This morning we reviewed the idea that when you respond to a BCR you need to answer the question asked...not write a summary or retell the story. Then we identified what our latest BCR is asking and found support int he story to use in our answer.
While I met with reading groups the students answered the new BCR and then continued reading Should There be Zoos? and identifying pros and cons to add to their capture sheets.
Reading Groups
Lions: We reviewed their homework from last night. Unfortunately, not all students answered both questions and some forgot their materials. Students who forgot their materials were asked to leave the group...this is becoming a recurring problem. After discussing the homework questions we began reading and discussing chapter 4. For homework ALL students must read chapter 4 and write notes about the think about it questions.
In math the students took the unit 4 assessment. We will begin unit 5 tomorrow. This is a BIG one...it covers fractions, money, equations and probability. WHEW!
Following math we went to the computer lab to work on our keyboarding skills using Type to Learn 3. Then the students enjoyed lunch and indoor recess.
After recess we continued reading Should There Be Zoos and adding to our capture sheets. Today we also had time for some great discussion and to define new concepts such as symbiotic relation ship.
While I met with reading groups the students continued their independent work from this morning.
Reading Groups
Crabs: We discussed last night's homework, what Amber realized about best friends. For homework tonight the children need to read chapter 9 and write and explain a title for that chapter.
Bears: We shared last night's homework and made the connection to the beginning of the book. For homework the students need to read chapter 12 and write 2 questions. They can either be questions they are wondering about or questions they want their classmates to answer.
We ended the day with a class meeting about making good choices.
Wednesday, February 29, 2012
Tuesday, February 28, 2012
Terrific Tuesday
This morning in reading we created a checklist to use as we revised and edited the BCR we answered yesterday in class. Then I continued reading Should There Be Zoos and we added to our capture sheet.
While I met with reading groups the students used the checklist and a blue marking pencil to revise and edit their own BCR. Then they recopied their improved response to be handed in and scored.
Reading Groups
Crabs: We reviewed last nights homework and identified the chewed chewing gum ball as the reason Amber was never going to talk to Justin again. Then we began reading and discussing chapter 8. For homework the children need to read pages 67-71 and explain what Amber realizes about best friends.
In math the students worked on a review packet for the unit 4 assessment. After all students completed the packet, I reviewed each question as the students corrected their work and asked clarifying questions. They are expected to study this packet for homework tonight. The unit 4 assessment will be tomorrow.
Following PE, lunch and outdoor recess, we continued reading Should There Be Zoos and adding information to our capture chart. After that, they children continued working on their BCR from this morning while I met with reading groups.
Bears: We had a great discussion about why Kyle told Nick that the Reds think he cheated. Tonight's homework is to read chapter 11 and write a 3 sentence summary telling me the most important events in the chapter.
Lions: We discussed and shared last night's homework. Tonight they need to read chapter 3 and take notes (on their novel schedule--no sentences needed) to help them discuss the answer to the think about it questions tomorrow in class.
The students ended the day , working in their small groups in which they built their harp, to answer some questions about changing the pitch using the harp.
While I met with reading groups the students used the checklist and a blue marking pencil to revise and edit their own BCR. Then they recopied their improved response to be handed in and scored.
Reading Groups
Crabs: We reviewed last nights homework and identified the chewed chewing gum ball as the reason Amber was never going to talk to Justin again. Then we began reading and discussing chapter 8. For homework the children need to read pages 67-71 and explain what Amber realizes about best friends.
In math the students worked on a review packet for the unit 4 assessment. After all students completed the packet, I reviewed each question as the students corrected their work and asked clarifying questions. They are expected to study this packet for homework tonight. The unit 4 assessment will be tomorrow.
Following PE, lunch and outdoor recess, we continued reading Should There Be Zoos and adding information to our capture chart. After that, they children continued working on their BCR from this morning while I met with reading groups.
Bears: We had a great discussion about why Kyle told Nick that the Reds think he cheated. Tonight's homework is to read chapter 11 and write a 3 sentence summary telling me the most important events in the chapter.
Lions: We discussed and shared last night's homework. Tonight they need to read chapter 3 and take notes (on their novel schedule--no sentences needed) to help them discuss the answer to the think about it questions tomorrow in class.
The students ended the day , working in their small groups in which they built their harp, to answer some questions about changing the pitch using the harp.
Monday, February 27, 2012
Bright and Sunny Monday
This morning we read a new story called "The Pudding Like a Night on the Sea" and we discussed inference as it related to the text. We also discussed the importance of reading and understanding what a BCR question is asking.
Then, while I met with reading groups, the students underlined important information, in the text, that they would use to answer the BCR. They also answered the BCR. After that, the children completed a homophones practice activity.
Reading Groups:
Bears: We read and discussed chapter 10. After group, the students used the thesaurus to identify three synonyms for the word crucial on page 60. Tonight they need to reread chapter 10 and tell what Kyle reveals to Nate (on page 61) and why they think he did that.
After our math warm up we took a few minutes to identify right angles in a picture. Then the students rotated through math groups. One group worked with Mrs Benson identifying faces, edges and vertices on sold figures. Another group worked with me practicing illustrating vocabulary specific to this unit on white boards. The final group went to anchor activities to independently practices math skills.
There is a worksheet (identifying right angles in a picture) for homework. We will review for the unit 4 assessment in class tomorrow. The students will take the assessment on Wednesday.
Following music, the children enjoyed lunch and outdoor recess.
When they returned to class, we began reading persuasive text called Should There be Zoos. The children are filling out a capture sheet, charting arguments that are "for" and "against" zoos, as we read this text. They will eventually use this information to write a persuasive paper either for or against zoos.
The students continued the independent work assignments from this morning, while I met with reading groups.
Reading Groups:
Lions: We began reading and discussing chapter 2. For homework they need to read chapter 2 and explain, in their RRJ, what Kona likes about his friends.
Crabs: We began reading and discussing chapter 7. For homework the children need to read pages 57-61 and explain why Amber says she is never speaking to Justin again.
We are ending the day with a visit to our school's science fair!
Then, while I met with reading groups, the students underlined important information, in the text, that they would use to answer the BCR. They also answered the BCR. After that, the children completed a homophones practice activity.
Reading Groups:
Bears: We read and discussed chapter 10. After group, the students used the thesaurus to identify three synonyms for the word crucial on page 60. Tonight they need to reread chapter 10 and tell what Kyle reveals to Nate (on page 61) and why they think he did that.
After our math warm up we took a few minutes to identify right angles in a picture. Then the students rotated through math groups. One group worked with Mrs Benson identifying faces, edges and vertices on sold figures. Another group worked with me practicing illustrating vocabulary specific to this unit on white boards. The final group went to anchor activities to independently practices math skills.
There is a worksheet (identifying right angles in a picture) for homework. We will review for the unit 4 assessment in class tomorrow. The students will take the assessment on Wednesday.
