This morning, in math, we began tackling the concept of equivalent fractions. This is a challenging concept for third graders! Today we used cuisenaire rods to visually identify equivalent fractions. Even with hands on manipulatives, the students were still frustrated! Tonight's homework is a worksheet that just has the students identify fractions.
We began reading by charting text features we noticed in an article and the information we gained from these chart features. We did this together. We identified that good readers do this naturally in order to prepare their brain for what they are about to read. Next, I distributed new spelling words to the class and reminded them of our new spelling process. Finally, we reviewed the peer conferencing expectations.
While I met with reading groups, the students copied their spelling words into their planner, completed 2 BCRs for the article we previewed in whole group, conferenced with a peer on their popcorn party piece and completed any other unfinished work.
Reading Groups:
Snow tigers: We read and discussed the rest of chapter 12. For homework they need to read chapter 13 and predict what will happen in chapter 14.
Hornets: Began reading chapter 5. For homework they need to finish reading chapter 5 and identify how grandfather feels about children.
Hyenas: We did not meet today...
Following lunch and indoor recess the students will go to art. After art, they will retunr to the classroom and we will make models of an eardrum.
Monday, February 28, 2011
Friday, February 25, 2011
TGIF
This morning in math we watched a United Streaming video about fractions. This video gives the students a great foundation for the skills we will be practicing next week.
We took a bit of a break from our normal routine, in reading, today. Yesterday we reviewed strategies for answering BCRs. Then the students had BCRs to answer as part of their independent work. Unfortunately, the students' work was NOT good...at all! SO...today I xeroxed some student work, without names, of course, and we worked in small groups to identify what was missing (or wrong) with the response AND to rewrite the response using the given strategies. We stopped at various points to engage in discussions as to what was included and omitted from the small groups work. By the end of the reading block, I was hearing students talking about their work using vocabulary I use...I am hoping they are starting to "get it".
We did take a short break during reading to visit the music room and listen to the 4th graders perform a song, on their recorders, with 3 musicians from the BSO. They were awesome!
Following lunch and outdoor recess we will go to music. Then, MRs. Howar and Mr. Romer will visit us again, to continue their friendship lessons. This is a make-up lesson from January.
We took a bit of a break from our normal routine, in reading, today. Yesterday we reviewed strategies for answering BCRs. Then the students had BCRs to answer as part of their independent work. Unfortunately, the students' work was NOT good...at all! SO...today I xeroxed some student work, without names, of course, and we worked in small groups to identify what was missing (or wrong) with the response AND to rewrite the response using the given strategies. We stopped at various points to engage in discussions as to what was included and omitted from the small groups work. By the end of the reading block, I was hearing students talking about their work using vocabulary I use...I am hoping they are starting to "get it".
We did take a short break during reading to visit the music room and listen to the 4th graders perform a song, on their recorders, with 3 musicians from the BSO. They were awesome!
Following lunch and outdoor recess we will go to music. Then, MRs. Howar and Mr. Romer will visit us again, to continue their friendship lessons. This is a make-up lesson from January.
Thursday, February 24, 2011
Science Fair Thursday
The science fair is tonight, in the gym, beginning at 6:00. Many of our students participated!!! WOO HOO!!!
In math we began unit 5 by naming fractions. We discussed that the denominator names how many parts are in the whole and I told them to remember that denominator and down start with a "d"...so that should help them remember which number is the numerator and which is the denominator. Then we identified the numerator as the number that describes the parts. Students worked on two worksheets while small groups were pulled to practice solving addition and subtraction problems with regrouping. There is a worksheet for homework tonight.
We began reading by identifying and discussing strategies for answering BCR (short answer) questions. This worksheet should be in the reading section of your child's binder. They are expected to refer to it!
For independent work the students completed their popcorn party paragraph (rough draft), a worksheet where the students are expected to use the strategies discussed in class to answer 3 BCRs that go with a flyer on dietary guidelines and a multiple choice worksheet! Lots to do today!!
Reading Groups:
Hornets: They predicted who John is and what Jacob thought happened to him. Then they read chapter 4 to determine if their prediction was accurate. There is no reading group homework tonight!!
Snow Tigers: We discussed Ben's sneakiness and began reading chapter 12. There is no homework tonight.
Hyenas: We discussed the many positive ways Sarah Ida has changed in the book. We will begin a new novel after MSA testing.
Following lunch and outdoor recess the students will visit the science fair and go to the media center. When they return to class, Mrs. Howard will do a friendship lesson with them.
In math we began unit 5 by naming fractions. We discussed that the denominator names how many parts are in the whole and I told them to remember that denominator and down start with a "d"...so that should help them remember which number is the numerator and which is the denominator. Then we identified the numerator as the number that describes the parts. Students worked on two worksheets while small groups were pulled to practice solving addition and subtraction problems with regrouping. There is a worksheet for homework tonight.
We began reading by identifying and discussing strategies for answering BCR (short answer) questions. This worksheet should be in the reading section of your child's binder. They are expected to refer to it!
For independent work the students completed their popcorn party paragraph (rough draft), a worksheet where the students are expected to use the strategies discussed in class to answer 3 BCRs that go with a flyer on dietary guidelines and a multiple choice worksheet! Lots to do today!!
Reading Groups:
Hornets: They predicted who John is and what Jacob thought happened to him. Then they read chapter 4 to determine if their prediction was accurate. There is no reading group homework tonight!!
Snow Tigers: We discussed Ben's sneakiness and began reading chapter 12. There is no homework tonight.
Hyenas: We discussed the many positive ways Sarah Ida has changed in the book. We will begin a new novel after MSA testing.
Following lunch and outdoor recess the students will visit the science fair and go to the media center. When they return to class, Mrs. Howard will do a friendship lesson with them.
Wednesday, February 23, 2011
Hump Day
This morning, my math class took the unit 4 assessment. Tomorrow we will begin unit 5, fractions and probability.
