Friday, October 28, 2011
TGIF - Halloween Celebration
Before I forget, I want to thank Mrs. R. for planning our Halloween celebration. Although I am typing this before the parade and party, I know she has put a lot of hard work into the event and that the children will have a BLAST! THANK YOU!
This morning, during our reading block, the students organized their desks and went through their unfinished work folders with me. I showed them which papers needed to carry over into the second marking period (which begins Tuesday) and which papers they were allowed to recycle. So, our slate is clear and we are reading to march into the second quarter.
After that, the students got into small group to create a Halloween story on the iPads using Toontastic, an iPad app. I hope you enjoy the pictures I have included!!
In math we split into two groups, again. One group practiced their basic facts using an iPad app while the other group worked on using rulers to calculate linear measurement (in inches and centimeters) with me. Then the groups switched.
Following a visit to the media center the students enjoyed lunch and outdoor recess. We ended the day with a parade and party celebrating Halloween.
This morning, during our reading block, the students organized their desks and went through their unfinished work folders with me. I showed them which papers needed to carry over into the second marking period (which begins Tuesday) and which papers they were allowed to recycle. So, our slate is clear and we are reading to march into the second quarter.
After that, the students got into small group to create a Halloween story on the iPads using Toontastic, an iPad app. I hope you enjoy the pictures I have included!!
In math we split into two groups, again. One group practiced their basic facts using an iPad app while the other group worked on using rulers to calculate linear measurement (in inches and centimeters) with me. Then the groups switched.
Following a visit to the media center the students enjoyed lunch and outdoor recess. We ended the day with a parade and party celebrating Halloween.
Thursday, October 27, 2011
Rainy Thursday
Today, in honor of Red Ribbon Week, the students wore pajamas in order to remember to "Follow their Dreams". Tomorrow is a school spirit day. Students should wear their Damascus ES gear. In the afternoon we will celebrate Halloween with a parade and party. Students should bring their costumes to school in a bag marked with their names. NO MAKE UP OR WEAPONS should be brought to school...PLEASE!!!!!!!!!
During reading, the students worked in their table groups to chart examples of cause and effect from assigned pages in Race to the South Pole. We began sharing these charts, and adding to them, as a whole class. We will continue this tomorrow.
While I met with reading groups the students worked on individual group assignments, completed a a/an activity and practiced writing H, X and K in cursive.
Crabs: We met first and finished reading and discussing chapter 7, the final chapter in the book. They will reread chapter 7 and chart the beginning, middle and end in their RRJ, later this afternoon.
Cheetahs: In group, the students reread page 6 and wrote one example of cause and effect on a sticky note. WE discussed the two examples that were on this page. The students are still struggling with separating which is the cause and which is the effect.
In math we began our second unit which focuses on linear measurement. This unit seems to be "easy" but in the past, students really struggle with it! Hopefully, this will not be the case this year!
Today, I reviewed how to measure in inches using a ruler. Then the students broke into two groups. One group used the iPads to practice their basic facts. The other group met with me to use rulers to measure objects in the classroom. Then the groups switched.
Following art, lunch and indoor recess the students will brainstorm topics they know a lot about and list these topics, in their writing journal, for use in pieces when we write to inform. They will also continue independent work from this morning.
Lions: We will reread the chapter called "A Letter" and discuss who wrote the letter and what it said.
Bears: We will reread chapter 13 and quiz each other with the questions the students wrote earlier in the day.
We will end the day by identifying examples of supply and demand.
During reading, the students worked in their table groups to chart examples of cause and effect from assigned pages in Race to the South Pole. We began sharing these charts, and adding to them, as a whole class. We will continue this tomorrow.
While I met with reading groups the students worked on individual group assignments, completed a a/an activity and practiced writing H, X and K in cursive.
Crabs: We met first and finished reading and discussing chapter 7, the final chapter in the book. They will reread chapter 7 and chart the beginning, middle and end in their RRJ, later this afternoon.
Cheetahs: In group, the students reread page 6 and wrote one example of cause and effect on a sticky note. WE discussed the two examples that were on this page. The students are still struggling with separating which is the cause and which is the effect.
In math we began our second unit which focuses on linear measurement. This unit seems to be "easy" but in the past, students really struggle with it! Hopefully, this will not be the case this year!
Today, I reviewed how to measure in inches using a ruler. Then the students broke into two groups. One group used the iPads to practice their basic facts. The other group met with me to use rulers to measure objects in the classroom. Then the groups switched.
Following art, lunch and indoor recess the students will brainstorm topics they know a lot about and list these topics, in their writing journal, for use in pieces when we write to inform. They will also continue independent work from this morning.
Lions: We will reread the chapter called "A Letter" and discuss who wrote the letter and what it said.
Bears: We will reread chapter 13 and quiz each other with the questions the students wrote earlier in the day.
We will end the day by identifying examples of supply and demand.
Wednesday, October 26, 2011
Hat Day
As we continue celebrating Red Ribbon week the students wore hats today in order to remember to "Put a Cap on Drugs". Tomorrow is pajama day. Students are reminded to Follow their Dreams by staying away from drugs.
This morning we continued reading Race to the South Pole and identifying example of cause and effect. Then the students worked on individual reading group assignments, choosing the correct article (a, an or the) and writing M, N and W in cursive, while I met with reading groups.
Cheetahs: We previewed our new book, Ostriches, and identified text features. Then we began reading the text and orally answering comprehension questions.
In math we took the unit 1 assessment. I can't wait to grade these (really!) because I know the children are going to do well!!!!
Before lunch and recess we visited the computer lab. We began with a whole group lesson, reviewing how to save work and how to identify what you have open by looking at the bar on the bottom of the computer screen. Then the students finished publishing their pieces and practiced their keyboarding skills using Type to Learn.
After lunch and recess more students shared their published writing pieces with the class. Then we discussed our next writing focus; writing to inform. We talk about what makes us expert in certain topics. This was in preparation for tomorrow's lesson where students will list topics in which they are experts.
While the students continued their independent work, I met with reading groups.
Bears: We identified vocabulary words in text and read the sentences to figure out the meaning of the words. Then we discussed that many words in our language have multiple meanings and when we look them up in the dictionary we need to choose the meaning that fits the text.
Crabs: This morning the students wrote a summary of chapter 6 in the RRJ. This afternoon we began reading chapter 7 and discussed the embarrassment that Judy faced due to her bragging.
Lions: We discussed how many students in our group jumped to conclusions about Kicker while reading Across the Railroad Tracks. WE identified how Kicker had changed and wanted to help Sarah Ida.
We are ending the day with a short class meeting.
This morning we continued reading Race to the South Pole and identifying example of cause and effect. Then the students worked on individual reading group assignments, choosing the correct article (a, an or the) and writing M, N and W in cursive, while I met with reading groups.
Cheetahs: We previewed our new book, Ostriches, and identified text features. Then we began reading the text and orally answering comprehension questions.
