We made it!!! Winter Break is just a few hours away!!!
Our day began with a wonderful, annual treat--a short concert performed by the Damascus HS marching band. I look forward to this each year!
After that we returned to class and began our math rotations.
Students working with me acted out word problems to determine which operation was illustrated in each.
During guided practice students worked in pairs to rewrite division equations as multiplication equations and solve for the unknown. While doing so they were to discuss what they knew, what was unknown and how they knew their solution was correct.
Finally, students worked on basic facts using Ken Ken or That's a Fact at the technology rotation.
After math we spent the rest of the morning and the early afternoon working on the inquiry projects. We have made a lot of progress!! But...we are not done. :-(
The day ended with a wonderful holiday sing-a-long led by Mrs. Thompson, with Mr. McGee accompanying on his guitar. It was a fun, festive way to begin our break!
Thanks for all of the kid words and gift...I was very spoiled by all of you and truly appreciate it! I am one lucky teacher!!!
Friday, December 20, 2013
Thursday, December 19, 2013
Almost there...
Two more days...we can do it!!!!
The children are definitely in the holiday spirit and ready for a break! However, we will persevere and get through....only two more days, right?
Today, being our flip flop day, we began with math.
The focus was identifying which operation to use, addition, subtraction, multiplication or division, to solve a one step word problem. Students used the CUBES strategy to math the correct equation to its word problem during guided practice.
During technology most students completed the multiplication jigsaw puzzle independently. Some, however, worked on it as part of the UCARE assessment to determine appropriate placement for the compacted 4-5 math class next year.
As a holiday gift to all, there is NO homework tonight and NO quiz tomorrow!
During the reading and writing block the students continued working on the inquiry project. I worked with individuals and small groups of students. There was a lot going on...most were writing their rough drafts of the second and third paragraphs. Some began publishing those three paragraphs.
We ended the day by making ice cream! Check out the two pictures I tweeted!
The children are definitely in the holiday spirit and ready for a break! However, we will persevere and get through....only two more days, right?
Today, being our flip flop day, we began with math.
The focus was identifying which operation to use, addition, subtraction, multiplication or division, to solve a one step word problem. Students used the CUBES strategy to math the correct equation to its word problem during guided practice.
During technology most students completed the multiplication jigsaw puzzle independently. Some, however, worked on it as part of the UCARE assessment to determine appropriate placement for the compacted 4-5 math class next year.
As a holiday gift to all, there is NO homework tonight and NO quiz tomorrow!
During the reading and writing block the students continued working on the inquiry project. I worked with individuals and small groups of students. There was a lot going on...most were writing their rough drafts of the second and third paragraphs. Some began publishing those three paragraphs.
We ended the day by making ice cream! Check out the two pictures I tweeted!
Wednesday, December 18, 2013
Back to Normalcy...maybe?
I feel the need to make it clear---I HATE being out of the classroom...it is a necessary evil, though!
I am back and do not have any more meetings or trainings in the near future! :-)
This morning we began with our weekly class meeting. First, the students drew a picture of their brain and wrote what they know about it. This became our group share during the class meeting. After the students shared I discussed the common themes I had hear--the brain helps us think and the brain controls our bodies. I explained that our brains have neurons which get stronger when they are used and weaker when they aren't.
Additionally, I mentioned BRIEFLY, that I wanted each student to begin thinking about a goal they want to accomplish in math and one in reading/writing.
After that we shared compliments--and there weren't many. :(
Next we moved on to our math rotations. When working with me, students used the c, u and b from the cubes strategy to understand word problems. Then they matched word problems to numbers lines. For HOMEWORK, all students will write an equation, using a variable and solve for the unknown. This will be done in their math journal.
During guided practice the students worked on a POW (problem of the week) with Mrs. Benson.
Finally, during the technology rotation the children worked towards the memorization of their basic facts using That's a Fact, a web site that can be found on the third grade web site.
