture book. After that, we discussed how to build characters in our own writing. I explained that the characters in their stories should be "real" to them, as the authors. They should know their characters names, physical descriptions, likes/dislikes, motives, etc. Even if these aspects aren't in their actual writing piece, the ideas should be in their heads as that will help the students, as authors, decide how the character act and what they say.
Following PE, lunch and recess, the students will complete their planning sheet for their first realistic writing piece. Then they will create a character sketch for one or two of their characters in their story. They will also work on independent reading group activities. I will meet with small groups.
Tigers: We will practice high frequency words. We will also review their written responses from their independent follow up yesterday...I was a bit disappointed!!! Hopefully, we will have time to read chapter 3, as well. Tonight they need to reread chapter three and identify all words that end in -ed (in that chapter). They will need to chart these words in their RRJ according to the sound that the -ed makes.
Bears: We will practice writing high frequency words. Then we will review "On the Avenue". Finally, the students will work independently on a follow up comprehension worksheet. Tonight they need to reread On the Avenue...working on fluency!!
Lions: We are starting a new book!!!! The students will begin by reading about Times Square and highlighting three interesting facts. Then we will begin reading chapter 1 of A Cricket in Times Square. Tonight they need to finish reading chapter 1 to find out what Tucker hears.
We will end the day with a lesson by Mrs. Howard. She will be finishing up her friendship unit.
We began reading by reading The Wump World by Bill Peet. We discussed both the setting and the believable aspects of this fantasy picture book. After that, we discussed how to build characters in our own writing. I explained that the characters in their stories should be "real" to them, as the authors. They should know their characters names, physical descriptions, likes/dislikes, motives, etc. Even if these aspects aren't in their actual writing piece, the ideas should be in their heads as that will help the students, as authors, decide how the character act and what they say.
Following PE, lunch and recess, the students will complete their planning sheet for their first realistic writing piece. Then they will create a character sketch for one or two of their characters in their story. They will also work on independent reading group activities. I will meet with small groups.
Tigers: We will practice high frequency words. We will also review their written responses from their independent follow up yesterday...I was a bit disappointed!!! Hopefully, we will have time to read chapter 3, as well. Tonight they need to reread chapter three and identify all words that end in -ed (in that chapter). They will need to chart these words in their RRJ according to the sound that the -ed makes.
Bears: We will practice writing high frequency words. Then we will review "On the Avenue". Finally, the students will work independently on a follow up comprehension worksheet. Tonight they need to reread On the Avenue...working on fluency!!
Lions: We are starting a new book!!!! The students will begin by reading about Times Square and highlighting three interesting facts. Then we will begin reading chapter 1 of A Cricket in Times Square. Tonight they need to finish reading chapter 1 to find out what Tucker hears.
We will end the day with a lesson by Mrs. Howard. She will be finishing up her friendship unit.
Tuesday, April 27, 2010
Tuesday
Wow! What a difference the sunshine makes!?!?!
This morning in math we were shut out of the computer lab, again...so, no FASTT math! Bummer! We spent our extra time working on word problems involving money. Then the class worked independently on two worksheets while I met with small groups. One group practiced counting and solving problems involving money. The other worked on long division. Tonight for homework the children need to complete the division homework that they began in class.
In reading we reviewed the characteristics of fantasy and read a book called The Mysterious Tadpole. Then we began reviewing the characteristics of realistic fiction in preparation for our next writing unit. After that we began creating topic lists for realistic fiction using events we have experienced in our own lives. Finally, we set up a planning sheet for our first piece of realistic fiction.
Following lunch and recess the students will work on completing the planning sheet for their first realistic fiction piece and they will search for -ear words. They will also work on reading group assignments. I will meet with reading groups.
Tigers: Practiced writing high frequency words. Then read and discussed chapter 2. Afterwards they completed a follow up worksheet independently. Tonight they need to reread chapter 2.
Bears: Practiced writing high frequency words. Then read and discussed On the Avenue....Tonight they need to reread this chapter for homework.
Lions: Wrote a diamante poem comparing Morning Girl to Star Boy. Then we finished reading and discussing the book in group. Tonight they need to complete a worksheet explaining the changes in Morning Girl and Star Boy during the course of the book.
We will end the day by observing our plants and staking them.
This morning in math we were shut out of the computer lab, again...so, no FASTT math! Bummer! We spent our extra time working on word problems involving money. Then the class worked independently on two worksheets while I met with small groups. One group practiced counting and solving problems involving money. The other worked on long division. Tonight for homework the children need to complete the division homework that they began in class.
In reading we reviewed the characteristics of fantasy and read a book called The Mysterious Tadpole. Then we began reviewing the characteristics of realistic fiction in preparation for our next writing unit. After that we began creating topic lists for realistic fiction using events we have experienced in our own lives. Finally, we set up a planning sheet for our first piece of realistic fiction.