In math we took the unit 1 assessment. I can't wait to grade these (really!) because I know the children are going to do well!!!!
Before lunch and recess we visited the computer lab. We began with a whole group lesson, reviewing how to save work and how to identify what you have open by looking at the bar on the bottom of the computer screen. Then the students finished publishing their pieces and practiced their keyboarding skills using Type to Learn.
After lunch and recess more students shared their published writing pieces with the class. Then we discussed our next writing focus; writing to inform. We talk about what makes us expert in certain topics. This was in preparation for tomorrow's lesson where students will list topics in which they are experts.
While the students continued their independent work, I met with reading groups.
Bears: We identified vocabulary words in text and read the sentences to figure out the meaning of the words. Then we discussed that many words in our language have multiple meanings and when we look them up in the dictionary we need to choose the meaning that fits the text.
Crabs: This morning the students wrote a summary of chapter 6 in the RRJ. This afternoon we began reading chapter 7 and discussed the embarrassment that Judy faced due to her bragging.
Lions: We discussed how many students in our group jumped to conclusions about Kicker while reading Across the Railroad Tracks. WE identified how Kicker had changed and wanted to help Sarah Ida.
We are ending the day with a short class meeting.
Tuesday, October 25, 2011
Terrific Tuesday
We continue celebrating Red Ribbon Week to remind students to say NO to drugs and alcohol. Today the students were asked to wear jeans. Tomorrow they are asked to wear hats in order to remember to "Put a CAP on Drugs".
In reading we began reading Race to the South Pole, a non-fiction book about two explorers, back in the early 1900s, who were determined to be the first to get to the South Pole. We identified examples of cause and effect to help us comprehend the text.
While I met with reading groups, the students worked on individual reading group assignments, reading and responding to a non fiction article about Jack-O-Lanterns and writing a cartoon using our new WOW, wallop (to hit hard).
Cheetahs: Met with Mrs. Jeyasunder (I was in a meeting at the time) and read and retold an article about Jack-O-Lanterns.
We spent our math block reviewing and correcting every problem in the Unit 1 Review Packet. These are coming home this evening. The students are expected to use them to prepare for the assessment tomorrow.
Following PE, lunch and recess we had a fire drill. After that, some students shared their published writing pieces with the class.
Then the students continued their independent work while I met with more reading groups.
Reading Groups:
Bears: This morning they charted the beginning. middle and end of chapter 11 in the RRJ. We shard these in group and then they returned to their seats to write a summary of the chapter.
Lions: Today they read the rest of the chapter called The Accident to discover what Sarah Ida did after Al gave her the key to lock up the shoeshine stand. They had predicted yesterday, in group, what she would do. Today, in group, we discussed what she actually did and how she had changed since the beginning of the story. When they returned to their seats the students completed a somebody/wanted/but/so/then chart in their RRJ, for this chapter.
Crabs: Earlier today they charted, in their RRJ, the beginning, middle and end of chapter 6. We discussed this in group.
We ended the day by discussing the concepts of supply and demand.
In reading we began reading Race to the South Pole, a non-fiction book about two explorers, back in the early 1900s, who were determined to be the first to get to the South Pole. We identified examples of cause and effect to help us comprehend the text.
While I met with reading groups, the students worked on individual reading group assignments, reading and responding to a non fiction article about Jack-O-Lanterns and writing a cartoon using our new WOW, wallop (to hit hard).
Cheetahs: Met with Mrs. Jeyasunder (I was in a meeting at the time) and read and retold an article about Jack-O-Lanterns.
We spent our math block reviewing and correcting every problem in the Unit 1 Review Packet. These are coming home this evening. The students are expected to use them to prepare for the assessment tomorrow.
Following PE, lunch and recess we had a fire drill. After that, some students shared their published writing pieces with the class.
Then the students continued their independent work while I met with more reading groups.
Reading Groups:
Bears: This morning they charted the beginning. middle and end of chapter 11 in the RRJ. We shard these in group and then they returned to their seats to write a summary of the chapter.
Lions: Today they read the rest of the chapter called The Accident to discover what Sarah Ida did after Al gave her the key to lock up the shoeshine stand. They had predicted yesterday, in group, what she would do. Today, in group, we discussed what she actually did and how she had changed since the beginning of the story. When they returned to their seats the students completed a somebody/wanted/but/so/then chart in their RRJ, for this chapter.
Crabs: Earlier today they charted, in their RRJ, the beginning, middle and end of chapter 6. We discussed this in group.
We ended the day by discussing the concepts of supply and demand.
Monday, October 24, 2011
Red Ribbon Week
Today is the first day of Red Ribbon Week...an effort to teach our children to say no to drugs and alcohol. To get the week started off right, Officer Dixon visited our class to speak with the students about the effects of making bad choices. Tomorrow the students are asked to wear jeans to remember to stay away from drugs.
After Officer Dixon left, I spoke to the class about their science activity from Thursday. Many students did not seem to put effort into this assignment. I found it disappointing. These have been graded and returned to students but they have been told that they can explain their answers (in writing, of course, and turn it back in by Friday, in order to get a higher score.
Next, we went to math. In my math class the students spent the entire block working on a review packet for the unit 1 assessment. Most students worked independently while I worked with a small group. Tomorrow we will review each problem in the packet and the students will bring the CORRECTED packet home to use to prepare for the assessment on Wednesday. There is no homework tonight.
After math the children went to music and then enjoyed lunch and recess. During recess they participated in the Homeless Walk.
We began the afternoon by identifying examples of cause and effect. The children worked on a follow up worksheet and practiced writing I and J in cursive while I met with one reading groups.
Lions: We began reading the chapter called The Accident. WE stopped halfway through the chapter so that the students could write a prediction as to what Sarah Ida will do after AL gives her the key and goes to the hospital by ambulance. Tomorrow they will finish reading the chapter to check their prediction.
We are ending the day in the computer lab. Most students will continue publishing their writing piece while those who are finished will practice their typing skills using Type to Learn.
After Officer Dixon left, I spoke to the class about their science activity from Thursday. Many students did not seem to put effort into this assignment. I found it disappointing. These have been graded and returned to students but they have been told that they can explain their answers (in writing, of course, and turn it back in by Friday, in order to get a higher score.
Next, we went to math. In my math class the students spent the entire block working on a review packet for the unit 1 assessment. Most students worked independently while I worked with a small group. Tomorrow we will review each problem in the packet and the students will bring the CORRECTED packet home to use to prepare for the assessment on Wednesday. There is no homework tonight.
After math the children went to music and then enjoyed lunch and recess. During recess they participated in the Homeless Walk.
We began the afternoon by identifying examples of cause and effect. The children worked on a follow up worksheet and practiced writing I and J in cursive while I met with one reading groups.
Lions: We began reading the chapter called The Accident. WE stopped halfway through the chapter so that the students could write a prediction as to what Sarah Ida will do after AL gives her the key and goes to the hospital by ambulance. Tomorrow they will finish reading the chapter to check their prediction.
