Happy Halloween!!!!!

Well, we returned to school following Hurricane Sandy to celebrate Halloween!  Truth be told, we were all a little out of sorts this morning, trying to remember where we had left off and figuring out which assignments needed to be finished prior to wrapping up the first marking period on Friday!!

We began our day by visiting the media center.  Mrs. Rose and I explained the expectations for the third and fourth slides of the students' Keynote presentations for the community action research presentation.  Then the children worked in their small groups to complete those slides. 

When we returned to the classroom, during our reading and writing block, the children continued working on their presentations.

One mini lesson that did take place involved the talking feature of the iPad.  I showed the students how to have the iPad read what they wrote back to them so they could decide whether their writing "makes sense".  The children were instructed to use this feature to decide whether or not they needed to revise and edit the text within their presentation.

In math today we spent a lot of time using our warm up (picture above) to determine the operation needed to solve word problems.  Mrs. Head shared her strategy for drawing the picture FIRST and then determining whether the answer involved counting the entire picture (multiplication) or just one group (division).  I reviewed the idea that p x p=w and w divided by p = p; where p stands for part and w stands for whole.  Then I  TOLD the class that the unknown (what we are looking for) is always in the question part of the word problem.  They should read the question and decide if the unknown is a part or the whole.  If the unknown is a part, then they should use division.  If the unknown is the whole, they use multiplication.

After that, Mrs. Head shared an educreations lesson that has songs to help students memorize the multiplication facts.  She also gave the children a packet that has the words to the songs.  They learned HOW to use these songs to help them memorize and solve multiplication problems.  The students MUST memorize their multiplication basic facts...this is a great tool to help!

For homework the children are supposed to practice two of the songs using this blog or the song sheet packet.

Following lunch outdoor recess we celebrated Halloween with a parade and party.  Thanks to all of the wonderful parents who planned and executed our FABULOUS party!!  Enjoy the pictures below!!

TGIF

The children began their day in music.  When they returned to class, I reviewed our grading system using a graphic provided by MCPS.  This graphic is now hanging on a bulletin board in our classroom as a visual reminder to all.

After that, we used the explicit and implicit details we highlighted in "Smoking Stinks!" to identify the main idea of the article.  Then I reviewed the publishing process with the class.  This included opening a new document, changing the text alignment, size and font, using spell check, saving and printing.

Reading Groups
Sharks:  We read "The Boy on the Street" and identified inferred information by looking closely at the words the author had used.

In math we reviewed identifying knowns and unknowns as we went over last night's homework.  Then we took our seventh quiz for this marking period.  The quizzes have been scored and should be in the math section of your child's binder.

Following lunch and outdoor recess the children continued with their independent work, while I met with reading groups.

Cheetahs:  The children read chapter 12 and drew the beginning, middle and end in their RRJ.  IN group we reread parts of chapter 12 and discussed the beginning, middle and end.  Students were encouraged to improve their beginning, middle and end pictures following our discussion.

Yellow Jackets:  We discussed the commissioner's decision from their homework earlier in the week.  Additionally, the children reread ch. 14 and wrote how they would feel if they were one of Kyle's teammates, in their RRJ.

Snakes:  We reread pages 2-5 and shared the facts they wrote for homework.  Then we continued reading up to page 12 and answering explicit questions, orally.

We ended the day by talking about the effects of caffeine and discovering the amount of it in various familiar food and beverages.

Monday is Rainbow Day  for Red Ribbon Week.

Wonderful Wednesday

The children began their day by visiting the media center.  Today, I tagged along to help Mrs. Rose introduce a multimedia project the students will be doing using their community action research and the iPads.

When we returned to the classroom the children continued working on the first slide of their presentation.  This slide will include their opinion statement, the names of the group members and a logo that they drew using another iPad app and imported into this slide.

After our warm up in math, we reviewed last night's homework in order to review the process of solving multiplication word problems.  Then we examined how to solve division word problems.  You can view that lesson here.  While the students worked independently on  a few division word problems, I met with a small group to work on multiplication word problems and Mrs. Head worked with a small group on division word problems.  There is a division word problem worksheet for homework.

Following lunch and recess the students continued working on their multi media presentation.  They began their second slide where they stated and explained the problem.  They also included photos from the web and added animation to both of their slides.

We ended the day by sharing our presentations so far and troubleshooting many issues.

Picture day is Friday.
If you haven't sent in the $3 donation for our Halloween party, please do so.
Tomorrow is crazy hair day for Red Ribbon Week.

Thursday

This morning the children began their day in art but then went to a character counts, cultural arts assembly called Sprocket the Rocket.  The assembly took up part of our reading block, too.

When we returned to class, we jumped right into our reading and writing block.  First, we revisited the article, "Smoking Stinks" and highlighted (in a new color, not yellow) words the author used that led to implied information.  We looked closely at words we highlighted and wrote the inferred details in the margins of the article.

After that, we reviewed how to use feedback that I provide, in writing, on the children's rough drafts to revise and improve their final drafts.  We talked about spelling and explicit changes they needed to make, as well as, questions I posed to lead them to greater elaboration in the writing.

The children's independent work included making revisions to their rough drafts and individual reading group assignments.

For HOMEWORK all students need to read the article, "Warning!  Secondhand Smoke is a Hazard to your Health" and highlight 3 important EXPLICIT ideas (ideas that the author actually say --right there in the text).  There will be more than 3 but they only need to highlight three.