Following lunch and recess the students will work on completing the planning sheet for their first realistic fiction piece and they will search for -ear words. They will also work on reading group assignments. I will meet with reading groups.
Tigers: Practiced writing high frequency words. Then read and discussed chapter 2. Afterwards they completed a follow up worksheet independently. Tonight they need to reread chapter 2.
Bears: Practiced writing high frequency words. Then read and discussed On the Avenue....Tonight they need to reread this chapter for homework.
Lions: Wrote a diamante poem comparing Morning Girl to Star Boy. Then we finished reading and discussing the book in group. Tonight they need to complete a worksheet explaining the changes in Morning Girl and Star Boy during the course of the book.
We will end the day by observing our plants and staking them.
Monday, April 26, 2010
Monday
This morning we spent more time reviewing and practicing the use of long division to find quotients. After practicing, using white boards, as a class, the students worked independently while I met with some small groups. Two of the small groups worked on long division, another group practiced solving word problems involving money and the final group identified the proper symbol required to make an equation true. There is a packet of mixed review for homework. Our assessment will be NEXT Monday. Look for a review packet on Friday.
WE began reading by reviewing the proper format of a Diamante poem. Many students did not follow the appropriate rules when writing theirs on Friday. Then we began discussing fantasy as a literary genre. As an example of a fantasy book, we read Big Bad Bruce and discussed the "fantastic" aspects of the story, as well as the realistic parts.
Following art, lunch and indoor recess the students will work independently on reading groups assignments, writing diamante and cinquain poetry, making a cartoon for the new vocabulary word (baffle) and searching for -ear words. I will meet with reading groups.
Tigers: Practiced writing high frequency words. Then read chapter 1 to find out what was surprising. Tonight they need to reread chapter 1 of their new book.
Bears: Practiced writing high frequency words. Then reread A Game, chapter 3. Tonight they need to reread the same chapter...working on fluency.
Lions: Continued reading the final chapter. Tonight in their RRJ, they need to complete a chart for Morning Girl and Star Boy listing 5 adjectives and 5 verbs for each. They should skim and scan their book to come up with GREAT words!
We will end the day by observing our plants and writing about how transportation links communities and people.
WE began reading by reviewing the proper format of a Diamante poem. Many students did not follow the appropriate rules when writing theirs on Friday. Then we began discussing fantasy as a literary genre. As an example of a fantasy book, we read Big Bad Bruce and discussed the "fantastic" aspects of the story, as well as the realistic parts.
Following art, lunch and indoor recess the students will work independently on reading groups assignments, writing diamante and cinquain poetry, making a cartoon for the new vocabulary word (baffle) and searching for -ear words. I will meet with reading groups.
Tigers: Practiced writing high frequency words. Then read chapter 1 to find out what was surprising. Tonight they need to reread chapter 1 of their new book.
Bears: Practiced writing high frequency words. Then reread A Game, chapter 3. Tonight they need to reread the same chapter...working on fluency.
Lions: Continued reading the final chapter. Tonight in their RRJ, they need to complete a chart for Morning Girl and Star Boy listing 5 adjectives and 5 verbs for each. They should skim and scan their book to come up with GREAT words!
We will end the day by observing our plants and writing about how transportation links communities and people.
Friday, April 23, 2010
TGIF
I am so glad to have my class back!!!!
Due to MSA science testing we did not have FASTT math this morning. Therefore, after completing our warm up and reviewing the homework, we practiced solving math problems on white boards to prepare for today's quiz. Then we took our quiz! Look for it in your child's binder...in the math section, of course!! :-)
In reading we read and wrote diamante poems. Diamante poetry is seven lines that compares two subjects. Here is the organization:
Line 1 noun subject #1
Line 2 2 adjectives describing subject #1
Line 3 3 action words related to subject #1
Line 4 a 4 word phrase describing a feeling about both subjects #1 and #2
Line 5 3 action words related to subject #2
Line 6 2 adjectives describing subject #2
Line 7 noun subject #2
Following going to the media center, lunch and recess the students will work on writing at least one diamante poem. They will also complete any other unfinished work from the week, including writing a couplet, writing a cinquain and completing the National Geographic worksheet. I will meet with small groups.
Tigers: Reread chapter 6 and discussed the change in the relationship between Lucy and Simon. Then the students worked independently on a follow up worksheet.
Bears: Read and discussed chapter 3 (A Game?)
Lions: Began reading and discussing chapter 9...once again the inferential and figurative language presented some challenges!!!
We will end the day by discussing how transportation links communities and people. Then those who earned it will enjoy Fun Friday!
