I bet we are all looking forward to a three-day Holiday weekend!!! Hope your weekend is fun-filled!
In math, we were unable to go to FASTT math, so we practiced solving two-digit by two-digit multiplication problems. Then, while the students worked on another multiplication/graphing activity, I met with 3 small groups. The first group worked on calculating elapsed time where regrouping of years to months was needed. The second group did the same but needed to regroup minutes to seconds. The third group identified the end time when given the start and elapsed time. We will review unit 6 next week and take the assessment towards the end of the week.
In reading we worked in small groups to identify juicy details from The Hickory Chair and link them to a character or event in the story. Then we discussed our favorite juicy detail from the story. Hopefully, all of this will make us more aware of the details we include in our writing to support our ideas!
After visiting the media center and enjoying lunch and recess the children will continue working on their second realistic fiction writing pieces, complete any unfinished work and meet in their play groups.
I will meet with the three play groups and help them get organized. My goal is to have them each choose a part and begin reading their lines with proper intonation.
We will end the day reading about the C&O Canal and enjoying Fun Friday (for those who earned it!).
Friday, May 28, 2010
Thursday, May 27, 2010
Thursday
This morning, after going to FASTT math, the students completed a 2 question "pop-quiz" (for lack of a better term!). This helped me gauge how well the students are understanding elapsed time. Many students demonstrated a strong understanding. Those who did not, worked with me in a small group today. The other students worked on multiplication and graphing skills using a worksheet. Those who did not complete the worksheet in class need to do so for homework. There will not be a quiz tomorrow but we will take the unit 6 assessment towards the end of next week!
As we come to the close of the school year and begin to finish our reading group novels, we will be focusing on imp00roving our writing and presenting plays during our reading and writing block. So, this morning we began discussing how we can improve our ideas, in our writing, by using more, as well as, better details to create visuals in our reader's minds. WE read a book called The Hickory Chair. This book was unfamiliar to all. So, after our first reading we remembered as many of the details as we could.
Following music, lunch and recess the students will work independently to add details to their writing and complete their realistic fiction piece. They will also work in their play groups to begin assigning parts and reading their parts using proper inflection.
Tigers: We reviewed some vocabulary specific to chapter 6 and then continued reading and discussing this chapter. Tonight they need to finish reading the chapter and find out the newest method of destroying a vampire.
Bears: We reviewed the beginning of the chapter called The Letter. Then we reread the entire chapter and completed the middle and end sections of our graphic organizer. Tonight they need to reread this chapter.
We are ending the day by going to Mr. Vogel's room to watch a DVD about plants, bees and pollination.
As we come to the close of the school year and begin to finish our reading group novels, we will be focusing on imp00roving our writing and presenting plays during our reading and writing block. So, this morning we began discussing how we can improve our ideas, in our writing, by using more, as well as, better details to create visuals in our reader's minds. WE read a book called The Hickory Chair. This book was unfamiliar to all. So, after our first reading we remembered as many of the details as we could.
Following music, lunch and recess the students will work independently to add details to their writing and complete their realistic fiction piece. They will also work in their play groups to begin assigning parts and reading their parts using proper inflection.
Tigers: We reviewed some vocabulary specific to chapter 6 and then continued reading and discussing this chapter. Tonight they need to finish reading the chapter and find out the newest method of destroying a vampire.
Bears: We reviewed the beginning of the chapter called The Letter. Then we reread the entire chapter and completed the middle and end sections of our graphic organizer. Tonight they need to reread this chapter.
We are ending the day by going to Mr. Vogel's room to watch a DVD about plants, bees and pollination.
Wednesday, May 26, 2010
HOT Hump Day!
This morning in math we practiced solving word problems that involved regrouping years to months. We also identified the volume of given shapes. Once again, I worked with a small group calculating elapsed time. There is a coordinate graphing worksheet for homework.
We began reading by selecting the plays that we will perform and the students who will work in each group. Then Mrs. Head and Mrs. Hepner met with their groups while I met with the lions groups.
Lions: We reviewed the unknown words and then read and discussed the final chapter of The Cricket in Times Square.
Following PE, lunch and recess the students will work independently on their second realistic fiction writing piece and other unfinished work, while I conference with students on their writing pieces.
We will end the day with a lesson, in the computer lab, about careers, led by Mrs. Howard.
We began reading by selecting the plays that we will perform and the students who will work in each group. Then Mrs. Head and Mrs. Hepner met with their groups while I met with the lions groups.
Lions: We reviewed the unknown words and then read and discussed the final chapter of The Cricket in Times Square.
Following PE, lunch and recess the students will work independently on their second realistic fiction writing piece and other unfinished work, while I conference with students on their writing pieces.
We will end the day with a lesson, in the computer lab, about careers, led by Mrs. Howard.
Tuesday, May 25, 2010
Tuesday
This morning, after FASTT math, the students continued plotting points on a graph while I worked with a small group identifying elapsed time. Tonight there is another coordinate graphing worksheet for homework.
We began reading by reading through another play, Phoebe and the Flame-Bellied Toad. This is an original fairy tale set in modern time. Tomorrow the students will select which play they want to perform and begin working in small groups to meet this goal.