In reading our focus has shifted back to informational text. Our lens this time will be on test taking strategies. Today we read a set of directions and identified the important steps, as well as, ways we could improve the directions. After that, I distributed a set of strategies for answering multiple choice questions. We read through the steps and discussed each one. Next, I modeled taking our writing planning sheets from Friday and turning it into a paragraph by adding details and transition words.
While I meet with reading groups the students will complete a worksheet that supports the multiple choice strategies. They will also complete a multiple choice worksheet that goes with the seed tape directions. Finally, they will use their planning sheets to write a rough draft.
Snow Tigers: We began reading chapter 11. For homework the students need to read chapter 11 and identify what Ben does that is sneaky.
Hornets: We began reading chapter 3. For homework the students need to read chapter 3 and predict how Jacob will react to John.
Hyenas: We began reading The Package. For homework the students need to read the chapter called The Package and name and explain 1 way that Sarah Ida has changed since the beginning of the book.
Following lunch and outdoor recess the students will go to PE. When they return we will discuss the impact of tension and weight of the string on the volume and pitch of sound. Then we will make a model of an eardrum.
In reading our focus has shifted back to informational text. Our lens this time will be on test taking strategies. Today we read a set of directions and identified the important steps, as well as, ways we could improve the directions. After that, I distributed a set of strategies for answering multiple choice questions. We read through the steps and discussed each one. Next, I modeled taking our writing planning sheets from Friday and turning it into a paragraph by adding details and transition words.
While I meet with reading groups the students will complete a worksheet that supports the multiple choice strategies. They will also complete a multiple choice worksheet that goes with the seed tape directions. Finally, they will use their planning sheets to write a rough draft.
Snow Tigers: We began reading chapter 11. For homework the students need to read chapter 11 and identify what Ben does that is sneaky.
Hornets: We began reading chapter 3. For homework the students need to read chapter 3 and predict how Jacob will react to John.
Hyenas: We began reading The Package. For homework the students need to read the chapter called The Package and name and explain 1 way that Sarah Ida has changed since the beginning of the book.
Following lunch and outdoor recess the students will go to PE. When they return we will discuss the impact of tension and weight of the string on the volume and pitch of sound. Then we will make a model of an eardrum.
Tuesday, February 22, 2011
Two Hour Delay Tuesday
Well, this has been a crazy start to the week...I hope it is not an indicator of the things to come! :-)
This morning we chose to have math instead of reading, due to the delayed opening of school. In my math class the students completed a review packet for the unit 4 assessment. Then they corrected and discussed each item in the packet. The students are expected to use this packet to prepare for the assessment tomorrow.
After math they went to lunch.
Following lunch we will have a class meeting and once again focus on the idea that good character means you do the right thing even when nobody else is around. We will also discuss the fact that make good choices leads to empowering yourself.
Next we will listen to a book about sound. Finally, we will add more strings to our harp and identify how tension and string size affect the volume and pitch of the sound produced.
This morning we chose to have math instead of reading, due to the delayed opening of school. In my math class the students completed a review packet for the unit 4 assessment. Then they corrected and discussed each item in the packet. The students are expected to use this packet to prepare for the assessment tomorrow.
After math they went to lunch.
Following lunch we will have a class meeting and once again focus on the idea that good character means you do the right thing even when nobody else is around. We will also discuss the fact that make good choices leads to empowering yourself.
Next we will listen to a book about sound. Finally, we will add more strings to our harp and identify how tension and string size affect the volume and pitch of the sound produced.
Friday, February 18, 2011
TGIF!
In math we took our second and final quiz for unit 4. After the quiz, we reviewed each problem and the correct answers. We will complete a review packet for unit 4 on Tuesday and then take the assessment on Wednesday.
We begin reading with a discussion about the challenges the class, overall, has experienced with persuasive writing. Then I introduced ANOTHER planning sheet...this one more basic and straight forward...to the class. Once again, we discussed our opinion, how to word it strongly, who our audience is, and how to name and explain our reasons. Hopefully, the students have a better understanding and it will show in their work!
Next we read a realistic fiction book called Mirette on the High Wire. We discussed the characteristics of the book that make it realistic fiction. Additionally, we reviewed the story elements.
While I meet with reading groups, the students will complete a planning sheet for the popcorn party and a story map for Mirette on the High Wire.
Reading Groups:
Hornets: We read and discussed chapter 2.
Snow Tigers: Unfortunately, we were short on time and I was unable to meet with this group.
Hyenas: We read and discussed the chapter titled, The Letter.
Following lunch and outdoor recess the students will go to music. When they return we will watch a movie about African American Heritage in honor of African American History Month.
We begin reading with a discussion about the challenges the class, overall, has experienced with persuasive writing. Then I introduced ANOTHER planning sheet...this one more basic and straight forward...to the class. Once again, we discussed our opinion, how to word it strongly, who our audience is, and how to name and explain our reasons. Hopefully, the students have a better understanding and it will show in their work!
Next we read a realistic fiction book called Mirette on the High Wire. We discussed the characteristics of the book that make it realistic fiction. Additionally, we reviewed the story elements.
While I meet with reading groups, the students will complete a planning sheet for the popcorn party and a story map for Mirette on the High Wire.
Reading Groups:
Hornets: We read and discussed chapter 2.
Snow Tigers: Unfortunately, we were short on time and I was unable to meet with this group.
Hyenas: We read and discussed the chapter titled, The Letter.
Following lunch and outdoor recess the students will go to music. When they return we will watch a movie about African American Heritage in honor of African American History Month.
Thursday, February 17, 2011
Thursday
This morning, in math, the students used rulers and compasses to construct polygons and circles with specific dimensions. Small groups were pulled, by Mrs. Mutiga and myself, focusing on issues noted on yesterday's "exit card". There is a worksheet for homework and we will have a quiz tomorrow.
In reading we read the book Mailing May and identified aspects of historical fact, as well as, situations that were fictionalized. Then, we discussed challenges we are having, across the class, with writing to persuade. We then scrapped our plans from yesterday and began a new piece TOGETHER...we will all be writing a paragraph to persuade Mr. McGee and the PTA to use our school's popcorn machine. Today we focused on identifying good reasons that would match our audience.