Following music, the children enjoyed lunch and outdoor recess.
When they returned to class, we began reading persuasive text called Should There be Zoos. The children are filling out a capture sheet, charting arguments that are "for" and "against" zoos, as we read this text. They will eventually use this information to write a persuasive paper either for or against zoos.
The students continued the independent work assignments from this morning, while I met with reading groups.
Reading Groups:
Lions: We began reading and discussing chapter 2. For homework they need to read chapter 2 and explain, in their RRJ, what Kona likes about his friends.
Crabs: We began reading and discussing chapter 7. For homework the children need to read pages 57-61 and explain why Amber says she is never speaking to Justin again.
We are ending the day with a visit to our school's science fair!
Friday, February 24, 2012
Finish Up Friday
It's been a great, productive week! :-)
Therefore, in reading, after reviewing personification and identifying examples in a poem, the students were expected to complete a follow up worksheet and then they were given time to complete any unfinished work. They definitely earned this reprieve because those who worked diligently all week were rewarded with a chance to relax and enjoy reading any book they chose!
Of course, I did meet with my reading groups!
Crabs: We discussed chapter 6and then shared the children's title that they wrote for homework last night.
After completing our warm up in math, the students took the second quiz for unit 4. These will be scored and returned to the children before the end of the day today. Following the quiz, Mrs. Benson worked with a small group helping them learn the vocabulary in this unit. The rest of the class worked on anchor activities, including geometry apps on the iPad.
Following a visit to the media center the students enjoyed lunch and recess (part outdoor and part indoor). Then the students continued working on unfinished work while I met with reading groups.
Bears: We shared and discussed their responses to last night's homework. It was a great discussion!
We ended the day by adding two strings to the harps we began constructing yesterday. We also discussed different ways to change the pitch on the harps.
Therefore, in reading, after reviewing personification and identifying examples in a poem, the students were expected to complete a follow up worksheet and then they were given time to complete any unfinished work. They definitely earned this reprieve because those who worked diligently all week were rewarded with a chance to relax and enjoy reading any book they chose!
Of course, I did meet with my reading groups!
Crabs: We discussed chapter 6and then shared the children's title that they wrote for homework last night.
After completing our warm up in math, the students took the second quiz for unit 4. These will be scored and returned to the children before the end of the day today. Following the quiz, Mrs. Benson worked with a small group helping them learn the vocabulary in this unit. The rest of the class worked on anchor activities, including geometry apps on the iPad.
Following a visit to the media center the students enjoyed lunch and recess (part outdoor and part indoor). Then the students continued working on unfinished work while I met with reading groups.
Bears: We shared and discussed their responses to last night's homework. It was a great discussion!
We ended the day by adding two strings to the harps we began constructing yesterday. We also discussed different ways to change the pitch on the harps.
Thursday, February 23, 2012
Thursday
This morning we practiced identifying and explaining examples of personification (giving human qualities to objects and animals) in June 29, 199 by David Weiner and in poetry. While I met with reading groups the students illustrated examples of personification, read and completed a worksheet about Wilma Rudolph and practiced identifying homophones in sentences.
Bears: We shared the responses from last night's homework and discussed having to make connections between chapters in a chapter book. Then we began reading and discussing chapter 9. For homework the students need to read chapter 9 and respond to the question, "What does Kyle learn from Honsey?"
In math, after reviewing vocabulary specific to last night's homework, I modeled constructing 3D figures using interlocking cubes. Then the students rotated, in groups, between working with Mrs. Benson, working with me and anchor activities.
While working with Mrs. Benson, the children practiced making 3D figures which matched a picture, using interlocking cubes. My first group practiced constructing circles and quadrilaterals given specific measurements. My second group practiced drawing representations of vocabulary from this unit.
There is a worksheet for homework and we WILL have a quiz tomorrow...REALLY! I apologize for last week's mishap! :-)
Following art, lunch and outdoor recess the students met in small groups to share their persuasive writing planning sheet and rehearse what they plan to write. Then we took time to share a few with the entire reading/writing class.
Then the students began writing their persuasive piece and worked on the independent work from this morning. I met with reading groups.
Lions: We shared the captions they wrote for homework last night. Then we reread page 6 and discussed the quote in their novel schedule. For homework tonight, the s=children need to reread page 6 and explain, in writing, in their RRJ, the quote in their novel schedule.
Crabs: We reviewed their lists of unknown words from homework last night. Then we began reading and discussing chapter 6. For homework the children need to reread chapter 6 (fluency) and write and explain a title for the chapter.
We ended the day with students working in small groups of 3 to make one-stringed harps that produce sound.
Bears: We shared the responses from last night's homework and discussed having to make connections between chapters in a chapter book. Then we began reading and discussing chapter 9. For homework the students need to read chapter 9 and respond to the question, "What does Kyle learn from Honsey?"
In math, after reviewing vocabulary specific to last night's homework, I modeled constructing 3D figures using interlocking cubes. Then the students rotated, in groups, between working with Mrs. Benson, working with me and anchor activities.
While working with Mrs. Benson, the children practiced making 3D figures which matched a picture, using interlocking cubes. My first group practiced constructing circles and quadrilaterals given specific measurements. My second group practiced drawing representations of vocabulary from this unit.
There is a worksheet for homework and we WILL have a quiz tomorrow...REALLY! I apologize for last week's mishap! :-)
Following art, lunch and outdoor recess the students met in small groups to share their persuasive writing planning sheet and rehearse what they plan to write. Then we took time to share a few with the entire reading/writing class.
Then the students began writing their persuasive piece and worked on the independent work from this morning. I met with reading groups.
Lions: We shared the captions they wrote for homework last night. Then we reread page 6 and discussed the quote in their novel schedule. For homework tonight, the s=children need to reread page 6 and explain, in writing, in their RRJ, the quote in their novel schedule.
Crabs: We reviewed their lists of unknown words from homework last night. Then we began reading and discussing chapter 6. For homework the children need to reread chapter 6 (fluency) and write and explain a title for the chapter.
We ended the day with students working in small groups of 3 to make one-stringed harps that produce sound.
Wednesday, February 22, 2012
Hump Day
Our reading block this morning was SO productive!!! :-) We began by creating a class checklist for the BCRs we answered yesterday. Then we reviewed homophones. Finally, we had a brief discussion about Black History month and the importance or knowing and appreciating the obstacles and achievements of those who came before us.
While I met with reading groups the students used the class created checklist to edit and revise their BCR. They also completed a homophone activity in their language arts book. Finally, they read a brief biography about Harriet Tubman and answered comprehension questions about it.
Bears: We shared the titles they wrote for chapter 7 last night. We also discussed which titles showed comprehension of their reading assignment and those that didn't. We used the text to support our ideas and also engaged in some meaningful discussion. For homework tonight the children need to read chapter 8 and explain the sentence on page 49, Why should I believe HIS call?"
