This morning we reviewed the characteristics of folktales as we read Jack and the Beanstalk. Then the students continued working on revising their writing pieces and illustrated and wrote about their favorite part of Jack and the Beanstalk. After that, they completed unfinished work from earlier in the week.
While they worked independently, I met with my last group of 4 students to help them revise their written pieces. I will meet with all three reading groups (fingers crossed) this afternoon.
In math we used our knowledge of rectangles to determine the measurement of missing sides of a figure. We practiced in small groups on white boards before beginning a worksheet independently. For homework the children need to complete the worksheet.
After math we went to the computer lab to complete the MCPS student survey. Then we enjoyed lunch and out door recess.
After recess the students continued working independently while i met with reading groups.
Bears: We reviewed and discussed the sections they marked in their text, with post it notes, as problems or solutions the immigrants faced.
Crabs: Earlier today they added the word "cross" to their vocabulary sections of their RRJ. We discussed their entries during group, reiterating that the synonyms chosen must fir the meaning of the sentence. They didn't...so after discussion, the students re-did their entries and turned them in.
Lions: We began a new book, a folk tale, called The Three Brothers. After making some predictions, we read chapter 1 and practiced retelling what we read. Tonight, for homework, this group needs to reread chapter 1 and retell the events to an adult...and get a parent signature in their planner.
We ended the day with a class meeting and choosing our new star student for the month.
Wednesday, November 30, 2011
Tuesday, November 29, 2011
Cultural Arts Tuesday
This afternoon we will be enjoying a cultural arts presentation on The Rain Forrest sponsored by the PTA. The children and I are so excited!
In reading we switched our genres from informational text to folktales and fairy tales. We began by brainstorming characteristics such as; exaggeration, greed, magic, good (poor) vs. evil (rich). Then we read a Ute folk tale called Coyote Steals the Blanket.
After that, we reviewed the verb tenses and identified some generalizations for regular action verbs. Past tense verbs ends in -ed, present end in -s and future tense verbs have a helping verb with it.
While I meet with reading groups the students will work on individual reading group assignments. Then they will complete a verb worksheet and practice writing their spelling words in cursive.
Crabs: We got a new book called The Old Woman who Lived in a Vinegar Bottle. We began reading this book and worked on two skills; inferencing and retelling. The students will not be bringing this book home tonight as we do not have enough copies. Their homework tonight is to work on their reading log.
In math we continued our lesson from yesterday by using skip counting to construct rectangles with given areas. Today, I deviated a bit from the plan to connect area and repeated addition (skip counting) to multiplication. I made sure the students knew we weren't going to be test on multiplication during this unit but I have been wanting to make this connection for the past week or so...so I did!! While I met with small groups to work on estimating area and identifying area and perimeter, the students worked independently on a constructing rectangles worksheet. There is a constructing rectangles worksheet for homework.
Following PE, lunch and indoor recess I called small groups of students to work on revising their writing pieces from last week. I did not get a chance to call any more reading groups since we had our Rain Forest Presentation at 2:15. However, this is what the rest of the groups did...
Bears: Reread the entire book of Leaving Home and marked places with post it notes where they found a problem (P) that the immigrants faced or a solution (S).
Lions: Wrote a summary of The Changing Earth in their RRJ.
In reading we switched our genres from informational text to folktales and fairy tales. We began by brainstorming characteristics such as; exaggeration, greed, magic, good (poor) vs. evil (rich). Then we read a Ute folk tale called Coyote Steals the Blanket.
After that, we reviewed the verb tenses and identified some generalizations for regular action verbs. Past tense verbs ends in -ed, present end in -s and future tense verbs have a helping verb with it.
While I meet with reading groups the students will work on individual reading group assignments. Then they will complete a verb worksheet and practice writing their spelling words in cursive.
Crabs: We got a new book called The Old Woman who Lived in a Vinegar Bottle. We began reading this book and worked on two skills; inferencing and retelling. The students will not be bringing this book home tonight as we do not have enough copies. Their homework tonight is to work on their reading log.
In math we continued our lesson from yesterday by using skip counting to construct rectangles with given areas. Today, I deviated a bit from the plan to connect area and repeated addition (skip counting) to multiplication. I made sure the students knew we weren't going to be test on multiplication during this unit but I have been wanting to make this connection for the past week or so...so I did!! While I met with small groups to work on estimating area and identifying area and perimeter, the students worked independently on a constructing rectangles worksheet. There is a constructing rectangles worksheet for homework.
Following PE, lunch and indoor recess I called small groups of students to work on revising their writing pieces from last week. I did not get a chance to call any more reading groups since we had our Rain Forest Presentation at 2:15. However, this is what the rest of the groups did...
Bears: Reread the entire book of Leaving Home and marked places with post it notes where they found a problem (P) that the immigrants faced or a solution (S).
Lions: Wrote a summary of The Changing Earth in their RRJ.
Monday, November 28, 2011
The Day After...
I hope everyone enjoyed their holiday weekend. I know I did!
This morning in reading, I reviewed and handed out the new reading logs. Students will be expected to read for AT LEAST 20 UNINTERRUPTED minutes 4 times each week. This can be done in school or at home, in the morning, afternoon or even on the weekend. Students can read anything that is on their reading level, including books and magazines.
Each time the students read they MUST make an entry into the reading log on the chart provided. Students may read two times per day and mark both sessions but no more than that.
Once each week, after the fourth uninterrupted 20 minute reading session, the children are expected to write a letter to me, in their log, on the lined paper provided, using one of the ideas listed in the packet. This will be collected each week and scored. The date of collection will be noted in their homework planner.
The first time I will collect the reading logs is THIS Friday, December 2.
Next, we learned about the different tenses of verbs and how they need to "agree" with the subject. Our primary focus was on present tense verbs and the general rule is that if the subject is singular, add an -s or -es, if the subject is plural you add nothing to the end of the verb.
After that, I introduced the new WOW, heed (to obey; listen to) and we practiced using the word in sentences. Finally, I distributed and went over our next spelling packet which focuses on words with -ough and verbs. This packet is due December 9.
Believe it or not, this took up our entire morning reading block. So, this afternoon I will meet with all three groups while the students work independently.
In math we began to construct rectangles on a grid when given a specified area. We had to end early, as we were treated to a special performance of The Star Spangled Banner, as composed by some of our 5th grade students and performed by members of the BSO. When we returned to class, the students received a measurement worksheet (review) for homework.
Following music, lunch and outdoor recess, I met with all three reading groups while the students worked on independent activities.
Bears: We continued reading Leaving Home and focused on comparing and contrasting the immigrants lives to ours.
Crabs: We finished reading and discussing A Wolf Pup Diary and practiced breaking down unknown words.
Lions: We used the heading s in the book to orally identify the main idea of each section. Then I explained that by doing so, we had basically done a summary of the book.
We ended the day by visiting a jeans production site , on line, and charting the capital, natural and human resources needed to produce a pair of jeans.
This morning in reading, I reviewed and handed out the new reading logs. Students will be expected to read for AT LEAST 20 UNINTERRUPTED minutes 4 times each week. This can be done in school or at home, in the morning, afternoon or even on the weekend. Students can read anything that is on their reading level, including books and magazines.
Each time the students read they MUST make an entry into the reading log on the chart provided. Students may read two times per day and mark both sessions but no more than that.