While the students completed a story map for Mailing May and a planning sheet for our popcorn piece, I met with reading groups.
Reading Groups:
Hornets: We started a new book called Caleb's Story. This book is written by the same author of the last book we read and includes the same main characters. Tonight the students need to read chapter 1 and identify why Anna gives Caleb a journal.
Snow Tigers: We reviewed the answer to last night's homework...the students SHOULD have written something about Ben being proud of commanding Gully to lie down. Then we began reading chapter 10. Tonight the students need to read chapter 10 and identify the problem in this chpater...hint...it's at the end!
Hyenas: We were short on time so we briefly discussed the answer to last night's homework...the problem was there was a gang at the railroad tracks who would have taken Sarah Ida's money that she was bringing to Al's wife if Kicker hadn't intervened. There is NO homework for this group tonight!
Following lunch and outdoor recess the class will go to the media center. When they return, Mrs. Howard will do a friendship lesson with them.
In reading we read the book Mailing May and identified aspects of historical fact, as well as, situations that were fictionalized. Then, we discussed challenges we are having, across the class, with writing to persuade. We then scrapped our plans from yesterday and began a new piece TOGETHER...we will all be writing a paragraph to persuade Mr. McGee and the PTA to use our school's popcorn machine. Today we focused on identifying good reasons that would match our audience.
While the students completed a story map for Mailing May and a planning sheet for our popcorn piece, I met with reading groups.
Reading Groups:
Hornets: We started a new book called Caleb's Story. This book is written by the same author of the last book we read and includes the same main characters. Tonight the students need to read chapter 1 and identify why Anna gives Caleb a journal.
Snow Tigers: We reviewed the answer to last night's homework...the students SHOULD have written something about Ben being proud of commanding Gully to lie down. Then we began reading chapter 10. Tonight the students need to read chapter 10 and identify the problem in this chpater...hint...it's at the end!
Hyenas: We were short on time so we briefly discussed the answer to last night's homework...the problem was there was a gang at the railroad tracks who would have taken Sarah Ida's money that she was bringing to Al's wife if Kicker hadn't intervened. There is NO homework for this group tonight!
Following lunch and outdoor recess the class will go to the media center. When they return, Mrs. Howard will do a friendship lesson with them.
Wednesday, February 16, 2011
Hump Day
In math the students practiced identifying lines of symmetry in figures and then drawing congruent figures.
After our warm up the children took a quick 3 problem "exit card"...basically a non-graded assessment tool. Mrs. Mutiga and I used these cards to identify the students who continue to struggle with addition and subtraction with regrouping and identifying and applying the rule for numeric patterns.
So, while the class worked independently, Mrs. Mutiga and I met with small groups of students to work on these skills. We will continue to do this for the remainder of the week.
There was a worksheet for homework and there will be a quiz on Friday.
In reading we read the book Mr. Lincoln's Whiskers and identified aspects of the story that were historical and fictional. Then we discussed how knowing your audience and understanding both sides of an argument (pros and cons) can help you win an argument or persuade someone to think or fell the way you do.
While I meet with reading groups the students will complete a chart by placing statements from Mr. Lincoln's Whiskers on either the historical fact or fiction side. They will also choose an opinion of something they would like to see changed about our school and list at least 4 pros and 4 cons for their argument.
Reading Groups:
Hornets: We discussed the author's message in the book. I collected books...we will begin a new novel tomorrow or Friday.
Snow Tigers: We discussed how Ben is changing and why. Then we began to read chapter 9. Tonight they need to read chapter 9 and identify how Ben is feeling and the reason for it.
Hyenas: We discussed the Al's medal. Then we read and discussed the chapter called "The Accident". Tonight they need to read the chapter called Across the Railroad Tracks" and identify the problem in this chapter.
Following lunch and outdoor recess the class went to PE. When they return we will make string instruments that include a sound board.
After our warm up the children took a quick 3 problem "exit card"...basically a non-graded assessment tool. Mrs. Mutiga and I used these cards to identify the students who continue to struggle with addition and subtraction with regrouping and identifying and applying the rule for numeric patterns.
So, while the class worked independently, Mrs. Mutiga and I met with small groups of students to work on these skills. We will continue to do this for the remainder of the week.
There was a worksheet for homework and there will be a quiz on Friday.
In reading we read the book Mr. Lincoln's Whiskers and identified aspects of the story that were historical and fictional. Then we discussed how knowing your audience and understanding both sides of an argument (pros and cons) can help you win an argument or persuade someone to think or fell the way you do.
While I meet with reading groups the students will complete a chart by placing statements from Mr. Lincoln's Whiskers on either the historical fact or fiction side. They will also choose an opinion of something they would like to see changed about our school and list at least 4 pros and 4 cons for their argument.
Reading Groups:
Hornets: We discussed the author's message in the book. I collected books...we will begin a new novel tomorrow or Friday.
Snow Tigers: We discussed how Ben is changing and why. Then we began to read chapter 9. Tonight they need to read chapter 9 and identify how Ben is feeling and the reason for it.
Hyenas: We discussed the Al's medal. Then we read and discussed the chapter called "The Accident". Tonight they need to read the chapter called Across the Railroad Tracks" and identify the problem in this chapter.
Following lunch and outdoor recess the class went to PE. When they return we will make string instruments that include a sound board.
Tuesday, February 15, 2011
Tuesday
This morning in math the students will practice constructing polygons with various numbers of sides. They will also practice using the geometry vocabulary while completing a crossword puzzle. For homework there is a polygon construction worksheet.
We began reading by completing a concept map to help us understand the literary genre of historical fiction. Then we read and discussed the book The Drinking Gourd. It's a short novel about the underground railroad.
After that I introduced a writing strategy that is supposed to help the students better understand their audience and, in turn, include more targeted and developed arguments in their persuasive writing. For today's assignment, the students were to assume the role of a tooth and write a letter to their host (human) persuading them to take better care of their teeth. I am looking forward to seeing the results!