Due to MSA science testing we did not have FASTT math this morning. Therefore, after completing our warm up and reviewing the homework, we practiced solving math problems on white boards to prepare for today's quiz. Then we took our quiz! Look for it in your child's binder...in the math section, of course!! :-)
In reading we read and wrote diamante poems. Diamante poetry is seven lines that compares two subjects. Here is the organization:
Line 1 noun subject #1
Line 2 2 adjectives describing subject #1
Line 3 3 action words related to subject #1
Line 4 a 4 word phrase describing a feeling about both subjects #1 and #2
Line 5 3 action words related to subject #2
Line 6 2 adjectives describing subject #2
Line 7 noun subject #2
Following going to the media center, lunch and recess the students will work on writing at least one diamante poem. They will also complete any other unfinished work from the week, including writing a couplet, writing a cinquain and completing the National Geographic worksheet. I will meet with small groups.
Tigers: Reread chapter 6 and discussed the change in the relationship between Lucy and Simon. Then the students worked independently on a follow up worksheet.
Bears: Read and discussed chapter 3 (A Game?)
Lions: Began reading and discussing chapter 9...once again the inferential and figurative language presented some challenges!!!
We will end the day by discussing how transportation links communities and people. Then those who earned it will enjoy Fun Friday!
Thursday, April 22, 2010
Take Your Child to Work Day
Today we have 11 children, out of 23, in class. Believe it or not, it makes for a challenging day...
In math we used white boards to practice solving for unknowns in equations and long division. We also went to the computer lab for FASTT math. There is no new homework but we will review last night's homework in class tomorrow. We will also have a quiz tomorrow.
In reading we reviewed the structure of a Bio Poem and then the students (all 8 of them!) wrote a Bio Poem for themselves.
Following music, lunch and recess we are budding reading. Then we will watch a United Streaming video about Earth Day. Finally, in conjunction with our science unit, we will go out to the butterfly garden and begin weeding it.
In math we used white boards to practice solving for unknowns in equations and long division. We also went to the computer lab for FASTT math. There is no new homework but we will review last night's homework in class tomorrow. We will also have a quiz tomorrow.
In reading we reviewed the structure of a Bio Poem and then the students (all 8 of them!) wrote a Bio Poem for themselves.
Following music, lunch and recess we are budding reading. Then we will watch a United Streaming video about Earth Day. Finally, in conjunction with our science unit, we will go out to the butterfly garden and begin weeding it.
Wednesday, April 21, 2010
Happy Hump Day!
This morning we were not able to go to the computer lab for FASTT math. This gave us extra time to practice solving long division problems using white boards. Many students did very well!!! It was exciting to watch kids "get it". Whole the class worked independently on a division and multiplication worksheet, I met with two small groups. One group worked on solving equations that involved unknowns. The other practiced solving division problems, with and without remainders. For homework, the students need to complete their classwork. There will be a quiz on Friday!
We began reading with a vocabulary check. In their RRJ, the students listed the "words on the week" that we have worked on and wrote a definition for each. Then we reviewed these words. After that we reviewed the structure of a cinquain poem. Then I modeled, thinking out loud, how to write one. After that, the class wrote one together.
Following PE, lunch and indoor recess the students will make a card for Mrs. Watkins and Mrs. McAlister in honor of Administrative Assistant's Day. They will also write a cinquain poem. I will meet with some reading groups.
Tigers: We decided not to meet...they wanted to work on their cards and we are currently finishing their reading book. We will complete the last activity for the book on Thursday and/or Friday and then we will begin a new book on Monday.
Bears: Reread chapter 2 and completed a follow up, comprehension, worksheet.
Lions: Planned to meet with them but the students were working so hard on their cards for Mrs. McAlister and Mrs. Watkins, I didn't have the heart to interrupt... Some days are like that!!
We will end the day with a social studies lesson. We will read The House on Maple Street and discuss how transportation connects people and communities.
We began reading with a vocabulary check. In their RRJ, the students listed the "words on the week" that we have worked on and wrote a definition for each. Then we reviewed these words. After that we reviewed the structure of a cinquain poem. Then I modeled, thinking out loud, how to write one. After that, the class wrote one together.
Following PE, lunch and indoor recess the students will make a card for Mrs. Watkins and Mrs. McAlister in honor of Administrative Assistant's Day. They will also write a cinquain poem. I will meet with some reading groups.
Tigers: We decided not to meet...they wanted to work on their cards and we are currently finishing their reading book. We will complete the last activity for the book on Thursday and/or Friday and then we will begin a new book on Monday.
Bears: Reread chapter 2 and completed a follow up, comprehension, worksheet.
Lions: Planned to meet with them but the students were working so hard on their cards for Mrs. McAlister and Mrs. Watkins, I didn't have the heart to interrupt... Some days are like that!!