After reading the play, we went to the computer lab where the students either worked on publishing pieces of their writing or practiced their typing skills using Type to Learn.
Following lunch and recess the students will work independently on reading group assignments, a new word of the week cartoon and completing their final draft of the second realistic fiction writing piece. I will meet with small groups.
Tigers: We practiced some vocabulary from chapter 6 and then began reading this chapter. Tonight they need to reread pages 62-64 TWICE (fluency).
Bears: We read the chapter called A Letter and identified the events in the beginning. Tomorrow we will focus on the middle and end. Tonight they need to reread this chapter.
Lions: We discussed a time we had to say goodbye to someone...interesting discussion...ask your child about it. Tonight they need to read chapter 15 (the final chapter) and list 3-5 unknown words.
We will end the day by continuing our reading about historic Georgetown.
We began reading by reading through another play, Phoebe and the Flame-Bellied Toad. This is an original fairy tale set in modern time. Tomorrow the students will select which play they want to perform and begin working in small groups to meet this goal.
After reading the play, we went to the computer lab where the students either worked on publishing pieces of their writing or practiced their typing skills using Type to Learn.
Following lunch and recess the students will work independently on reading group assignments, a new word of the week cartoon and completing their final draft of the second realistic fiction writing piece. I will meet with small groups.
Tigers: We practiced some vocabulary from chapter 6 and then began reading this chapter. Tonight they need to reread pages 62-64 TWICE (fluency).
Bears: We read the chapter called A Letter and identified the events in the beginning. Tomorrow we will focus on the middle and end. Tonight they need to reread this chapter.
Lions: We discussed a time we had to say goodbye to someone...interesting discussion...ask your child about it. Tonight they need to read chapter 15 (the final chapter) and list 3-5 unknown words.
We will end the day by continuing our reading about historic Georgetown.
Monday, May 24, 2010
Monday
This morning in math we practiced locating coordinates (ordered pairs) on a grid. I taught the students two tricks to remember which number is the horizontal axis and which is the vertical. One way is that you must walk over to the stairs in order to walk up them. The other is that an airplane must fly across the runway before flying up into the sky. While the students worked independently on using coordinates to creates a mystery picture, I met with a small group to practice calculating elapsed time. There is a worksheet (coordinate graphing) for homework tonight.
We began reading by discussing fables and their relationship to ancient India. Then we identified the meaning of vocabulary from our next play, an Indian fable, The Lion and the Rabbit. After that Mrs. Head and Mrs. Hepner met with their groups while I met with the lions group.
We began by discussing an ancient Chinese proverb and how it relates to Chester's current situation in the book. Then we began reading and discussing chapter 14.
This afternoon, following art, lunch and recess, we will go to a chorus concert at 2:15. Since reading will be cut short, instead of meeting with reading groups, we will read through the play as a whole group. Following the concert it will be time for dismissal!
We began reading by discussing fables and their relationship to ancient India. Then we identified the meaning of vocabulary from our next play, an Indian fable, The Lion and the Rabbit. After that Mrs. Head and Mrs. Hepner met with their groups while I met with the lions group.
We began by discussing an ancient Chinese proverb and how it relates to Chester's current situation in the book. Then we began reading and discussing chapter 14.
This afternoon, following art, lunch and recess, we will go to a chorus concert at 2:15. Since reading will be cut short, instead of meeting with reading groups, we will read through the play as a whole group. Following the concert it will be time for dismissal!
Friday, May 21, 2010
TGIF!!
This morning, in math, we took our second quiz for unit two. The quizzes have been scored and can be found in your child's binder--in the math section, of course! :-)
We began reading by reading the play, Why Mole Lives Underground. We read it twice, working on reading with expression. Then the students were given directions to make a paper model of a Brassica flower. They had to follow the directions, make the plant and then evaluate the directions; write whether or not the directions were well written and identify how they would improve them. While the students worked on this, I conferenced with individual students on their realistic writing pieces.
After eating lunch and enjoying recess the students are continuing to work on their reading task and their writing piece while I meet with reading groups.
Tigers: We worked on writing a summary for chapter 5 together. The children continue to struggle with identifying the main events versus the details.
Bears: We practiced spelling high frequency words on white boards. Then we began reading The Letter. We practiced visualizing what we were reading in our head.
Lions: We met and began reviewing the unknown words that they gathered for homework on Wednesday night.
We will end the day by cross pollinating our plants and reading a book about interdependence. Then, those of us who earned it, will celebrate Fun Friday!
We began reading by reading the play, Why Mole Lives Underground. We read it twice, working on reading with expression. Then the students were given directions to make a paper model of a Brassica flower. They had to follow the directions, make the plant and then evaluate the directions; write whether or not the directions were well written and identify how they would improve them. While the students worked on this, I conferenced with individual students on their realistic writing pieces.
After eating lunch and enjoying recess the students are continuing to work on their reading task and their writing piece while I meet with reading groups.
Tigers: We worked on writing a summary for chapter 5 together. The children continue to struggle with identifying the main events versus the details.