While the students worked on their math warm up, Mrs. Head pulled a small group to review challenges from last night's homework.  Then we reviewed this video presentation and used it to discuss and identify the knowns and unknowns and what each number represented.  Understanding this is imperative to being able to decide which operation needs to be used to accurately solve word problems.  Next we analyzed a word problem by identifying the knowns and unknowns.  Then we wrote an equation and shared different strategies to solve it.  Finally, we read the other two problems on the worksheet and discussed the similarities (using the same data set...one student said it reminded her of fact families) and differences (the unknowns change).

For homework tonight, the children need to complete the last two problems on the worksheet.

Following lunch and recess, Mr. Vogel's class joined us for a Red Ribbon Week lesson provided by Mrs. Howard.  We had a police officer as a guest speaker to speak about the importance to say NO to drugs and alcohol.

Speaking of Red Ribbon Week....tomorrow is Jersey Day.  Tomorrow is also PICTURE DAY.  Whether you buy school pictures or not, all students will be photographed for the yearbook.

We ended the day by defining vocabulary words involved with OTC and prescription medications.  Vocabulary words included; physician, patient, pharmacist, etc.  Then we watched a Power Point explaining the many proper uses of medication and comparing and contrasting OTC and prescription medication.

After going to PE, we returned to class and reviewed the concepts of explicit and implicit information in text.  Then we used an online flip chart to practice identifying explicit and implicit information using specific sentences that were taken from the article, "Smoking Stinks".  After that, we used the actual article to review the concept of a verb and to practice identifying verbs in text.  Then we  viewed a Power Point that explained and illustrated the idea of past, present and future tense verbs.  Finally, we defined the word abode, our new WOW word, and orally rehearsed using it in a sentence.

While I met with small groups the children completed individual reading group activities, finished their community action rough draft, completed a worksheet for the WOW word abode and worked in a small group on a story using the app Toontastic.

The picture on the right illustrates how the independent work is written on the board.

Reading Group
Sharks:  Unfortunately HALF of this group dd not do their homework and therefore was  not prepared for today's lesson.  :-(  In group we orally reviewed the beginning, middle and end of "The Shoeshine Man" chapter.  Independently the students are writing a summary of the chapter in their RRJ.

In math we practiced writing equations using a variable (letter standing for the unknown quantity) for a multiplication word problem.  You can view the lesson here.  We also reviewed how we can use the Glencoe virtual manipulatives site to help us illustrate and solve the word problems.

I met with a small group to work on adding three addends at a time. 

There is a multiplication word problem worksheet for homework.

After enjoying lunch and recess the children continued their independent work and I met with more groups.

Yellow Jackets:  Independently they read chapter 13 and wrote a title for it.  IN group we read chapter 14.  For homework they need to reread chapter 14 and explain if they agreed with the decision that was made (on a sticky note).

Cheetahs:  I GOOFED!!!  I meant to assign for the children to write a summary of chapter 11...instead I wrote chapter 10.  SO that's what they did...unfortunately, I didn't discover that until we met in group.  WE had a discussion, in group, as to how to fairly solve this issue...as a group, we decided that for homework they would reread chapter 11 and tomorrow we would mover forward with chapter 12.  PHEW!

Snakes:  I collected their book about birds and handed out a new book called Dogs.  We began by identifying text features in the book and then spent time comparing and contrasting the table of contents and the index.  Then we practiced using the index to look up the topic police and read about police dogs.  For homework they need to read pages 2-5 and write two facts on a sticky note I provided.

We ended the day with a social studies lesson.  The children worked collaboratively in small groups to analyze a group of word cards and sort them according to groups they chose.  The only rules were to use all of the cards and be able to explain their grouping.

Picture day is Friday, October 26.  Information is coming home today.

Tomorrow, for Red Ribbon Week, the students are asked to wear jeans.

Sunny Monday

We began our day with a class meeting.  First, we had a group share where we all shared what we like to do in our free time.  After that, the children shared compliments they had for their class mates.  Then, we discussed the following directions clip chart that we began implementing last week.  At that time, students who followed directions got to choose a treat out of the prize box.

In reading we began analysing an article called, "Smoking Stinks" to determine the main idea.  Today we focused on using the headings to highlight explicit information in the article.  Tomorrow we will begin identifying implicit information that we can infer from reading it.

Writing focused on using our second hamburger model to write a rough draft of the second paragraph of our community action piece.  We also learned about verbs...both action and linking.  To introduce the concept I showed this video.

While I meet with reading groups the students will write the rough drafts for their second paragraph, complete individual reading group assignments and then finish exploring Toontastic.

Reading Group
Sharks:  We reread pages 30-32 and discussed examples of inferences in that section.  Then we began reading, "The Shoeshine Man".  The will finish reading the chapter, "The Shoeshine Man", independently and list unknown words in class.  TONIGHT they will reread "The Shoeshine Man" and draw a picture of the beginning, middle and end in their RRJ.

In math I taught the rules for multiplying by 0 and 1.  In short, any number times 0 equals 0 and any number times 1 = itself.  Then I taught the students how to use number lines and skip counting to illustrate and solve multiplication problems.  Check out the lesson here.