We will end the day with a social studies lesson. We will read The House on Maple Street and discuss how transportation connects people and communities.
Tuesday, April 20, 2010
Tuesday
This morning we tackled long division in math. We spent most of the period (minus time spent on FASTT math, HW and warm up) reviewing the steps(divide, multiply, subtract, bring down, repeat) and practicing on white boards. Therefore, I unfortunately did not get the chance to work with any small groups. :-( There is a money worksheet for homework...believe me, they are not ready to independently practice the long division!! PARENTS...PLEASE help...have your children practice their multiplication basic facts either using the flashcards I sent home earlier this year or using web sites that are linked to the DES home page. WE need to get these memorized!!
We began reading by reading cinquain poems. Then we identified the structure of these poems by counting and marking the syllables on the actual poem. We discovered that cinquain poems are poems with 5 lines...the fist line has 2 syllables, the second has 4 syllables, the third line has 6 syllables, the fourth has 8 syllables and the final line has 2.
Then we went to the computer lab to continue publishing our writing.
Following lunch and recess the students continued marking and counting syllables and identified the main ideas of the cinquains while I met with small groups.
Tigers: We discussed Lucy's incorrect opinion of Simon and how she came to that idea. Then we read and discussed chapter 6. For homework the students need to reread chapter 6...working on phrasing and fluency.
Bears: We reread chapter2 (Rossi) and discussed Sarah Ida's behavior. Tonight they need to reread this chapter and work on phrasing and fluency.
Lions: They read chapter 8 independently and thought about why Star Boy got angry with Red Feathers. Then we began reading and discussing this chapter, together, in group. We are still working on the inferential meaning that is constant in this novel. Tonight they need to reread this chapter.
We will end the day with observing, thinning and transplanting the plants.
We began reading by reading cinquain poems. Then we identified the structure of these poems by counting and marking the syllables on the actual poem. We discovered that cinquain poems are poems with 5 lines...the fist line has 2 syllables, the second has 4 syllables, the third line has 6 syllables, the fourth has 8 syllables and the final line has 2.
Then we went to the computer lab to continue publishing our writing.
Following lunch and recess the students continued marking and counting syllables and identified the main ideas of the cinquains while I met with small groups.
Tigers: We discussed Lucy's incorrect opinion of Simon and how she came to that idea. Then we read and discussed chapter 6. For homework the students need to reread chapter 6...working on phrasing and fluency.
Bears: We reread chapter2 (Rossi) and discussed Sarah Ida's behavior. Tonight they need to reread this chapter and work on phrasing and fluency.
Lions: They read chapter 8 independently and thought about why Star Boy got angry with Red Feathers. Then we began reading and discussing this chapter, together, in group. We are still working on the inferential meaning that is constant in this novel. Tonight they need to reread this chapter.
We will end the day with observing, thinning and transplanting the plants.
Monday, April 19, 2010
TV Turnoff Week
Congratulations to all of the brave families taking part in this week's TV Turn-off Week!!
In math this morning we practiced solving simple division problems. We also previewed long division. While the students worked independently I met with three small groups. The first group focused on solving division problems using manipulatives. The second group practiced solving subtraction problems involving money. The third group worked on finding the product of two and three digit multiplication problems. All students need to complete the two worksheets from class for homework this evening.
We had our spring portraits taken at the beginning of reading. Unfortunately, this eliminated our regular time set aside for our whole group lesson. Therefore, this afternoon, following art, lunch and recess, for independent work, the students will read a National Geographic article and complete a comprehension worksheet. They will also create a cartoon for the vocabulary word sliver. Finally, they will work on reading group assignments.
Lions: We discussed chapter 6 and began reading and discussing chapter 7. I am trying to focus our discussions on the difference between what the author writes and what he means. This continues to be a struggle for the group, as a whole. This afternoon (I met with them this morning) they will finish reading chapter 7 and complete a follow up worksheet.
Tigers: Reviewed chapter 5 and discussed Lucy's reason for why she is afraid of Simon. Tonight the students need to reread chapter 5 and, in their RRJ, answer the question, "What was the real reason that Lucy was afraid of Simon? What really happened?"
Bears: Only one member of this group was still in school when it was time to meet. Therefore, we did not meet today! :-( Students should reread the first chapter for homework!!
We will end the day by observing our plants and making sure they have enough water and soil. We will also discuss the need for thinning plants.
I am also hoping we will have enough time to read some of the books that were generously bought at the Book Fair last week and donated to our class library!
In math this morning we practiced solving simple division problems. We also previewed long division. While the students worked independently I met with three small groups. The first group focused on solving division problems using manipulatives. The second group practiced solving subtraction problems involving money. The third group worked on finding the product of two and three digit multiplication problems. All students need to complete the two worksheets from class for homework this evening.