Once each week, after the fourth uninterrupted 20 minute reading session, the children are expected to write a letter to me, in their log, on the lined paper provided, using one of the ideas listed in the packet. This will be collected each week and scored. The date of collection will be noted in their homework planner.
The first time I will collect the reading logs is THIS Friday, December 2.
Next, we learned about the different tenses of verbs and how they need to "agree" with the subject. Our primary focus was on present tense verbs and the general rule is that if the subject is singular, add an -s or -es, if the subject is plural you add nothing to the end of the verb.
After that, I introduced the new WOW, heed (to obey; listen to) and we practiced using the word in sentences. Finally, I distributed and went over our next spelling packet which focuses on words with -ough and verbs. This packet is due December 9.
Believe it or not, this took up our entire morning reading block. So, this afternoon I will meet with all three groups while the students work independently.
In math we began to construct rectangles on a grid when given a specified area. We had to end early, as we were treated to a special performance of The Star Spangled Banner, as composed by some of our 5th grade students and performed by members of the BSO. When we returned to class, the students received a measurement worksheet (review) for homework.
Following music, lunch and outdoor recess, I met with all three reading groups while the students worked on independent activities.
Bears: We continued reading Leaving Home and focused on comparing and contrasting the immigrants lives to ours.
Crabs: We finished reading and discussing A Wolf Pup Diary and practiced breaking down unknown words.
Lions: We used the heading s in the book to orally identify the main idea of each section. Then I explained that by doing so, we had basically done a summary of the book.
We ended the day by visiting a jeans production site , on line, and charting the capital, natural and human resources needed to produce a pair of jeans.
Wednesday, November 23, 2011
Grandparent's Day
Wow! We had a full house this morning and it made it an extra special, fun day!!!!
In reading we introduced our guests before reading the book A Cranberry Thanksgiving. Then the students worked with their grandparents to compare and contrast their Thanksgiving traditions with those stated in the book, using a Venn Diagram. Then we shared our findings.
After completing our regular math warm up, we used a grid and rulers to draw a Thanksgiving turkey.
Next, we will eat lunch. Then we will pack up to go home.
Happy Thanksgiving to all!!!!!
In reading we introduced our guests before reading the book A Cranberry Thanksgiving. Then the students worked with their grandparents to compare and contrast their Thanksgiving traditions with those stated in the book, using a Venn Diagram. Then we shared our findings.
After completing our regular math warm up, we used a grid and rulers to draw a Thanksgiving turkey.
Next, we will eat lunch. Then we will pack up to go home.
Happy Thanksgiving to all!!!!!
Tuesday, November 22, 2011
Tuesday
So...I realized yesterday afternoon and then , again, this morning that my reading class has A LOT of work to complete before Thanksgiving Break!! Therefore, this morning, we read an article about the president pardoning a Thanksgiving turkey but did not do any type of comprehension or summary lesson...we actually read it for fun!!! (Shhh...don't tell anyone!)
While I met with reading groups the students completed their summary from yesterday's article. They also worked on the follow up comprehension worksheet. Most importantly, they finished revising their writing piece and began their final draft. They were very busy...well, most of them...unfortunately, some did not heed my warnings and rushed through their work...UGH!
Crabs: We reviewed the comprehension strategy of stop-think-paraphrase. Then we used it as we read 3 sections in their book. Tonight they need to reread these three sections and get a parent signature in their planner.
In math we practiced estimating the area of a round figure by first counting the full squares and then putting pieces together to count as full squares. The students worked on a practice worksheet in class and have a similar worksheet for homework.
After math the children enjoyed PE, lunch and indoor recess.
Then we had this afternoon...hmmm...I don't even know what to say...it proved to be quite frustrating. I began scoring the children's work (my reading class) during lunch and recess and became quite upset...the work was carelessly done and showed little to no evidence of any instruction. I spoke to the children about this after recess, hoping they would redo some work and show improvement. Then I got called into a meeting.
When I returned from the meeting, the majority of the class was sitting on the carpet listening to a story...so I began to go through my "hand in" basket looking over the work they had completed. It was no better.
I began sorting papers that had no names, mistakes in the title, capital letters in the middle of words, common, simple words misspelled and the list goes on and on. The students sat wide eyed as they realized that almost EVERY paper was being put in the pile of carelessly completed work. This led to a discussion about needing help, poor instruction, not caring, etc., etc.
I made sure to make it clear that I love the students and care about them but I would not be doing my job if I let them turn in, and be proud of, work that is not their best. Obviously, I plan to make adjustments and will not lower my expectations!
We did end the day by finishing the book Junkyard Wonders. Ask your child about it... it had a great message!
Please let me know if you have thoughts or feelings from today's post...or any day's for that matter!!
While I met with reading groups the students completed their summary from yesterday's article. They also worked on the follow up comprehension worksheet. Most importantly, they finished revising their writing piece and began their final draft. They were very busy...well, most of them...unfortunately, some did not heed my warnings and rushed through their work...UGH!
Crabs: We reviewed the comprehension strategy of stop-think-paraphrase. Then we used it as we read 3 sections in their book. Tonight they need to reread these three sections and get a parent signature in their planner.
In math we practiced estimating the area of a round figure by first counting the full squares and then putting pieces together to count as full squares. The students worked on a practice worksheet in class and have a similar worksheet for homework.
After math the children enjoyed PE, lunch and indoor recess.
Then we had this afternoon...hmmm...I don't even know what to say...it proved to be quite frustrating. I began scoring the children's work (my reading class) during lunch and recess and became quite upset...the work was carelessly done and showed little to no evidence of any instruction. I spoke to the children about this after recess, hoping they would redo some work and show improvement. Then I got called into a meeting.
When I returned from the meeting, the majority of the class was sitting on the carpet listening to a story...so I began to go through my "hand in" basket looking over the work they had completed. It was no better.
I began sorting papers that had no names, mistakes in the title, capital letters in the middle of words, common, simple words misspelled and the list goes on and on. The students sat wide eyed as they realized that almost EVERY paper was being put in the pile of carelessly completed work. This led to a discussion about needing help, poor instruction, not caring, etc., etc.
I made sure to make it clear that I love the students and care about them but I would not be doing my job if I let them turn in, and be proud of, work that is not their best. Obviously, I plan to make adjustments and will not lower my expectations!
We did end the day by finishing the book Junkyard Wonders. Ask your child about it... it had a great message!
Please let me know if you have thoughts or feelings from today's post...or any day's for that matter!!
Monday, November 21, 2011
The countdown begins...
There is definitely excitement in the air as we begin our march into the holiday season! I can't tell whether the children are more excited about Grandparent's Day (on Wednesday), only 2 1/2 days of school this week or the holidays in general.
In reading we read an article about Thanksgiving. Then we identified and highlighted the 5 most important facts in the piece. After that, the students, independently, will write a summary about the article (using the highlighted facts) and complete a 2-sided comprehension worksheet.
Reading Groups
Bears: We practiced a comprehension strategy called stop-think-paraphrase as we continued reading Leaving Home. We also identified the main idea in the two sections we read. For homework the students need to reread pages 18-21 and practice using the stop, think and paraphrase strategy.
In math we reviewed and practiced determining the area and perimeter of rectangles when only two of the sides have measurements. Then we identified the area of figures by drawing and counting squares. Homework is an area worksheet.