So, while I met with reading groups the students worked on a t-chart in their RRJ identifying historical events and fictional events in The Drinking Gourd and they wrote letters from a tooth to the host.
Reading Groups:
Hyenas: We began reading the medal in class. For homework they need to read the entire chapter called The Medal and identify how Al earned the medal.
Snow Tigers: In class we began reading chapter 8. For homework they need to read chapter 8 and explain how Ben changes.
Hornets: We began reading chapter 9. For homework they need to read chapter 9 and explain whether or not they think Sarah made the right choice.
Following lunch and outdoor recess we will have a class meeting. Today, during our meeting, we will discuss the idea that good character is doing the right thing even when nobody is looking.
We will end the day by constructing string instruments and using them to create sound.
We began reading by completing a concept map to help us understand the literary genre of historical fiction. Then we read and discussed the book The Drinking Gourd. It's a short novel about the underground railroad.
After that I introduced a writing strategy that is supposed to help the students better understand their audience and, in turn, include more targeted and developed arguments in their persuasive writing. For today's assignment, the students were to assume the role of a tooth and write a letter to their host (human) persuading them to take better care of their teeth. I am looking forward to seeing the results!
So, while I met with reading groups the students worked on a t-chart in their RRJ identifying historical events and fictional events in The Drinking Gourd and they wrote letters from a tooth to the host.
Reading Groups:
Hyenas: We began reading the medal in class. For homework they need to read the entire chapter called The Medal and identify how Al earned the medal.
Snow Tigers: In class we began reading chapter 8. For homework they need to read chapter 8 and explain how Ben changes.
Hornets: We began reading chapter 9. For homework they need to read chapter 9 and explain whether or not they think Sarah made the right choice.
Following lunch and outdoor recess we will have a class meeting. Today, during our meeting, we will discuss the idea that good character is doing the right thing even when nobody is looking.
We will end the day by constructing string instruments and using them to create sound.
Monday, February 14, 2011
Happy Valentine's Day!!
This morning, in math, we identified the movement of figures...slides (translations), flips (reflections) and turns (rotations). After taking notes, in their math journals, the students worked, independently, on completing a 2 sided worksheet. i met with a small group to work on this worksheet while using plastic letters to illustrate the movement. There is a worksheet for homework that has the students identifying slides, flips and turns.
I had planned to begin our historical fiction unit today but after listening to Elliot in the Morning (yes, DC101) this morning, I changed my mind. In short, the morning radio personalities were discussing how students make cards for parents in school...which made me think...well, not anymore...then I felt a bit sad that kids today don't get to do as many fun projects in school AND I also felt sad that parents don't get the homemade cute cards to cherish and keep...so, I changed our reading plans for today!!
We began by reading and discussing an article about space travel in our new National Geographic. After that the students completed a worksheet identifying synonyms and antonyms on one side and contractions on the other. When they were done, they made surprises for YOU, their parents!!
Following lunch and outdoor recess the students will go to art. When they return they will celebrate Valentine's Day with a party and exchange valentines.
No reading homework tonight...back to our normal routine tomorrow!
I had planned to begin our historical fiction unit today but after listening to Elliot in the Morning (yes, DC101) this morning, I changed my mind. In short, the morning radio personalities were discussing how students make cards for parents in school...which made me think...well, not anymore...then I felt a bit sad that kids today don't get to do as many fun projects in school AND I also felt sad that parents don't get the homemade cute cards to cherish and keep...so, I changed our reading plans for today!!
We began by reading and discussing an article about space travel in our new National Geographic. After that the students completed a worksheet identifying synonyms and antonyms on one side and contractions on the other. When they were done, they made surprises for YOU, their parents!!
Following lunch and outdoor recess the students will go to art. When they return they will celebrate Valentine's Day with a party and exchange valentines.
No reading homework tonight...back to our normal routine tomorrow!
Friday, February 11, 2011
TGIF
This morning in math we took our first quiz for unit 4. Overall, the students did very well! The quizzes have been scored and should be in your child's binder...in the math section. Look for it! After the quiz, we spent time identifying the flat shapes that make up solid figures. For example, a cylinder is constructed of 2 circles and a rectangle.
We began reading with a spelling test. After that we discussed the role figurative language has on the mood of text. While I met with reading groups the students completed their persuasive paragraphs and read a poem and answered comprehension questions that went with it. After that, they completed any unfinished work.
Reading Groups:
Hyenas: Discussed who was the boy on the street.
Snow Tigers: Discussed what Ben and Gully have in common.
Hornets: Identified where Sarah went during the storm.
Following lunch and recess the students will go to music.
When they return, the will be working with a substitute. They will be identifying natural and man-made changes in the book The Little House and naming the WANT that these changes meet.
Remember that Monday is Valentine's Day. We will be celebrating from 2:30-3:15.
We began reading with a spelling test. After that we discussed the role figurative language has on the mood of text. While I met with reading groups the students completed their persuasive paragraphs and read a poem and answered comprehension questions that went with it. After that, they completed any unfinished work.
Reading Groups:
Hyenas: Discussed who was the boy on the street.
Snow Tigers: Discussed what Ben and Gully have in common.
Hornets: Identified where Sarah went during the storm.
Following lunch and recess the students will go to music.
When they return, the will be working with a substitute. They will be identifying natural and man-made changes in the book The Little House and naming the WANT that these changes meet.
Remember that Monday is Valentine's Day. We will be celebrating from 2:30-3:15.
Thursday, February 10, 2011
Thursday
This morning in math we began identifying and describing solid figures. Some of the vocabulary the students learned included; prism (a solid with two bases), pyramid (a solid with a base and an adjacent vertex), vertex (a point where 3 or more edges meet), edge ( a line segment where two faces meet) and face (a flat side). They had a chance to get their hands on some solid figures and identify the number of faces, edges and vertices. For homework there is a worksheet and we will have a quiz tomorrow!
In reading we learned about metaphors, another type of figurative language. Metaphors compare two different people, places, things, feelings or ideas in order to vividly describe them BUT a metaphor does not contain the word "like" or "as".