The remainder of the morning and afternoon was spent working on the inquiry project. It doesn't make for a good blog entry, but I worked with individuals and small groups of students. Some students were asked to identify, by highlighting or circling, information needed in each paragraph. When they identified missing information they would revisit their research. They were also coached to include various components or even remove facts or explanations from different sections. Other students practiced reciting information to me, converting it into sentences and then writing them with the use of a word bank.
We spent hours working on this all day and will continue tomorrow.
We were supposed to make ice cream today but did not get to it due to an issue in the classroom. We will get to that tomorrow.
I am back and do not have any more meetings or trainings in the near future! :-)
This morning we began with our weekly class meeting. First, the students drew a picture of their brain and wrote what they know about it. This became our group share during the class meeting. After the students shared I discussed the common themes I had hear--the brain helps us think and the brain controls our bodies. I explained that our brains have neurons which get stronger when they are used and weaker when they aren't.
Additionally, I mentioned BRIEFLY, that I wanted each student to begin thinking about a goal they want to accomplish in math and one in reading/writing.
After that we shared compliments--and there weren't many. :(
Next we moved on to our math rotations. When working with me, students used the c, u and b from the cubes strategy to understand word problems. Then they matched word problems to numbers lines. For HOMEWORK, all students will write an equation, using a variable and solve for the unknown. This will be done in their math journal.
During guided practice the students worked on a POW (problem of the week) with Mrs. Benson.
Finally, during the technology rotation the children worked towards the memorization of their basic facts using That's a Fact, a web site that can be found on the third grade web site.
The remainder of the morning and afternoon was spent working on the inquiry project. It doesn't make for a good blog entry, but I worked with individuals and small groups of students. Some students were asked to identify, by highlighting or circling, information needed in each paragraph. When they identified missing information they would revisit their research. They were also coached to include various components or even remove facts or explanations from different sections. Other students practiced reciting information to me, converting it into sentences and then writing them with the use of a word bank.
We spent hours working on this all day and will continue tomorrow.
We were supposed to make ice cream today but did not get to it due to an issue in the classroom. We will get to that tomorrow.
Monday, December 16, 2013
Monday Madness...
No...just kidding! However, this week is a bit wacky!
Just a warning...I will be at a meeting this afternoon and then at another meeting/training all day tomorrow. There will NOT be a blog post tomorrow and today's may lack some details.
This morning the students began their day in the computer lab, with Mrs. Rose and Mrs. Dodson, participating in the Hour of Code. Read about it here!
When they returned to class we began math rotations.
The students played a basic fact Clip and Cover game, with me, and discussed which products were easier and which were more difficult to calculate.
During guided practice the children wrote their name in block letters, on centimeter grid paper, and calculated the area of each letter. They discussed which letters needed to be partitioned, as well as, which letters were more difficult to draw.
Finally, during the tech rotation, students visited Fridge Magnet Math and discussed which products and quotients were easier and harder to identify.
We began our reading and writing block with me modeling writing the third paragraph of the inquiry project, the paragraph about the tool at the present. I captured this lesson on Educreations for students to review as needed.
The students worked on reading group assignments and the inquiry project during indepepdent work time. Additionally, some students read about making ice cream.
Students learned about the Savannah region during social studeis at the end of the day. They viewed photographs and watch a video, during which, they took notes about modifications and adaptations on the worksheet they used for the desert region.
As I mentioned earlier in the post, I was at a meeting all afternoon. All reading groups were met with and have homework in their planner.
There will NOT be a blog post tomorrow.
I apologize for any confusion or frustration.
Just a warning...I will be at a meeting this afternoon and then at another meeting/training all day tomorrow. There will NOT be a blog post tomorrow and today's may lack some details.
This morning the students began their day in the computer lab, with Mrs. Rose and Mrs. Dodson, participating in the Hour of Code. Read about it here!
When they returned to class we began math rotations.