Following music, lunch and outdoor recess I modeled how to use a graphic organizer to write a rough draft. The emphasis of my lesson was to name and EXPLAIN your ideas in your writing. It is not enough to say that one of the positions in soccer is a mid-fielder...the writer must then explain what a mid-fielder is and what their job is during the game.
Then the students continued working independently while I met with reading groups.
Reading groups
Crabs: We practiced using the comprehension strategy of stop-think-paraphrase as we read 7 weeks, 9 weeks and 10 weeks old. For homework the students need to reread these three sections and get a parent signature in their planner.
Lions: We began to meet but were running VERY behind...so we set a plan for group tomorrow and did not really have reading group today! Confused?!?! Yup, us, too!!!
We ended the day with by continuing to read Junkyard Warriors by Patricia Polacco...I highly recommend checking this book out.
In reading we read an article about Thanksgiving. Then we identified and highlighted the 5 most important facts in the piece. After that, the students, independently, will write a summary about the article (using the highlighted facts) and complete a 2-sided comprehension worksheet.
Reading Groups
Bears: We practiced a comprehension strategy called stop-think-paraphrase as we continued reading Leaving Home. We also identified the main idea in the two sections we read. For homework the students need to reread pages 18-21 and practice using the stop, think and paraphrase strategy.
In math we reviewed and practiced determining the area and perimeter of rectangles when only two of the sides have measurements. Then we identified the area of figures by drawing and counting squares. Homework is an area worksheet.
Following music, lunch and outdoor recess I modeled how to use a graphic organizer to write a rough draft. The emphasis of my lesson was to name and EXPLAIN your ideas in your writing. It is not enough to say that one of the positions in soccer is a mid-fielder...the writer must then explain what a mid-fielder is and what their job is during the game.
Then the students continued working independently while I met with reading groups.
Reading groups
Crabs: We practiced using the comprehension strategy of stop-think-paraphrase as we read 7 weeks, 9 weeks and 10 weeks old. For homework the students need to reread these three sections and get a parent signature in their planner.
Lions: We began to meet but were running VERY behind...so we set a plan for group tomorrow and did not really have reading group today! Confused?!?! Yup, us, too!!!
We ended the day with by continuing to read Junkyard Warriors by Patricia Polacco...I highly recommend checking this book out.
Thursday, November 17, 2011
Thursday
I will be out of the building tomorrow, so there will not be a blog post. However, I WILL be attending math night tomorrow night. Hope to see some of you there!!
We had a wonderful reading lesson this morning...unfortunately, it took longer than expected and cut my first reading group short. This morning we reviewed the characteristics of a good summary and then discussed what we did to write one yesterday. Next, we read another section in the book In the Deep. We read it a second time and took notes on chart paper. After that, the students worked in groups of 2 or 3 to use the notes and compose a summary of what we read. Finally, we shared some of the summaries and identified what was well done and improvements that could be made. I was SOOOOO excited and impressed with the writing produced by the students.
Today's independent work includes the students taking what they learned from our discussion and writing their own summary, in their RRJs, of what we read in class. They also need to complete their writing rough draft. Additionally, some students still have a verb worksheet and their WOW worksheet to complete...oh, and their were independent reading group assignments!
Crabs: We met and read the section called 2 weeks old. After reading we identified the main idea of the section. Tonight they need to reread 1 day old, 10 days old and 2 weeks old...remember we are working on fluency. They do need to get a parent signature in their planner.
Next up was math! In math we calculated the area and perimeter of rectangles given the measurement of two of the sides. We will have a quiz tomorrow. There is an area and perimeter worksheet for homework tonight.
Following art, lunch and recess the students paired up and read their rough drafts to each other. Then some of the students shared their work out loud and we discussed what they did well and the changes that could be made.
While the students continued their independent work I met with the last two groups.
Bears: We shared their facts from last night's reading and I realized that this text might be a bit of a challenge for them...but a challenge in a good way! I just realized I might need to slow down a bit! So, after sharing our facts, we reread and discussed the section. Tonight they need to read pages 10-17 and list unknown words.
Lions: We shared our answers from last night's homework but ran out of time to share the facts they listed in their RRJs earlier today.
After reading, we started to work on our social studies lesson but the entire class, including myself, was DONE! So, we scrapped the original plan (because, honestly, sometimes you just have to!) and began reading a fantastic book by Patricia Polacco called Junkyard Wonders. Unfortunately, we did not finish it...but we will...
We had a wonderful reading lesson this morning...unfortunately, it took longer than expected and cut my first reading group short. This morning we reviewed the characteristics of a good summary and then discussed what we did to write one yesterday. Next, we read another section in the book In the Deep. We read it a second time and took notes on chart paper. After that, the students worked in groups of 2 or 3 to use the notes and compose a summary of what we read. Finally, we shared some of the summaries and identified what was well done and improvements that could be made. I was SOOOOO excited and impressed with the writing produced by the students.
Today's independent work includes the students taking what they learned from our discussion and writing their own summary, in their RRJs, of what we read in class. They also need to complete their writing rough draft. Additionally, some students still have a verb worksheet and their WOW worksheet to complete...oh, and their were independent reading group assignments!
Crabs: We met and read the section called 2 weeks old. After reading we identified the main idea of the section. Tonight they need to reread 1 day old, 10 days old and 2 weeks old...remember we are working on fluency. They do need to get a parent signature in their planner.
Next up was math! In math we calculated the area and perimeter of rectangles given the measurement of two of the sides. We will have a quiz tomorrow. There is an area and perimeter worksheet for homework tonight.
Following art, lunch and recess the students paired up and read their rough drafts to each other. Then some of the students shared their work out loud and we discussed what they did well and the changes that could be made.
While the students continued their independent work I met with the last two groups.
Bears: We shared their facts from last night's reading and I realized that this text might be a bit of a challenge for them...but a challenge in a good way! I just realized I might need to slow down a bit! So, after sharing our facts, we reread and discussed the section. Tonight they need to read pages 10-17 and list unknown words.
Lions: We shared our answers from last night's homework but ran out of time to share the facts they listed in their RRJs earlier today.
After reading, we started to work on our social studies lesson but the entire class, including myself, was DONE! So, we scrapped the original plan (because, honestly, sometimes you just have to!) and began reading a fantastic book by Patricia Polacco called Junkyard Wonders. Unfortunately, we did not finish it...but we will...
Wednesday, November 16, 2011
Ugh...rain, again?!?!
It seems like it rains every Wednesday...
In reading we reviewed the characteristics for writing a good summary and then applied them, along with a new approach. We read the fist section of a book called In the Deep. Then we reread this section and took notes as we read information that we felt was important. After that, we used the information we noted to write a summary of the section in our own words.
While I met with a reading group, the students continued independent work from yesterday.
Bears: We discussed the idea of people leaving one country for another in search of a better life and connected that to America being a "melting pot". Then I introduced our new book, Going Home. I also had groups of students look up vocabulary from this section, in the thesaurus, to share the meanings with the group. Tonight for homework the students need to read pages 4-9 and list 2 facts they read about.
In math we reviewed area and perimeter. I worked with two small groups. One group worked on creating conversion tables to solve word problems. The other group practiced identifying the area and perimeter of figures. There is an area and perimeter worksheet for homework.
Next we went to the computer lab where the students completed their decision trees, that we began last week using Kidspiration, from Uncle Jed's Barbershop.
Following lunch and indoor recess each student shared their main idea for their writing piece and we discussed how to support it using juicy details. Then they continued working on their independent work.