We had our spring portraits taken at the beginning of reading. Unfortunately, this eliminated our regular time set aside for our whole group lesson. Therefore, this afternoon, following art, lunch and recess, for independent work, the students will read a National Geographic article and complete a comprehension worksheet. They will also create a cartoon for the vocabulary word sliver. Finally, they will work on reading group assignments.
Lions: We discussed chapter 6 and began reading and discussing chapter 7. I am trying to focus our discussions on the difference between what the author writes and what he means. This continues to be a struggle for the group, as a whole. This afternoon (I met with them this morning) they will finish reading chapter 7 and complete a follow up worksheet.
Tigers: Reviewed chapter 5 and discussed Lucy's reason for why she is afraid of Simon. Tonight the students need to reread chapter 5 and, in their RRJ, answer the question, "What was the real reason that Lucy was afraid of Simon? What really happened?"
Bears: Only one member of this group was still in school when it was time to meet. Therefore, we did not meet today! :-( Students should reread the first chapter for homework!!
We will end the day by observing our plants and making sure they have enough water and soil. We will also discuss the need for thinning plants.
I am also hoping we will have enough time to read some of the books that were generously bought at the Book Fair last week and donated to our class library!
Friday, April 16, 2010
TGIF
This morning in math we reviewed division before going to FASTT math. When we returned the students took a quiz. Many students did poorly and I spoke with the students about taking advantage of small groups to help them better understand the concepts being taught. The quizzes are in the math section of their binder. check them out!
In reading we discussed the importance of using words, phrases and sentences in poetry to get the right meaning across to your reader. The students worked on individual reading group assignments, and reading and writing poetry while I met with small groups. The also went to the computer lab (for their media lesson), lunch and recess.
Lions: Discussed chapter 5. Then read chapter 6 and completed follow up worksheet.
Tigers: Read and discussed chapter 5. Then completed follow up worksheet.
Bears: Completed follow up worksheet from chapter 1. Then read and discussed chapter 2.
Before enjoying Fun Friday the students watered their plants and read about the plant growth life cycle.
In reading we discussed the importance of using words, phrases and sentences in poetry to get the right meaning across to your reader. The students worked on individual reading group assignments, and reading and writing poetry while I met with small groups. The also went to the computer lab (for their media lesson), lunch and recess.
Lions: Discussed chapter 5. Then read chapter 6 and completed follow up worksheet.
Tigers: Read and discussed chapter 5. Then completed follow up worksheet.
Bears: Completed follow up worksheet from chapter 1. Then read and discussed chapter 2.
Before enjoying Fun Friday the students watered their plants and read about the plant growth life cycle.
Thursday, April 15, 2010
Thursday
This morning we had a practice Code Blue/Tornado drill as required by the state and MCPS. It went very well!!! But because of this, we did not go to FASTT math. We did attempt to solve division problems with remainders. Unfortunately, there were challenges, so we will review this concept next week...we will have a quiz tomorrow. No worries...no division!!! I was able to meet with three groups and work on multiplying two digit numbers, adding money and identifying how many quarters are needed to make a given amount of money. There is a money worksheet for homework tonight!
In reading we used a Shel Silverstein poem to review alliteration, a form of figurative language where the beginning consonant sound is repeated in several words. We also used other poetry to identify examples of onomatopoeia (words that are sounds...splish, pop, squeak, etc.)
Following music, lunch and recess the students will read and write poetry and work on reading group assignments while I meet with small groups.
Tigers: We began reading and discussing chapter 4. Then they finished the chapter independently and wrote about a quote from the chapter in their RRJ.
Bears: We began a new novel, Shoeshine Girl. The students read the first chapter independently and listed three words to discuss in group. Then we reread the chapter together and discussed character traits for Sarah Ida.
Lions: Read chapter 5 and completed a follow up worksheet independently. We will discuss this chapter in group tomorrow.
We will end the day with a lesson from Mrs. Howard.
In reading we used a Shel Silverstein poem to review alliteration, a form of figurative language where the beginning consonant sound is repeated in several words. We also used other poetry to identify examples of onomatopoeia (words that are sounds...splish, pop, squeak, etc.)
Following music, lunch and recess the students will read and write poetry and work on reading group assignments while I meet with small groups.
Tigers: We began reading and discussing chapter 4. Then they finished the chapter independently and wrote about a quote from the chapter in their RRJ.
Bears: We began a new novel, Shoeshine Girl. The students read the first chapter independently and listed three words to discuss in group. Then we reread the chapter together and discussed character traits for Sarah Ida.
Lions: Read chapter 5 and completed a follow up worksheet independently. We will discuss this chapter in group tomorrow.
We will end the day with a lesson from Mrs. Howard.
Wednesday, April 14, 2010
OOPS! I almost forgot!