I also introduced two games that practiced working with multiplication and division.  These games will be available to students as anchor activities, after they have finished their assigned work.

Students worked independently on a number line worksheet.  Homework is a fact worksheet.

Following lunch and outdoor recess the students continued their independent work while I met with more groups.

Yellow Jackets:  We quickly reviewed chapter 11 and began reading and discussing chapter 12 using visualization to strengthen our comprehension.  Independently the students finished reading chapter 12 and drew pictures of the beginning, middle and end in their RRJ.  For homework they need to reread chapter 12 and write a summary in their RRJ.

Cheetahs:  Independently the students read chapter 10 and listed unknown words.  IN group we reviewed the unknown words and discussed the irony of Ben having so many dragons (things he is scared of) and then wanting to go up into the trapped door to investigate the attic.  For homework they need to read chapter 11 and draw the beginning, middle and end in their RRJ.

Snakes:  Independently (and for some, for homework) the students had to answer the questions in the back of their book in their RRJ.  In group we discussed how the book was organized and new ways we could organize it.

We ended the day by reviewing the concepts of businesses, goods and services.  Then we looked at a Power Point and discussed the goods and/or services provided by each business. Finally, we looked at pictures of an ancient Roman bakery and kitchen and identified the goods and services we thought might have been provided in each.

RED RIBBON WEEK begins tomorrow.  ALL students are encouraged to wear something red to school!!

Pictures from Thursday

Thursday...kind of like a Friday!

Remember... there is no school tomorrow...so today is kind of like a Friday!  :-)

The children began their day in art.  After art, I used last night's homework to do a lesson about using alphabetic order and guide words to determine whether or not a word is listed on a particular page.  After that, I modeled how to use the hamburger graphic organizer to write a rough draft of the first paragraph in the writing notebook.

While I met with small groups, the children completed the rough draft of their first paragraph, corrected "pink" words in their classwork and added them to their personal dictionary and further explored the iPad app, "Toontastic".

This morning my small group was working with students who had not completed their paragraph one hamburger model.

In math we took a quiz.  The quiz has been scored and should be in the math section of your child's binder.  After the quiz, I showed the students a web site for virtual manipulatives and demonstrated how they can use it in school, and at home, to help solve a variety of math problems.  Check it out here or on the web sites used in class page!

Following lunch and outdoor recess, the students continued working on their independent work assignments.  I had planned on meeting with all reading groups, unfortunately, the children were not completing their assignments and trying to skip over things in order to get to the electronics...go figure!  SO, I spent A LOT of time, checking up on work...over and over again...I was quite cranky! 

I was able to meet with one group, though.

Cheetahs:  We discussed the expectations for assignments and the need to read the feedback I provide on assignments.  I gave students a chance to redo their last assignment and turn it in.

We ended the day by racing our vehicles and discussing how the variables affected the speed and distance that each travelled.  I took pictures on the iPad and am currently trying to upload them.  However, due to the securities put in place by MCPS, I am meeting with many challenges.

Wonderful Wednesday

This morning, after visiting the media center, we read a portion of a non-fiction text and practiced making inferences and identified both state of mind words and synonyms.  Then I showed the students how to use the thesaurus to find synonyms for words that are over used in their writing.

Next, I modeled how to write a concluding sentence for the second paragraph of the community actions research paper.

Finally, I introduced an iPad app called Toontastic.  This app guides the students to create a story, complete with illustrations and music, with the correct components of a story.

While I met with small groups the students wrote a concluding sentence for the second paragraph of their community action plan paper.  They also completed reading group assignments.  Finally, they explored Toontastic with assigned partners.

Reading Groups
Sharks:  We met and reviewed the beginning, middle and end of "On the Avenue".  Independently, they used our group discussion, their beginning, middle and end drawings, and the text to write a summary of the chapter.

In math we used a 100s chart to identify patterns when counting by 2s and10s.  Then we looked at a multiplication table and applied our knowledge of patterns to the multiplication chart to see how we can use the patterns to memorize the basic multiplication facts for 2s and 10s.

There is a 2s worksheet for homework.

After enjoying lunch and recess the children continued their independent work while I met with reading groups.

Reading Groups
Yellow Jackets:  Independently the students reread chapter 10 and answered the question, in their RRJ, "How does Kyle change from the beginning to the end of this chapter?"  In group we reviewed the expectations for the response to this BCR (identify how Kyle was at the beginning, and then at the end PLUS explain what made him change).  Then we read and discussed chapter 11.

Cheetahs:  The students read chapter 9, independently, and listed unknown words.  In group, we reviewed and discussed these words.

Snakes:  Independently, the students read the questions listed in the back of their book and located the answers, marking them with sticky notes.  In group we reviewed the answers to the questions orally.

ALL students were given a guide word worksheet for homework.  This homework may be a bit challenging for the children.  We discussed this in class.  Please encourage them to do their best, so they can figure out what confuses them.  WE will go over the answers in class tomorrow and I will answer all questions.

We ended the day with the children working in groups to finish their wheel covers.  Those who did tested their vehicles out on their chosen surface and made adjustments where they felt they were needed.

If you have not returned the conference slip please do so ASAP.

We will have a math quiz tomorrow...the only new addition will be division.

Terrific Tuesday

This morning the children began their day in PE.  When they returned to class they were divided into groups of three and given a "state of mind" word (ex: thought, supposed, heard, etc.) to act out in front of the class.  We then discussed which words had similar meanings and identified those as synonyms.