Bears: We practiced spelling high frequency words on white boards. Then we began reading The Letter. We practiced visualizing what we were reading in our head.
Lions: We met and began reviewing the unknown words that they gathered for homework on Wednesday night.
We will end the day by cross pollinating our plants and reading a book about interdependence. Then, those of us who earned it, will celebrate Fun Friday!
Thursday, May 20, 2010
Thursday
This morning in math we worked on reading thermometers in both degrees Fahrenheit and Celsius. We also estimated the correct temperature based on activities in a picture. There is a telling time, using an analog clock, worksheet for homework and we WILL have a quiz tomorrow!
We began reading with some old business...last week I received mail from a third grade class in Pennsylvania who is taking part in a project called the Great Mail Race. They are gathering information from third grade classes across the United States. So, our class, as a group, responded to their questionnaire and read about their school After that we selected 4 different plays, from which we will eventually narrow down to three, that we will use in small groups, to perform. I mentioned this idea in an earlier post this week.
After going to music, lunch and recess the students worked independently while I met with small groups.
Tigers: They suggested that since chapter 5 was so long, we do something else in group. I thought about it and decided that was a fair request. So we worked as a group to revise and edit their writing pieces.
Bears: We worked on revising and editing our realistic fiction writing pieces, too.
We ended the day by watching a video about bees and pollination.
We began reading with some old business...last week I received mail from a third grade class in Pennsylvania who is taking part in a project called the Great Mail Race. They are gathering information from third grade classes across the United States. So, our class, as a group, responded to their questionnaire and read about their school After that we selected 4 different plays, from which we will eventually narrow down to three, that we will use in small groups, to perform. I mentioned this idea in an earlier post this week.
After going to music, lunch and recess the students worked independently while I met with small groups.
Tigers: They suggested that since chapter 5 was so long, we do something else in group. I thought about it and decided that was a fair request. So we worked as a group to revise and edit their writing pieces.
Bears: We worked on revising and editing our realistic fiction writing pieces, too.
We ended the day by watching a video about bees and pollination.
Wednesday, May 19, 2010
Hump Day
I saw the sun shining for about 5 minutes right before 9:00. Did anyone else see it?!?!
In math we learned that 1,000 grams = 1 kilogram and completed a practice worksheet using this knowledge. I met with a small group working on identifying elapsed time. There is a calendar worksheet for homework. I AM planning to give a quiz on Friday!
We began reading by reviewing the structure of a play. The class will be dividing into groups and working to present a play...at least I am hoping that we will be able to pull this off! They will work in a small group to practice dialogue, map out movements/action, create scenery and make costumes. Then they will perform for the class. We'll see how this goes...wish ME luck! I am not worried about the children...they are GREAT. I know they will do what they are instructed to do...I worry about my leadership abilities in this task!! :-)
Following PE, lunch and recess the students will work independently on reading group assignments, their second realistic fiction writing piece and any other unfinished work. I will continue to meet with reading groups.
Lions: We met this morning and reviewed their word lists from homework last night. Then we began reading and discussing chapter 12. This afternoon they will finish rereading chapter 12 and complete a follow-up worksheet depicting their favorite scene, in the book, so far and identifying synonyms, antonyms and homonyms...always good practice! Tonight they need to read chapter 13 and identify 3-5 unknown words.
Tigers:Reviewed reading and understanding 5 vocabulary words from chapter 5. Then read and discussed most of this chapter. The students completed the chapter at their seats. Tonight they need to reread chapter 5 (fluency, fluency, fluency!!)
Bears: Used the graphic organizer to retell Across the RR tracks. Then we finished reading the chapter and identified the "end" of the graphic organizer. Tonight they need to reread this chapter. (FLUENCY!!!!)
We will end the day by continuing our reading about Georgetown and identifying aspects of its culture. The students will also write about a trade or occupation they would have wanted to have in their social studies journal.
In math we learned that 1,000 grams = 1 kilogram and completed a practice worksheet using this knowledge. I met with a small group working on identifying elapsed time. There is a calendar worksheet for homework. I AM planning to give a quiz on Friday!
We began reading by reviewing the structure of a play. The class will be dividing into groups and working to present a play...at least I am hoping that we will be able to pull this off! They will work in a small group to practice dialogue, map out movements/action, create scenery and make costumes. Then they will perform for the class. We'll see how this goes...wish ME luck! I am not worried about the children...they are GREAT. I know they will do what they are instructed to do...I worry about my leadership abilities in this task!! :-)
Following PE, lunch and recess the students will work independently on reading group assignments, their second realistic fiction writing piece and any other unfinished work. I will continue to meet with reading groups.
Lions: We met this morning and reviewed their word lists from homework last night. Then we began reading and discussing chapter 12. This afternoon they will finish rereading chapter 12 and complete a follow-up worksheet depicting their favorite scene, in the book, so far and identifying synonyms, antonyms and homonyms...always good practice! Tonight they need to read chapter 13 and identify 3-5 unknown words.