Lions: We read and discussed the rest of their book The Changing Earth. I modeled, and they practiced, using a comprehension strategy called STP, stop-think-paraphrase. Tonight they need to reread pages 13-15 and answer question 3, from the back of the book, on either a sticky note or in their RRJ...their choice!
We will end the day with a class meeting where we will discuss respect (their has been a HUGE lack of it) and active listening (lack here, too!).
In reading we reviewed the characteristics for writing a good summary and then applied them, along with a new approach. We read the fist section of a book called In the Deep. Then we reread this section and took notes as we read information that we felt was important. After that, we used the information we noted to write a summary of the section in our own words.
While I met with a reading group, the students continued independent work from yesterday.
Bears: We discussed the idea of people leaving one country for another in search of a better life and connected that to America being a "melting pot". Then I introduced our new book, Going Home. I also had groups of students look up vocabulary from this section, in the thesaurus, to share the meanings with the group. Tonight for homework the students need to read pages 4-9 and list 2 facts they read about.
In math we reviewed area and perimeter. I worked with two small groups. One group worked on creating conversion tables to solve word problems. The other group practiced identifying the area and perimeter of figures. There is an area and perimeter worksheet for homework.
Next we went to the computer lab where the students completed their decision trees, that we began last week using Kidspiration, from Uncle Jed's Barbershop.
Following lunch and indoor recess each student shared their main idea for their writing piece and we discussed how to support it using juicy details. Then they continued working on their independent work.
Lions: We read and discussed the rest of their book The Changing Earth. I modeled, and they practiced, using a comprehension strategy called STP, stop-think-paraphrase. Tonight they need to reread pages 13-15 and answer question 3, from the back of the book, on either a sticky note or in their RRJ...their choice!
We will end the day with a class meeting where we will discuss respect (their has been a HUGE lack of it) and active listening (lack here, too!).
Tuesday, November 15, 2011
Tuesday
This morning we identified the characteristics for writing a summary and made a list in our RRJs. I have instructed the students to review this list before writing a summary. After that, we learned, and practiced using, the new WOW word, eerie (weird or strange; scary).
While I met with reading groups the students worked on individual reading group assignments, they completed a WOW worksheet for eerie and they finished a two sided action verb worksheet.
Reading Groups
Crabs: We began a new book. First we talked about the concept of a diary. Then we discussed that this is a non-fiction book but at times it reads as a fictional story. In group we read the first two entries, Day 1 and Day 10, and reviewed the facts we learned. For homework the students need to reread both pages and get a parent signature in their binder.
In math we practiced calculating the area of a figure in square units. There is a practice worksheet for homework. While students worked independently, I met with several groups of students to practice converting ft and inches, as well as, yards and feet, to solve word problems.
After going to PE, the students enjoyed lunch and outdoor recess. Then Mrs. Howard did a lesson about respect and pride. While this lesson, as are all of Mrs. Howard's lessons, was a worthwhile use of our time, it did cut our reading block short.
After Mrs. Howard left, I introduced a new reading log that we will be starting soon. Students will be expected to read at least FOUR times a week for 20 UNINTERRUPTED minutes. THis can be done at hom or at school (depending on time management). They will record each session on a form, in a packet they will receive from me. Then, after reading for 20 minutes, four times in a week, the students will write a letter to me using one of the ideas listed in the packet. The letter will be done on lined paper in the packet. I will collect these packets once a week and respond to each students' letters.
We ended the day with a whole group social studies lesson. We completed a deiciosn tree together so that the students could better understand what a positive and negative point might be for the same choice. We will put this knowledge to use tomorrow in the computer lab.
While I met with reading groups the students worked on individual reading group assignments, they completed a WOW worksheet for eerie and they finished a two sided action verb worksheet.
Reading Groups
Crabs: We began a new book. First we talked about the concept of a diary. Then we discussed that this is a non-fiction book but at times it reads as a fictional story. In group we read the first two entries, Day 1 and Day 10, and reviewed the facts we learned. For homework the students need to reread both pages and get a parent signature in their binder.
In math we practiced calculating the area of a figure in square units. There is a practice worksheet for homework. While students worked independently, I met with several groups of students to practice converting ft and inches, as well as, yards and feet, to solve word problems.
After going to PE, the students enjoyed lunch and outdoor recess. Then Mrs. Howard did a lesson about respect and pride. While this lesson, as are all of Mrs. Howard's lessons, was a worthwhile use of our time, it did cut our reading block short.
After Mrs. Howard left, I introduced a new reading log that we will be starting soon. Students will be expected to read at least FOUR times a week for 20 UNINTERRUPTED minutes. THis can be done at hom or at school (depending on time management). They will record each session on a form, in a packet they will receive from me. Then, after reading for 20 minutes, four times in a week, the students will write a letter to me using one of the ideas listed in the packet. The letter will be done on lined paper in the packet. I will collect these packets once a week and respond to each students' letters.
We ended the day with a whole group social studies lesson. We completed a deiciosn tree together so that the students could better understand what a positive and negative point might be for the same choice. We will put this knowledge to use tomorrow in the computer lab.
Monday, November 14, 2011
The Monday After...
Well, parent conferences are in the books and, while I enjoyed meeting with all of you, it is great to be back into the normal routine of teaching and learning!!
This morning we reviewed the idea that our purpose for reading determines what is important information versus just interesting facts. Then we identified two questions we had about the book Life on the African Savannah and used those to guide us to the important information in the book.
After that, we learned that action verbs are the "doing" words in sentences.
While I met with reading groups the students completed a verb activity and practiced writing G, S and L in cursive.
Bears: we reviewed the main idea from the Safety at the Beach Section. Then I modeled, using the think aloud strategy, how I would determine the main idea for Boating Safety. This afternoon the students will read the next two sections in the book and identify the main idea in their RRJ. They will also add the word capsize to the vocabulary section in their RRJ. Tonight they need to reread pages 8-15 and get a parent signature in their planner.
In math we practiced identifying the length of objects, using a ruler, when the object doesn't start at the beginning of the ruler. Then we took it a step further and identified the total measurement of two objects placed on the same ruler. There is a conversion word problem worksheet for homework.
Following music, lunch and recess we launched into our writing lesson. The students came to the carpet with the webs they had created for their chosen topic. Then I spoke to them about needing to know and identify the main idea they were going to be writing about. For example, if soccer is the topic, what is the main idea they want to share? They could choose to name and explain the various fouls in soccer. We spent a lot of time with students sharing their topic and talking through their main idea. The students were then sent back to their seats to write the main idea under their web in their writing notebook. We will share these tomorrow.
Crabs: We reviewed the structure for adding a new word to the vocabulary section in our RRJ. I was a bit frustrated that only one student followed the example that we had used to start the section. However, a child said, during group, "Couldn't we just use the example to help us know what to do?" THAT made my day!!!! Thanks, TR!!!! SO, after our review the students returned to their seats to fix their "penalty" entries. Tonight they need to reread the entire book and get a parent's signature in their planner.
Lions: We read the section about how highlands are created by volcanoes and stopped at the end of each page to review what we have read. Then we identified two ways the earth changes, based on what we have read in the book. Tonight the students need to reread pages 3-10 and get a parent's signature in their planner.
Due to next weeks 2 day break and Grandparent's day, I have decided to hold off on our next spelling packet until we return from Thanksgiving. Feel free to contact me with any questions or concerns.