After that I reviewed the editing I had done on their writing hamburger organizers.  I circled in yellow sentences that need to be changed and highlighted misspelled words in purple.  I also reviewed transition words and discussed tools we could use to fix misspelled words.

While I met with small groups the students had to revise their writing organizers and complete individual reading assignments.

This morning I met with a small group to give them  more guidance with writing their main idea or topic sentence and writing 3 detail sentences to support it.

In math we solved division problems using the equal groups strategy.  The students worked independently on a division worksheet while Mrs. Benson and I pulled small groups.  I worked with two groups. The first practiced solving subtraction problems with double regrouping.  The second worked on two step subtraction problems.  Mrs. Benson's group worked on solving addition problems involving 3 addends.  There is a TWO sided division worksheet for homework.

Following lunch and recess the students continued their independent work while I met with reading groups.

Sharks:  The students reread "On the Avenue" and drew the beginning, middle and end in their RRJ.

Cheetahs:  The students wrote a summary of chapter 8 in their RRJ using our discussion from reading group and their beginning, middle and end drawing.

Yellow Jackets:  The students reread chapter 9.  IN their RRJ they wrote a title for this chapter and used support from the text to explain it.  We also read chapter 10.

Snakes:  Independently the students were supposed to read pages 8-12 and write two facts in their RRJ.  In group we reread these pages.  Tonight they need to reread the entire book, working on fluency!

After reviewing the terms constant and variable, and adding them to our word wall, the students worked in their small groups to construct a wheel cover for their vehicles that will make it the fastest in the class on a chosen surface.  It was fun to walk around and observe the collaborative work and listen to the scientific discourse that was taking place!!

If you haven't returned your conference sheet, please do so soon!

Marvelous Monday

What's not to love about a Monday following a Redskins victory!?!?!

We began our day with a class meeting.  First, we did a group share completing the thought, "One good thing that happened to me recently..."  It was fun to hear about successes our friends had achieved!  Then we shared compliments.  After that, we returned to our problem solving that we began last week.  We discussed ways to motivate ourselves to follow all directions--both spoken and written.  The students came up with many ideas.  One idea that seemed to excite the group was keeping track of who followed directions and who needs to improve using a t-chart and clothespins.  When students don't follow directions their clip would be moved.  They would have opportunities to have the clip moved back.  At the end of the week, students who worked hard to follow directions would get to pick out of a prize box.

After that, we discussed the importance of reading text closely when making inferences.  I showed the children how to analyze the words chosen by the author and think about their background knowledge in order to identify inferences within the text.

Next, I modeled how to use their community action graphic organizer to write three detail sentences that supports their main idea or topic sentence.

While I pulled small groups the students wrote three detail sentences and completed individual reading group assignments.

This morning I pulled small groups of students who needed help with their writing.  The first group centered around writing their main idea or topic sentence.  The second group worked on writing detail sentences that supported their topic sentences.

In math we began investigating division.  Today we focused on the distribution or sharing method of division.  You can find today's lesson here or on the lessons page of the blog.  The students began a worksheet in class and need to complete the final three problems for homework.  Please make sure they follow the example at the top of the page.

Following lunch and indoor recess the students continued their independent work while I met with all four reading groups!

Sharks:  We reviewed and discussed the beginning, middle and end they drew for the chapter called, "A Game".  We also discussed the reason the chapter was called "A Game".  For homework they need to read, "On the Avenue" and list unknown words from the chapter.

Cheetahs:  We reviewed chapter8.  For homework they need to reread chapter 8 and either finish or review the beginning, middle and end they drew in their RRJ.

Yellow Jackets:  We reviewed the beginning, middle and end of chapter 9.  Tonight they need to reread chapter 9 and either finish or review their beginning, middle and end pictures.

Snakes:  The children read pages 4-7 independently and wrote two facts they learned about ducks.  Then we shared and discussed these facts.  For homework they need to reread pages 2-7 (think fluency!) and list words with double vowels, from the book, in their RRJ.  Examples of double vowel words include wEEds, sEEds,and EAt.

We ended the day by looking at pictures of different types of tires and discussing the different sizes and treads.  Then I introduced the terms constant (something that doesn't change) and variable (something that changes).  Last week the children built cars in small groups...they followed the same set of directions and used the same materials, so, these become our constants  Tomorrow they will use materials to create a tire cover for their wheels.  They will choose from a variety of materials and decide how to build them...these become the variables.  We will eventually test their tires to see which design is fastest of different surfaces.

Finish Up Friday

After going to music this morning, the children shared what they have learned this week about determining the idea of text.  Then we revisited the key details we had listed from "The Story of the Philadelphia Mint" and used them to identify a main idea.

After that, I reviewed what we have done and where we are going with our community action writing piece.  Next I modeled how to add more information to our graphic organizers using Live Binder.  Finally, I modeled using the bottom two circles on the organizer, especially the headings, to develop a main idea or topic sentence.

While I meet with small groups, the students will write a main idea or topic sentence for their second paragraph and then "finish up" incomplete assignments including; personal narrative #2, adding information to their graphic organizer, correcting their spelling and adding words to their personal dictionary and finishing their Key Note presentations about goods and services.