Tigers:Reviewed reading and understanding 5 vocabulary words from chapter 5. Then read and discussed most of this chapter. The students completed the chapter at their seats. Tonight they need to reread chapter 5 (fluency, fluency, fluency!!)
Bears: Used the graphic organizer to retell Across the RR tracks. Then we finished reading the chapter and identified the "end" of the graphic organizer. Tonight they need to reread this chapter. (FLUENCY!!!!)
We will end the day by continuing our reading about Georgetown and identifying aspects of its culture. The students will also write about a trade or occupation they would have wanted to have in their social studies journal.
Tuesday, May 18, 2010
Tuesday
Still gloomy...YUCK!
After FASTT math we reviewed measuring capacity using milliliters and liters (the metric system). The class worked on a worksheet while I met with two small groups practicing the measurement of elapsed time. The first group worked on regrouping seconds to minutes. The second group identified the end time when the start time and elapsed time were given. There is a two-sided elapsed time worksheet for homework.
In reading we read the book Stellaluna and used the ending of the story as an example of a "satisfying ending". We discussed the fact that a satisfying ending is one in which there is a happily ever after type of ending. This is one way authors can end their stories.
After that we went to the computer lab where students worked on completing their first realistic fiction writing piece (if they haven't finished it), publishing their writing pieces or practicing their typing skills using Type to Learn. We had a lot going on!
Following lunch and outdoor recess, the children worked on reading group assignments, the rough draft for their second realistic fiction writing piece and any unfinished work from yesterday. I met with small groups.
Tigers: Read and discussed chapter 4, again. The students have a follow up worksheet to complete, at home, using the book, for homework!
Bears: Read and discussed most of Across the Railroad tracks...filled out graphic organizer for beginning and middle of the chapter. They need to reread this for homework.
Lions: Tonight they need to read chapter 12 and list 5 new (or interesting) words on the sticky note I gave them.
We are ending the day learning about the parts of a plant.
After FASTT math we reviewed measuring capacity using milliliters and liters (the metric system). The class worked on a worksheet while I met with two small groups practicing the measurement of elapsed time. The first group worked on regrouping seconds to minutes. The second group identified the end time when the start time and elapsed time were given. There is a two-sided elapsed time worksheet for homework.
In reading we read the book Stellaluna and used the ending of the story as an example of a "satisfying ending". We discussed the fact that a satisfying ending is one in which there is a happily ever after type of ending. This is one way authors can end their stories.
After that we went to the computer lab where students worked on completing their first realistic fiction writing piece (if they haven't finished it), publishing their writing pieces or practicing their typing skills using Type to Learn. We had a lot going on!
Following lunch and outdoor recess, the children worked on reading group assignments, the rough draft for their second realistic fiction writing piece and any unfinished work from yesterday. I met with small groups.
Tigers: Read and discussed chapter 4, again. The students have a follow up worksheet to complete, at home, using the book, for homework!
Bears: Read and discussed most of Across the Railroad tracks...filled out graphic organizer for beginning and middle of the chapter. They need to reread this for homework.
Lions: Tonight they need to read chapter 12 and list 5 new (or interesting) words on the sticky note I gave them.
We are ending the day learning about the parts of a plant.
Monday, May 17, 2010
Monday
What a gloomy start to the week...YUCK!
In math we returned to FASTT math in the computer lab...YEY! We also worked on identifying the units of weight that would be used to measure items (ounces versus pounds) and converting measurements (think: how many cups in a gallon). While the children worked independently, I met with two groups working on elapsed time. One group used addition to solve problems involving seconds. The other focused on using a t-chart and the problems did not include seconds. For homework the students need to complete a calendar worksheet UNLESS they worked in small group with me. If they met with me, they have to finish the classwork that they missed.
Reading began with a lesson about writing good endings. We focused using the technique of foreshadowing. Then I met with the lions group.
Following art, lunch and recess the students are beginning their second realistic fiction writing piece by creating a story map and completing a character sketch. They will also create a cartoon for our next word of the week, flaunt. After that, they can choose to read plays and/or rewrite the dialogue from the plays using proper punctuation.
Lions: We began by discussing (and writing) about a time when we did something we shouldn't have done and decided to tell the truth and face the consequences. Then we began reading and discussing chapter 11. The children completed the chapter on their own and worked on a vocabulary activity. Tonight they need to reread chapter 11 and answer some comprehension questions.
Tigers: We took a break from Bunnicula and spent time completing our planning sheet for the next realistic writing piece. We discussed our ideas for a problem and solution and identified the events in the plot. Sharing this with a group helped give others ideas for their own pieces. Tonight they need to read chapter 5.
Bears: Worked on writing planning sheet.
We are ending the day by identifying similarities and differences between the Aztec culture and that of the residents of Georgetown as we read about it.
In math we returned to FASTT math in the computer lab...YEY! We also worked on identifying the units of weight that would be used to measure items (ounces versus pounds) and converting measurements (think: how many cups in a gallon). While the children worked independently, I met with two groups working on elapsed time. One group used addition to solve problems involving seconds. The other focused on using a t-chart and the problems did not include seconds. For homework the students need to complete a calendar worksheet UNLESS they worked in small group with me. If they met with me, they have to finish the classwork that they missed.