Report cards are being sent home with your child today! They are yours to keep!!
Hump Day
This morning we revisted solving two digit mupltiplication problems. The biggest struggle for the students was the basic facts aspect. The children really need to commit all of the basic math facts to memory. While the children worked on two worksheet independently, I pulled two small groups. One worked on ordering decimals from least to greatest. The other practiced determining the amount of change in a word problem. For homework the students need to complete both worksheets from class.
In reading we were introduced to tercet and quatrain poetry (rhyming poems with 3 and 4 lines per stanza). We also practiced identifying the rhyming patterns in poems. While I met with reading groups, the students identified rhyming patterns and illustrated a poem. They also worked on follow up[ worksheets for their reading groups. Finally, they caught up on any other unfinished work.
Following PE they went to lunch and then recess. Going to recess first wasn't working out very well!
Tigers: Discussed the main idea of chapter 3 and how Lucy got lost. Then they reread the chapter and completed a follow up worksheet.
Bears: We reread chapter 5 and discussed the author's message. Then the students used a word bank, which I provided, and our discussion to write about the author's message in their RRJ.
We will end the day by planting our seeds in science!
In reading we were introduced to tercet and quatrain poetry (rhyming poems with 3 and 4 lines per stanza). We also practiced identifying the rhyming patterns in poems. While I met with reading groups, the students identified rhyming patterns and illustrated a poem. They also worked on follow up[ worksheets for their reading groups. Finally, they caught up on any other unfinished work.
Following PE they went to lunch and then recess. Going to recess first wasn't working out very well!
Tigers: Discussed the main idea of chapter 3 and how Lucy got lost. Then they reread the chapter and completed a follow up worksheet.
Bears: We reread chapter 5 and discussed the author's message. Then the students used a word bank, which I provided, and our discussion to write about the author's message in their RRJ.
We will end the day by planting our seeds in science!
Tuesday, April 13, 2010
Tuesday
This morning in math we practiced adding and subtracting decimals and money. We also related money to fractions. While the students practiced these skills independently, I met with small groups. One group worked on reading and writing decimals. The other practiced making change using both subtraction and the counting up strategy. There are two worksheets for homework...one was started in class.
In reading we learned about the famous poet Shel Silverstein. We read a biography about his life and shared some of our favorite Shel Silverstein poems. After that we began writing rhyming poetry. We started with couplets...poems in which every two lines end with words that rhyme. Here's the poem we wrote as a class:
Recess
I can't wait to go out and play
It's such a sunny day!
Scream, yell, skip and hop
Until you get tired - then you drop!
It's too bad we have to go back inside
Wonder if they'll find me if I hide!
The children and I wrote this poem together! I am so proud of them! Aren't you?!??
Next we went to preview the book fair! Lots of great books...make sure to check it out this week!
Following indoor recess and lunch, the students will practice writing couplets. They will also reread Turtle Travels, an article in their National Geographic, and complete a follow up worksheet. I will meet with reading groups.
Tigers: Began reading and discussing chapter 3. For homework they need to finish reading chapter 3 and be prepared to tell me what happened.
Bears: Practiced writing high frequency words on white boards. Then read chapter 5 silently and wrote on a sticky note the surprise that they discovered in their reading. Tonight they need to reread chapter 5 for homework.
Lions: Discussed chapter 3. For homework they need to reread chapter 3 and get a parent signature.
We will end the day by looking at dry and soaked lima beans and identifying the parts of a seed.
In reading we learned about the famous poet Shel Silverstein. We read a biography about his life and shared some of our favorite Shel Silverstein poems. After that we began writing rhyming poetry. We started with couplets...poems in which every two lines end with words that rhyme. Here's the poem we wrote as a class:
Recess
I can't wait to go out and play
It's such a sunny day!
Scream, yell, skip and hop
Until you get tired - then you drop!
It's too bad we have to go back inside
Wonder if they'll find me if I hide!
The children and I wrote this poem together! I am so proud of them! Aren't you?!??
Next we went to preview the book fair! Lots of great books...make sure to check it out this week!
Following indoor recess and lunch, the students will practice writing couplets. They will also reread Turtle Travels, an article in their National Geographic, and complete a follow up worksheet. I will meet with reading groups.
Tigers: Began reading and discussing chapter 3. For homework they need to finish reading chapter 3 and be prepared to tell me what happened.
Bears: Practiced writing high frequency words on white boards. Then read chapter 5 silently and wrote on a sticky note the surprise that they discovered in their reading. Tonight they need to reread chapter 5 for homework.
Lions: Discussed chapter 3. For homework they need to reread chapter 3 and get a parent signature.
We will end the day by looking at dry and soaked lima beans and identifying the parts of a seed.