In math we reviewed the vocabulary pertaining to the description of solid figures; edges, faces and vertices (corners). Students practiced identifying the number of faces, edges and corners of various solid figures and then went to anchor activities while I pulled several small groups. In the small groups, the children practiced constructing circles and quadrilaterals with given measurements. There is a solid/polygon identification worksheet for homework.
Before enjoying lunch and outdoor recess, we went to the computer lab. The children used Type to Learn 3 to practice and improve their keyboarding skills.
After recess we revisited the art of persuasion. Students shared times they persuaded their parents to get a special privilege such as staying up late. Then we thought of different commercials and advertisements and identified the methods used to persuade people to use or buy their product. Finally, the children thought of their favorite place to go and completed a planning sheet to persuade others to go to that place.
While I met with reading groups the students worked on the planning sheet, as well as the other assignments from this morning.
Lions: We reviewed last night's homework. Then we began reading and discussing chapter 1. The students need to do a lot of rereading...we need to improve their fluency. Please make sure your child is reading every night!! Tonight for homework the students need to reread chapter 1 and write a caption for the picture on page 5.
Crabs: We shared the titles the students wrote for homework and had a great discussion after hearing one student's work!! Tonight, for heomwork, the chidlren need to read chapter 6 and list unknown words on a sticky note.
We ended the day by handing out and reviewing the packet for the sound project that is due at the end of March. We also sseleceted a new star student.
While I met with reading groups the students used the class created checklist to edit and revise their BCR. They also completed a homophone activity in their language arts book. Finally, they read a brief biography about Harriet Tubman and answered comprehension questions about it.
Bears: We shared the titles they wrote for chapter 7 last night. We also discussed which titles showed comprehension of their reading assignment and those that didn't. We used the text to support our ideas and also engaged in some meaningful discussion. For homework tonight the children need to read chapter 8 and explain the sentence on page 49, Why should I believe HIS call?"
In math we reviewed the vocabulary pertaining to the description of solid figures; edges, faces and vertices (corners). Students practiced identifying the number of faces, edges and corners of various solid figures and then went to anchor activities while I pulled several small groups. In the small groups, the children practiced constructing circles and quadrilaterals with given measurements. There is a solid/polygon identification worksheet for homework.
Before enjoying lunch and outdoor recess, we went to the computer lab. The children used Type to Learn 3 to practice and improve their keyboarding skills.
After recess we revisited the art of persuasion. Students shared times they persuaded their parents to get a special privilege such as staying up late. Then we thought of different commercials and advertisements and identified the methods used to persuade people to use or buy their product. Finally, the children thought of their favorite place to go and completed a planning sheet to persuade others to go to that place.
While I met with reading groups the students worked on the planning sheet, as well as the other assignments from this morning.
Lions: We reviewed last night's homework. Then we began reading and discussing chapter 1. The students need to do a lot of rereading...we need to improve their fluency. Please make sure your child is reading every night!! Tonight for homework the students need to reread chapter 1 and write a caption for the picture on page 5.
Crabs: We shared the titles the students wrote for homework and had a great discussion after hearing one student's work!! Tonight, for heomwork, the chidlren need to read chapter 6 and list unknown words on a sticky note.
We ended the day by handing out and reviewing the packet for the sound project that is due at the end of March. We also sseleceted a new star student.
Tuesday, February 21, 2012
Terrific Tuesday
It's good to be back after a long weekend!
We began reading with me sharing some good examples of responses to the Panda BCR, written by classmates, from last week. After that, I handed out a poem and we discussed the main idea/author's message in the poem. Then I handed out a BCR and we identified and defined key (or important) words in the question. Finally, I introduced the new WOW (word of the week), baffle.
While I met with a reading group the students worked on a response to the new BCR and created a cartoon for the WOW.
Reading Groups
Lions: I handed out a new book called Gooseberry Park and each students got a novel schedule packet that is to be kept in the reading section of their binder. In group we learned hot to use/read a novel schedule. For homework the students are to preview their book by reading the inside blurb, the back cover and look at the pictures in the book. Then, using that information, they are to label the 4 main characters on the picture in their novel schedule.
In math we continued our study of 3D figures. We learned the difference between a pyramid and a prism. We also constructed a triangular prism and counted the faces, edges and vertices. There is a worksheet for homework.
Following PE, lunch and outdoor recess, I reviewed and handed out the next spelling packet. Then the students continued their independent work while I met with reading groups.
Crabs: We discussed the idea of anxiety as it related to the mood of their book. Then we read and discussed chapter 5. For homework the students need to reread chapter 5 and write and explain a title for that chapter.
Bears: We reviewed Kyle's internal struggles in chapter 6 and began reading and discussing chapter 7. For homework the students need to finish reading chapter 7 and write and explain a title for that chapter.
We ended the day by discussing the upcoming sound project. Unfortunately, when I was out on Friday, the substitute accidentally handed out the suggested timeline for the instrument project that I had intended to assign at the end of next week. No worries! This gives the children an extra week or two to get started.
Today, though, we discussed the project in more detail. Tomorrow the students will bring home a more complete packet of information, further explaining the project with more detail.
In short, each student will make an instrument that produces a sound whose pitch can be changed. Ideas can be obtained via the Internet or library books. They will draw a diagram of their instrument and write two paragraphs about their instrument. All of this will be due on Wednesday, March 28. This is an at home project.
Again, more information will be coming home tomorrow.
We began reading with me sharing some good examples of responses to the Panda BCR, written by classmates, from last week. After that, I handed out a poem and we discussed the main idea/author's message in the poem. Then I handed out a BCR and we identified and defined key (or important) words in the question. Finally, I introduced the new WOW (word of the week), baffle.
While I met with a reading group the students worked on a response to the new BCR and created a cartoon for the WOW.
Reading Groups
Lions: I handed out a new book called Gooseberry Park and each students got a novel schedule packet that is to be kept in the reading section of their binder. In group we learned hot to use/read a novel schedule. For homework the students are to preview their book by reading the inside blurb, the back cover and look at the pictures in the book. Then, using that information, they are to label the 4 main characters on the picture in their novel schedule.
In math we continued our study of 3D figures. We learned the difference between a pyramid and a prism. We also constructed a triangular prism and counted the faces, edges and vertices. There is a worksheet for homework.
Following PE, lunch and outdoor recess, I reviewed and handed out the next spelling packet. Then the students continued their independent work while I met with reading groups.
Crabs: We discussed the idea of anxiety as it related to the mood of their book. Then we read and discussed chapter 5. For homework the students need to reread chapter 5 and write and explain a title for that chapter.
Bears: We reviewed Kyle's internal struggles in chapter 6 and began reading and discussing chapter 7. For homework the students need to finish reading chapter 7 and write and explain a title for that chapter.