Last night I read and provided feedback on each student's persuasive paragraph rough draft. So, after our metaphor lesson I shared some things I noticed...first, many students are not including a concluding statement...so we reviewed that. Then I spent time explaining and providing example of what it means to name and explain your ideas. I told them the explaining part might answer...and so.... or and therefore.... or because of this.... Finally, I modeled writing a complete paragraph about why red is the best color in the world.
While i met with reading groups the students illustrated a poem called "Sun" to show their comprehension of the poem. Then they took spelling pre tests with a buddy. After that, they conferenced with a friend on their rough draft...the intent was to revise and edit their writing. Next they were to begin their final copy.
Reading Groups:
Snow Tigers: We read chapter 6 and discussed what the title "Hana Spills the Beans" means. For homework they need to read chapter 7 and identify what Ben and Gully have in common.
Hornets: We discussed Sarah crying on page 40 and then began reading chapter 8. For homework they need to read chapter 8 and identify where Sarah goes during the storm.
Hyenas: We discussed Sarah Ida's first day of work and then began reading The Boy on the Street. For homework they need to read that chapter and identify who was the boy on the street.
Following lunch and indoor recess s the class will visit the media center. When they return, Mrs. Howard will do a guidance lesson with them.
In reading we learned about metaphors, another type of figurative language. Metaphors compare two different people, places, things, feelings or ideas in order to vividly describe them BUT a metaphor does not contain the word "like" or "as".
Last night I read and provided feedback on each student's persuasive paragraph rough draft. So, after our metaphor lesson I shared some things I noticed...first, many students are not including a concluding statement...so we reviewed that. Then I spent time explaining and providing example of what it means to name and explain your ideas. I told them the explaining part might answer...and so.... or and therefore.... or because of this.... Finally, I modeled writing a complete paragraph about why red is the best color in the world.
While i met with reading groups the students illustrated a poem called "Sun" to show their comprehension of the poem. Then they took spelling pre tests with a buddy. After that, they conferenced with a friend on their rough draft...the intent was to revise and edit their writing. Next they were to begin their final copy.
Reading Groups:
Snow Tigers: We read chapter 6 and discussed what the title "Hana Spills the Beans" means. For homework they need to read chapter 7 and identify what Ben and Gully have in common.
Hornets: We discussed Sarah crying on page 40 and then began reading chapter 8. For homework they need to read chapter 8 and identify where Sarah goes during the storm.
Hyenas: We discussed Sarah Ida's first day of work and then began reading The Boy on the Street. For homework they need to read that chapter and identify who was the boy on the street.
Following lunch and indoor recess s the class will visit the media center. When they return, Mrs. Howard will do a guidance lesson with them.
Wednesday, February 9, 2011
Hump Day
This morning in math we continued our study of symmetry. Today, however, when given half of a figure, we completed the other half in order to have a symmetrical figure. While the students worked independently, small groups worked on symmetry, addition and subtraction with regrouping and geometry vocabulary. There is a symmetry worksheet for homework. Tomorrow we will begin to explore solid figures and we will have a quiz on Friday!
We began reading by discussing similes as another type of figurative language. Similes compare two seemingly different things, using one common thread, and either the word "like" or "as". For example, fleece as white as snow...compares the lamb's fleece to snow, since they are both white and it uses the word "as"...so it is a simile!
Next I modeled using the persuasive writing planning packet to write a paragraph. I focused on stating the opinion in the topic sentence and restating it in the conclusion. I also identified which sentences named my examples and which ones explained them.
While I met with reading groups the class worked independently on a simile worksheet, writing their persuasive paragraph and creating a word search using this week's spelling words.
Reading Groups:
Snow Tigers: We discussed Ben's discovery of the trap door. For homework they need to read chapter 5 and identify who Ben meets.
Hornets: We discussed the implication of the word"our" and read chapter 6 in group. For homework they need to read chapter 7 and explain why Sarah's eyes fill with tears on page 40.
Hyenas: We shared character traits for Al and began reading the next chapter. For homework the students need to read "The Shoeshine Man" and identify how Sarah Ida's first day went.
Following lunch and indoor recess the class went to PE. When they return they will participate in a practice session for the reading portion of the MSA.
We began reading by discussing similes as another type of figurative language. Similes compare two seemingly different things, using one common thread, and either the word "like" or "as". For example, fleece as white as snow...compares the lamb's fleece to snow, since they are both white and it uses the word "as"...so it is a simile!
Next I modeled using the persuasive writing planning packet to write a paragraph. I focused on stating the opinion in the topic sentence and restating it in the conclusion. I also identified which sentences named my examples and which ones explained them.
While I met with reading groups the class worked independently on a simile worksheet, writing their persuasive paragraph and creating a word search using this week's spelling words.
Reading Groups:
Snow Tigers: We discussed Ben's discovery of the trap door. For homework they need to read chapter 5 and identify who Ben meets.
Hornets: We discussed the implication of the word"our" and read chapter 6 in group. For homework they need to read chapter 7 and explain why Sarah's eyes fill with tears on page 40.
Hyenas: We shared character traits for Al and began reading the next chapter. For homework the students need to read "The Shoeshine Man" and identify how Sarah Ida's first day went.
Following lunch and indoor recess the class went to PE. When they return they will participate in a practice session for the reading portion of the MSA.
Tuesday, February 8, 2011
Terrific Tuesday
Yey! The sun is shining!!!!!
In math, some students were pulled for testing. If this affected your child, you know, since you were required to sign a permission slip. Those who remained identified lines of symmetry in figures. While the students worked independently, small groups were pulled to work on place value, subtraction with regrouping and geometry vocabulary. There is a symmetry worksheet for homework.
In reading we identified the meaning of phrases using personification (giving human qualities or characteristics to objects or animals). Then we discussed the importance of knowing your audience when writing to persuade. We identified appropriate arguments for persuading Mr. McGee to allow gum chewing in school.