Monday, April 12, 2010
Book Fair
Our Spring Book Fair begins tomorrow and continues all week. It is located in the media center. Remember that all proceeds benefit YOUR children!!
In math we read and wrote decimals for tenths and hundredths. I also met with three small groups. One worked on identifying the value of a set. The second worked on read and writing decimals. The third group practiced identifying the amount of change needed. There is a money worksheet for homework tonight and we will have a quiz on Friday!
In reading we identified the structure of a poem and began discussing rhyming poetry, both couplets and tercets.
Following art, recess and then lunch (we are having recess first and then lunch all week) the students will work independently on reading group assignments, rhyming words and a new vocabulary word, while I meet with reading groups.
Lions: Reread chapter 2 independently and identified the complaints that Star Boy has against Morning Girl. Then we discussed this in group. Additionally, there was a follow up worksheet. Tonight they need to read chapter 3 and be prepared to discuss the main idea of the chapter.
Tigers: Read and discussed chapter 2. For homework they need to reread chapter 2 and complete the follow up worksheet which they began in class.
Bears: Read and discussed chapter 4. Then they wrote about the main idea of the chapter and made a prediction for what's next, in their RRJ. Tonight they need to reread chapter 4.
WE will end the day with a video about plant growth and development.
In math we read and wrote decimals for tenths and hundredths. I also met with three small groups. One worked on identifying the value of a set. The second worked on read and writing decimals. The third group practiced identifying the amount of change needed. There is a money worksheet for homework tonight and we will have a quiz on Friday!
In reading we identified the structure of a poem and began discussing rhyming poetry, both couplets and tercets.
Following art, recess and then lunch (we are having recess first and then lunch all week) the students will work independently on reading group assignments, rhyming words and a new vocabulary word, while I meet with reading groups.
Lions: Reread chapter 2 independently and identified the complaints that Star Boy has against Morning Girl. Then we discussed this in group. Additionally, there was a follow up worksheet. Tonight they need to read chapter 3 and be prepared to discuss the main idea of the chapter.
Tigers: Read and discussed chapter 2. For homework they need to reread chapter 2 and complete the follow up worksheet which they began in class.
Bears: Read and discussed chapter 4. Then they wrote about the main idea of the chapter and made a prediction for what's next, in their RRJ. Tonight they need to reread chapter 4.
WE will end the day with a video about plant growth and development.
Friday, April 9, 2010
TGIF
This morning in math we began reading and writing decimals by relating them to our knowledge of fractions. Today we focused on tenths. After I stumbled through a lesson, the students watch a 5 minute video that seemed to provide better clarification for them! :-) Then, while the students completed a worksheet independently, I met with small groups. One group continued identifying the values of a fraction of a set. The other group counted change.
In reading we continued our poetry unit. I shared some of my favorite Jack Prelutsky poems and we discussed the message in the poems. Then I modeled writing an acrostic poem. This is a poem where you select a word that becomes the topic of your poem. The word is written vertically so that each letter in the topic becomes the first letter in a line of the poem. For example:
Cats
Clever
Annoying
Territorial
Sly
Following a visit tot he media center and lunch and recess, the students will work on a questionnaire for the DES time capsule, write at least one acrostic poem and read more poetry, while I meet with reading groups.
We will end the day by listing what we know about plants, as an introduction to our final science unit. Then we will enjoy Fun Friday...well, those of us who earned it!
Tigers: Reviewed unknown words from chapter 1. Began reading and discussing chapter 2. Spent some time discussing schools in the 1800's as compared to schools today.
Bears: Reviewed acrostic poems. After I modeled writing two for the group, we wrote one, as a group, together. Then we began reading and discussing chapter 3 of The Secret.
Lions: We reviewed the main idea in chapter 1 and spent time discussing the difference between literal and inferential meaning. This seems to be causing some issues with comprehension. Then we read chapter 2.
In reading we continued our poetry unit. I shared some of my favorite Jack Prelutsky poems and we discussed the message in the poems. Then I modeled writing an acrostic poem. This is a poem where you select a word that becomes the topic of your poem. The word is written vertically so that each letter in the topic becomes the first letter in a line of the poem. For example:
Cats
Clever
Annoying
Territorial
Sly
Following a visit tot he media center and lunch and recess, the students will work on a questionnaire for the DES time capsule, write at least one acrostic poem and read more poetry, while I meet with reading groups.
We will end the day by listing what we know about plants, as an introduction to our final science unit. Then we will enjoy Fun Friday...well, those of us who earned it!
Tigers: Reviewed unknown words from chapter 1. Began reading and discussing chapter 2. Spent some time discussing schools in the 1800's as compared to schools today.
Bears: Reviewed acrostic poems. After I modeled writing two for the group, we wrote one, as a group, together. Then we began reading and discussing chapter 3 of The Secret.