Reading began with a lesson about writing good endings. We focused using the technique of foreshadowing. Then I met with the lions group.
Following art, lunch and recess the students are beginning their second realistic fiction writing piece by creating a story map and completing a character sketch. They will also create a cartoon for our next word of the week, flaunt. After that, they can choose to read plays and/or rewrite the dialogue from the plays using proper punctuation.
Lions: We began by discussing (and writing) about a time when we did something we shouldn't have done and decided to tell the truth and face the consequences. Then we began reading and discussing chapter 11. The children completed the chapter on their own and worked on a vocabulary activity. Tonight they need to reread chapter 11 and answer some comprehension questions.
Tigers: We took a break from Bunnicula and spent time completing our planning sheet for the next realistic writing piece. We discussed our ideas for a problem and solution and identified the events in the plot. Sharing this with a group helped give others ideas for their own pieces. Tonight they need to read chapter 5.
Bears: Worked on writing planning sheet.
We are ending the day by identifying similarities and differences between the Aztec culture and that of the residents of Georgetown as we read about it.
Thursday, May 13, 2010
Thursday
This morning in math be identified the common units for measuring capacity and their conversions. We used a story about a garden to help us keep track of the number of quarts in a gallon, pints in a quart and cups in a pint. A copy of this story is in each students math section of their binder. We also got to go to the computer lab, for the first time this week, for FASTT , math. By the time we finished and returned to class, there was limited time to complete the classwork. So, tonight, the students need to finish their classwork, as well as complete another worksheet for homework. We will have a quiz tomorrow on measuring time. Capacity will not be on the quiz!
We began reading by sharing the directions each student wrote on how to brush your teeth. Then we evaluated another set of directions, which I provided. We identified and discussed what was better about the provided set of directions and what we would change to improve it. After that, I modeled how to take dialogue from a play and, using a tag and proper punctuation, turn it into a quotation.
Following music, lunch and recess the students will take a set of instructions and rewrite them using improvements to make them easier to follow. They will also work on individual reading group assignments, their realistic writing pieces and writing quotations using dialogue from a play. I will meet with reading groups.
Tigers: Began reading chapter 4. Discussed new vocabulary. Tonight they need to reread pages 37-42.
Bears: Began reading Across the Railroad Tracks.
Lions: Finished reading chapter 10. Tonight they need to reread the chapter for homework.
We will end the day by cross pollinating our plants and reading about the ancient city of Georgetown.
We began reading by sharing the directions each student wrote on how to brush your teeth. Then we evaluated another set of directions, which I provided. We identified and discussed what was better about the provided set of directions and what we would change to improve it. After that, I modeled how to take dialogue from a play and, using a tag and proper punctuation, turn it into a quotation.
Following music, lunch and recess the students will take a set of instructions and rewrite them using improvements to make them easier to follow. They will also work on individual reading group assignments, their realistic writing pieces and writing quotations using dialogue from a play. I will meet with reading groups.
Tigers: Began reading chapter 4. Discussed new vocabulary. Tonight they need to reread pages 37-42.
Bears: Began reading Across the Railroad Tracks.
Lions: Finished reading chapter 10. Tonight they need to reread the chapter for homework.
We will end the day by cross pollinating our plants and reading about the ancient city of Georgetown.
Wednesday, May 12, 2010
Hump Day!!!
This morning in math we reviewed elapsed time and using a calendar/schedule to answer questions. We also created a chart, on our math journal, that names attributes we can measure, the tools we use to measure it and units that can be used to report the data. For example, time is the attribute, a clock is the tool and units could be hours, minutes and seconds.
While the students worked on an elapsed time worksheet, I worked with a small group on calculating elapsed time. There is an elapsed time worksheet for homework and we will have a quiz on Friday.
In reading we discussed tag words that are used to signal the way a speaker is speaking in quotations. Then the students searched their reading group books and compiled a list of tag words.
After that, we discussed the purpose of reading to perform a task and brainstormed items needed to brush your teeth...this is seemingly unrelated. However, the students discovered AFTER going to PE, lunch and recess that they were connected because during independent work they were to write directions to brush your teeth!
I met with reading groups while the students wrote completed this assignment, worked on their realistic fiction writing piece and any other unfinished work.
Tigers: Reviewed the unusual happenings and completed a written comprehension worksheet for chapter 3.
Bears: Worked on their writing pieces with Mrs. Benson.
Lions: Met in a small group with me to discuss chapter 9.
We will end the day with a lesson about careers, in the computer lab, with Mrs. Howard.
While the students worked on an elapsed time worksheet, I worked with a small group on calculating elapsed time. There is an elapsed time worksheet for homework and we will have a quiz on Friday.
In reading we discussed tag words that are used to signal the way a speaker is speaking in quotations. Then the students searched their reading group books and compiled a list of tag words.
After that, we discussed the purpose of reading to perform a task and brainstormed items needed to brush your teeth...this is seemingly unrelated. However, the students discovered AFTER going to PE, lunch and recess that they were connected because during independent work they were to write directions to brush your teeth!