We are ending the day in the computer lab. Most students will continue publishing their writing piece while those who are finished will practice their typing skills using Type to Learn.
Thursday, October 20, 2011
Wonderful Thursday
There is no school tomorrow...so this Thursday is kind of like a Friday!
We began the day by taking our spelling test and correcting/reviewing the prefix pages in our spelling packet. After that the students were given independent reading group assignments and a non fiction article about Trick-or-Treating to read and use to answer a comprehension worksheet.
Reading Groups:
Cheetahs: We finished reading Christina Katerina. As we read each page we paused to silently reread before retelling what happened on that page.
In math I introduced line graphs. The students finished constructing a lone graph and then responded to questions about the graph. Two small groups met. One worked on writing numbers in expanded and standard form. The other worked on constructing bar graphs.
Following art, lunch and outdoor recess, the students will be working with a substitute. I have to attned my son's parent conference!
In writing they will review how to edit for conventions such as, spelling, punctuation, capitalization, grammar and useage. Then they will continue their independent work while the teacher meets with reading groups.
Crabs: They will review the list of unknow words they created when reading chapter 6, independently, this morning. Then they will begin to read the chapter aloud in group.
Lions: Will write a summary of The Medal using our discussion and their BME chart.
Bears: Will review the list of unknown words they created while reading chapter 11, independently, this morning. Then they will check their comprehension by sharing the questions they wrote about the chapter.
The students will end the day with a science lesson. THey will use the fingerprints they identified from the safe, earlier this week, to determine the robber of the safe. Then they will compare and contract their fingerprint to another fingerprint, and write about it, to reflect upon their knowledge of fingerprint patterns.
Next week is Red Ribbon Week...students should wear red on Monday in honor of it!
We began the day by taking our spelling test and correcting/reviewing the prefix pages in our spelling packet. After that the students were given independent reading group assignments and a non fiction article about Trick-or-Treating to read and use to answer a comprehension worksheet.
Reading Groups:
Cheetahs: We finished reading Christina Katerina. As we read each page we paused to silently reread before retelling what happened on that page.
In math I introduced line graphs. The students finished constructing a lone graph and then responded to questions about the graph. Two small groups met. One worked on writing numbers in expanded and standard form. The other worked on constructing bar graphs.
Following art, lunch and outdoor recess, the students will be working with a substitute. I have to attned my son's parent conference!
In writing they will review how to edit for conventions such as, spelling, punctuation, capitalization, grammar and useage. Then they will continue their independent work while the teacher meets with reading groups.
Crabs: They will review the list of unknow words they created when reading chapter 6, independently, this morning. Then they will begin to read the chapter aloud in group.
Lions: Will write a summary of The Medal using our discussion and their BME chart.
Bears: Will review the list of unknown words they created while reading chapter 11, independently, this morning. Then they will check their comprehension by sharing the questions they wrote about the chapter.
The students will end the day with a science lesson. THey will use the fingerprints they identified from the safe, earlier this week, to determine the robber of the safe. Then they will compare and contract their fingerprint to another fingerprint, and write about it, to reflect upon their knowledge of fingerprint patterns.
Next week is Red Ribbon Week...students should wear red on Monday in honor of it!
Wednesday, October 19, 2011
Mad Day!
Nope...it wasn't a bad day...not THAT kind of Mad...
Today was our in-house field trip with Mad Science!!! The students participated in many forensic experiments as they helped Miss Roberta, from Mad Science, solve the crime of who stole her double stuffed Oreos. Enjoy the pictures!!
After our "field trip" we began our reading block. We continued reading the book Giraffes and identifying text features and their purpose. Then the students began their independent work which included individual reading group assignments and writing a thank you note to Miss Roberta, our mad science presenter.
Reading Groups:
Cheetahs: We continued reading Christina Katerina and the Time She Quit the Family, working on our fluency and retelling short sections of the text right after we read them.
Bears: We reviewed their lists of unknown words from last night's homework. Then we shared and responded to the questions the students had written as part of their reading group work earlier in the morning.
Before lunch and recess we went to the computer lab. The students continued publishing their personal narratives. After indoor recess, some students share their writing before continuing their independent work.
Reading Groups:
Crabs: We reviewed unknown words from their homework last night. Then the students shared the questions they had written this morning after rereading the chapter, independently, in class. We had fun reviewing the chapter by answering student written questions!
Lions: This morning they made a chart, in their RRJ, depicting the beginning, middle and end of the chapter called The Medal. We shared and discussed these in group this afternoon and the students had the chance to make changes based on our discussion.
We ended the day with a short class meeting. We discussed Mix It Up Day which took place today during lunch.
Book orders are due next Friday, October 28. There is a note coming home today about our Halloween party.
Today was our in-house field trip with Mad Science!!! The students participated in many forensic experiments as they helped Miss Roberta, from Mad Science, solve the crime of who stole her double stuffed Oreos. Enjoy the pictures!!
After our "field trip" we began our reading block. We continued reading the book Giraffes and identifying text features and their purpose. Then the students began their independent work which included individual reading group assignments and writing a thank you note to Miss Roberta, our mad science presenter.
Reading Groups:
Cheetahs: We continued reading Christina Katerina and the Time She Quit the Family, working on our fluency and retelling short sections of the text right after we read them.
Bears: We reviewed their lists of unknown words from last night's homework. Then we shared and responded to the questions the students had written as part of their reading group work earlier in the morning.
Before lunch and recess we went to the computer lab. The students continued publishing their personal narratives. After indoor recess, some students share their writing before continuing their independent work.
Reading Groups:
Crabs: We reviewed unknown words from their homework last night. Then the students shared the questions they had written this morning after rereading the chapter, independently, in class. We had fun reviewing the chapter by answering student written questions!
Lions: This morning they made a chart, in their RRJ, depicting the beginning, middle and end of the chapter called The Medal. We shared and discussed these in group this afternoon and the students had the chance to make changes based on our discussion.
We ended the day with a short class meeting. We discussed Mix It Up Day which took place today during lunch.
Book orders are due next Friday, October 28. There is a note coming home today about our Halloween party.
Tuesday, October 18, 2011
Terrific Tuesday
We began the day by identifying text features in the text called Giraffes and creating a t-chart stating the feature and how it helps our comprehension. Then we practiced using our new WOW word - ponder (to think about deeply; to study)- in a sentence.
While I pulled reading groups the students continued their independent work from yesterday (there was a lot!) and added to that, w practice worksheet for the WOW word.
Cheetahs: We reviewed why the main character quite the family and what she did to show her Independence. Then we reviewed our rule for reading with proper phrasing; pause at the punctuation marks. After that we practiced reading using proper phrasing and answering oral comprehension questions about what we read. Tonight they need to reread up to the sticky note and get a parent signature in their planner.