We will end the day with a social studies lesson. The students will be split into groups of 3 or 4 and given an envelope with a money earning "situation". Inside the envelope will be three choices of what they can do with the money. The groups will pick two of the choices and get rid of the third. This will lead to a lesson about choices, decision trees and opportunity cost.
This morning we reviewed the idea that our purpose for reading determines what is important information versus just interesting facts. Then we identified two questions we had about the book Life on the African Savannah and used those to guide us to the important information in the book.
After that, we learned that action verbs are the "doing" words in sentences.
While I met with reading groups the students completed a verb activity and practiced writing G, S and L in cursive.
Bears: we reviewed the main idea from the Safety at the Beach Section. Then I modeled, using the think aloud strategy, how I would determine the main idea for Boating Safety. This afternoon the students will read the next two sections in the book and identify the main idea in their RRJ. They will also add the word capsize to the vocabulary section in their RRJ. Tonight they need to reread pages 8-15 and get a parent signature in their planner.
In math we practiced identifying the length of objects, using a ruler, when the object doesn't start at the beginning of the ruler. Then we took it a step further and identified the total measurement of two objects placed on the same ruler. There is a conversion word problem worksheet for homework.
Following music, lunch and recess we launched into our writing lesson. The students came to the carpet with the webs they had created for their chosen topic. Then I spoke to them about needing to know and identify the main idea they were going to be writing about. For example, if soccer is the topic, what is the main idea they want to share? They could choose to name and explain the various fouls in soccer. We spent a lot of time with students sharing their topic and talking through their main idea. The students were then sent back to their seats to write the main idea under their web in their writing notebook. We will share these tomorrow.
Crabs: We reviewed the structure for adding a new word to the vocabulary section in our RRJ. I was a bit frustrated that only one student followed the example that we had used to start the section. However, a child said, during group, "Couldn't we just use the example to help us know what to do?" THAT made my day!!!! Thanks, TR!!!! SO, after our review the students returned to their seats to fix their "penalty" entries. Tonight they need to reread the entire book and get a parent's signature in their planner.
Lions: We read the section about how highlands are created by volcanoes and stopped at the end of each page to review what we have read. Then we identified two ways the earth changes, based on what we have read in the book. Tonight the students need to reread pages 3-10 and get a parent's signature in their planner.
Due to next weeks 2 day break and Grandparent's day, I have decided to hold off on our next spelling packet until we return from Thanksgiving. Feel free to contact me with any questions or concerns.
We will end the day with a social studies lesson. The students will be split into groups of 3 or 4 and given an envelope with a money earning "situation". Inside the envelope will be three choices of what they can do with the money. The groups will pick two of the choices and get rid of the third. This will lead to a lesson about choices, decision trees and opportunity cost.
Friday, November 11, 2011
Veteran's Day
This morning we honored Veterans with a flag raising ceremony which included members of the Damascus American Legion. AS always, this proved to be a special ceremony!
I have enjoyed speaking with so many of you this week. Many parents have asked how they can help their children improve their reading comprehension. Here is a link to questions you can ask your child.
This morning , after our Veteran's Day ceremony, we reviewed the spelling packet and took a spelling test. Then, I talked to the class about wanting them to enjoy reading and made some suggestions as to how to find books they might like. Then I told them that I am trying to determine a routine that holds them accountable for the independent reading they do in class. One thought is creating a dialogue journal. Once a week, or so, the students would write to me about what they are reading. I would in turn write back to them. This is a work in progress and has not been established in the classroom yet.
Next up was math...in math we took our first quiz for unit 2. These are scored and will be coming home today. Most students did VERY well!!! After the quiz, the students practiced basic facts using iPads, flashcards or tile math.
Some parents requested math sites to help their students practice basic facts...try this or this.
Following math the students will do a book exchange in the media center. Then they will eat lunch and pack up for our early dismissal.
Have a great weekend!!!
I have enjoyed speaking with so many of you this week. Many parents have asked how they can help their children improve their reading comprehension. Here is a link to questions you can ask your child.
This morning , after our Veteran's Day ceremony, we reviewed the spelling packet and took a spelling test. Then, I talked to the class about wanting them to enjoy reading and made some suggestions as to how to find books they might like. Then I told them that I am trying to determine a routine that holds them accountable for the independent reading they do in class. One thought is creating a dialogue journal. Once a week, or so, the students would write to me about what they are reading. I would in turn write back to them. This is a work in progress and has not been established in the classroom yet.
Next up was math...in math we took our first quiz for unit 2. These are scored and will be coming home today. Most students did VERY well!!! After the quiz, the students practiced basic facts using iPads, flashcards or tile math.
Some parents requested math sites to help their students practice basic facts...try this or this.
Following math the students will do a book exchange in the media center. Then they will eat lunch and pack up for our early dismissal.
Have a great weekend!!!
Thursday, November 10, 2011
Thursday - early release
Keep in mind that due to parent conferences both today and tomorrow are early dismissal days. Students will be released at 1:00.
In reading, I met with individual students to do reading assessments. I wanted to make sure that students are learning and determine their current levels and needs. While I did this, the children worked on individual reading group assignments, practiced writing T and F in cursive and caught up on unfinished work.
In math, we reviewed using linear measurements to solve word problems. Specifically, constructing conversion tables and using patterns to identify different measurements for rectangles with the same perimeter. While the students worked independently on a worksheet, I met with two small groups to practice creating conversion tables for feet to inches and feet to yards. There is a worksheet for homework and we will take a quiz tomorrow.
Before eating lunch, the children went to art for 20 minutes. After lunch we packed up for the early dismissal.
In reading, I met with individual students to do reading assessments. I wanted to make sure that students are learning and determine their current levels and needs. While I did this, the children worked on individual reading group assignments, practiced writing T and F in cursive and caught up on unfinished work.
In math, we reviewed using linear measurements to solve word problems. Specifically, constructing conversion tables and using patterns to identify different measurements for rectangles with the same perimeter. While the students worked independently on a worksheet, I met with two small groups to practice creating conversion tables for feet to inches and feet to yards. There is a worksheet for homework and we will take a quiz tomorrow.
Before eating lunch, the children went to art for 20 minutes. After lunch we packed up for the early dismissal.
Wednesday, November 9, 2011
Hump Day
This morning we used the third article, Extreme Life, in our National Geographic to identify text features and the information we gain from them. After going over 5 as a whole group, the students had to find at least four more, and chart them, independently.
Before meeting with reading groups, I took time out to review which assignments each student was missing. I'm not sure what has happened but there are many students missing numerous assignments. This was kind of disappointing!
Reading Groups
Bears: We reviewed their vocabulary entries from yesterday. Then we read the section about beach safety and identified the main idea and supporting details. They were given to additional words to add to their vocabulary section in their RRJ this afternoon.
In math we used the last two problems from homework last night to introduce the concept of perimeter. Then the students completed two activities to practice measuring with a ruler and identifying the perimeter of figures. Those who finished early went to anchor activities, which did include iPads. I have mixed feelings about this...I don't want there to be a reward (electronic device) for completing work quickly, but I hate to not use the iPads to reinforce basic facts...it is a catch-22.
I was able to meet with a small group to calculate the sides of a rectangle when given the perimeter. There is a perimeter worksheet for homework.