In math we took our 5th quiz.  They have been graded and should be in your child's math section of their binder.  After the quiz, students had a chance to share their Educreation presentations they made in class yesterday.

Following lunch and recess the students continued their independent catch-up work.  I met with small groups to work on writing and vocabulary entries in RRJs.  So, there are no reading group updates since I didn't meet with formal reading groups.

We ended the day with a couple of students sharing their Key Note presentations about goods and services.  Then I began reading the Big Green Pocketbook, stopping at certain points to identify the businesses the main character visit,s and the goods and/or services provided by each.

Please look for the parent conference letter in your child's home folder this evening.  Complete the bottom half and return it to school as soon as possible.  Keep the top half as a reminder.  Thank you!!

Thursday

The children began their day by going to art.  When they returned we continued identifying key details in the text, "The Story of the Philadelphia Mint" in order to determine the main idea.  After that, I modeled writing a concluding sentence for their first paragraph of the community action plan writing piece.  WE will begin planning paragraph two tomorrow.

While I meet with small groups the students will write a conclusion for their writing piece.  They will complete individual reading group assignments.  Finally, if they have time, they will create a 2 slide Key Note presentation defining and showing examples of the social studies vocabulary words goods and services.  By doing this, the students will gain experience using Key Note, practice using an online dictionary and reinforce social studies vocabulary.

Reading Groups
Cheetahs:  We shared the questions the students wrote for homework last night.  We also reviewed how to find the vocabulary lesson I captured on Educreations a few weeks ago.  Independently they created 2 vocabulary entries using quarantine and vicious, words from chapter7 in their reading book.

In math I modeled how to draw a picture to solve a multiplication situation.  Then the children worked in small groups, using Educreations, to draw a picture in order to solve a multiplication situation.

While the children worked in their groups, I met with a small group to practice solving 3 digit subtraction problems.  Mrs. Head met with 2 small groups to practice two step subtraction problems. 

Before handing out homework, the children shared their Educreation projects with the class.  There is a multiplication worksheet for homework and we will have a quiz tomorrow.  The quiz will include material from last week's quiz with the addition of multiplication.

Following lunch and outdoor recess, I continued meeting with reading groups and the children worked independently.

Reading Groups
Yellow Jackets:  Independently they added entries for nudged and possession to the vocabulary section of their RRJ.  In group we shared the questions they wrote for homework last night and discussed the significance of the basketball game that took place in this chapter.

Sharks:  We met and reviewed the ending that they identified for homework last night.  We discussed whether Rossi really wanted to lend the money and if they thought Sarah Ida was a good friend.  Independently they read the chapter called, "A Game" and drew a picture of the beginning, middle and end in their RRJ.

Snakes:  I collected their Celia and Ali books.  Then we had a discussion about what they knew about and thought about birds.  After that we did some word work using words from their new book.  Then I handed out the new book, Many Kinds of Birds and we read up to page 4.  For homework they need to reread pages 2-4.  Some want to read ahead...that's fine!

Students who didn't finish their reading group assignments in school are expected to finish them for homework tonight.

We ended the day with social studies.  Groups of children shared their Key Note presentation they made today to reinforce the concepts of goods and services.

Wonderful Wednesday

Following a visit to the media center, we worked on identifying key details in the text The Story of the Philadelphia Mint in order to determine the main idea.  We used a graphic organizer created in Word.  So, not only did the students get practice in distinguishing between important key details and interesting facts, they also learned how to toggle between two open items (the text and the Word document) and how to copy text from one document and paste onto another.

After that, I modeled how to take information from the "What do they need to do?" section of their community action graphic organizer and turn it into complete sentences on their writing planning sheet.

While I meet with small groups the students will write details #2 and #3 on their writing planning sheet.  They will also complete individual reading group assignments.  Finally, they will work their way through a tutorial for the Ipad App called Key Note. 

Reading Groups
Sharks:  We reread the chapter titled, "Rossi" and discussed the main events in the beginning and middle of the chapter.  For homework the children need to reread pages 14-17 and state the main event on the sticky note they were given.

While reviewing the students' math homework, I noticed that there are still some struggling with arrays.  Additionally, based on my small groups, I am aware that some children are struggling with the two step subtraction word problems.  Therefore, I captured both of these "mini" lessons as I reviewed today's math warm up withe the students.  They can be accessed through the above links or by going to the lessons page of the blog.

After that, I read a book called Amanda Bean's Amazing Dream and we identified examples of multiplication within the story.  Then the students worked on the top half of a multiplication worksheet while Mrs. Head and I worked with small groups.  My group practiced solving two step subtraction problems.  Mrs. Head's book used the book from whole group to identify a multiplication situation, write an equation for the situation and find the product by drawing an array.

For homework all students need to finish the multiplication worksheet.

After enjoying lunch and recess the students continued their independent work and I met with reading groups.

Yellow Jackets:  Independently they read chapter 7 and wrote a question about the chapter.  In group, we shared their questions to quiz each other about our comprehension of the chapter.  Then we had a great discussion about two of the characters and what they knew and when they knew it...it was so much fun!  For homework they need to read chapter 8 and write a question to ask in group tomorrow.

Cheetahs:  Independently they read chapter 6 and added details to their Venn diagram.  IN group we read 6 and discussed what they added to their diagram.  For homework they need to read chapter 7 and write 1 question to pose to their classmates in group tomorrow.