We ended the day by discussing the upcoming sound project. Unfortunately, when I was out on Friday, the substitute accidentally handed out the suggested timeline for the instrument project that I had intended to assign at the end of next week. No worries! This gives the children an extra week or two to get started.
Today, though, we discussed the project in more detail. Tomorrow the students will bring home a more complete packet of information, further explaining the project with more detail.
In short, each student will make an instrument that produces a sound whose pitch can be changed. Ideas can be obtained via the Internet or library books. They will draw a diagram of their instrument and write two paragraphs about their instrument. All of this will be due on Wednesday, March 28. This is an at home project.
Again, more information will be coming home tomorrow.
Thursday, February 16, 2012
Thursday
This morning the students worked in small groups to create checklists reflecting the necessary step to correctly answer BCRS. After sharing the individual group checklists we came up with a class checklist...
*read article
*read question-underline key words
*answer question in the topic sentence
*name and explain the supporting details
*concluding sentence
*reread question and answer
While I meet with reading groups the students will use the checklist to revise and edit their Panda BCRS (from earlier this week) using a blue marking pencil.
After creating our checklist, we reviewed the idea that every sentence must have a subject and a verb. We also identified a predicate as the doing part of the sentence that begins with the verb. This is all a review from the beginning of the year.
While I meet with reading groups the students will complete a follow up worksheet identifying sentences and fragments.
In math we reviewed and practiced constructing polygons and circles given certain specifications such as number of sides or measurements. I also introduced an anchor activity to reinforce symmetry and one for congruency. Mrs. Benson worked with a small group who struggled with last night's homework. I worked with individual students struggling with the class work. There is a polygon worksheet for homework and we will have a quiz tomorrow.
Following art, the students enjoy lunch and indoor recess.
After recess I spoke to the group about slowing down and answering the question asked. This seemed necessary after reading and scoring their Grandma BCRs from yesterday. After spending over a half hour of instructional time focusing on this piece of text and BCR, many students scored below the benchmark score of a 3. Therefore, it seemed necessary to review the checklist we constructed this morning, in hopes that today's BCRs are more on target!
While the students worked independently I met with reading groups.
Crabs: We reviewed their lists of unknown words from homework and then tried to discuss the change in mood in chapter 4. Unfortunately, it became apparent that most of the students either didn't understand the chapter or didn't really read it. All but one student didn't realize that Justin's house had been sold and there was a picture of it on the last page of the chapter. So, I sent the students back to their seats to reread the chapter and draw a picture of the beginning, middle and end of the chapter, and write 1 sentence for each, in their RRJ. If this is completed in class, there is no reading homework.
Lions: We read and discussed chapter 5 and then reviewed the entire book. Most students handed in the book. We will begin a new book next week. There is no reading homework this evening.
Bears: We read and discussed chapter 6, paying particular attention to Kyle's internal struggle. We also connected this to the mood of the chapter. There is no reading homework this evening.
We ended the day by sharing our community rules iPad projects.
*read article
*read question-underline key words
*answer question in the topic sentence
*name and explain the supporting details
*concluding sentence
*reread question and answer
While I meet with reading groups the students will use the checklist to revise and edit their Panda BCRS (from earlier this week) using a blue marking pencil.
After creating our checklist, we reviewed the idea that every sentence must have a subject and a verb. We also identified a predicate as the doing part of the sentence that begins with the verb. This is all a review from the beginning of the year.
While I meet with reading groups the students will complete a follow up worksheet identifying sentences and fragments.
In math we reviewed and practiced constructing polygons and circles given certain specifications such as number of sides or measurements. I also introduced an anchor activity to reinforce symmetry and one for congruency. Mrs. Benson worked with a small group who struggled with last night's homework. I worked with individual students struggling with the class work. There is a polygon worksheet for homework and we will have a quiz tomorrow.
Following art, the students enjoy lunch and indoor recess.
After recess I spoke to the group about slowing down and answering the question asked. This seemed necessary after reading and scoring their Grandma BCRs from yesterday. After spending over a half hour of instructional time focusing on this piece of text and BCR, many students scored below the benchmark score of a 3. Therefore, it seemed necessary to review the checklist we constructed this morning, in hopes that today's BCRs are more on target!
While the students worked independently I met with reading groups.
Crabs: We reviewed their lists of unknown words from homework and then tried to discuss the change in mood in chapter 4. Unfortunately, it became apparent that most of the students either didn't understand the chapter or didn't really read it. All but one student didn't realize that Justin's house had been sold and there was a picture of it on the last page of the chapter. So, I sent the students back to their seats to reread the chapter and draw a picture of the beginning, middle and end of the chapter, and write 1 sentence for each, in their RRJ. If this is completed in class, there is no reading homework.
Lions: We read and discussed chapter 5 and then reviewed the entire book. Most students handed in the book. We will begin a new book next week. There is no reading homework this evening.
Bears: We read and discussed chapter 6, paying particular attention to Kyle's internal struggle. We also connected this to the mood of the chapter. There is no reading homework this evening.
We ended the day by sharing our community rules iPad projects.
Wednesday, February 15, 2012
Sunny Wednesday
Thanks to Mrs. S, we all enjoyed a FABULOUS Valentine's Day party yesterday!!
In reading this morning we dissected one of the practice MSA BCRs that the children completed last week. We identified and defined key words in the question and then underlined important details in the text that would help us answer the question. Next, I modeled using that information to compose a good answer.Then, we created a checklist of what was needed to write a great response. Finally, we looked actual student response samples and determined what score they should have been awarded and why.
After that, we looked at another BCR that the students answered during the practice section last week. Again, we identified and defined key words in the question and created a checklist of what was needed in a great response. Then the students used what they had just learned in my lesson to construct a response to the question.
In math we defined circles as shaped whose center is the same distance from every point on the figure. We also learned that a radius is a line segment from the center to any point on the circle. Additionally, a diameter is a line segment that begins on the circle, passes through the center and ends on the circle.
While the students practiced using these terms on a followup worksheet, I began working with small groups constructing circles using a compass. There is a symmetry worksheet for homework.
After math we went to the computer lab where the students practiced their keyboarding skills using Type to Learn 3.
Following lunch and recess we read a book about suffixes called Happy Endings. While I met with reading groups the students completed their rewrite of the MSA BCR, read an assigned chapter in their reading groups books and charted words with suffixes, from the assigned chapter, in their RRJS, breaking the words apart into root/base words and suffixes.
Lions: We read and discussed chapter 4. They need to reread this chapter tonight and get a parent signature in their planner.
Bears: We read and discussed chapter 5 in group. Tonight they need to read chapter 6 and list unknown words.
Crabs: We reviewed their suffixes chart in their RRJs. For homework tonight they need to reread chapter 4 and list unknown words.