Before going to lunch and recess, we visited the computer lab. In the lab, the students were able to access a decision tree document, which I created using Kidspiration. We used this document to begin identifying a problem Uncle Jed faced (from our social studies book) and the choices he had to choose between. This was a lesson that integrated both social studies and technology.
After recess, the students shared their writing to inform topic lists from yesterday. Then we discussed brainstorming and prewriting using a web. While I met with reading groups the students chose a topic and created a web in their writing journals. Then they continued with their independent work from the morning.
Reading Groups
Lions: We read the section called How Plats Create Highlands and identified 3 supporting details and the main idea. We had a breakthrough...a student actually asked questions about why my answers were what they were...YES!!!! THIS IS WHAT I WANT!!! I was then able to begin to clarify confusion and I saw students begin to understand how to identify the main idea!!!!
Crabs: The crabs read the section called Who is the best soccer player ever to answer that very question. Then we identified the main idea using the heading to guide us.
We ended the day with a class meeting.
Before meeting with reading groups, I took time out to review which assignments each student was missing. I'm not sure what has happened but there are many students missing numerous assignments. This was kind of disappointing!
Reading Groups
Bears: We reviewed their vocabulary entries from yesterday. Then we read the section about beach safety and identified the main idea and supporting details. They were given to additional words to add to their vocabulary section in their RRJ this afternoon.
In math we used the last two problems from homework last night to introduce the concept of perimeter. Then the students completed two activities to practice measuring with a ruler and identifying the perimeter of figures. Those who finished early went to anchor activities, which did include iPads. I have mixed feelings about this...I don't want there to be a reward (electronic device) for completing work quickly, but I hate to not use the iPads to reinforce basic facts...it is a catch-22.
I was able to meet with a small group to calculate the sides of a rectangle when given the perimeter. There is a perimeter worksheet for homework.
Before going to lunch and recess, we visited the computer lab. In the lab, the students were able to access a decision tree document, which I created using Kidspiration. We used this document to begin identifying a problem Uncle Jed faced (from our social studies book) and the choices he had to choose between. This was a lesson that integrated both social studies and technology.
After recess, the students shared their writing to inform topic lists from yesterday. Then we discussed brainstorming and prewriting using a web. While I met with reading groups the students chose a topic and created a web in their writing journals. Then they continued with their independent work from the morning.
Reading Groups
Lions: We read the section called How Plats Create Highlands and identified 3 supporting details and the main idea. We had a breakthrough...a student actually asked questions about why my answers were what they were...YES!!!! THIS IS WHAT I WANT!!! I was then able to begin to clarify confusion and I saw students begin to understand how to identify the main idea!!!!
Crabs: The crabs read the section called Who is the best soccer player ever to answer that very question. Then we identified the main idea using the heading to guide us.
We ended the day with a class meeting.
Tuesday, November 8, 2011
Terrific Tuesday
This morning we used text features to help us identify the main idea in sections of the book Life in the Polar Regions.
While I met with reading groups the students read the article Center of Life in their National Geographic and completed a follow up worksheet. They also completed a cartoon for the new WOW word, blunder (a silly or careless mistake).
Reading Groups:
Bears:We created a new vocabulary section in their RRJs and practiced adding new words to this section. Each entry will list an identified word, the sentence from the text in which it appears, three synonyms from the dictionary/thesaurus we have in the classroom and finally the students will circle one of the synonyms that "works" in the sentence from the text. We did this, together, in group using the word currents. This afternoon they will attempt it independently using the word designated.
In math we reviewed constructing conversion tables and then created rectangular boxes using a given amount of materials. For example, create a sandbox using materials that measure 20 yds. So, one box might have 2 sides measuring 2 yds. and 2 sides measuring 8 yards each, 2 + 2+ 8+ 8=20.
Following PE, lunch and recess we began to share our prewriting for our next writing piece, when we hit a snag! Therefore, we backed up...way up...and created new topic lists for writing to inform. Unfortunately, most of the student's topic lists were geared towards writing to perform a task.
While I met with reading groups, the students worked on their new topic lists and continued independent work from earlier in the day
Reading Groups
Crabs:We created a new vocabulary section in their RRJs and practiced adding new words to this section. Each entry will list an identified word, the sentence from the text in which it appears, three synonyms from the dictionary/thesaurus we have in the classroom and finally the students will circle one of the synonyms that "works" in the sentence from the text. We did this, together, in group using the word compete.
Lions: We read the first section of their new reading book and identified what a highland is and how it can be created.
We ended the day by rereading Uncle Jed's Barbershop which led to a wonderful discussion about the civil rights movement and segregation. When we got back on track, we identified the choices Uncle Jed had to make.
While I met with reading groups the students read the article Center of Life in their National Geographic and completed a follow up worksheet. They also completed a cartoon for the new WOW word, blunder (a silly or careless mistake).
Reading Groups:
Bears:We created a new vocabulary section in their RRJs and practiced adding new words to this section. Each entry will list an identified word, the sentence from the text in which it appears, three synonyms from the dictionary/thesaurus we have in the classroom and finally the students will circle one of the synonyms that "works" in the sentence from the text. We did this, together, in group using the word currents. This afternoon they will attempt it independently using the word designated.
In math we reviewed constructing conversion tables and then created rectangular boxes using a given amount of materials. For example, create a sandbox using materials that measure 20 yds. So, one box might have 2 sides measuring 2 yds. and 2 sides measuring 8 yards each, 2 + 2+ 8+ 8=20.
Following PE, lunch and recess we began to share our prewriting for our next writing piece, when we hit a snag! Therefore, we backed up...way up...and created new topic lists for writing to inform. Unfortunately, most of the student's topic lists were geared towards writing to perform a task.
While I met with reading groups, the students worked on their new topic lists and continued independent work from earlier in the day
Reading Groups
Crabs:We created a new vocabulary section in their RRJs and practiced adding new words to this section. Each entry will list an identified word, the sentence from the text in which it appears, three synonyms from the dictionary/thesaurus we have in the classroom and finally the students will circle one of the synonyms that "works" in the sentence from the text. We did this, together, in group using the word compete.
Lions: We read the first section of their new reading book and identified what a highland is and how it can be created.
We ended the day by rereading Uncle Jed's Barbershop which led to a wonderful discussion about the civil rights movement and segregation. When we got back on track, we identified the choices Uncle Jed had to make.
Monday, November 7, 2011
Parent Conference Week Begins!
Remember that parent conferences will be taking place all week. Students will have early dismissals on both Thursday and Friday to give teachers extra time for these meetings.
In reading we used an article about milk to practice identifying important details and stating the main idea. The students worked with partners, using an iPad, as they examined the text and noted details to figure out the main idea.
While I meet with reading groups the children will answer 8 multiple choice questions and 1 short answer question (BCR) that go with the article about milk. Additionally, they will use the rule "change the y to an i and add es" to create plural nouns. Finally, they will practice writing P, R, and B in cursive.
Reading Groups:
Lions: I met with this group and reviewed the construction of a great response to the question, "How did Sarah Ida change in The Shoeshine Girl?" We discussed the need for a topic and concluding sentence. Additionally, I showed them how to name their ideas and explain the ideas using support from the text. The entire group will redo their BCRs.