The students played a basic fact Clip and Cover game, with me, and discussed which products were easier and which were more difficult to calculate.
During guided practice the children wrote their name in block letters, on centimeter grid paper, and calculated the area of each letter. They discussed which letters needed to be partitioned, as well as, which letters were more difficult to draw.
Finally, during the tech rotation, students visited Fridge Magnet Math and discussed which products and quotients were easier and harder to identify.
We began our reading and writing block with me modeling writing the third paragraph of the inquiry project, the paragraph about the tool at the present. I captured this lesson on Educreations for students to review as needed.
The students worked on reading group assignments and the inquiry project during indepepdent work time. Additionally, some students read about making ice cream.
Students learned about the Savannah region during social studeis at the end of the day. They viewed photographs and watch a video, during which, they took notes about modifications and adaptations on the worksheet they used for the desert region.
As I mentioned earlier in the post, I was at a meeting all afternoon. All reading groups were met with and have homework in their planner.
There will NOT be a blog post tomorrow.
I apologize for any confusion or frustration.
Friday, December 13, 2013
Fabulous Friday!
The students began their day in PE.
When they returned to class we began math rotations, since there was no quiz today!!
The teacher lesson focused on using the words quartet, trio and duet to represent equal groups of 4, 3 and 2 respectively, in word problems. During guided practice, the children completed the POW. Finally, during the technology rotation, the children identified the area of torn figures.
Today's reading and writing block focused on the first two paragraphs of the inquiry project. I began by explicitly identifying what information needed to be in each paragraph AND what questions they should have answered through their research prior to writing each paragraph. Then, I made a copy, for each student, of the information I outlined for them.
After that, I met with two reading groups to review HOW to organize and answer a BCR.
Pandas: We discussed the need to identify what the question is asking and I explained that became the topic of the response. I then showed them how to write the topic sentence for their answer. After that I modeled using specific information, or details, from the book to prove or explain my answer. I used the BCR they completed yesterday as a model for my lesson.
Cheetahs: We discussed the need to identify what the question is asking and I explained that became the topic of the response. I then showed them how to write the topic sentence for their answer. After that I modeled using specific information, or details, from the book to prove or explain my answer. I used the BCR they completed yesterday as a model for my lesson.
Following lunch and indoor recess, I will be at a meeting in the building.
The students will continue working on their inquiry project under the direction of the substitute and our instructional assistant. Students who are "done" will be asked to point to, or highlight, the required components for each paragraph. If they are unable to do so, because it is missing, they will be directed to go back and revise their writing.
When they returned to class we began math rotations, since there was no quiz today!!
The teacher lesson focused on using the words quartet, trio and duet to represent equal groups of 4, 3 and 2 respectively, in word problems. During guided practice, the children completed the POW. Finally, during the technology rotation, the children identified the area of torn figures.
Today's reading and writing block focused on the first two paragraphs of the inquiry project. I began by explicitly identifying what information needed to be in each paragraph AND what questions they should have answered through their research prior to writing each paragraph. Then, I made a copy, for each student, of the information I outlined for them.
After that, I met with two reading groups to review HOW to organize and answer a BCR.
Pandas: We discussed the need to identify what the question is asking and I explained that became the topic of the response. I then showed them how to write the topic sentence for their answer. After that I modeled using specific information, or details, from the book to prove or explain my answer. I used the BCR they completed yesterday as a model for my lesson.
Cheetahs: We discussed the need to identify what the question is asking and I explained that became the topic of the response. I then showed them how to write the topic sentence for their answer. After that I modeled using specific information, or details, from the book to prove or explain my answer. I used the BCR they completed yesterday as a model for my lesson.
Following lunch and indoor recess, I will be at a meeting in the building.
The students will continue working on their inquiry project under the direction of the substitute and our instructional assistant. Students who are "done" will be asked to point to, or highlight, the required components for each paragraph. If they are unable to do so, because it is missing, they will be directed to go back and revise their writing.