We ended the day with a short class meeting where we talked about...wait for it...responsibility and respect! Yup, still working on it...but I believe in these children...we'll get there! :-)
In reading this morning we dissected one of the practice MSA BCRs that the children completed last week. We identified and defined key words in the question and then underlined important details in the text that would help us answer the question. Next, I modeled using that information to compose a good answer.Then, we created a checklist of what was needed to write a great response. Finally, we looked actual student response samples and determined what score they should have been awarded and why.
After that, we looked at another BCR that the students answered during the practice section last week. Again, we identified and defined key words in the question and created a checklist of what was needed in a great response. Then the students used what they had just learned in my lesson to construct a response to the question.
In math we defined circles as shaped whose center is the same distance from every point on the figure. We also learned that a radius is a line segment from the center to any point on the circle. Additionally, a diameter is a line segment that begins on the circle, passes through the center and ends on the circle.
While the students practiced using these terms on a followup worksheet, I began working with small groups constructing circles using a compass. There is a symmetry worksheet for homework.
After math we went to the computer lab where the students practiced their keyboarding skills using Type to Learn 3.
Following lunch and recess we read a book about suffixes called Happy Endings. While I met with reading groups the students completed their rewrite of the MSA BCR, read an assigned chapter in their reading groups books and charted words with suffixes, from the assigned chapter, in their RRJS, breaking the words apart into root/base words and suffixes.
Lions: We read and discussed chapter 4. They need to reread this chapter tonight and get a parent signature in their planner.
Bears: We read and discussed chapter 5 in group. Tonight they need to read chapter 6 and list unknown words.
Crabs: We reviewed their suffixes chart in their RRJs. For homework tonight they need to reread chapter 4 and list unknown words.
We ended the day with a short class meeting where we talked about...wait for it...responsibility and respect! Yup, still working on it...but I believe in these children...we'll get there! :-)
Tuesday, February 14, 2012
Valentine's Day
This morning I made the kids work...a little! :-) I had to...can't wasted an entire academic day, right?!?!
SO, during our morning reading block the students completed the final draft of their persuasive letter. I will grade and hand back a copy of this but I will mail the originals to Senator Barbara Mikulski's office.
While the children worked on their letters, I met with reading groups.
Crabs: We reviewed the titles they wrote for chapter 3 last night. Then we discussed the emotions Amber must be experiencing as Justin, her best friend, is about to move away. There is no homework this evening!
Bears: We shared the title for chapter 3 from last night's homework. Then we read and discussed chapter 4. No homework tonight!
Lions: I checked planners for the parent's signature. Then we read and discussed chapter 3. Finally, I reviewed suffixes (word endings) with the class. There is no homework this evening!
In math, after reviewing the warm up and last night's homework, the students worked independently on two Valentine's Day worksheets that practiced basic multiplication and two digit subtraction.
After math we will participate in Jump Rope for Heart. Then we will enjoy lunch and recess and celebrate Valentine's Day with our class party.
SO, during our morning reading block the students completed the final draft of their persuasive letter. I will grade and hand back a copy of this but I will mail the originals to Senator Barbara Mikulski's office.
While the children worked on their letters, I met with reading groups.
Crabs: We reviewed the titles they wrote for chapter 3 last night. Then we discussed the emotions Amber must be experiencing as Justin, her best friend, is about to move away. There is no homework this evening!
Bears: We shared the title for chapter 3 from last night's homework. Then we read and discussed chapter 4. No homework tonight!
Lions: I checked planners for the parent's signature. Then we read and discussed chapter 3. Finally, I reviewed suffixes (word endings) with the class. There is no homework this evening!
In math, after reviewing the warm up and last night's homework, the students worked independently on two Valentine's Day worksheets that practiced basic multiplication and two digit subtraction.
After math we will participate in Jump Rope for Heart. Then we will enjoy lunch and recess and celebrate Valentine's Day with our class party.
Monday, February 13, 2012
Marvelous Monday
This morning we spent time analyzing a BCR question to determine what the question was asking. We underlined and circled key words and identified their meanings. After that, the students highlighted or underlined information in the text that would help to answer the BCR. Finally, the students worked independently to answer the BCR.
During math we spent time reviewing symmetry and congruency. The students worked independently on a practice worksheet and then went to anchor activities which included the use of the iPads. I worked with two small groups; one focused on place value and the other identified lines of symmetry. There is a worksheet, for all, for homework this evening.
Following music, the students enjoyed lunch and outdoor recess.
This afternoon while I met with reading groups, the students completed their BCRs from this morning and worked on individual reading group assignments.
Bears: We read and discussed chapter 3 out loud. After that, the students added the word hearty to their vocabulary section of their RRJ and used the thesaurus to find synonyms. Tonight they need to reread chapter 3 and write and explain a title for that chapter.
Lions: We discussed the problem in chapter 2 and rehearsed a summary of that chapter several times. Then the students returned to their seats to write a summary of the chapter in their RRJ. For homework, all students must reread chapter 2 and get a parent signature in their planner. Any students who didn't finish their summary in class must do so for homework.
Crabs: We discussed the problem in chapter 3. Some students could clearly identify it, while others had a difficult time. Tonight the students need to reread chapter 3 and write and explain a title for this chapter.
We ended the day with the students working in their small groups, using the iPads, to identify rules that good citizens are expected to follow.
OUr Valentine's Day party will begin at 2:15 tomorrow. Please feel free to join us if you can!
During math we spent time reviewing symmetry and congruency. The students worked independently on a practice worksheet and then went to anchor activities which included the use of the iPads. I worked with two small groups; one focused on place value and the other identified lines of symmetry. There is a worksheet, for all, for homework this evening.
Following music, the students enjoyed lunch and outdoor recess.
This afternoon while I met with reading groups, the students completed their BCRs from this morning and worked on individual reading group assignments.
Bears: We read and discussed chapter 3 out loud. After that, the students added the word hearty to their vocabulary section of their RRJ and used the thesaurus to find synonyms. Tonight they need to reread chapter 3 and write and explain a title for that chapter.
Lions: We discussed the problem in chapter 2 and rehearsed a summary of that chapter several times. Then the students returned to their seats to write a summary of the chapter in their RRJ. For homework, all students must reread chapter 2 and get a parent signature in their planner. Any students who didn't finish their summary in class must do so for homework.
Crabs: We discussed the problem in chapter 3. Some students could clearly identify it, while others had a difficult time. Tonight the students need to reread chapter 3 and write and explain a title for this chapter.
We ended the day with the students working in their small groups, using the iPads, to identify rules that good citizens are expected to follow.
OUr Valentine's Day party will begin at 2:15 tomorrow. Please feel free to join us if you can!
Friday, February 10, 2012
TGIF
This morning, during our regular reading block, the students participated in another MSA practice session. This session was for math.
During our math block, both third grade math classes met in my room to review the multiple choice questions in the practice MSA test. The students marked their own work using a blue correction pencil. Math teachers will provide written feedback to the BCR questions. This practice test will be coming home at the end of next week.