In math we returned to the study of patterns but this time focused on geometric patterns. Students had to look at various picture patterns and determine the rule in order to draw the next picture in the pattern. While I believe we made great progress, this did take the entire period. There is a review worksheet for homework. However, due to our in house field trip tomorrow, we will not have math. The homework will be checked on Thursday.
Following PE, lunch and outdoor recess we had an emergency class meeting. Unfortunately, students are not being kind to one another. We had an extensive talk about not having to be friends with everyone but making sure to include others. We talked about how rejection feels and trying to keep that feeling in mind when tempted to not let others join your recess fun. It was a good discussion and I truly believe the children will do their best to be kind to others.
After that, the students returned to their independent work assignments and I met with reading groups.
Bears: We reviewed vocabulary from chapter 9 and practiced using it correctly. Then we talked about how Ben took command of Gully and how it impacts the rest of the story. For homework they need to read chapter 10 and list unknown words on sticky notes. However, I am allowing them to begin this in class.
Crabs: We reread the end of chapter 4 silently and discussed the idea of foreshadowing. Then we began to read chapter 5. Tonight for homework the students need to read chapter 5 and list unknown words. They were allowed to start this in class.
Lions: We read and discussed the chapter called The Medal. We focused upon similarities between Al's and Sarah Ida's childhoods.
We ended the day with a brief science lesson. The students identified fingerprint patterns that were taken from the safe, in our mock crime.
There is a book order coming home tonight. You can order on line or send your order form and a check to school with your child. These are due no later than October 28.
While I pulled reading groups the students continued their independent work from yesterday (there was a lot!) and added to that, w practice worksheet for the WOW word.
Cheetahs: We reviewed why the main character quite the family and what she did to show her Independence. Then we reviewed our rule for reading with proper phrasing; pause at the punctuation marks. After that we practiced reading using proper phrasing and answering oral comprehension questions about what we read. Tonight they need to reread up to the sticky note and get a parent signature in their planner.
In math we returned to the study of patterns but this time focused on geometric patterns. Students had to look at various picture patterns and determine the rule in order to draw the next picture in the pattern. While I believe we made great progress, this did take the entire period. There is a review worksheet for homework. However, due to our in house field trip tomorrow, we will not have math. The homework will be checked on Thursday.
Following PE, lunch and outdoor recess we had an emergency class meeting. Unfortunately, students are not being kind to one another. We had an extensive talk about not having to be friends with everyone but making sure to include others. We talked about how rejection feels and trying to keep that feeling in mind when tempted to not let others join your recess fun. It was a good discussion and I truly believe the children will do their best to be kind to others.
After that, the students returned to their independent work assignments and I met with reading groups.
Bears: We reviewed vocabulary from chapter 9 and practiced using it correctly. Then we talked about how Ben took command of Gully and how it impacts the rest of the story. For homework they need to read chapter 10 and list unknown words on sticky notes. However, I am allowing them to begin this in class.
Crabs: We reread the end of chapter 4 silently and discussed the idea of foreshadowing. Then we began to read chapter 5. Tonight for homework the students need to read chapter 5 and list unknown words. They were allowed to start this in class.
Lions: We read and discussed the chapter called The Medal. We focused upon similarities between Al's and Sarah Ida's childhoods.
We ended the day with a brief science lesson. The students identified fingerprint patterns that were taken from the safe, in our mock crime.
There is a book order coming home tonight. You can order on line or send your order form and a check to school with your child. These are due no later than October 28.
Monday, October 17, 2011
Monday
This morning we shifted our focus in reading to non-fiction text, reading to be informed. To begin this unit, the students worked in groups, using the National Geographic magazine, to list text features on white boards. The groups then "taught the class" by telling them to turn to a certain page in the magazine and pointing out text features, using the ELMO, so the class could follow along.
After that the students worked independently on reading group assignments, a prefix exercise from their language arts text, writing the letters C, E and Q in cursive and making cards for Bus Driver Appreciation Day on Thursday.
In math we reviewed line plots and median, mode and range. The students constructed line plots and identified the median, mode and range independently while I worked with a small group constructing bar graphs. When both the small group and independent workers were ALL finished, the entire class practiced their basic facts using iPads. There is a line plot worksheet for homework.
Following music, lunch and outdoor recess we read the book called Today I Feel Silly by Jamie Lee Curtis. Then the children chose a feeling/mood and wrote about it. We will compile these papers into a class book.
Reading Groups:
Bears: We got ready to meet but I realized we were missing half our group...so I immediately sent them back to work independently.
Lions: We identified and discussed the beginning, middle and end of the chapter called The Boy on the Street. Tomorrow the students will write summaries in their RRJs.
Crabs: We discussed talked about what Judy and Jenius have in common...both feel ignored by their parents. Then I introduced some new vocabulary in chapter 4. We will begin reading this chapter tomorrow.
We ended the day with a SHORT trip to the computer lab where the students continued to publish their writing pieces. Those who finished were allowed to change the font and insert 1 picture into their document. These will be printed, scored and sent home! It has truly been a valuable experience for the students to see the red, green and blue squiggly lines pointing our their spelling and grammar mistakes!!
After that the students worked independently on reading group assignments, a prefix exercise from their language arts text, writing the letters C, E and Q in cursive and making cards for Bus Driver Appreciation Day on Thursday.
In math we reviewed line plots and median, mode and range. The students constructed line plots and identified the median, mode and range independently while I worked with a small group constructing bar graphs. When both the small group and independent workers were ALL finished, the entire class practiced their basic facts using iPads. There is a line plot worksheet for homework.
Following music, lunch and outdoor recess we read the book called Today I Feel Silly by Jamie Lee Curtis. Then the children chose a feeling/mood and wrote about it. We will compile these papers into a class book.
Reading Groups:
Bears: We got ready to meet but I realized we were missing half our group...so I immediately sent them back to work independently.
Lions: We identified and discussed the beginning, middle and end of the chapter called The Boy on the Street. Tomorrow the students will write summaries in their RRJs.
Crabs: We discussed talked about what Judy and Jenius have in common...both feel ignored by their parents. Then I introduced some new vocabulary in chapter 4. We will begin reading this chapter tomorrow.
We ended the day with a SHORT trip to the computer lab where the students continued to publish their writing pieces. Those who finished were allowed to change the font and insert 1 picture into their document. These will be printed, scored and sent home! It has truly been a valuable experience for the students to see the red, green and blue squiggly lines pointing our their spelling and grammar mistakes!!
Sunday, October 16, 2011
Lulu
I am SUPER excited!! We got a new dog! Her name is Lulu and she is a Yorkie!!! I am posting the picture here for my students to enjoy!! :-)
Friday, October 14, 2011
iPad Friday
If I was a betting woman, I would bet that each student will go home today and tell you guys what we did in school...not the regular blow off of, "Nothing!" Because today we used the app for the ipad called Toontastic to begin writing animated stories on the iPad. Obviously, the students were quite excited and very engaged!!!
After reading, the children had to settle down for our math quiz. The quizzes have been scored and returned to students. Please look for them in your child's binder this evening.