Thursday, December 12, 2013
Thriving Thursday
Today is our flip-flop day. So we began with math rotations.
When working with me, students determined the area of a torn figure.
At guided practice, the children continued solving yesterday's POW (problem of the week).
Finally, at the technology rotation, the children revisited Times Table Grid, this time using all of the facts.
For homework there is a worksheet determining the area of a torn figure. There will NOT be a quiz tomorrow.
The children went to music after math.
When they returned, I modeled writing the second paragraph, about the past, for the technology tool inquiry project. This time, though, I captured it on Educreations, so that the students can watch and re watch portions to help them with their writing.
While I met with small groups the children, the rest of the class worked on reading group assignments and writing the first and second paragraphs of their inquiry project.
First, I met with several students to provide feedback on their introductory paragraphs. Many needed to go back and discover more specific details about their tools through research.
After that I pulled the Sharks reading group.
Sharks: We reviewed the need to use text features and repeated words and phrases to identify the main idea of text. After that we read pages 8 and 9, pausing at the end of each section to rephrase what we read. I explained that this is a necessary strategy for readers who forget what they have read. For HOMEWORK the children need to reread pages 8 and 9 and list the 5 most repeated words, from the entire article, on a sticky note.
Following lunch and indoor recess, the students continued working independently while I met with more groups.
First I pulled individual students to conduct informal reading assessments. I took running records (to see their miscues as they read words) and asked oral comprehension questions.
Then I met with a few more students to work on organizing the introductory paragraph of the inquiry project.
After that I met with the Cheetahs group.
Cheetahs: Independently they read chapter 15 and explained, in their RRJ, what was mean by the last sentence on page 115. In group we discussed their written responses. For HOMEWORK the children need to reread chapter 15.
Pandas: Independently they read chapter 15 and wrote a title, and explained their choice, in their RRJ. In group we discussed their written responses. For HOMEWORK the children need to reread chapter 15.
Dolphins: I met with these students one at a time to do reading assessments. For homework they need to, again, write their words three times each in their RRJ and reread pages 6-9.
Note: We had a impromptu class meeting...student work in going down hill at a rapid rate. So, I addressed the need to speak up and ask for help...even if it is just to tell me they are overwhelmed.
We ended the day by viewing pictures of the desert region of Africa and identifying/discussing our observations as to how people modify and adapt to the environment there.
When working with me, students determined the area of a torn figure.
At guided practice, the children continued solving yesterday's POW (problem of the week).
Finally, at the technology rotation, the children revisited Times Table Grid, this time using all of the facts.
For homework there is a worksheet determining the area of a torn figure. There will NOT be a quiz tomorrow.
The children went to music after math.
When they returned, I modeled writing the second paragraph, about the past, for the technology tool inquiry project. This time, though, I captured it on Educreations, so that the students can watch and re watch portions to help them with their writing.
While I met with small groups the children, the rest of the class worked on reading group assignments and writing the first and second paragraphs of their inquiry project.
First, I met with several students to provide feedback on their introductory paragraphs. Many needed to go back and discover more specific details about their tools through research.
After that I pulled the Sharks reading group.
Sharks: We reviewed the need to use text features and repeated words and phrases to identify the main idea of text. After that we read pages 8 and 9, pausing at the end of each section to rephrase what we read. I explained that this is a necessary strategy for readers who forget what they have read. For HOMEWORK the children need to reread pages 8 and 9 and list the 5 most repeated words, from the entire article, on a sticky note.
Following lunch and indoor recess, the students continued working independently while I met with more groups.
First I pulled individual students to conduct informal reading assessments. I took running records (to see their miscues as they read words) and asked oral comprehension questions.
Then I met with a few more students to work on organizing the introductory paragraph of the inquiry project.
After that I met with the Cheetahs group.
Cheetahs: Independently they read chapter 15 and explained, in their RRJ, what was mean by the last sentence on page 115. In group we discussed their written responses. For HOMEWORK the children need to reread chapter 15.