After math, since we visited the media center yesterday, we proceeded with a social studies lesson. The students worked in small groups to begin creating a presentation on the Ipad sharing rules good citizens must follow in their communities. Each presentation will include a cover slide and four slides listing rules specific to the title of that slide. The titles include; on the streets, while at school, as I shop and being neighborly. Thanks to Mr. Vogel for the brain work behind this engaging lesson.
Following lunch and outdoor recess the students got to read silently while I met with reading groups.
Bears: We read and discussed chapter 2 and then the students shared their titles and explanations from last night's homework.
At the end of the day the children went to Mr. Vogel's room to watch a video about community rules and responsibilities.
During our math block, both third grade math classes met in my room to review the multiple choice questions in the practice MSA test. The students marked their own work using a blue correction pencil. Math teachers will provide written feedback to the BCR questions. This practice test will be coming home at the end of next week.
After math, since we visited the media center yesterday, we proceeded with a social studies lesson. The students worked in small groups to begin creating a presentation on the Ipad sharing rules good citizens must follow in their communities. Each presentation will include a cover slide and four slides listing rules specific to the title of that slide. The titles include; on the streets, while at school, as I shop and being neighborly. Thanks to Mr. Vogel for the brain work behind this engaging lesson.
Following lunch and outdoor recess the students got to read silently while I met with reading groups.
Bears: We read and discussed chapter 2 and then the students shared their titles and explanations from last night's homework.
At the end of the day the children went to Mr. Vogel's room to watch a video about community rules and responsibilities.
Thursday, February 9, 2012
Sunny Thursday
After reading the next chapter in their reading group books independently, we spent the rest of the reading block going over the multiple choice section of the practice MSA. Unfortunately, we didn't finish, so we will continue this afternoon.
In math after completing our warm up we practiced vocabulary using geoaerobics. Then the students took the first quiz of unit 4. This will be scored and sent home this afternoon. There is no homework.
Before heading to lunch and recess, the students went to art.
This afternoon, the students helped me create a check list to use when revising our persuasive writing pieces. Then the children used the checklist, a blue correction pencil and a partner, to revise their own writing. While they revised their writing I met with reading groups.
Lions: We reviewed their list of unknown words from earlier today and reread and discussed chapter 1. For homework they need to reread chapter 1, for fluency, and get a parent signature in their binder.
Crabs: We reviewed their list of unknown words from earlier today and reread and discussed chapter 2. For homework they need to reread chapter 2, for fluency, and get a parent signature in their binder.
Bears: We didn't have time to have a discussion. The students wrote their homework in their binder...they need to reread chapter 2 and choose and explain a title for that chapter.
At the end of the day the children visited the media center since we will not be going tomorrow.
While the students were at the media center, I reviewed their persuasive letters that they revised today, using the checklist. I was so impressed with the changes they recognized that needed to be made!! I could tell they definitely used our lesson and the checklist!!! WOO HOO!!!
In math after completing our warm up we practiced vocabulary using geoaerobics. Then the students took the first quiz of unit 4. This will be scored and sent home this afternoon. There is no homework.
Before heading to lunch and recess, the students went to art.
This afternoon, the students helped me create a check list to use when revising our persuasive writing pieces. Then the children used the checklist, a blue correction pencil and a partner, to revise their own writing. While they revised their writing I met with reading groups.
Lions: We reviewed their list of unknown words from earlier today and reread and discussed chapter 1. For homework they need to reread chapter 1, for fluency, and get a parent signature in their binder.
Crabs: We reviewed their list of unknown words from earlier today and reread and discussed chapter 2. For homework they need to reread chapter 2, for fluency, and get a parent signature in their binder.
Bears: We didn't have time to have a discussion. The students wrote their homework in their binder...they need to reread chapter 2 and choose and explain a title for that chapter.
At the end of the day the children visited the media center since we will not be going tomorrow.
While the students were at the media center, I reviewed their persuasive letters that they revised today, using the checklist. I was so impressed with the changes they recognized that needed to be made!! I could tell they definitely used our lesson and the checklist!!! WOO HOO!!!
Wednesday, February 8, 2012
Mock MSA - Reading
This morning the students participated in the first of two practice MSA tests. Today's was for reading. On Friday they will take one for math.
I will review the practice test with the students and give them feedback on their BCRs. These test will come home at the end of next week with sample BCR response attached.
After our mock testing session we had a shortened math period. WE reviewed last night's homework. Then I assigned a worksheet for homework and told the students we would have a quiz TOMORROW, not Friday. After that, we reviewed the geometry vocabulary using geoaerobics.
Finally, before going to lunch and recess and after getting over our initial disappointment of not being able to use the computer lab, we settled into a social studies lesson. We discussed and defined the concept of community and shared a few rules that help our communities function safely. Then the students worked in groups of 3 or 4, using an iPad, to create lists of rules they have in their communities.
Following lunch and outdoor recess we verbally rehearsed naming and explaining the benefits of making laws for oil companies to follow in order to keep our oceans clean. Then I modeled writing a persuasive letter, using the planning sheet and the ideas we rehearsed. While I met with reading groups the students worked on their persuasive letter rough drafts.
Lions: We met and discussed chapter 2 of the Doll People. It became clear that this book was a bit over the students' heads. After a brief discussion, we decided, as a group, to begin a new book tomorrow. Therefore there is no homework tonight.
Bears: We met and discussed chapter 1...we practiced using context clues to define the word taunted. We talked about the relationship between Kyle and his father and what "no batter" meant. There is no homework tonight except for the two children who need to catch up and read chapter 1.
Crabs: We reviewed and discussed chapter 1 and cleared up the idea that the "field tips" are not real. Then the students shared their homework from Monday. There is no homework tonight.
Unfortunately, reading ran over and we did not have enough time for a class meeting today! :-(
I will review the practice test with the students and give them feedback on their BCRs. These test will come home at the end of next week with sample BCR response attached.
After our mock testing session we had a shortened math period. WE reviewed last night's homework. Then I assigned a worksheet for homework and told the students we would have a quiz TOMORROW, not Friday. After that, we reviewed the geometry vocabulary using geoaerobics.
Finally, before going to lunch and recess and after getting over our initial disappointment of not being able to use the computer lab, we settled into a social studies lesson. We discussed and defined the concept of community and shared a few rules that help our communities function safely. Then the students worked in groups of 3 or 4, using an iPad, to create lists of rules they have in their communities.
Following lunch and outdoor recess we verbally rehearsed naming and explaining the benefits of making laws for oil companies to follow in order to keep our oceans clean. Then I modeled writing a persuasive letter, using the planning sheet and the ideas we rehearsed. While I met with reading groups the students worked on their persuasive letter rough drafts.
Lions: We met and discussed chapter 2 of the Doll People. It became clear that this book was a bit over the students' heads. After a brief discussion, we decided, as a group, to begin a new book tomorrow. Therefore there is no homework tonight.