I met with reading groups while the students wrote completed this assignment, worked on their realistic fiction writing piece and any other unfinished work.
Tigers: Reviewed the unusual happenings and completed a written comprehension worksheet for chapter 3.
Bears: Worked on their writing pieces with Mrs. Benson.
Lions: Met in a small group with me to discuss chapter 9.
We will end the day with a lesson about careers, in the computer lab, with Mrs. Howard.
Tuesday, May 11, 2010
Testing Tuesday!
This morning MY reading class took the final MAP-R for this school year. This is the reading assessment that is given three times a year to students in grades 3-5. It is completed on the computer and self adjusts based on the performance of the student. The children took their time and used their strategies! I couldn't be more pleased with their efforts. There will not be any reading homework tonight, and possibly tomorrow, as a reward!
Prior to the MAP-R testing we did squeeze in some math. In math we continued working on elapsed time and reading a calendar. WE also identified the sequence of events. I met with another group to work on elapsed time and was elated to see some improvement!!!! There is an elapsed time worksheet for homework and we will have a quiz on Friday.
Following the MAP-R testing we stayed in the computer lab (it is our regularly scheduled computer time). The students got to pick between publishing their writing, working on type to learn or playing the educational games that they can access through the school's web site.
Then they will go to lunch and indoor recess. After that, the fun ends!!!LOL! WE will be meeting with reading groups and working on our realistic fiction writing pieces.
Tigers: We will discuss the unusual happenings in chapter 3 and then the students will complete a follow up worksheet!
Bears: We will use our graphic organizers to retell The Accident and then the students will complete a follow up worksheet.
Lions: We will read and discuss chapter 9.
We will end the day by cross pollinating our plants using our bee sticks. Then we watch a video about bees and pollination.
Prior to the MAP-R testing we did squeeze in some math. In math we continued working on elapsed time and reading a calendar. WE also identified the sequence of events. I met with another group to work on elapsed time and was elated to see some improvement!!!! There is an elapsed time worksheet for homework and we will have a quiz on Friday.
Following the MAP-R testing we stayed in the computer lab (it is our regularly scheduled computer time). The students got to pick between publishing their writing, working on type to learn or playing the educational games that they can access through the school's web site.
Then they will go to lunch and indoor recess. After that, the fun ends!!!LOL! WE will be meeting with reading groups and working on our realistic fiction writing pieces.
Tigers: We will discuss the unusual happenings in chapter 3 and then the students will complete a follow up worksheet!
Bears: We will use our graphic organizers to retell The Accident and then the students will complete a follow up worksheet.
Lions: We will read and discuss chapter 9.
We will end the day by cross pollinating our plants using our bee sticks. Then we watch a video about bees and pollination.
Monday, May 10, 2010
Monday
This morning we did not have FASTT math due to a pipe problem in the computer lab. Instead we spent time reviewing elapsed time and reading a schedule and a calendar. After some whole group instruction and review, the students worked independently on two worksheets (reading a calendar and elapsed time) while I met with small groups. I was hoping to meet with a few groups. However, I was only able to meet with a group of students who needed practice with elapsed time. For homework, the students who worked with me in small group need to complete the independent classwork that they missed. All other students have an elapsed time worksheet to complete.
We began reading by discussing the importance of plot in our writing. I surprised the students by telling them that the plot should be their #1 concern as a writer! Then I modeled taking an idea and planning the plot (problem, solution and events leading from the problem to the solution).
Prior to going to art, lunch and recess, I was able to meet with the Lions reading group. After recess I met with the others while the students worked on reading group assignments, a cartoon for our new word of the week "drowsy" and their realistic fiction writing piece.
Lions: We recounted a time we made a mistake and had to pay a consequence. Then we began reading and discussing chapter 8. After that they worked on a vocabulary and comprehension question packet. Tonight they need to reread chapter 8.
Tigers: We began rereading and discussing chapter 3. Tonight they need to reread this chapter.
Bears: We read and discussed the chapter called The Accident. As we read we completed a graphic organizer to aid our comprehension. Tonight they need to reread this chapter.
We are ending the day by using our bee stick to cross pollinate our plants. If time allows we will also review the Aztec culture using the charts we created last week.
We began reading by discussing the importance of plot in our writing. I surprised the students by telling them that the plot should be their #1 concern as a writer! Then I modeled taking an idea and planning the plot (problem, solution and events leading from the problem to the solution).
Prior to going to art, lunch and recess, I was able to meet with the Lions reading group. After recess I met with the others while the students worked on reading group assignments, a cartoon for our new word of the week "drowsy" and their realistic fiction writing piece.
Lions: We recounted a time we made a mistake and had to pay a consequence. Then we began reading and discussing chapter 8. After that they worked on a vocabulary and comprehension question packet. Tonight they need to reread chapter 8.
Tigers: We began rereading and discussing chapter 3. Tonight they need to reread this chapter.
Bears: We read and discussed the chapter called The Accident. As we read we completed a graphic organizer to aid our comprehension. Tonight they need to reread this chapter.