Next, the students visited the media center and enjoyed lunch and indoor recess.
After recess we had a visitor from the Montgomery Coalition for the Homeless speak to the class about being homeless in preparation for our Homeless Walk next week. We will end the day by visiting the computer lab to continue publishing our writing pieces.
BTW...the picture above was not the one I was hoping to post...but I will make an attempt to catch our students while they are engaged in learning and post those pictures here for you to enjoy. This picture was while the students were sharing the stories they created, this morning, using the iPads. I had hoped to post a picture that showed them in small groups, huddled around the iPads with rear-ends in the air...totally engrossed....but I accidentally deleted it! UGH!
Thursday, October 13, 2011
Rainy Thursday
This morning we FINALLY finished reading George Washington's Breakfast and identified the important information...he ate 3 hoecakes and drank 3 cups of tea, each morning at 7 am, for breakfast. Then the students worked on reading group assignments, an a, an or the exercise from their language arts book and practiced writing the letters A,O and D in cursive.
Cheetahs: We used sound boxes to practice spelling high frequency words. Then we did a picture walk through our new book. After that, I introduced some vocabulary from the story. Finally, we began reading to see if Christina likes quitting the family. Tonight they need to reread up to the sticky note that we placed in their books. Again, the purpose of rereading is to improve fluency.
In math we collected data regarding the number of pets owned by students in our math class. Then the students created a line plot using the data and determined the median (middle data point), mode (most often occurring point) and range (smallest to largest).
I was able to meet with two small groups. One group practiced rounding three digit numbers to the nearest hundred. The other group worked on writing four digit numbers in expanded and standard form.
There is a subtraction worksheet for homework.
Following art, lunch and outdoor recess we continued with independent work and reading groups.
Bears: We reviewed their beginning, middle and end sticky notes. Then we discussed how to write a summary. After that the students returned to their seats to write a summary of chapter 8 in their RRJ.
Crabs: Earlier in the day the students read chapter 3 independently and listed unknown words. When we got to group, we reviewed their lists of unknown words and practiced chunking larger words to help decode them. Then we read and discussed chapter 3. Finally, the students split into 2 small groups and reread the chapter to improve their fluency.
Lions: Earlier in the day the students read the chapter called The Boy on the Street independently to find out who the boy was. In group we identified who the boy was and discussed how Sarah Ida has changed from the beginning of the book, as well as, possible reasons for the change.
This afternoon many students had time to catch up on unfinished work. It was a very productive day!!
Cheetahs: We used sound boxes to practice spelling high frequency words. Then we did a picture walk through our new book. After that, I introduced some vocabulary from the story. Finally, we began reading to see if Christina likes quitting the family. Tonight they need to reread up to the sticky note that we placed in their books. Again, the purpose of rereading is to improve fluency.
In math we collected data regarding the number of pets owned by students in our math class. Then the students created a line plot using the data and determined the median (middle data point), mode (most often occurring point) and range (smallest to largest).
I was able to meet with two small groups. One group practiced rounding three digit numbers to the nearest hundred. The other group worked on writing four digit numbers in expanded and standard form.
There is a subtraction worksheet for homework.
Following art, lunch and outdoor recess we continued with independent work and reading groups.
Bears: We reviewed their beginning, middle and end sticky notes. Then we discussed how to write a summary. After that the students returned to their seats to write a summary of chapter 8 in their RRJ.
Crabs: Earlier in the day the students read chapter 3 independently and listed unknown words. When we got to group, we reviewed their lists of unknown words and practiced chunking larger words to help decode them. Then we read and discussed chapter 3. Finally, the students split into 2 small groups and reread the chapter to improve their fluency.
Lions: Earlier in the day the students read the chapter called The Boy on the Street independently to find out who the boy was. In group we identified who the boy was and discussed how Sarah Ida has changed from the beginning of the book, as well as, possible reasons for the change.
This afternoon many students had time to catch up on unfinished work. It was a very productive day!!
Wednesday, October 12, 2011
Hump Day
This morning we continued to read George Washington's Breakfast to chart important information versus interesting facts. The point of the lesson was that important information is that information that matches the reader's purpose for reading. Today our purpose was to determine what George Washington ate for breakfast. Unfortunately, we did not finish since we had a bus evacuation drill.
While I met with reading groups the students completed their peer conferencing, read assigned pages in their reading books and practiced writing the letters x, y and z in cursive.
Reading Groups:
Cheetahs: We reread the story William and Boomer and then the students completed a Somebody/Wanted/But/So/Then chart in their RRJ.
Bears: We reviewed their "talking words" lists and then began discussing chapter 7. Unfortunately, their teacher (me!) goofed and talked about chapter 8!!! (it was one of THOSE days!!!) So, they then had to read chapter 8 and, on a sticky note, write the beginning, middle and end of the chapter to share in groups tomorrow.
In math we constructed a line plot to graph the number of siblings of the students in our class. Then the students worked independently to create a line plot and answer questions given a set of data. There is a line plot worksheet for homework.
After math, we went to the computer lab to begin publishing our writing using Word. I am hoping that by publishing our final drafts, using our rough drafts, on the computer, students will be able to utilize the spelling and grammar checks to revise and improve their pieces.
Following lunch and indoor recess we worked on identifying when to use a and an before a noun. The students completed a practice exercise from our language arts book while I met with reading groups.
Reading Groups:
Crabs: We shared the students beginning, middle and end post it notes. Then the students used the book, their sticky notes and our discussion to write a summary of chapter 2 in their RRJ.
Lions: We discussed how Sarah Ida felt at the end of Shoeshine Man. Then we talked about whether or not we thought Sarah Ida actually wanted to work...it was a great discussion.
We ended the day with a class meeting where every student shared what they would do if they were the teacher. We also discussed the importance of active listening and focusing on the task at hand.
While I met with reading groups the students completed their peer conferencing, read assigned pages in their reading books and practiced writing the letters x, y and z in cursive.
Reading Groups:
Cheetahs: We reread the story William and Boomer and then the students completed a Somebody/Wanted/But/So/Then chart in their RRJ.
Bears: We reviewed their "talking words" lists and then began discussing chapter 7. Unfortunately, their teacher (me!) goofed and talked about chapter 8!!! (it was one of THOSE days!!!) So, they then had to read chapter 8 and, on a sticky note, write the beginning, middle and end of the chapter to share in groups tomorrow.
In math we constructed a line plot to graph the number of siblings of the students in our class. Then the students worked independently to create a line plot and answer questions given a set of data. There is a line plot worksheet for homework.
After math, we went to the computer lab to begin publishing our writing using Word. I am hoping that by publishing our final drafts, using our rough drafts, on the computer, students will be able to utilize the spelling and grammar checks to revise and improve their pieces.
Following lunch and indoor recess we worked on identifying when to use a and an before a noun. The students completed a practice exercise from our language arts book while I met with reading groups.