Bears: We met and discussed chapter 1...we practiced using context clues to define the word taunted. We talked about the relationship between Kyle and his father and what "no batter" meant. There is no homework tonight except for the two children who need to catch up and read chapter 1.
Crabs: We reviewed and discussed chapter 1 and cleared up the idea that the "field tips" are not real. Then the students shared their homework from Monday. There is no homework tonight.
Unfortunately, reading ran over and we did not have enough time for a class meeting today! :-(
Tuesday, February 7, 2012
Tuesday
The past couple of days have been anything but consistent. So this morning we took time to work on our persuasive writing piece. The students read selected pages in the book Oil Spills to gather the correct information to use in their letters to Congress. They will begin their rough drafts tomorrow!!
In math we defined the movement of figures as slides (translations), flips (reflections) or turns (rotations). We also reviewed our geometry vocabulary using geoaerobics. If you would like to view the PowerPoint go to: http://teachershare.scholastic.com/resources/11739#fragment-2 , scroll to the bottom of the page and click on the PPT geoaerobics PowerPoint download. For homework tonight there is a worksheet to practice identifying slides, flips and turns.
After math the children went to PE and then enjoyed lunch and outdoor recess. Following recess, Mrs. Howard came continued her friendship unit with our homeroom. Therefore, we didn't have reading groups today.
We ended the day by using our reed instruments to produce sound. The point of the lesson was for students to recognize that the reeds had to vibrate in order for sound to be produced. Also, the shorter the slide on the instrument, the higher the pitch.
Prior to dismissal the students arranged their desks in old-fashioned single file rows to prepare for our practice MSA tomorrow morning. The students will participate in a mock MSA tomorrow and Friday. This is to help them get a feel for the testing environment and to see what test questions will look like. Tomorrow's session will be reading. Over the next week the students will get feedback on their written answers and have a chance to improve them. These will come home at the end of next week with sample "model" answers attached.
If you are interested in more information about the MSA and to view sample test questions, go to this link: http://mdk12.org/assessments/k_8/index_c.html
In math we defined the movement of figures as slides (translations), flips (reflections) or turns (rotations). We also reviewed our geometry vocabulary using geoaerobics. If you would like to view the PowerPoint go to: http://teachershare.scholastic.com/resources/11739#fragment-2 , scroll to the bottom of the page and click on the PPT geoaerobics PowerPoint download. For homework tonight there is a worksheet to practice identifying slides, flips and turns.
After math the children went to PE and then enjoyed lunch and outdoor recess. Following recess, Mrs. Howard came continued her friendship unit with our homeroom. Therefore, we didn't have reading groups today.
We ended the day by using our reed instruments to produce sound. The point of the lesson was for students to recognize that the reeds had to vibrate in order for sound to be produced. Also, the shorter the slide on the instrument, the higher the pitch.
Prior to dismissal the students arranged their desks in old-fashioned single file rows to prepare for our practice MSA tomorrow morning. The students will participate in a mock MSA tomorrow and Friday. This is to help them get a feel for the testing environment and to see what test questions will look like. Tomorrow's session will be reading. Over the next week the students will get feedback on their written answers and have a chance to improve them. These will come home at the end of next week with sample "model" answers attached.
If you are interested in more information about the MSA and to view sample test questions, go to this link: http://mdk12.org/assessments/k_8/index_c.html
Monday, February 6, 2012
Marvelous Monday
Today has been a bust day! I've been in and out of the classroom due to meetings but, rest assured, the students have been in good hands along the way.
This morning in reading, Mrs. Starkey taught the children about the use of figurative language in writing to create a more vivid and accurate picture in the reader's minds. Then she read the book, June 29, 1999, to the class and together they identified examples of alliteration. Alliteration is the repetition of the same consonant sound in the beginning of words. For example, Peter Piper picked a peck of pickled peppers used alliteration.
Next, the students completed a follow up alliteration worksheet and shared these with classmates.
I returned in time for math. Today we reviewed the concept of symmetry and defined and identified congruent figures (same size, same shape). While the students worked on an independent practice sheet I worked with students on place value and on identifying congruent figures. There is a worksheet for homework.
Following music, the students enjoyed lunch and outdoor recess. When they returned Mrs. Santa Maria worked with them as I was attending another meeting.
The students began by revising their opinion statements fro their persuasive writing piece. Then they rehearsed what they were going to write in their letter.
After that, the students worked on fact and opinion and alliteration practice activities while Mrs. Santa Maria met with reading groups.
Bears:The students received a new book. They previewed the book by reading the brief synopsis on the back and looking at the front cover. Then they read the first few pages of chapter 1 as a group. For homework, they need to finish chapter 1 and choose a title for this chapter.
Crabs:The students received a new book. They previewed the book by reading the brief synopsis on the back and looking at the front cover. Then they read the first few pages of chapter 1 as a group. For homework, they need to finish chapter 1 and choose a title for this chapter.
Lions: The students began reading chapter 2 in group. For homework they need to finish chapter 2 and write a question to ask their classmates, in group, tomorrow, to test their knowledge of the chapter.
The children ended the day by beginning to make reed instruments out of straws. We will finish this tomorrow.
This morning in reading, Mrs. Starkey taught the children about the use of figurative language in writing to create a more vivid and accurate picture in the reader's minds. Then she read the book, June 29, 1999, to the class and together they identified examples of alliteration. Alliteration is the repetition of the same consonant sound in the beginning of words. For example, Peter Piper picked a peck of pickled peppers used alliteration.
Next, the students completed a follow up alliteration worksheet and shared these with classmates.
I returned in time for math. Today we reviewed the concept of symmetry and defined and identified congruent figures (same size, same shape). While the students worked on an independent practice sheet I worked with students on place value and on identifying congruent figures. There is a worksheet for homework.
Following music, the students enjoyed lunch and outdoor recess. When they returned Mrs. Santa Maria worked with them as I was attending another meeting.
The students began by revising their opinion statements fro their persuasive writing piece. Then they rehearsed what they were going to write in their letter.
After that, the students worked on fact and opinion and alliteration practice activities while Mrs. Santa Maria met with reading groups.
Bears:The students received a new book. They previewed the book by reading the brief synopsis on the back and looking at the front cover. Then they read the first few pages of chapter 1 as a group. For homework, they need to finish chapter 1 and choose a title for this chapter.
Crabs:The students received a new book. They previewed the book by reading the brief synopsis on the back and looking at the front cover. Then they read the first few pages of chapter 1 as a group. For homework, they need to finish chapter 1 and choose a title for this chapter.
Lions: The students began reading chapter 2 in group. For homework they need to finish chapter 2 and write a question to ask their classmates, in group, tomorrow, to test their knowledge of the chapter.
The children ended the day by beginning to make reed instruments out of straws. We will finish this tomorrow.