Pandas: Independently they read chapter 15 and wrote a title, and explained their choice, in their RRJ. In group we discussed their written responses. For HOMEWORK the children need to reread chapter 15.
Dolphins: I met with these students one at a time to do reading assessments. For homework they need to, again, write their words three times each in their RRJ and reread pages 6-9.
Note: We had a impromptu class meeting...student work in going down hill at a rapid rate. So, I addressed the need to speak up and ask for help...even if it is just to tell me they are overwhelmed.
We ended the day by viewing pictures of the desert region of Africa and identifying/discussing our observations as to how people modify and adapt to the environment there.
Wednesday, December 11, 2013
And Here We Go...
The excitement for Winter Break was definitely given a booster with the two unexpected snow days!! This welcome break brought about some changes...
Lunches:
Changes are listed below. We resume the regular menu next Wednesday, December 18.
Our class will preview it today. The Book Fair has been extended through Tuesday of next week, December 17.
Holiday Shop:
Rescheduled for Tuesday, December 17 from 5:30-7:30 and during lunch/recess on Wednesday, December 18.
On to today!
We began our day with our weekly class meeting. Our group share gave students a chance to talk about one thing they did over our extended 4 day weekend. After that I shared some changes, which are outlines above, to our upcoming schedule.
Then we went to preview the Book Fair. A note: there is a change this year. DO NOT add in sales tax. It has already been accounted for in the price of the books and other products.
When we returned to class, we began our math rotations. Students practiced identifying the area of rectilinear figures during today's focus lesson. In short, students had to break the figures into rectangles, use the A=LxW formula to calculate the area of individuals rectangles and then add the areas together.
During guided practice, students worked together to solve a POW while using math discourse. Questions posed included: What information do we have? What information is not stated in the problem? What tools can we use to visualize and represent the problem? How do we know our answer is correct?
Finally, during the technology rotation, students watch a Learn Zillion lesson about using the distributive property to solve for unknown facts. When they were finished, they complete the guided practice lesson in their math journal.
For HOMEWORK there is a worksheet that practices the skills from today's lesson.
We began our reading and writing block by reviewing the second paragraph of the inquiry project (the past) and quickly identifying the text features involved in the article about the Everglades.
While I meet with small groups, all students will read the first three paragraphs of an article about the Everglades, using the ipad (since it can read for the student, thus allowing ALL students equal access). Students will use information from the text features and those three paragraphs to identify how the land has changed and how that has effected plant, animal and human life, in their RRJ.
Some reading groups will also read chapter 14 of their novel and write about the main event in the chapter and events leading up to it.
After that, students will work on their rough drafts for the first and second paragraphs of the inquiry project.
Sharks: We reviewed using text features and repeated words and phrases to identify the main idea of text. Then we listed facts we had learned from reading pages 4 and 5 of the article "Into the Wild". Next, we read and discussed pages 6 and 7. Finally, we began discussing the common thread linking what we have read so far--which is Joe Sartore's photography of endangered species. For HOMEWORK the students need to reread pages 4-7.
Dolphins: We read and wrote high frequency focus words (another, place, piece and large). Then we reviewed the words on pages 2 and 3. Next we identified text features on pages6 and 7. After that, we read and discussed those pages. They did well!! For HOMEWORK the students need to write their focus words 3 times each in their RRJ and read pages 6-9!
Following lunch and indoor recess the students continued working independently.
Before meeting with reading groups, I met with a group of students who were finished with the introductory paragraph of their inquiry project. Each had a chance to read theirs out loud while I provided both oral and written feedback.
Then I met with more reading groups.
Cheetahs: We began by sharing the answers to the questions about the Everglades article. It quickly became apparent that the children did not fully understand it. So we discussed the need to go back and reread or re listen. For HOMEWORK tonight, the children need to reread the first three paragraphs and improve their answers to the following questions:
Based on the title, what is the article about?