In math we reviewed using conversion tables to solve measurement problems. I then gave an "exit card" with 2 problems so that I could gather data as to the students' understanding. I was able to quickly assess that the majority of the class continued to need help. Therefore, we spent the rest of the class time, working as a whole group, to construct and use conversion tables to solve problems. For homework they need to complete problems 4 and 5 on the worksheet we began in class.
Following music, lunch and recess the students will choose a topic they know a lot about and begin creating a web, in their writing journal, plotting all of the information they know. This will serve as the prewriting piece for their first informational writing assignment.
Reading Groups:
Crabs: They will read and discuss the final section in the Soccer book. They will identify important details to help them arrive at a main idea.
Bears: They will get a new book. They will preview the book, identifying text features and information gained from the text features.
The day will end with a social studies lesson. The students will listen to the book Uncle Ned's Barbershop and begin exploring the idea of choices and opportunity cost.
In reading we used an article about milk to practice identifying important details and stating the main idea. The students worked with partners, using an iPad, as they examined the text and noted details to figure out the main idea.
While I meet with reading groups the children will answer 8 multiple choice questions and 1 short answer question (BCR) that go with the article about milk. Additionally, they will use the rule "change the y to an i and add es" to create plural nouns. Finally, they will practice writing P, R, and B in cursive.
Reading Groups:
Lions: I met with this group and reviewed the construction of a great response to the question, "How did Sarah Ida change in The Shoeshine Girl?" We discussed the need for a topic and concluding sentence. Additionally, I showed them how to name their ideas and explain the ideas using support from the text. The entire group will redo their BCRs.
In math we reviewed using conversion tables to solve measurement problems. I then gave an "exit card" with 2 problems so that I could gather data as to the students' understanding. I was able to quickly assess that the majority of the class continued to need help. Therefore, we spent the rest of the class time, working as a whole group, to construct and use conversion tables to solve problems. For homework they need to complete problems 4 and 5 on the worksheet we began in class.
Following music, lunch and recess the students will choose a topic they know a lot about and begin creating a web, in their writing journal, plotting all of the information they know. This will serve as the prewriting piece for their first informational writing assignment.
Reading Groups:
Crabs: They will read and discuss the final section in the Soccer book. They will identify important details to help them arrive at a main idea.
Bears: They will get a new book. They will preview the book, identifying text features and information gained from the text features.
The day will end with a social studies lesson. The students will listen to the book Uncle Ned's Barbershop and begin exploring the idea of choices and opportunity cost.
Friday, November 4, 2011
TGIF!
This morning we began our new reading book clubs. In my class we continued identifying the main idea in text using the spiders article. Today, we again used the iPads, but we used a different App that had a main idea graphic organizer. Our approach today was to identify three details from the section of text and then use those details to determine the main idea. I told students to read the details and think about the author's purpose for presenting those details together...that is the main idea.
While I met with reading groups, the students continued working on the spiders main idea. Then they completed individual reading group activities. After that, they had a multiple choice main idea worksheet to do.
Lions: I met with the lions group first. We created a new vocabulary section in their RRJs and practiced adding new words to this section. Each entry will list an identified word, the sentence from the text in which it appears, three synonyms from the dictionary/thesaurus we have in the classroom and finally the students will circle one of the synonyms that "works" in the sentence from the text. We did this, together, in group using the word erupts. This afternoon they will attempt it independently using the word surface.
In math Mrs. Benson and I introduced creating and using conversion charts to help solve conversion problems...kind of wordy but hopefully you know what I mean. This picture illustrates an example:
Following math, the children went to the media center before enjoying lunch and recess.
After recess we finished our juicy details lesson by working in small groups to group juicy details, from the book, according to how they were used. Then the students continued working independently while I met with my remaining two groups.
Bears: After scoring their BCRs about the conquered dragons in their book, I modeled a "good"response so the students could see what they did well and what improvements they could make. Then we discussed Ben's decision to keep Gully and why Ben's mom was surprised by this decision. We will begin a new book on Monday.
Crabs: We read the section in the book about the World Cup and identified the main idea in this section.
We will end the day by reading an article, from The Washington Post, about the seventh billion person born into the world and discuss the different perspectives.
While I met with reading groups, the students continued working on the spiders main idea. Then they completed individual reading group activities. After that, they had a multiple choice main idea worksheet to do.
Lions: I met with the lions group first. We created a new vocabulary section in their RRJs and practiced adding new words to this section. Each entry will list an identified word, the sentence from the text in which it appears, three synonyms from the dictionary/thesaurus we have in the classroom and finally the students will circle one of the synonyms that "works" in the sentence from the text. We did this, together, in group using the word erupts. This afternoon they will attempt it independently using the word surface.
In math Mrs. Benson and I introduced creating and using conversion charts to help solve conversion problems...kind of wordy but hopefully you know what I mean. This picture illustrates an example:
Following math, the children went to the media center before enjoying lunch and recess.
After recess we finished our juicy details lesson by working in small groups to group juicy details, from the book, according to how they were used. Then the students continued working independently while I met with my remaining two groups.
Bears: After scoring their BCRs about the conquered dragons in their book, I modeled a "good"response so the students could see what they did well and what improvements they could make. Then we discussed Ben's decision to keep Gully and why Ben's mom was surprised by this decision. We will begin a new book on Monday.
Crabs: We read the section in the book about the World Cup and identified the main idea in this section.
We will end the day by reading an article, from The Washington Post, about the seventh billion person born into the world and discuss the different perspectives.
Thursday, November 3, 2011
Thursday
This morning we continued identifying the main idea in the article about spiders. Today, though, the students worked in small groups using the iPad. In groups of 4, the students read two specified sections of the article and wrote a main idea for each section using an app called "pages" on the iPad. Then, we shared these by plugging the iPads into the Elmos and making improvements using the white board. I am seeing improvement but the students are still struggling with this concept.
While I met with reading groups the students worked on individual reading group assignments, a cause and effect worksheet and practiced writing Z in cursive.
Reading Groups:
Bears: I met with this group first to discuss and review the BCRs they wrote yesterday. These did not meet my expectations. I shared, with the group, my expectations regarding the organization and content for this assignment. Then the students asked questions that they still had. This afternoon they will redo this assignment and turn it is for a score.
In math we reviewed converting feet to inches and yards to feet. Then we practiced converting feet to yards. There is a worksheet for homework.
Following art, lunch and outdoor recess, we will continue reading The Hickory Chair and identifying examples of "juicy details" from the text.
Then the students will continue working on independent work while I meet with reading groups.
Cheetahs: Look for a note coming home about new reading classes that begin tomorrow. When I met with this group we discussed this change.
Crabs: We reread pages 8-13 and shared examples of cause and effect that they had identified independently earlier in the day.
Lions: We previewed their next book and identified text features.
We ended the day with a discussion about perspective as it relates to obtaining the news through the TV, the Internet and the newspaper. It was a good discussion.
While I met with reading groups the students worked on individual reading group assignments, a cause and effect worksheet and practiced writing Z in cursive.
Reading Groups:
Bears: I met with this group first to discuss and review the BCRs they wrote yesterday. These did not meet my expectations. I shared, with the group, my expectations regarding the organization and content for this assignment. Then the students asked questions that they still had. This afternoon they will redo this assignment and turn it is for a score.
In math we reviewed converting feet to inches and yards to feet. Then we practiced converting feet to yards. There is a worksheet for homework.
Following art, lunch and outdoor recess, we will continue reading The Hickory Chair and identifying examples of "juicy details" from the text.