Lions: We reviewed the main idea in chapter 1 and spent time discussing the difference between literal and inferential meaning. This seems to be causing some issues with comprehension. Then we read chapter 2.
Thursday, April 8, 2010
Thursday
Our day began with a bus evacuation drill. Then we went to math. In math we reviewed counting money and making change. After FASTT math, the students worked on a making change worksheet while I met with three small groups. The first group practiced identifying the value of a fraction of a set. The second group identified fractions and mixed numbers on a number line. Finally, the last group, practiced counting coins. There is a money worksheet for homework.
We began reading by sharing the poems that the students discovered yesterday during independent work time. Then the children worked on their tree posters, their "heed" worksheets and continued reading poetry while I met with small groups.
Following music, lunch and recess the students continued working independently while I continued meeting with groups. At 2:15 we went to an assembly to learn about Egyptian animals.
We began reading by sharing the poems that the students discovered yesterday during independent work time. Then the children worked on their tree posters, their "heed" worksheets and continued reading poetry while I met with small groups.
Following music, lunch and recess the students continued working independently while I continued meeting with groups. At 2:15 we went to an assembly to learn about Egyptian animals.
Wednesday, April 7, 2010
We're BBBAAACCCCKKKKKK!!!
Today is the first day back to school after Spring Break AND the first day of the fourth marking period!
In math we began counting, writing and comparing different amounts of money involving both coins and bills. I also worked with two small groups identifying the value of a fraction of a set. For homework, the children need to work with an adult...the adult should pull out a handful of change from their pocket, wallet or coin jar and have the student count it. Then they should add or subtract coins to change the value and have the student count it again. Finally, the adult MUST sign the student's planner to indicate that he/she has completed the homework. Each student is expected to count AT LEAST two different piles of change.
In reading we began our study of poetry (both reading and writing) by discussing what it is. Then while Mrs. Hepner, our reading specialist, worked with a small group, I met with the lions group. I will continue working with small groups after PE, lunch and recess. While I am meeting with groups, the rest of the class will work on individual reading group assignments, a cartoon for our new vocabulary word "heed" and reading poetry.
Lions: Discussed the Michael Dorris, the author of Morning Girl, and the time period in which this book takes place. Then we read chapter 1 and the students completed a follow up activity.
Tigers: We discussed the idea of a child who has special needs and began reading chapter 1 of Stay Away from Simon. For homework the students need to finish reading this chapter and list 5 unknown words on a sticky note.
Bears: Practiced writing high frequency words and reread chapter 1. Then we discussed what made Chris a hero. After that we read and discussed chapter 2. For homework they need to reread chapter 2.
Lions, again: Homework - reread chapter 1 and in their RRJ explain the main complaints Morning Girl has about Star Boy.
We ended the day discussing the importance of trees. Then the students began creating posters to promote trees and their importance. These posters will be entered into a contest which can earn our school a cherry tree and up to $1,000 in landscaping. However, in order for the poster to be entered into the contest every student must return a signed permission slip, which we are sending home this evening, tomorrow!!!
In math we began counting, writing and comparing different amounts of money involving both coins and bills. I also worked with two small groups identifying the value of a fraction of a set. For homework, the children need to work with an adult...the adult should pull out a handful of change from their pocket, wallet or coin jar and have the student count it. Then they should add or subtract coins to change the value and have the student count it again. Finally, the adult MUST sign the student's planner to indicate that he/she has completed the homework. Each student is expected to count AT LEAST two different piles of change.
In reading we began our study of poetry (both reading and writing) by discussing what it is. Then while Mrs. Hepner, our reading specialist, worked with a small group, I met with the lions group. I will continue working with small groups after PE, lunch and recess. While I am meeting with groups, the rest of the class will work on individual reading group assignments, a cartoon for our new vocabulary word "heed" and reading poetry.
Lions: Discussed the Michael Dorris, the author of Morning Girl, and the time period in which this book takes place. Then we read chapter 1 and the students completed a follow up activity.
Tigers: We discussed the idea of a child who has special needs and began reading chapter 1 of Stay Away from Simon. For homework the students need to finish reading this chapter and list 5 unknown words on a sticky note.
Bears: Practiced writing high frequency words and reread chapter 1. Then we discussed what made Chris a hero. After that we read and discussed chapter 2. For homework they need to reread chapter 2.
Lions, again: Homework - reread chapter 1 and in their RRJ explain the main complaints Morning Girl has about Star Boy.
We ended the day discussing the importance of trees. Then the students began creating posters to promote trees and their importance. These posters will be entered into a contest which can earn our school a cherry tree and up to $1,000 in landscaping. However, in order for the poster to be entered into the contest every student must return a signed permission slip, which we are sending home this evening, tomorrow!!!
Subscribe to:
Posts (Atom)