Reading Groups:
Crabs: We shared the students beginning, middle and end post it notes. Then the students used the book, their sticky notes and our discussion to write a summary of chapter 2 in their RRJ.
Lions: We discussed how Sarah Ida felt at the end of Shoeshine Man. Then we talked about whether or not we thought Sarah Ida actually wanted to work...it was a great discussion.
We ended the day with a class meeting where every student shared what they would do if they were the teacher. We also discussed the importance of active listening and focusing on the task at hand.
Tuesday, October 11, 2011
Tuesday
We started off the morning with a talk about the importance of sustained reading for enjoyment. I explained to the students that I am reading a book about teaching reading by Jan Richardson and that I am learning that students their age are expected to read and should be able to read for 25-30 UNINTERRUPTED minutes. We talked about how to find a book that they will enjoy, amongst other expectations.
After that we jumped into our whole group reading lesson for the day. Today's lesson focused on identifying important information in a text. In short, the important information depends on your purpose for reading. So, you can read the same text, at different times, and identify different pieces of important information...IF you have a different purpose for reading.
We began reading George Washington's Breakfast with the purpose of finding out what he ate for breakfast. As we read we charted important versus interesting information. The fact that he was the first president and married Martha was put in the interesting column since it did not match our purpose of finding out what he ate for breakfast.
For independent work the students completed a WOW worksheet for the new word of the week, abode. They also did a prefix activity.
Reading Groups:
Cheetahs: We began by doing word work using sound boxes to spell words. Then we reviewed what William could do on the lake and what he couldn't do. After that, we finished reading the book, stopping at various points to retell what we had read. Tonight the students need to reread the book.
Bears: We read and discussed chapter 7. Then the students reread the chapter independently and listed "talking" words on sticky notes.
In math we used information on data tables to answer word problems. While the students worked independently on a follow up worksheet and then practiced their basic facts on the iPads, I met with two small groups. One group practiced extending numeric patterns. The other group practiced rounding three digit numbers to the nearest hundred. There is a pictograph worksheet for homework.
Following PE, the students enjoyed lunch and recess. When they returned tot he classroom, another students helped me model peer conferencing using my writing piece, about the Urbana Carnival, from last week. Then the students got to conference on their writing pieces with other students in the class before resuming their independent work.
Reading Groups:
Crabs: We finished reading chapter 2 and then the students began rereading the chapter and identifying the beginning, middle and end on sticky notes. They will finish this for homework tonight and share it in class tomorrow.
Lions: The students finished reading The Shoeshine Man independently. Then they thought about how Sarah Ida must have felt at the end of the chapter and identified places that support that feeling, using sticky notes, in the book.
We ended the day by idetifying finger prints patterns that will help us solve a fictitious crime.
After that we jumped into our whole group reading lesson for the day. Today's lesson focused on identifying important information in a text. In short, the important information depends on your purpose for reading. So, you can read the same text, at different times, and identify different pieces of important information...IF you have a different purpose for reading.
We began reading George Washington's Breakfast with the purpose of finding out what he ate for breakfast. As we read we charted important versus interesting information. The fact that he was the first president and married Martha was put in the interesting column since it did not match our purpose of finding out what he ate for breakfast.
For independent work the students completed a WOW worksheet for the new word of the week, abode. They also did a prefix activity.
Reading Groups:
Cheetahs: We began by doing word work using sound boxes to spell words. Then we reviewed what William could do on the lake and what he couldn't do. After that, we finished reading the book, stopping at various points to retell what we had read. Tonight the students need to reread the book.
Bears: We read and discussed chapter 7. Then the students reread the chapter independently and listed "talking" words on sticky notes.
In math we used information on data tables to answer word problems. While the students worked independently on a follow up worksheet and then practiced their basic facts on the iPads, I met with two small groups. One group practiced extending numeric patterns. The other group practiced rounding three digit numbers to the nearest hundred. There is a pictograph worksheet for homework.
Following PE, the students enjoyed lunch and recess. When they returned tot he classroom, another students helped me model peer conferencing using my writing piece, about the Urbana Carnival, from last week. Then the students got to conference on their writing pieces with other students in the class before resuming their independent work.
Reading Groups:
Crabs: We finished reading chapter 2 and then the students began rereading the chapter and identifying the beginning, middle and end on sticky notes. They will finish this for homework tonight and share it in class tomorrow.
Lions: The students finished reading The Shoeshine Man independently. Then they thought about how Sarah Ida must have felt at the end of the chapter and identified places that support that feeling, using sticky notes, in the book.
We ended the day by idetifying finger prints patterns that will help us solve a fictitious crime.
Monday, October 10, 2011
Columbus Day Open House
Thank you to those parents who were able to visit our class this morning!
In reading we read the book The Wednesday Surprise by Eve Bunting to predict the surprise. This proved to be challenging for the students so we practiced going back and rereading the text in order to improve our comprehension.
For independent work the students finished their rough drafts, read a chapter in their reading group books and practiced writing the letters n, m and v in cursive.
Reading Groups:
Cheetahs: We began reading William and Boomer out loud and reviewed what William could do in the lake and what he could not do.
In math we constructed and read double bar graphs. There were some focusing issues, so we didn't get to the iPads or anchor activities. There is a subtraction worksheet for homework.
Following music, the students enjoyed lunch and recess.
After recess, we learned about prefixes. The children learned that prefixes are "word parts" that are tacked onto the beginning of a root or base word that changes the meaning of it slightly. We identified several words with prefixes and their meanings. Then the students completed a follow up activity from their language arts text.
Reading Groups:
Crabs: We reviewed the unknown words they identified in the morning. Then we used the word enough to read and write the words rough and tough. This is the word analogy strategy that good readers and writers use automatically. After that we began reading chapter 2 and identified the Molly's' Surprise.
Lions: We reviewed the list of unknown words from their independent work assignment. Then we used the word night, and our knowledge of prefixes and suffixes, to spell the word unsightly. This is the word analogy strategy that will help the students read and write new words. After that we began reading The Shoeshine Man. The students read to find out how Aunt Claudia knew Al Winkler. They then wrote about it on white boards.
Bears: We reviewed their lists of unknown words and then the students reread the chapter to identify the secret that Hanna "spilled the beans" about. They wrote about it on white boards and shared their responses in group.
At the end of the day I handed out their next spelling packet and had them write their homework in their planners.
In reading we read the book The Wednesday Surprise by Eve Bunting to predict the surprise. This proved to be challenging for the students so we practiced going back and rereading the text in order to improve our comprehension.
For independent work the students finished their rough drafts, read a chapter in their reading group books and practiced writing the letters n, m and v in cursive.
Reading Groups:
Cheetahs: We began reading William and Boomer out loud and reviewed what William could do in the lake and what he could not do.
In math we constructed and read double bar graphs. There were some focusing issues, so we didn't get to the iPads or anchor activities. There is a subtraction worksheet for homework.
Following music, the students enjoyed lunch and recess.