While I met with reading groups the students worked independently on illustrating and explaining an example of personification, completing their planning packet for their persuasive writing piece and writing their spelling words three times, twice in cursive.
Reading Groups:
Snow Tigers: We discussed Aunt Rose bringing a dog into the house and thereby stirring up another of Ben's dragons. We also began reading chapter 4. Tonight they need to read chapter 4 and identify what Ben finds.
Hyenas: We discussed the mood in the chapter "A Game" and what we thought Sarah Ida would do next. Then we began reading "On the Avenue". Tonight the students need to read "On the Avenue" and name a character trait for Al and details to support the trait.
Hornets: We discussed chapter 4 and began reading chapter 5. Tonight the students need to read chapter 5 and identify what Sarah says that makes Caleb smile.
Following lunch and indoor recess in the gym we will have a class meeting. We will end the day with the students drawing page 0 of The Little House. Then we will share these pictures to initiate a discussion about how the early settlers modified and adapted the land to better suit their needs.
A word about Valentine's Day...
The Murdocks are in the midst of planning a great celebration. To the best of my knowledge, the students will be creating either bags or boxes during the party in which they will collect their valentines. I am sending home a class list today. If your child chooses to distribute valentines to classmates they must have one of equal quality for each child in our homeroom!
In math, some students were pulled for testing. If this affected your child, you know, since you were required to sign a permission slip. Those who remained identified lines of symmetry in figures. While the students worked independently, small groups were pulled to work on place value, subtraction with regrouping and geometry vocabulary. There is a symmetry worksheet for homework.
In reading we identified the meaning of phrases using personification (giving human qualities or characteristics to objects or animals). Then we discussed the importance of knowing your audience when writing to persuade. We identified appropriate arguments for persuading Mr. McGee to allow gum chewing in school.
While I met with reading groups the students worked independently on illustrating and explaining an example of personification, completing their planning packet for their persuasive writing piece and writing their spelling words three times, twice in cursive.
Reading Groups:
Snow Tigers: We discussed Aunt Rose bringing a dog into the house and thereby stirring up another of Ben's dragons. We also began reading chapter 4. Tonight they need to read chapter 4 and identify what Ben finds.
Hyenas: We discussed the mood in the chapter "A Game" and what we thought Sarah Ida would do next. Then we began reading "On the Avenue". Tonight the students need to read "On the Avenue" and name a character trait for Al and details to support the trait.
Hornets: We discussed chapter 4 and began reading chapter 5. Tonight the students need to read chapter 5 and identify what Sarah says that makes Caleb smile.
Following lunch and indoor recess in the gym we will have a class meeting. We will end the day with the students drawing page 0 of The Little House. Then we will share these pictures to initiate a discussion about how the early settlers modified and adapted the land to better suit their needs.
A word about Valentine's Day...
The Murdocks are in the midst of planning a great celebration. To the best of my knowledge, the students will be creating either bags or boxes during the party in which they will collect their valentines. I am sending home a class list today. If your child chooses to distribute valentines to classmates they must have one of equal quality for each child in our homeroom!
Monday, February 7, 2011
The Monday After...
The students came in a bit tired this morning...I think there was a lot of Super Bowl watching last night!! Luckily, we quickly woke up and got down to the business of learning!!
In math we identified congruent (same size, same shape) figures. While the students worked independently, Mrs. Mutiga and I met with small groups. One group worked on the geometry vocabulary. The other practiced constructing circles using a compass. There is a worksheet for homework.
We began reading by sharing our persuasive ads for green eggs and ham. Then we read and created examples of alliteration. Alliteration is a form of figurative language where the author begins most words with the same consonant sound. After that I discussed a new spelling plan with the class...read on to find out more. Finally, we began a planning packet for our next persuasive writing piece.
SPELLING
Mrs. Hepner, our reading specialist, and I sat down last week to discuss spelling. We decided to revamp our spelling program to focus on the identified functional third grade words. These are words that ALL third graders should be able to write with speed and accuracy.
The reading class will receive a list of 8-12 words each Monday. This week they will all be new words. In the future there will be a mix of old and new words. The students will be given daily practice activities to do in class. If they do not complete the work in class, it will become homework. Additionally, it will be MANDATORY for students to practice these words NIGHTLY. They may practice the words any way they choose...there will not be any formal, assigned homework, but they will be tested on the words each Friday. The intent is that the students will be able to read and write all of the identified third grade words fluently by the end of the year.
While the students worked on sorting their new spelling words, writing and illustrating examples of alliteration and planning their next persuasive writing piece, I met with reading groups.
Reading Groups:
Hyenas: Finished discussing the Rossi chapter. Tonight for HW they need to read "A Game" and write what Sarah Ida is going to do next on the sticky note.
Snow Tigers: We began reading chapter 3. Tonight they need to read the entire chapter 3 and identify the main event on a sticky note.
Hornets: We read and discussed chapter 3 in group. Tonight they need to read chapter 4 and identify what Sarah brought with her to remind her of the sea.
Following lunch and outdoor recess the students went to art. When they return we will continue reading The Little House and identify transportation effect on community growth.
In math we identified congruent (same size, same shape) figures. While the students worked independently, Mrs. Mutiga and I met with small groups. One group worked on the geometry vocabulary. The other practiced constructing circles using a compass. There is a worksheet for homework.
We began reading by sharing our persuasive ads for green eggs and ham. Then we read and created examples of alliteration. Alliteration is a form of figurative language where the author begins most words with the same consonant sound. After that I discussed a new spelling plan with the class...read on to find out more. Finally, we began a planning packet for our next persuasive writing piece.
SPELLING
Mrs. Hepner, our reading specialist, and I sat down last week to discuss spelling. We decided to revamp our spelling program to focus on the identified functional third grade words. These are words that ALL third graders should be able to write with speed and accuracy.
The reading class will receive a list of 8-12 words each Monday. This week they will all be new words. In the future there will be a mix of old and new words. The students will be given daily practice activities to do in class. If they do not complete the work in class, it will become homework. Additionally, it will be MANDATORY for students to practice these words NIGHTLY. They may practice the words any way they choose...there will not be any formal, assigned homework, but they will be tested on the words each Friday. The intent is that the students will be able to read and write all of the identified third grade words fluently by the end of the year.