We are ending the day by using our bee stick to cross pollinate our plants. If time allows we will also review the Aztec culture using the charts we created last week.
Friday, May 7, 2010
Fun Friday!
This morning, in math, we worked on calculating elapsed time and reading a schedule. After that we reviewed using quotation marks in dialogue. Then we worked on some reading and writing surprises that I can't post here...so this blog entry will be quite short! We did go to the media center and lunch and recess. Some of us also enjoyed Fun Friday. However, most of today's events can't be posted...but you will see the results on Sunday!
Happy Mother's Day to all moms, grandmas and other female caretakers!!!
Happy Mother's Day to all moms, grandmas and other female caretakers!!!
Thursday, May 6, 2010
Wax Museum Thursday
In math we began calculating elapsed time. I showed the students two strategies...one using a "Judy" clock (just a small handheld instructional analog clock) and the other by creating a number line of sorts. They worked, independently, on a worksheet while I met with two small groups. One small group practiced telling time using an analog clock. The other practiced solving multiplication problems. Tonight there is an elapsed time worksheet for homework. No quiz tomorrow!
During reading we had the pleasure of visiting the fourth grade famous Marylanders wax museum. The 4th grade students did a fabulous job, thanks to their amazing teachers, and our students learned a lot!!
Following music, lunch and recess the students will work on any unfinished work, individual reading group assignments and their realistic fiction writing piece.
Tigers: Will share vocab words from yesterday's follow up to group. Then they will retell chapter 2 and read and discuss chapter 3.
Bears: Will develop a list of -ou words in their RRJ, using The Medal. Then they will reread the Medal working on fluency and inflection. They will also practice retelling that chapter.
Lions: Will read chapter 7 and examine two vocabulary words from that chapter.
We will end the day by making bee sticks to use for cross pollination of our plants.
During reading we had the pleasure of visiting the fourth grade famous Marylanders wax museum. The 4th grade students did a fabulous job, thanks to their amazing teachers, and our students learned a lot!!
Following music, lunch and recess the students will work on any unfinished work, individual reading group assignments and their realistic fiction writing piece.
Tigers: Will share vocab words from yesterday's follow up to group. Then they will retell chapter 2 and read and discuss chapter 3.
Bears: Will develop a list of -ou words in their RRJ, using The Medal. Then they will reread the Medal working on fluency and inflection. They will also practice retelling that chapter.
Lions: Will read chapter 7 and examine two vocabulary words from that chapter.
We will end the day by making bee sticks to use for cross pollination of our plants.
Wednesday, May 5, 2010
Hump Day
In math we began unit 6 by reviewing telling time on an analog clock and identifying times as AM or PM. For homework the students need to complete their classwork worksheet.
We began reading by getting in small groups to rewrite speech bubbles from The Magic School Bus using tags and quotation marks. After that we began meeting in reading groups.
Following PE, lunch and recess we continued small group instruction while the rest of the class worked independently. The independent work included the National Geographic comprehension worksheet, the pact vocabulary cartoon and, of course, their realistic fiction writing piece.
Lions: Began by discussing Chester's overall impression of Times Square. Then we read and discussed chapter 5, as a group. Finally, the students read chapter 6 independently and worked on a comprehension packet.
Tigers: Read and discussed chapter 2. They need to reread chapter 2 for homework...working on fluency!! They were each assigned two vocabulary words from this chapter. After group, they used the dictionary to discover it's meaning and then drew a symbol of the word and used it in a sentence.
Bears: Previewed (independently) the chapter entitled, The Medal. Then they came to group with a list of unknown words. We identified the meaning of these words and practiced writing some of them. Then we read the chapter out loud, stopping along the way to summarize what had taken place. Tonight they need to reread this chapter.
We are ending the day with the students meeting in their expert groups to finalize the information they gathered about their assigned aspect of the Aztec culture. Then the students will meet in their teaching groups to teach the others about what they have learned.
We began reading by getting in small groups to rewrite speech bubbles from The Magic School Bus using tags and quotation marks. After that we began meeting in reading groups.
Following PE, lunch and recess we continued small group instruction while the rest of the class worked independently. The independent work included the National Geographic comprehension worksheet, the pact vocabulary cartoon and, of course, their realistic fiction writing piece.
Lions: Began by discussing Chester's overall impression of Times Square. Then we read and discussed chapter 5, as a group. Finally, the students read chapter 6 independently and worked on a comprehension packet.
Tigers: Read and discussed chapter 2. They need to reread chapter 2 for homework...working on fluency!! They were each assigned two vocabulary words from this chapter. After group, they used the dictionary to discover it's meaning and then drew a symbol of the word and used it in a sentence.
Bears: Previewed (independently) the chapter entitled, The Medal. Then they came to group with a list of unknown words. We identified the meaning of these words and practiced writing some of them. Then we read the chapter out loud, stopping along the way to summarize what had taken place. Tonight they need to reread this chapter.
We are ending the day with the students meeting in their expert groups to finalize the information they gathered about their assigned aspect of the Aztec culture. Then the students will meet in their teaching groups to teach the others about what they have learned.