How has the land changed?
What are the effects on human, plant and animal life?
We also discussed chapter 14. The students read it independently and, in their RRJ, identified the main event and the actions leading to it.
Pandas: We began by sharing the answers to the questions about the Everglades article. It quickly became apparent that the children did not fully understand it. So we discussed the need to go back and reread or re listen. For HOMEWORK tonight, the children need to reread the first three paragraphs and improve their answers to the following questions:
Based on the title, what is the article about?
How has the land changed?
What are the effects on human, plant and animal life?
We also discussed chapter 14. The students read it independently and, in their RRJ, identified the main event and the actions leading to it.
Unfortunately, we ran out of time and did not get to science. :-(
Lunches:
Changes are listed below. We resume the regular menu next Wednesday, December 18.
Wednesday, December
11, 2013
**Chicken Patty on Bun with Tater Tots -or-
Hamburger on Bun with Tater Tots
**Chicken Patty on Bun with Tater Tots -or-
Hamburger on Bun with Tater Tots
Thursday,
December 12, 2013
**Cheese Crunchers with Marinara Sauce -or-
French Toast Sticks with Sausage Links
**Cheese Crunchers with Marinara Sauce -or-
French Toast Sticks with Sausage Links
Friday,
December 13, 2013
Personal Pizza, Cheese or Pepperoni -or-
**Chipotle Beef Bites with Rice and dinner roll
Personal Pizza, Cheese or Pepperoni -or-
**Chipotle Beef Bites with Rice and dinner roll
Monday,
December 16, 2013
**Stuffed Crust Pizza, cheese or Pepperoni -or-
Spicy chicken patty on bun
**Stuffed Crust Pizza, cheese or Pepperoni -or-
Spicy chicken patty on bun
Tuesday, December 17,
2013
**Cheese Crunchers with Marinara Sauce -or-
French Toast Sticks with Sausage Links
Book Fair:**Cheese Crunchers with Marinara Sauce -or-
French Toast Sticks with Sausage Links
Our class will preview it today. The Book Fair has been extended through Tuesday of next week, December 17.
Holiday Shop:
Rescheduled for Tuesday, December 17 from 5:30-7:30 and during lunch/recess on Wednesday, December 18.
On to today!
We began our day with our weekly class meeting. Our group share gave students a chance to talk about one thing they did over our extended 4 day weekend. After that I shared some changes, which are outlines above, to our upcoming schedule.
Then we went to preview the Book Fair. A note: there is a change this year. DO NOT add in sales tax. It has already been accounted for in the price of the books and other products.
When we returned to class, we began our math rotations. Students practiced identifying the area of rectilinear figures during today's focus lesson. In short, students had to break the figures into rectangles, use the A=LxW formula to calculate the area of individuals rectangles and then add the areas together.
During guided practice, students worked together to solve a POW while using math discourse. Questions posed included: What information do we have? What information is not stated in the problem? What tools can we use to visualize and represent the problem? How do we know our answer is correct?
Finally, during the technology rotation, students watch a Learn Zillion lesson about using the distributive property to solve for unknown facts. When they were finished, they complete the guided practice lesson in their math journal.
For HOMEWORK there is a worksheet that practices the skills from today's lesson.
We began our reading and writing block by reviewing the second paragraph of the inquiry project (the past) and quickly identifying the text features involved in the article about the Everglades.
While I meet with small groups, all students will read the first three paragraphs of an article about the Everglades, using the ipad (since it can read for the student, thus allowing ALL students equal access). Students will use information from the text features and those three paragraphs to identify how the land has changed and how that has effected plant, animal and human life, in their RRJ.
Some reading groups will also read chapter 14 of their novel and write about the main event in the chapter and events leading up to it.
After that, students will work on their rough drafts for the first and second paragraphs of the inquiry project.