While the students worked on sorting their new spelling words, writing and illustrating examples of alliteration and planning their next persuasive writing piece, I met with reading groups.
Reading Groups:
Hyenas: Finished discussing the Rossi chapter. Tonight for HW they need to read "A Game" and write what Sarah Ida is going to do next on the sticky note.
Snow Tigers: We began reading chapter 3. Tonight they need to read the entire chapter 3 and identify the main event on a sticky note.
Hornets: We read and discussed chapter 3 in group. Tonight they need to read chapter 4 and identify what Sarah brought with her to remind her of the sea.
Following lunch and outdoor recess the students went to art. When they return we will continue reading The Little House and identify transportation effect on community growth.
Friday, February 4, 2011
TGIF
Yey! We made it through an entire week...well, almost...there was a two hour delay! :-)
In math we learned about identifying the parts of a circle and constructing circles using a compass. While the students worked independently, Mrs. Mutiga worked with small groups on geometry vocabulary and I worked with small groups practicing the use of a compass to construct circles.
To begin our reading block and distributed 2 writing tools to be kept (and used by the students) in the writing section of their binders. These were both worksheets that provided word choice alternatives.
Then we read and discussed a piece of text about a little girl visiting her grandmother. As part of their independent work today, the students will be responding to this text by answering a BCR and several multiple choice questions.
While the students worked on this assignment, finished their green eggs and ham ad and completed any other unfinished work from the week, I met with reading groups.
Reading Groups:
hornets: We reread chapter 2 and shared their questions that they wrote for homework
show tigers: we reread chapter 2 and discussed the theme of facing different dragons as he settles into Aunt Rose's house
hyenas: we reread chapter 2 and discussed the idea of Sarah Ida being a bully when she borrowed money from Rossi
NOTE: Any student who did not turn in a finish green eggs and ham ad must complete it this weekend...we will be sharing these Monday in class!!
Following lunch and outdoor recess the students will be going to music. When they return, we will read the story the Lille House and discuss how transportation changes communities.
In math we learned about identifying the parts of a circle and constructing circles using a compass. While the students worked independently, Mrs. Mutiga worked with small groups on geometry vocabulary and I worked with small groups practicing the use of a compass to construct circles.
To begin our reading block and distributed 2 writing tools to be kept (and used by the students) in the writing section of their binders. These were both worksheets that provided word choice alternatives.
Then we read and discussed a piece of text about a little girl visiting her grandmother. As part of their independent work today, the students will be responding to this text by answering a BCR and several multiple choice questions.
While the students worked on this assignment, finished their green eggs and ham ad and completed any other unfinished work from the week, I met with reading groups.
Reading Groups:
hornets: We reread chapter 2 and shared their questions that they wrote for homework
show tigers: we reread chapter 2 and discussed the theme of facing different dragons as he settles into Aunt Rose's house
hyenas: we reread chapter 2 and discussed the idea of Sarah Ida being a bully when she borrowed money from Rossi
NOTE: Any student who did not turn in a finish green eggs and ham ad must complete it this weekend...we will be sharing these Monday in class!!
Following lunch and outdoor recess the students will be going to music. When they return, we will read the story the Lille House and discuss how transportation changes communities.
Thursday, February 3, 2011
Thursday
This morning, in math, we identified polygons as a closed plane (flat) shape with straight sides. We also named special polygons (ex. pentagons are 5 sided polygons). While the students worked independently, Mrs. Mutiga worked with students on the vocabulary for this unit. I worked with a group on place value and addition with regrouping. There is a polygon worksheet for homework and we will not have a quiz this week.
IN reading we read the story The Pain and the Great One by Judy Blume. We orally discussed the mood and identified specific examples from the book to support it. Then we analyzed two ads for pizza and determined which was more persuasive. After that, we discussed what made the ad more persuasive.
While I met with reading groups the students wrote about the mood in The Pain and the Great One in their RRJ. They also conferenced, with a friend, on their green eggs and ham ad and began creating their final copy.
Snow Tigers: We reviewed chapter 1 by discussing the dragons as a symbol for issues and the concept of choosing to be happy. Tonight they need to read chapter 2 and identify the theme on the sticky note.
Hornets: We discussed the first chapter and women's role in the 1800's versus women's role today. Tonight they need to read chpater 2 and write a question that they would like to ask Sarah, on a sticky note.
Hyenas: We discussed the Palmville chapter including Sarah Ida's attitude and the reasons she was sent to stay with Aunt Claudia. Tonight they need to read the chpater entitled Rossi and identify what Sarah Ida borrows from Rossi on the sticky note.
Following lunch and indoor recess the children will visit the medai center. WHen they return we will identify the roles and responsibilities associated with effective citizenship in school.
IN reading we read the story The Pain and the Great One by Judy Blume. We orally discussed the mood and identified specific examples from the book to support it. Then we analyzed two ads for pizza and determined which was more persuasive. After that, we discussed what made the ad more persuasive.
While I met with reading groups the students wrote about the mood in The Pain and the Great One in their RRJ. They also conferenced, with a friend, on their green eggs and ham ad and began creating their final copy.
Snow Tigers: We reviewed chapter 1 by discussing the dragons as a symbol for issues and the concept of choosing to be happy. Tonight they need to read chapter 2 and identify the theme on the sticky note.
Hornets: We discussed the first chapter and women's role in the 1800's versus women's role today. Tonight they need to read chpater 2 and write a question that they would like to ask Sarah, on a sticky note.
Hyenas: We discussed the Palmville chapter including Sarah Ida's attitude and the reasons she was sent to stay with Aunt Claudia. Tonight they need to read the chpater entitled Rossi and identify what Sarah Ida borrows from Rossi on the sticky note.
Following lunch and indoor recess the children will visit the medai center. WHen they return we will identify the roles and responsibilities associated with effective citizenship in school.