Snakes:  They wrote the answers to the questions in the back of their book, in their RRJ.

The day ended with the students working collaboratively in groups to build a vehicle using the instructions we reviewed yesterday.

Terrific Tuesday

This morning, after the children went to PE, we explored the multiple meanings of the word mint and read parts of the text , "The Story of the Philadelphia Mint", to determine which meaning was the one being used.  I also introduced the children to another dictionary...the one included in the software application Kidspiration.

This morning I reviewed the students' topic sentences for their community action writing piece.  SO, after our reading lesson, I shared my feedback about their topic sentences with the children.  I reminded them that all sentences must have a subject and a predicate and that in this case, their topic sentences had to state their opinion.  Then I modeled writing a topic sentence that states an opinion.  I also modeled taking the idea about who it will help (from their original organizer) and turning it into a detail sentence.

While I met with small groups the students revised their topic sentences and wrote their first detail sentence for their community action research paper.  They also worked on a new WOW worksheet for our word of the week, immense (adj/very large;huge).

I had planned to begin calling reading groups.  However, many students were rushing through their writing and turning in incorrect topic and detail sentences.  So, instead, I began pulling small groups to work on writing complete sentences that stated their opinion and details clearly, with details.

Following our math warm up I reviewed one of the children's homework problems from last night.  The students seemed to understand the multiplication part but the repeated addition stumped a few.  I demonstrated how to write a repeated addition sentence which reflects the picture that is shown.  For example, if the picture shows 8 groups with 4 in each group, the addition sentence must be the number 4 added 8 times.

Then we viewed this video about using arrays to write and solve multiplication equations.  After completing a few practice problems together, as a group, it appeared that the children grasped the concept.  So, the children worked on a follow up practice worksheet while I pulled small groups.

The group I met with worked on solving two step word problems.  Specifically, we practiced identifying, through illustrations, what the numbers in the problem represented.

There is an array worksheet for homework.

Following lunch and outdoor recess the children continued their independent work while I met with reading groups.

Reading Groups
Yellow Jackets:  We reviewed their lists of unknown words and discussed chapter 6.

Cheetahs:  We reviewed chapter 5 by going over the Venn Diagrams they created for homework last night.

Sharks:  We met and began reviewing their beginning/middle/end pictures they drew for homework last night.  After some frustration, it became clear that the children didn't fully understand the chapter.  So, tomorrow we will reread the chapter and identify the beginning, middle and end, together in group.

Snakes:  We discussed the questions in the back of the book and identified the answers in text with a post-it note.  They need to reread their book tonight.

We ended the day by previewing the plan for building a vehicle which the students will do in science either later this week or early next week.

Open House Monday

Today was MCPS' yearly Open House.  It was nice to have so many parents visit our classroom.

We began our day with a class meeting.  First, we did a group share where we finished the sentence starter, "One thing you may not know about me..."  It was fun to discover so many interesting facts about one another!!

After that we moved onto compliments. 

Then we began a problem solving process.  I identified a problem...students aren't following directions.  Next, the students brainstormed ideas of we might solve that problem.  I listed the ideas that were shared.  Next week we will discuss the ideas and vote on one we think might work.

After that we moved onto our whole group reading and writing lessons.  Reading focused on the idea that many of the words in our language have more than one meaning.  We examined the Britannica Online Dictionary as a way to learn about different meanings of words.  We also analyzed a dictionary entry (on a printed worksheet that is now living in the reading section of each child's binder) and discussed many of the parts of a typical entry.

Our writing lesson focused on analyzing a paragraph written in a persuasive text.  We identified how the author engaged readers and state her opinion.

For independent work the children will look up the word mint, in a dictionary, and identify different meanings of the word and the part of speech for which each meaning is used.  They will also write the topic sentence for their community action research report.

Reading Groups
Sharks:  We met and reviewed the main character (Sarah Ida) and the problem, so far, in the book (Sarah Ida was sent to live with her Aunt Claudia and she is not happy about it).  Then we began reading the chapter called Rossi.  For HOMEWORK they need to reread the entire chapter and draw a picture of the beginning, middle and end (of the chapter) in their RRJ.

In math we organized counters to represent a given word problem.  Then we wrote a multiplication equation to match both the counters and the word problem....after doing this lesson I realized I should have captured it using Educreations...SORRY!  Once we identified the equation, the students explained what each number in the equation stood for.


While Mrs. Head and I worked with small groups the students worked on a practice worksheet.  My small group practiced solving two step word problems.  Mrs. Head worked with students who missed the quiz on Friday.  There is a multiplication worksheet for homework.

Following lunch and a chilly outdoor recess the children continued their independent work and I met with reading groups.

Reading Groups
Yellow Jackets:  They wrote a summary of chapter 5 in their RRJ.  For HOMEWORK they need to read chapter 6 and list unknown words (both words they can't decode and/or words they can decode but don't know what they mean).

Cheetahs:  We read and discussed the first half of chapter 5 in group.  Then the students read the rest of the chapter independently and identified who Ben met and 2 things about her.  For HOMEWORK they need to reread chapter 5 and complete the Venn diagram that is in their RRJ, comparing Ben and Hana.

Snakes:  We reviewed their double vowel words from there independent work last week and reread our book.  For homework tonight they need to reread the book (we are working on fluency and word recognition) and list "sh" and "th" words on the chart we created in their RRJ.