Thursday, February 2, 2012
Thursday...scheduling mistake
OOPS! I made a mistake...the change in our media schedule is NEXT week. Hopefully, you received my email this morning explaining the error!
In reading this morning we continued to identify the mood in text. TO begin the lesson, I shared two student samples from yesterday's Miss Nelson BCR. I wanted to point out how classmates were able to successfully identify the mood in the story and use details to support their choice.
After that, we read the story The Pain and the Great One, by Judy Blume, twice. The first time the students listened for enjoyment. During the second reading, the children drew and wrote words that supported the mood in the story. After reading each section in the book, we identified mood choices and shared examples of support from their drawings or word splashes.
In math we took time to review last night's homework. Several students said they had trouble. Therefore, I went over each problem and answered questions along the way.
Then I introduced polygons as flat, straight, closed shapes. Each students received a chart depicting polygons and 3D shapes that is expected to be stored in their math section and used as a resource. They may need to use this sheet to complete their homework tonight.
Students must memorized that pentagons are 5 sided figures, hexagons have 6 sides and octagons have 8 sides.
As mentioned above, there is a worksheet for homework.
Following art, lunch and outdoor recess the students worked independently on a BCR about the mood in The Pain and the Great One. They also fixed their spelling in their RRJS and caught up on unfinished work.
Reading Groups
Crabs: We reviewed their lists of unknown words and discussed chapter 7. Tonight they need to read chapter 8 and answer the question, "Did you enjoy this book? Why/why not?".
Lions: We shared their favorite characters from Stay Away from Simon (last night's homework) and I collected their books. I passed out their next book, a fantasy,, titled The Doll People. We read and discussed the prologue. For homework tonight they need to read chapter 1 and list unknown words.
Bears: We reviewed their titles and explanations that they wrote for homework last night. Tonight for homework they need to read chapter 9 and answer the question, "Would you recommend this book to someone else? Why/why not?".
We ended the day by electing a start student for the trait of responsibility.
I will be out of the building tomorrow. So there will not be a blog post!
Have a great weekend!!
In reading this morning we continued to identify the mood in text. TO begin the lesson, I shared two student samples from yesterday's Miss Nelson BCR. I wanted to point out how classmates were able to successfully identify the mood in the story and use details to support their choice.
After that, we read the story The Pain and the Great One, by Judy Blume, twice. The first time the students listened for enjoyment. During the second reading, the children drew and wrote words that supported the mood in the story. After reading each section in the book, we identified mood choices and shared examples of support from their drawings or word splashes.
In math we took time to review last night's homework. Several students said they had trouble. Therefore, I went over each problem and answered questions along the way.
Then I introduced polygons as flat, straight, closed shapes. Each students received a chart depicting polygons and 3D shapes that is expected to be stored in their math section and used as a resource. They may need to use this sheet to complete their homework tonight.
Students must memorized that pentagons are 5 sided figures, hexagons have 6 sides and octagons have 8 sides.
As mentioned above, there is a worksheet for homework.
Following art, lunch and outdoor recess the students worked independently on a BCR about the mood in The Pain and the Great One. They also fixed their spelling in their RRJS and caught up on unfinished work.
Reading Groups
Crabs: We reviewed their lists of unknown words and discussed chapter 7. Tonight they need to read chapter 8 and answer the question, "Did you enjoy this book? Why/why not?".
Lions: We shared their favorite characters from Stay Away from Simon (last night's homework) and I collected their books. I passed out their next book, a fantasy,, titled The Doll People. We read and discussed the prologue. For homework tonight they need to read chapter 1 and list unknown words.
Bears: We reviewed their titles and explanations that they wrote for homework last night. Tonight for homework they need to read chapter 9 and answer the question, "Would you recommend this book to someone else? Why/why not?".
We ended the day by electing a start student for the trait of responsibility.
I will be out of the building tomorrow. So there will not be a blog post!
Have a great weekend!!
Wednesday, February 1, 2012
Wednesday
This morning we revisited and dug into the concept of mood in literature. This is a challenging concept. We read the story Miss Nelson is Missing and identified the mood at the beginning, middle and end of the story. We also shared evidence from the book that supported the moods.
After that we reviewed the meaning of each WOW word that we have learned this year and learned a new word, sliver (a small, thin piece).
This afternoon while I meet with reading groups the students will identify how the mood changes in Miss Nelson, by answering a BCR in their RRJ. They will also create a cartoon for the word sliver. Finally, they will practice identifying statements as either fact or opinion.
In math we learned about 3 different types of lines; parallel, intersecting and perpendicular. The students worked on a practice worksheet in class and have a follow up worksheet for homework.
After math we went to the computer lab to practice our keyboarding skills using Type to Learn 3.
Following lunch and recess the students worked independently while I met with reading groups.
Bears: We shared the titles they wrote for chapter 7 and discussed Sarah's internal battle of whether she should stay or go back to Maine. For homework tonight the students need to read chapter 8 and write a title for it. They also need to explain why they chose the title.
Lions: We reviewed the unknown words from last night's homework and then reread and discussed chapter 6. Tonight the students need to reread chapter 6 (working on fluency) and then identify their favorite character in the book and explain why.
Crabs: We shared and discussed the students new title for chapter 6. For homework tonight they need to read chapter 7 and list unknown words.
We ended the day with a class meeting where we shared compliments for one another and then I discussed the importance of putting effort into school work.
Report cards are coming home today in your child's home folder.
We will be going to the media center tomorrow NOT Friday...this week only.
After that we reviewed the meaning of each WOW word that we have learned this year and learned a new word, sliver (a small, thin piece).
This afternoon while I meet with reading groups the students will identify how the mood changes in Miss Nelson, by answering a BCR in their RRJ. They will also create a cartoon for the word sliver. Finally, they will practice identifying statements as either fact or opinion.
In math we learned about 3 different types of lines; parallel, intersecting and perpendicular. The students worked on a practice worksheet in class and have a follow up worksheet for homework.
After math we went to the computer lab to practice our keyboarding skills using Type to Learn 3.
Following lunch and recess the students worked independently while I met with reading groups.
Bears: We shared the titles they wrote for chapter 7 and discussed Sarah's internal battle of whether she should stay or go back to Maine. For homework tonight the students need to read chapter 8 and write a title for it. They also need to explain why they chose the title.
Lions: We reviewed the unknown words from last night's homework and then reread and discussed chapter 6. Tonight the students need to reread chapter 6 (working on fluency) and then identify their favorite character in the book and explain why.
Crabs: We shared and discussed the students new title for chapter 6. For homework tonight they need to read chapter 7 and list unknown words.
We ended the day with a class meeting where we shared compliments for one another and then I discussed the importance of putting effort into school work.
Report cards are coming home today in your child's home folder.
We will be going to the media center tomorrow NOT Friday...this week only.
Subscribe to:
Posts (Atom)