Then the students will continue working on independent work while I meet with reading groups.
Cheetahs: Look for a note coming home about new reading classes that begin tomorrow. When I met with this group we discussed this change.
Crabs: We reread pages 8-13 and shared examples of cause and effect that they had identified independently earlier in the day.
Lions: We previewed their next book and identified text features.
We ended the day with a discussion about perspective as it relates to obtaining the news through the TV, the Internet and the newspaper. It was a good discussion.
Wednesday, November 2, 2011
Hump Day
This morning we reviewed the concept of identifying the main idea in text. We talked about using the heading and the topic sentence to figure out the main theme (or idea) that runs throughout the portion of text. Then we returned to the National Geographic article about Spiders and began identifying the main idea in different sections of text.
While I meet with reading groups the students will work on individual reading group assignments, a cause and effect worksheet and a worksheet for our new WOW word, culprit (a guilty person).
Cheetahs: We continued reading Ostriches and identified a cause and effect on page 14. Tonight they need to read pages 12-16 and get a parent signature in their planner.
In math we continued working on converting linear measurements. We practiced converting feet to inches and began converting yards to feet. The students worked independently on measuring in centimeters while I worked with students on converting feet to inches. There is a measurement worksheet for homework.
After math we went to the computer lab and used a software package called Kidspiration to display their knowledge of "goods". The students used stamps from the program to illustrate and name examples of goods as they navigated through a new program.
Following lunch and recess we reviewed the 6 +1 traits of good writing and identified the characteristics of writing a piece using the Ideas trait. Then we began reading a story called The Hickory Chair. WE will use this book to identify "juicy details" in text.
While I met with reading groups the students continued their independent work.
Crabs: This morning they read pages 6-7 in Soccer to identify where soccer started. After sharing this in group, we discussed how King Edward felt about soccer. We talked about how we could figure this out by using the information in the text (he banned soccer for 300 years). Then the students reread pages 6-7 and identified an example of cause and effect from those pages. Tonight they need to read the section called how to play soccer on pages 8-13.
Lions: We discussed why Al gave Sarah Ida the medal and how we think Sarah Ida will act when she returns home. For homework, the group needs to reread The Package, pages 80-84.
Bears: We discussed how Gully saved the day by alerting Aunt Rose to the kids being trapped in the attic. Earlier in the day, the students read chapter 15 and wrote about the dragons that have been conquered in the book. For homework the students need to read chapter 16 and get a parent signature in their binder.
We ended the day with a short class meeting. We gave compliments to one another and discussed the importance of speaking up and asking questions so that the children can get smarter.
While I meet with reading groups the students will work on individual reading group assignments, a cause and effect worksheet and a worksheet for our new WOW word, culprit (a guilty person).
Cheetahs: We continued reading Ostriches and identified a cause and effect on page 14. Tonight they need to read pages 12-16 and get a parent signature in their planner.
In math we continued working on converting linear measurements. We practiced converting feet to inches and began converting yards to feet. The students worked independently on measuring in centimeters while I worked with students on converting feet to inches. There is a measurement worksheet for homework.
After math we went to the computer lab and used a software package called Kidspiration to display their knowledge of "goods". The students used stamps from the program to illustrate and name examples of goods as they navigated through a new program.
Following lunch and recess we reviewed the 6 +1 traits of good writing and identified the characteristics of writing a piece using the Ideas trait. Then we began reading a story called The Hickory Chair. WE will use this book to identify "juicy details" in text.
While I met with reading groups the students continued their independent work.
Crabs: This morning they read pages 6-7 in Soccer to identify where soccer started. After sharing this in group, we discussed how King Edward felt about soccer. We talked about how we could figure this out by using the information in the text (he banned soccer for 300 years). Then the students reread pages 6-7 and identified an example of cause and effect from those pages. Tonight they need to read the section called how to play soccer on pages 8-13.
Lions: We discussed why Al gave Sarah Ida the medal and how we think Sarah Ida will act when she returns home. For homework, the group needs to reread The Package, pages 80-84.
Bears: We discussed how Gully saved the day by alerting Aunt Rose to the kids being trapped in the attic. Earlier in the day, the students read chapter 15 and wrote about the dragons that have been conquered in the book. For homework the students need to read chapter 16 and get a parent signature in their binder.
We ended the day with a short class meeting. We gave compliments to one another and discussed the importance of speaking up and asking questions so that the children can get smarter.
Tuesday, November 1, 2011
Welcome to Marking Period 2!!
Today begins the second marking period...hard to believe, huh?? Since it is also the morning after trick-or-treating, it was a bit bumpy at first! :-) Nevertheless, we marched on...
Our focus in reading and writing is on non-fiction or informational text. This morning, I distributed our latest issue of the National Geographic magazine. The students were given time to preview the issue before we got into the instruction. Today's lesson focused on determining the main idea in text. We discussed the importance of text features, as well as the actual text, in determining the main idea. Tomorrow we will begin reading the text and identifying the main idea.
While I met with reading groups the students read the article on spiders and identified three new facts they learned from their reading. Then they identified plural nouns. Finally, they practiced writing U, Y and V in cursive.
Cheetahs: We continued reading Ostriches and identifying examples of cause and effect in the text. For homework they students need to reread pages 2-11 and get a parent's signature in their planner.
In math we began making conversions between inches and feet. There is a measurement worksheet for homework.
Following PE, lunch and recess I handed out the next spelling packet. We will be focusing on the /oe/ spelling patterns and plural nouns.
While the children continued working on their independent work, I finished meeting with reading groups.
Bears: We began reading and discussing chapter 14. For homework the students need to read pages 106-108 and explain how Aunt Rose found Ben and Hana (on a provided sticky note).
Lions: We discussed the chapter titled A Letter. For homework they need to reread this chapter and get a parent signature in their planner.
Crabs: We got a new book (non-fiction) called Soccer. We shared what we know about soccer and previewed the text. Then we read the introduction and answered questions orally. Tonight they need to reread pages 2-5 and get a parent signature in their binder.
Our focus in reading and writing is on non-fiction or informational text. This morning, I distributed our latest issue of the National Geographic magazine. The students were given time to preview the issue before we got into the instruction. Today's lesson focused on determining the main idea in text. We discussed the importance of text features, as well as the actual text, in determining the main idea. Tomorrow we will begin reading the text and identifying the main idea.
While I met with reading groups the students read the article on spiders and identified three new facts they learned from their reading. Then they identified plural nouns. Finally, they practiced writing U, Y and V in cursive.
Cheetahs: We continued reading Ostriches and identifying examples of cause and effect in the text. For homework they students need to reread pages 2-11 and get a parent's signature in their planner.
In math we began making conversions between inches and feet. There is a measurement worksheet for homework.
Following PE, lunch and recess I handed out the next spelling packet. We will be focusing on the /oe/ spelling patterns and plural nouns.
While the children continued working on their independent work, I finished meeting with reading groups.
Bears: We began reading and discussing chapter 14. For homework the students need to read pages 106-108 and explain how Aunt Rose found Ben and Hana (on a provided sticky note).
Lions: We discussed the chapter titled A Letter. For homework they need to reread this chapter and get a parent signature in their planner.
Crabs: We got a new book (non-fiction) called Soccer. We shared what we know about soccer and previewed the text. Then we read the introduction and answered questions orally. Tonight they need to reread pages 2-5 and get a parent signature in their binder.
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