We ended the day by analyzing a cartoon and a video clip of Rube Goldberg type machines.  These are contraptions (for lack of a better term) which have many moving parts which work together to solve a problem.

TGIF

This morning, while the children were in music, I read through each student's personal narrative rough draft.  I provided feedback on each writing piece to guide the students as they write their final, graded copy.  I also made notes to common challenges in their writing.

When they returned to class, I shared some of the items I noticed.  We discussed adding transitions between ideas, ALWAYS capitalizing the first word in every sentence AND proper nouns.  I reminded them that they are telling a story and it needed to be in a sequential order.

After that, we reviewed the rules for forming plural nouns using this link, which can also be found in the lessons section.

While I met with students about their writing and reading groups, the students wrote the final draft of their personal narrative and completed their community action planning sheet organizer.

Reading Groups
Yellow Jackets:  We revisited chapter 5 and shared their beginning, middle and end pictures.  Then we discussed how to determine what events belong in a summary and we practiced giving an oral summary of chapter 5.

In math we took a quiz.  These have been scored and should be in the math section of your child's binder.

We did have some challenges with homework...and I sent out an email about it.  In case you missed it, the text is as follows:

Parents—

I need YOUR help!

While it is important for the children to do their own work and it is perfectly acceptable for them to have mistakes on their homework, I need YOU to look over their homework every night!!

PLEASE make sure they followed directions (to the best of their ability)!!!

I just checked last night’s math homework and MOST of the children did not follow directions.  They either only showed 1 way per problem (the directions said to show 2 different ways…and I MODELED this) or they left out the drawing or the multiplication problem.

This is becoming a pattern in both class work and homework.

 

It is NOT that the children aren’t smart enough…they need to slow down, take their time and focus on the directions.

Let me know if you have any questions or concerns.

Thanks, in advance, for your support!!

Dana

 

Following lunch and outdoor recess the children continued their independent work, while I met with more reading groups.

Cheetahs:  We reviewed page 30 and identified words and phrases the author used to describe how Ben sees Gully.  Then we shared their pictures.  It turns out, most of the group did not use page 30, as instructed.  So we discussed the importance of following directions and putting effort into assignments.  It was a good discussion...I think things will improve!  :-)

Sharks:  We discussed the lists of unknown words they created while reading chapter 1.  Then we identified examples, in chapter 1, that showed Sarah Ida has a "Chip on her shoulder".

Snakes:  We didn't meet because 3/5 students were absent from this group.

We ended the day by viewing a Power Point about services provided by our local government and discussing the concept of taxes.  It  was a great discussion and the students seemed quite interested in the topic.

Have a great weekend!

Thriving Thursday

This morning, after going to art, we revisited the book Tonight is Carnival and charted the key details in the book.  After that we analyzed these details and determined the common thread that tied them together.  This became the main idea or central message in the text.  Then we reviewed nouns and defined plural nouns as more than one person place or thing.

Independent work, today, included; revisiting their personal narrative rough draft and circling plural nouns in their writing, completing individual reading group assignments from yesterday and revisiting the story Crow Boy and listing key details in their RRJ.

In the middle of reading we had our first shelter in place (code blue/code red) practice.  The entire class did very well and there was no obvious signs of anxiety!

In math we reviewed writing area equations as both repeated addition and multiplication.  Then we moved onto constructing related rectangles with the same area.  The students were shown two different methods; one using tiles they could move around and the other being this link.  While the children practiced constructing related rectangles with the same area and drawing them on graph paper, Mrs. Head and I met with small groups.  Small groups worked n addition and subtraction strategies.

There is a math worksheet for homework tonight and we will have a math quiz tomorrow!

After lunch and outdoor recess we had a guest speaker come in and speak to the class about Homelessness and our school's upcoming Homeless Walk.

After that we watched a video called, "businesses where we Work, Live and Play.  Then the students created a t-chart in their journals listing businesses and the goods and/or services they provide.

Happy Hump Day

This morning the students began their day in the media center.  Mrs. Rose taught them how to use an online resource called SIRRS Discover to further research their community action plan.

When they returned to class we continued to identify examples of cause and effect in How Bikes Work.  Then we revisited the Power Point from last week to review sentence fluency and the three types of sentences.  Simples sentences are sentences that don't use conjunction.  Compound sentences used conjunctions such as and, or or but.  Complex sentences use conjunctions such as after, before or because.

While I pull reading groups the students will revisit their writing and identify examples of all three types of sentences in their writing.  If they have not included one of the sentence types, they will revise their piece accordingly.  They will also complete individual reading group assignments.

Reading Groups
Sharks:  I handed out the novel Shoeshine Girl.  The children read chapter 1 and listed unknown words.

In math we reviewed multiplication as repeated addition.  Then we used multiplication to identify the area of rectangles.  While students worked on an independent practice worksheet, Mrs. Head and I pulled small groups.  Groups focused on adding three digit numbers, subtracting three digit numbers and rounding to the nearest ten.

HOMEWORK for ALL students:  Area worksheet AND students are supposed to read their personal narrative rough draft to an adult and make revisions.  I am looking for a topic, at least 3 detail and a concluding sentence.  Also, students must have at least 1 simple, 1 compound and 1 complex sentence.  Parents must sign (or initial) the top of the rough draft indicating they heard it.