Sharks: We reviewed using text features and repeated words and phrases to identify the main idea of text. Then we listed facts we had learned from reading pages 4 and 5 of the article "Into the Wild". Next, we read and discussed pages 6 and 7. Finally, we began discussing the common thread linking what we have read so far--which is Joe Sartore's photography of endangered species. For HOMEWORK the students need to reread pages 4-7.
Dolphins: We read and wrote high frequency focus words (another, place, piece and large). Then we reviewed the words on pages 2 and 3. Next we identified text features on pages6 and 7. After that, we read and discussed those pages. They did well!! For HOMEWORK the students need to write their focus words 3 times each in their RRJ and read pages 6-9!
Following lunch and indoor recess the students continued working independently.
Before meeting with reading groups, I met with a group of students who were finished with the introductory paragraph of their inquiry project. Each had a chance to read theirs out loud while I provided both oral and written feedback.
Then I met with more reading groups.
Cheetahs: We began by sharing the answers to the questions about the Everglades article. It quickly became apparent that the children did not fully understand it. So we discussed the need to go back and reread or re listen. For HOMEWORK tonight, the children need to reread the first three paragraphs and improve their answers to the following questions:
Based on the title, what is the article about?
How has the land changed?
What are the effects on human, plant and animal life?
We also discussed chapter 14. The students read it independently and, in their RRJ, identified the main event and the actions leading to it.
Pandas: We began by sharing the answers to the questions about the Everglades article. It quickly became apparent that the children did not fully understand it. So we discussed the need to go back and reread or re listen. For HOMEWORK tonight, the children need to reread the first three paragraphs and improve their answers to the following questions:
Based on the title, what is the article about?
How has the land changed?
What are the effects on human, plant and animal life?
We also discussed chapter 14. The students read it independently and, in their RRJ, identified the main event and the actions leading to it.
Unfortunately, we ran out of time and did not get to science. :-(
Friday, December 6, 2013
Fantastic Friday!
Sorry that there wasn't a blog post yesterday. Basically, we were on our field trip until 2:15.
The field trip was EXCELLENT! Students were involved in hands-on learning experiences working with an assembly line and creating a model of a roller coaster. However, the learning went FAR beyond what I just described. They learned historical facts and new vocabulary. They also collaborated to design a solution to a problem, test it, assess what didn't work and fix the issues. It was a great day!
Follow me on twitter (@runnerdana) to see pictures from the trip!!
When we returned to school we made holiday cards for the troops who are stationed overseas protecting out freedom.
On to today...
The children began their day in PE.
When they returned to class they voted on Star Students for the month of November. The character trait was caring.
Then they took a math quiz. The children did very well! The quizzes have been scored and should be in the math section of the binder.
Our reading and writing block began with a mini-lesson about the use transition words to improve the clarity and smoothness of our writing. Then I modeled drafting the second paragraph of the inquiry project which discussed our tool in the past.
While I met with small groups, students used morphemes (word parts) to write words they know and identify the definition of each, taking into account the meaning of each part of the word. After that, they continued working on their inquiry project. Most are writing the rough draft for their intro paragraph.
Sharks: We revisited regular and irregular past tense verbs as we shared Wednesday night's homework (well, those who did it shared). Then we used cards with morphemes written on them to create words and write their definitions. We did two in group and the students will do 3 more independently, after group. Next, we reviewed using text features and repeated words to identify the main idea of text. Finally, we read page 5 and retold what we read.
Following lunch and indoor recess the students continued working independently while I met with more groups.
Dolphins: We worked on the morpheme match up activity together. Then we reviewed the words on the first two pages. After that, we revisited using text features and repeated words and ideas to identify the main idea. Finally, we read pages 4 and 5 and discussed what it was about.
Cheetahs: We reviewed Morpheme Match Up and the students were given the chance to revise it before handing it in. Then we shared their title explanations for chapter 13. Again, we discussed the changes in Ben and Hana.