After recess, we learned about prefixes. The children learned that prefixes are "word parts" that are tacked onto the beginning of a root or base word that changes the meaning of it slightly. We identified several words with prefixes and their meanings. Then the students completed a follow up activity from their language arts text.
Reading Groups:
Crabs: We reviewed the unknown words they identified in the morning. Then we used the word enough to read and write the words rough and tough. This is the word analogy strategy that good readers and writers use automatically. After that we began reading chapter 2 and identified the Molly's' Surprise.
Lions: We reviewed the list of unknown words from their independent work assignment. Then we used the word night, and our knowledge of prefixes and suffixes, to spell the word unsightly. This is the word analogy strategy that will help the students read and write new words. After that we began reading The Shoeshine Man. The students read to find out how Aunt Claudia knew Al Winkler. They then wrote about it on white boards.
Bears: We reviewed their lists of unknown words and then the students reread the chapter to identify the secret that Hanna "spilled the beans" about. They wrote about it on white boards and shared their responses in group.
At the end of the day I handed out their next spelling packet and had them write their homework in their planners.
Friday, October 7, 2011
Finish Up Friday
This morning we took our second spelling test and went over the contraction packet. After that, I reviewed which assignments each student was missing. Then the students had time to catch up on unfinished work.
After reading, we took our fourth quiz in math. This has been scored and returned to all students. Please look for it in home folders this afternoon.
Next the students visited the media center and enjoyed lunch and recess.
We spent the entire afternoon working on our writing. It was AWESOME!!!!!! Well, at least I thought so! :-)
At first I finished modeling my written piece that I began yesterday. Then the students gathered their storyboards, sat in a circle around the carpet and rehearsed what they planned to write with me. After that, students who felt ready returned to their seats to begin their rough drafts. Others, stayed with me for more one-on-one talk. As the students finished their rough drafts, they either met with me or our high school intern to read through their writing and get feedback.
It was truly exciting to see the students so engaged and excited about WRITING. I also noted a lot of progress! WOO HOO!
Look for interim progress reports, tonight, in your child's home folder. Since we are a little over halfway through the marking period, this is good information as to how your child is doing in third grade.
After reading, we took our fourth quiz in math. This has been scored and returned to all students. Please look for it in home folders this afternoon.
Next the students visited the media center and enjoyed lunch and recess.
We spent the entire afternoon working on our writing. It was AWESOME!!!!!! Well, at least I thought so! :-)
At first I finished modeling my written piece that I began yesterday. Then the students gathered their storyboards, sat in a circle around the carpet and rehearsed what they planned to write with me. After that, students who felt ready returned to their seats to begin their rough drafts. Others, stayed with me for more one-on-one talk. As the students finished their rough drafts, they either met with me or our high school intern to read through their writing and get feedback.
It was truly exciting to see the students so engaged and excited about WRITING. I also noted a lot of progress! WOO HOO!
Look for interim progress reports, tonight, in your child's home folder. Since we are a little over halfway through the marking period, this is good information as to how your child is doing in third grade.
Thursday, October 6, 2011
A Wonderful Thursday
We have had MANY discussions about focusing on instruction and putting effort into our work...they seem to be paying off...today was a FABULOUS day!!!!!!!!
We began the day, in reading, with me modeling a technique called Somebody/Wanted/But/So/Then using the book Madeline's Rescue. This technique can be used to synthesize text for retelling or summarizing. The crab, Lions and Bears reading groups then completed an entry in their RRJs, using this technique, with the most recent chapter we had read and discussed. Additionally, all students practiced writing q, o and c in cursive and completed a contraction activity from our language arts text.
Reading Groups:
Cheetahs: We did some word work in group and I gave a book talk about our next book, William and Boomer.
In math the students created a bar graph using a data table. Our focus was taking information, including the title and labels, from the data table and including them on the bar graph. We also reviewed choosing an appropriate scale. I met with several small groups that worked on three digit subtraction with multiple regroupings, numeric patterns and place value.
Following art, lunch and recess, I demonstrated how to use our prewriting activities to create a rough draft. Then the students continued to work independently while I met with the other three reading groups. Each of these groups shared their Somebody/Wanted/But/So/Then charts and we discussed the positive aspects of their work, as well as the challenges.
Spelling packets are due tomorrow!!
We began the day, in reading, with me modeling a technique called Somebody/Wanted/But/So/Then using the book Madeline's Rescue. This technique can be used to synthesize text for retelling or summarizing. The crab, Lions and Bears reading groups then completed an entry in their RRJs, using this technique, with the most recent chapter we had read and discussed. Additionally, all students practiced writing q, o and c in cursive and completed a contraction activity from our language arts text.
Reading Groups:
Cheetahs: We did some word work in group and I gave a book talk about our next book, William and Boomer.
In math the students created a bar graph using a data table. Our focus was taking information, including the title and labels, from the data table and including them on the bar graph. We also reviewed choosing an appropriate scale. I met with several small groups that worked on three digit subtraction with multiple regroupings, numeric patterns and place value.
Following art, lunch and recess, I demonstrated how to use our prewriting activities to create a rough draft. Then the students continued to work independently while I met with the other three reading groups. Each of these groups shared their Somebody/Wanted/But/So/Then charts and we discussed the positive aspects of their work, as well as the challenges.
Spelling packets are due tomorrow!!
Wednesday, October 5, 2011
Hump Day...
This morning we read the story Flossie and the Fox and identified the plot. Then the students worked on individual reading group assignments, identified contractions and practiced writing a, d, and g in cursive, while I met with reading groups.
Cheetahs: We identified problems and solutions from The Bee Puzzle. We charted these on a worksheet.
Bears: We reviewed the "surprise" from last night's homework and discussed whether or not this was a good surprise. Then we began reading the chapter called Mysterious Noises. After recess, the students completed reading this chapter independently and identified what Ben finds on a sticky note.
In math we constructed bar graphs. Our focus today was choosing appropriate scales. While students worked independently on a graph about the weights of animals, I worked with a small group on expanded notation and writing 4 and 5 digit numbers in standard form.
After math we had a class meeting. We began with a group share where each student finished the sentence, I wish... Then we complimented each other. Finally, we discussed the need to SLOW down and put EFFORT into our work.
Following lunch and recess I demonstrated to the students how to choose a topic to write about and then complete a 5 W's chart and a storyboard for the topic.
Then the students continued working independently while I met with a reading group.
Crabs: We began a new book called Jenius. We worked on breaking down large words into small, familiar chunks, as we read and discussed chapter 1. After we read the chapter I pointed out that the students were able to read the words int he chapter but it was slow. Therefore, we need to work on fluency. We improve this by rereading text. Tonight they need to reread chapter 1...working on FLUENCY!!!
We ended the day by identifying fingerprint patterns.
Cheetahs: We identified problems and solutions from The Bee Puzzle. We charted these on a worksheet.