Tuesday, May 4, 2010
Tuesday
This morning, in math, the children completed the unit 5 assessment. They also went to the computer lab for FASTT math. Tomorrow we will begin unit 6, non-linear measurement (elapsed time, capacity, volume, coordinate graphing).
In reading we used The Magic School Bus books to examine dialogue using speech bubbles and rewriting it using quotation marks. Then we went to the computer lab to continue publishing our writing. I also met with students to conference with them about their writing.
Speaking of our writing, I will be in need of a few volunteers (towards the end of the year) to help bind our writing into books. Please let me know if you would be interested in helping with this task.
Following lunch and recess I met with reading groups while the students worked on their independent work from yesterday and their realistic writing pieces.
Tigers: We reviewed their beginning, middle and end charts for chapter 1 and then they completed a follow up worksheet. They have no reading homework this evening...it was a deal I made with them! ;-)
Bears: We reread A Boy on the Street and stopped to summarize what we read. The students need to reread this chapter this evening working on fluency.
Lions: They finished their chapter 3 packets. We met and read and discussed the first half of chapter 4. Tonight they need to finish reading chapter 4 and be prepared to talk about Chester's impression of Times Square.
We are ending the day with a social studies lesson about the Aztec culture. The students will get into small "expert" groups and read about one aspect of the Aztec culture. They will identify 1-3 important facts. Then they will get into their teaching groups and teach/learn about all 4 of the aspects of the Aztec culture.
In reading we used The Magic School Bus books to examine dialogue using speech bubbles and rewriting it using quotation marks. Then we went to the computer lab to continue publishing our writing. I also met with students to conference with them about their writing.
Speaking of our writing, I will be in need of a few volunteers (towards the end of the year) to help bind our writing into books. Please let me know if you would be interested in helping with this task.
Following lunch and recess I met with reading groups while the students worked on their independent work from yesterday and their realistic writing pieces.
Tigers: We reviewed their beginning, middle and end charts for chapter 1 and then they completed a follow up worksheet. They have no reading homework this evening...it was a deal I made with them! ;-)
Bears: We reread A Boy on the Street and stopped to summarize what we read. The students need to reread this chapter this evening working on fluency.
Lions: They finished their chapter 3 packets. We met and read and discussed the first half of chapter 4. Tonight they need to finish reading chapter 4 and be prepared to talk about Chester's impression of Times Square.
We are ending the day with a social studies lesson about the Aztec culture. The students will get into small "expert" groups and read about one aspect of the Aztec culture. They will identify 1-3 important facts. Then they will get into their teaching groups and teach/learn about all 4 of the aspects of the Aztec culture.
Monday, May 3, 2010
It's May and It's Monday!
Welcome to May! Heat and humidity....summer is right around the corner!
In math we began taking the unit 5 assessment. Since it is Monday, we began with a warm up and then going to FASTT math. We didn't begin the assessment until the second half of the math block. We will complete the assessment tomorrow.
In reading we practiced using a "before reading" reading strategy that helps us focus during reading and builds comprehension. We received a new issue of Nation Geographic and before reading the first article, we listed the headings and wrote a question for each one. During our reading we looked for answers to our questions. If there was one in the article, we added that to our chart. If not, no worries...after all, the purpose was to guide our reading in en effort to retain more information.
Following art, lunch and recess we will work on reading group assignments, complete a comprehension worksheet for the National Geographic article and create a cartoon for the new vocabulary word "pact".
Tigers: We will begin a new novel, Bunnicula. We will read and discuss chapter 1. For homework they need to reread chapter 1.
Bears: We will read and discuss The Boy on the Street, the next chapter in our novel. Tonight they need to pages 45-49 and be prepared to explain why Al is angry.
Lions: Will work on a packet for chapter 3 and read chapter three. Tonight they need to reread chapter 3 and finish the language activity in the packet.
We will end the day reading about the culture of the Aztecs.
In math we began taking the unit 5 assessment. Since it is Monday, we began with a warm up and then going to FASTT math. We didn't begin the assessment until the second half of the math block. We will complete the assessment tomorrow.
In reading we practiced using a "before reading" reading strategy that helps us focus during reading and builds comprehension. We received a new issue of Nation Geographic and before reading the first article, we listed the headings and wrote a question for each one. During our reading we looked for answers to our questions. If there was one in the article, we added that to our chart. If not, no worries...after all, the purpose was to guide our reading in en effort to retain more information.
Following art, lunch and recess we will work on reading group assignments, complete a comprehension worksheet for the National Geographic article and create a cartoon for the new vocabulary word "pact".
Tigers: We will begin a new novel, Bunnicula. We will read and discuss chapter 1. For homework they need to reread chapter 1.
Bears: We will read and discuss The Boy on the Street, the next chapter in our novel. Tonight they need to pages 45-49 and be prepared to explain why Al is angry.
Lions: Will work on a packet for chapter 3 and read chapter three. Tonight they need to reread chapter 3 and finish the language activity in the packet.
We will end the day reading about the culture of the Aztecs.
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