Wednesday, February 2, 2011
Happy Hump Day!
Yey!!! Back to some sense of normalcy!!
In math we reviewed the concepts and vocabulary associated with lines, rays, angles and also, perpendicular and parallel lines. Then the students worked independently on a worksheet while Mrs. Mutiga and I met with small groups.
One group reviewed the vocabulary from this unit using white boards. Another group reviewed place value and adding three two and three digit numbers. Finally, the last group practiced solving subtraction problems that required multiple re groupings.
There is a worksheet for homework.
We began reading by discussing the concept of mood and generating a list of words that might describe the mood. Then we read the story The Old Woman who Named Things, by Cynthia Rylant, and identified changes in the mood throughout the story.
While I met with reading groups, the students worked on completing the rough draft of their ad for green eggs and ham, a follow up reading comprehension worksheet for The Old Woman who Named Things and a WOW worksheet for our new word, ponder.
We formed new reading groups today and chose names for these new groups.
Hyenas: We discussed the idea of a shoeshine stand and then began reading the first chapter in The Shoeshine Girl. Tonight for homework they need to finish reading this chapter and list any unknown words on a sticky note.
Snow Tigers: We discussed things that cause some children to feel uneasy. Then we began reading Different Dragons. For homework the children need to finish reading chapter 1 and list any unknown words on the sticky note.
Hornets: We discussed, briefly, how life for a single father was different in the late 1800's. We also looked at the map of the US and identified differences between Maine and the middle of the country. For homework the students need to read chapter 1 in Sarah, Plain and Tall and list any unknown words on the sticky note.
Following lunch and outdoor recess the students will go to PE. When they return, they will complete a BCR that identifies how sound was created in their reed instrument and how pitch can be changed.
One last item...today is Report Card Day!!! Look for your child's report card in their home folder. Please take the report card out and KEEP it...sign the envelope and return the EMPTY envelope to school TOMORROW!!!!
In math we reviewed the concepts and vocabulary associated with lines, rays, angles and also, perpendicular and parallel lines. Then the students worked independently on a worksheet while Mrs. Mutiga and I met with small groups.
One group reviewed the vocabulary from this unit using white boards. Another group reviewed place value and adding three two and three digit numbers. Finally, the last group practiced solving subtraction problems that required multiple re groupings.
There is a worksheet for homework.
We began reading by discussing the concept of mood and generating a list of words that might describe the mood. Then we read the story The Old Woman who Named Things, by Cynthia Rylant, and identified changes in the mood throughout the story.
While I met with reading groups, the students worked on completing the rough draft of their ad for green eggs and ham, a follow up reading comprehension worksheet for The Old Woman who Named Things and a WOW worksheet for our new word, ponder.
We formed new reading groups today and chose names for these new groups.
Hyenas: We discussed the idea of a shoeshine stand and then began reading the first chapter in The Shoeshine Girl. Tonight for homework they need to finish reading this chapter and list any unknown words on a sticky note.
Snow Tigers: We discussed things that cause some children to feel uneasy. Then we began reading Different Dragons. For homework the children need to finish reading chapter 1 and list any unknown words on the sticky note.
Hornets: We discussed, briefly, how life for a single father was different in the late 1800's. We also looked at the map of the US and identified differences between Maine and the middle of the country. For homework the students need to read chapter 1 in Sarah, Plain and Tall and list any unknown words on the sticky note.
Following lunch and outdoor recess the students will go to PE. When they return, they will complete a BCR that identifies how sound was created in their reed instrument and how pitch can be changed.
One last item...today is Report Card Day!!! Look for your child's report card in their home folder. Please take the report card out and KEEP it...sign the envelope and return the EMPTY envelope to school TOMORROW!!!!
Tuesday, February 1, 2011
Two Hour Delay Tuesday
Will we ever get back to a routine?!?! Being a person who thrives on it, I hope we get back to a regular schedule SOON!
With that said, we made some adjustments but instruction marched on today!
We began with reading. In reading we read Green Eggs and Ham and identified examples of persuasion used in the book. We discussed different, effective persuasion strategies, too. Then the students received a new assignment. They are to create an advertisement for green eggs and ham (the product, not the book).
Due to time constraints, I did not meet with reading groups but the students did have some time (limited) to work on unfinished work from yesterday and the new assignment from today!
Following lunch we had an abbreviated math class...very abbreviated. We reviewed last nights homework and cleared up misconceptions. Then I began to introduce the concept of intersecting and parallel lines but we ran out of time. Therefore, there is no homework tonight.
After math, we returned to homerooms. At this point I carefully passed out the mock MSA math and reading tests, a sample scoring sheet and a letter from Mr. Mc Gee. PLEASE take the time to look through these documents. They will help you get an idea of what to expect from the MSA and how your child is doing at this point. This is very important!!!
After that we will have a check in class meeting to share compliments and express issues and challenges.
Finally, we will end the day by discussing how pitch is changed using the reed instruments and why it changes!
With that said, we made some adjustments but instruction marched on today!
We began with reading. In reading we read Green Eggs and Ham and identified examples of persuasion used in the book. We discussed different, effective persuasion strategies, too. Then the students received a new assignment. They are to create an advertisement for green eggs and ham (the product, not the book).
Due to time constraints, I did not meet with reading groups but the students did have some time (limited) to work on unfinished work from yesterday and the new assignment from today!
Following lunch we had an abbreviated math class...very abbreviated. We reviewed last nights homework and cleared up misconceptions. Then I began to introduce the concept of intersecting and parallel lines but we ran out of time. Therefore, there is no homework tonight.
After math, we returned to homerooms. At this point I carefully passed out the mock MSA math and reading tests, a sample scoring sheet and a letter from Mr. Mc Gee. PLEASE take the time to look through these documents. They will help you get an idea of what to expect from the MSA and how your child is doing at this point. This is very important!!!
After that we will have a check in class meeting to share compliments and express issues and challenges.
Finally, we will end the day by discussing how pitch is changed using the reed instruments and why it changes!
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