Bears: We reviewed the "surprise" from last night's homework and discussed whether or not this was a good surprise. Then we began reading the chapter called Mysterious Noises. After recess, the students completed reading this chapter independently and identified what Ben finds on a sticky note.
In math we constructed bar graphs. Our focus today was choosing appropriate scales. While students worked independently on a graph about the weights of animals, I worked with a small group on expanded notation and writing 4 and 5 digit numbers in standard form.
After math we had a class meeting. We began with a group share where each student finished the sentence, I wish... Then we complimented each other. Finally, we discussed the need to SLOW down and put EFFORT into our work.
Following lunch and recess I demonstrated to the students how to choose a topic to write about and then complete a 5 W's chart and a storyboard for the topic.
Then the students continued working independently while I met with a reading group.
Crabs: We began a new book called Jenius. We worked on breaking down large words into small, familiar chunks, as we read and discussed chapter 1. After we read the chapter I pointed out that the students were able to read the words int he chapter but it was slow. Therefore, we need to work on fluency. We improve this by rereading text. Tonight they need to reread chapter 1...working on FLUENCY!!!
We ended the day by identifying fingerprint patterns.
Tuesday, October 4, 2011
Terrific Tuesday
This morning we finished reading Strega Nona and completed the class problem and solution chart. For independent work the students were assigned a story map for the book. They also were expected to create a storyboard, using the 5 W's planning sheet in their writing journal, for their next writing piece and complete a cursive worksheet for the letters p, f and j.
Reading Groups:
Bears: We identified examples of dialogue in chapter 3 and learned punctuation rules for it. Then we began reading and discussing chapter 3 to discover the surprise. Tonight they need to read the entire chapter and write what the surprise is on the sticky note I gave them.
Math was exciting this morning!!! Our school has received a very generous donation of iPads. SO, after reviewing how to construct bar graphs, I demonstrated, to the class, how to play a basic facts game on the iPad. Today, after constructing a bar graph independently, those who finished early, got to play the basic facts game on an iPad. There is a graphing worksheet for homework.
Following PE, the students went to lunch and recess. When they returned to class the students had a chance to share their storyboards in preparation to write their rough draft for their story. Then the students continued working on their independent work while I met with more reading groups.
Lions: We discussed how Sarah Ida feels about herself and used evidence from the book to support our thoughts. Then we began reading the chapter On the Avenue. While reading the chapter we discussed the concept of a shoeshine stand. For homework the students need to finish reading the chapter and write down the name of the owner of the shoeshine stand on the sticky note I gave them.
Cheetahs: we read the final chapter in their book and discussed how the bees helped the apples grow. Tonight the students need to reread the chapter and get a parent signature in their planner.
Reading Groups:
Bears: We identified examples of dialogue in chapter 3 and learned punctuation rules for it. Then we began reading and discussing chapter 3 to discover the surprise. Tonight they need to read the entire chapter and write what the surprise is on the sticky note I gave them.
Math was exciting this morning!!! Our school has received a very generous donation of iPads. SO, after reviewing how to construct bar graphs, I demonstrated, to the class, how to play a basic facts game on the iPad. Today, after constructing a bar graph independently, those who finished early, got to play the basic facts game on an iPad. There is a graphing worksheet for homework.
Following PE, the students went to lunch and recess. When they returned to class the students had a chance to share their storyboards in preparation to write their rough draft for their story. Then the students continued working on their independent work while I met with more reading groups.
Lions: We discussed how Sarah Ida feels about herself and used evidence from the book to support our thoughts. Then we began reading the chapter On the Avenue. While reading the chapter we discussed the concept of a shoeshine stand. For homework the students need to finish reading the chapter and write down the name of the owner of the shoeshine stand on the sticky note I gave them.
Cheetahs: we read the final chapter in their book and discussed how the bees helped the apples grow. Tonight the students need to reread the chapter and get a parent signature in their planner.
Monday, October 3, 2011
Marvelous Monday
This morning in reading we began reading the story Strega Nona and identifying different problems and solutions in the story. Then we were introduced to a new word of the week, immense (very large, huge). After that, we practiced writing the letters r and s in cursive. While I met with small groups, the students worked independently on a contraction activity, a cursive worksheet and a WOW worksheet for immense.
Reading Groups:
Cheetahs: We practiced covering up the endings in words to decode unknown words. Then we read the third chapter in the Bee Puzzle to find out what Mr. Henry does to calm the bees. Tonight the students need to reread that section and get a parent signature in their binder.
Bears: We practiced using context clues to figure out the meaning of unknown words. The word we used in group, scowled, was in the current chapter we are reading. Then we began reading chapter 2 to identify how Ben feels about Aunt Rose. For homework the students need to reread chapter 2 and get a parent's signature in their planner.
In math we reviewed reading pictographs. The students worked on a follow up worksheet while I met with a small group reviewing numeric patterns. For homework they need to complete a subtraction worksheet that we began in class.
Following music the students enjoyed lunch and recess. After recess we used the text called The Write Track to read about the structure of a paragraph. Then we chose a new topic to write about and discussed our topic with partners. A few brave students even volunteered to share their ideas.
When the students returned to their seats, before continuing their independent work from the morning, they planned their next writing piece in their writer's notebook using the 5 W's...who, what, where, when and why.
Reading Groups:
Crabs: The students reread the book and completed a worksheet putting a list of 9 events in the correct order. No homework, tonight, for this group.
Lions:We used contact clues to try to figure out the meaning of unknown words and phrases, such as, "her face was like winter." Then we read and discussed the chapter called, A Game. Tonight the students need to reread The Game and get a parent's signature in their planner.
Reading Groups:
Cheetahs: We practiced covering up the endings in words to decode unknown words. Then we read the third chapter in the Bee Puzzle to find out what Mr. Henry does to calm the bees. Tonight the students need to reread that section and get a parent signature in their binder.
Bears: We practiced using context clues to figure out the meaning of unknown words. The word we used in group, scowled, was in the current chapter we are reading. Then we began reading chapter 2 to identify how Ben feels about Aunt Rose. For homework the students need to reread chapter 2 and get a parent's signature in their planner.
In math we reviewed reading pictographs. The students worked on a follow up worksheet while I met with a small group reviewing numeric patterns. For homework they need to complete a subtraction worksheet that we began in class.
Following music the students enjoyed lunch and recess. After recess we used the text called The Write Track to read about the structure of a paragraph. Then we chose a new topic to write about and discussed our topic with partners. A few brave students even volunteered to share their ideas.
When the students returned to their seats, before continuing their independent work from the morning, they planned their next writing piece in their writer's notebook using the 5 W's...who, what, where, when and why.
Reading Groups:
Crabs: The students reread the book and completed a worksheet putting a list of 9 events in the correct order. No homework, tonight, for this group.
Lions:We used contact clues to try to figure out the meaning of unknown words and phrases, such as, "her face was like winter." Then we read and discussed the chapter called, A Game. Tonight the students need to reread The Game and get a parent's signature in their planner.
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