Following lunch and recess I will be at an in-house meeting.  The students will continue their independent work and reading groups will be pulled.

Yellow Jackets:  They will read chapter 5 and draw the beginning, middle and end in their RRJ.  In group, they will share their drawings and practice giving a summary (orally) of the chapter.

Cheetahs:  They will read chapter 4 paying special attention to page 30.  Then, using page 30, they will draw a picture of how Ben sees Gully.  In group they will share their picture of Gully and explaining why they drew what they did.

Snakes:  They reread their book and listed double vowel words, from the book in their RRJ.  In group they will reread the book, share their lists of words and review the rule that when two vowels go walking,  the first one does the talking.

The day will end with a social studies lesson.  Each child will be given a social studies journal.  They will begin by listing places of business and then identify if they think the business provides a good or a service.

Rainy Tuesday

This morning the children began their day with PE.  After that, we identified examples of cause and effect in the book How Bikes Work.  Then we analyzed two personal narratives, written by classmates yesterday, looking for topic, detail and concluding sentences.

Independent work included the children working with partners to read a section of How Bikes Work and identifying an example of cause and effect.  They also reviewed their own writing pieces marking the topic, detail and concluding sentences...or adding them, if needed.

I had a meeting to attend, so I did not get to meet with reading groups.

In math the children learned how to use repeated addition to calculate the area of a rectangle.  I accidentally left the homework paper for class work.  Therefore, tonight's homework will not be labelled as such AND their marked classwork from today will say "homework" at the top...OOPS!

As a side note....I was still in a meeting during math.  It appears the children were guided to label their work as square units as opposed to square centimeters.  I corrected this on some papers until I realized that they were probably told to do this.  At that point, I began accepting either labels.  However, I would like the students to begin noticing what measurement units are being used and to label their answers accordingly.  :-)

Following lunch and indoor recess Mrs. Howard will stop by to do a counseling lesson about friendship.

Before Mrs. Howard came in, I handed out some language arts homework.  The students will be writing a sentence 4 different ways using the instructions at the top of the worksheet.  This will help the students practice identify the subject and predicate AND encourage them to write more descriptive sentences.

After Mrs. Howard left, the students continued their independent work and I had time to meet with one reading group.

Snakes:  I collected their earthworm book.  Then shared our experiences with being sick to activate our background knowledge for our next book.  After that, I did a book talk and picture walk through our next book, Celia and Ali.  This introduced the group to new words they will see in the book.  After that we listed words that rhymed with the word blouse and used our knowledge to correctly spell those words.  Finally, we began reading the book.  For homework they need to reread up to page 7.

Marvelous Monday - Q1 Interim Reports

This morning we began our day with a class meeting.  We began with a group share where each student finished the sentence, "I hope that..."  After that we shared compliments and discussed challenges.

Next, I introduced some new independent work activities, including word of the week (WOW).  Each week the children will be introduced to a new word and they will create a cartoon to show they understand its meaning.  This will be part of their vocabulary grade.  This week's word is strive, to try very hard.

Then I introduced another writing assignment.  The children will be choosing one of their morning work entries and developing it into a personal narrative that we be graded for capitalization of proper nouns, the use of both complex and simple sentences and organization (topic sentence, detail sentences and concluding sentence).

Before modeling a personal narrative, I explained the organization of a well written paragraph by comparing it to a hamburger.  The topic and concluding sentences are like the top and bottom buns...similar in make up and they hold the hamburger (or paragraph) together.  The insides are the juicy, yummy part...they give the details and elaborate on the topic.

Before moving into independent work, we identified how good readers ask questions in their mind before, during and after they read.  These questions help to keep the reader focused and engaged with the text.  We practiced noticing our questions as we read portions of the book, How Bikes Work.

While I meet with reading groups today the children will write a rough draft for their new personal narrative, complete a cartoon for the new WOW word (strive) and continue using Live Binder to complete the graphic organizer for the community action plan.

Reading Groups
Yellow Jackets:  We reread and discussed chapter 4 in group.  We also shared the questions the children wrote as they read the chapter independently last week.

I also had a chance to meet with a small group to work on their writing.  We focused on catchy titles and inviting topic sentences.

In math we began calculating the area of a figure by counting the squares inside it.  The lesson focused on area being the space inside a figure and that it is always measured and reported in SQUARE units.

The students worked on a practice worksheet and went to anchor activities while Mrs. Head and I pulled small groups.  Small groups focused on rounding three digit numbers and subtraction by decomposing base ten blocks.

HOMEWORK:  All students have an area worksheet AND a subject and predicate worksheet.

Following lunch and outdoor recess the students will continue working independently while I meet with more small groups.

Cheetahs:  We reread and discussed chapter 3 and then shared the questions they listed as they read the chapter independently last week.

Sharks:  I collected the Trip to Freedom books and gave a book talk about their next book, Shoeshine Girl.

Snakes:  We didn't meet due to my meeting.

The day will end with a science lesson.  We will define the idea of a variable (a factor in an experiment).  Then the students will work in table groups choosing an object and a surface they will determine variables that can be changed on both the object and the surface that will effect the speed at which the object moves.

PLEASE check your child's home folder EVERY night...it should be your child's responsibility to unpack it and give you the papers.  Tonight you will find your child's interim progress report.  This is for you to keep.