Pandas: We reviewed Morpheme Match Up and the students were given the chance to revise it before handing it in. Then we shared their titles for chapter 13 and I guessed what happened in the chapter based on their work. After that we discussed why Kyle spilled the beans and predicted what would happen next.
We ended the day by viewing a Power Point about the wonders of Africa. As we did so, the students identified each as either natural or human-made and evaluated the information in the presentation to determine what made it a wonder.
The field trip was EXCELLENT! Students were involved in hands-on learning experiences working with an assembly line and creating a model of a roller coaster. However, the learning went FAR beyond what I just described. They learned historical facts and new vocabulary. They also collaborated to design a solution to a problem, test it, assess what didn't work and fix the issues. It was a great day!
Follow me on twitter (@runnerdana) to see pictures from the trip!!
When we returned to school we made holiday cards for the troops who are stationed overseas protecting out freedom.
On to today...
The children began their day in PE.
When they returned to class they voted on Star Students for the month of November. The character trait was caring.
Then they took a math quiz. The children did very well! The quizzes have been scored and should be in the math section of the binder.
Our reading and writing block began with a mini-lesson about the use transition words to improve the clarity and smoothness of our writing. Then I modeled drafting the second paragraph of the inquiry project which discussed our tool in the past.
While I met with small groups, students used morphemes (word parts) to write words they know and identify the definition of each, taking into account the meaning of each part of the word. After that, they continued working on their inquiry project. Most are writing the rough draft for their intro paragraph.
Sharks: We revisited regular and irregular past tense verbs as we shared Wednesday night's homework (well, those who did it shared). Then we used cards with morphemes written on them to create words and write their definitions. We did two in group and the students will do 3 more independently, after group. Next, we reviewed using text features and repeated words to identify the main idea of text. Finally, we read page 5 and retold what we read.
Following lunch and indoor recess the students continued working independently while I met with more groups.
Dolphins: We worked on the morpheme match up activity together. Then we reviewed the words on the first two pages. After that, we revisited using text features and repeated words and ideas to identify the main idea. Finally, we read pages 4 and 5 and discussed what it was about.
Cheetahs: We reviewed Morpheme Match Up and the students were given the chance to revise it before handing it in. Then we shared their title explanations for chapter 13. Again, we discussed the changes in Ben and Hana.
Pandas: We reviewed Morpheme Match Up and the students were given the chance to revise it before handing it in. Then we shared their titles for chapter 13 and I guessed what happened in the chapter based on their work. After that we discussed why Kyle spilled the beans and predicted what would happen next.
We ended the day by viewing a Power Point about the wonders of Africa. As we did so, the students identified each as either natural or human-made and evaluated the information in the presentation to determine what made it a wonder.
Wednesday, December 4, 2013
Wonderful Wednesday
We started the day with our weekly class meeting. First, each child shared what motivates them to work hard in school. After that we exchanged some thank yous and compliments. Finally, we discussed the challenge of choosing friends wisely and being proud of who you are.
After that, we visited Go Noodle and worked towards our marathon run which we started last week. Go Noodle is a site that has many choices of movement activities. It is geared towards schools to use as a way to keep blood moving and get kids moving. Studies show that small exercise breaks keeps students alert and has a positive impact on learning and achievement.
Students working with me used their knowledge of are to solve a word problem.
During guided practice the students created different rectangles, all with an area of 30 cm sq. As they worked with their partner to do so, they discussed which strategies to try and identified some that didn't work.
During the technology rotation the children visited Learn Zillion to watch a lesson using arrays to identify the missing side of a rectangle with a given area.
There is a word problem, involving area, worksheet for homework. We WILL have a quiz on Friday!
We began our reading/writing block by reviewing verbs (action words) and determining the difference between regular verbs (add -ed to end when creating past tense) and irregular verbs.
While I worked with small groups ALL students revisited the Africa article on the Internet and read two sections. In their RRJ they listed information provided by illustrations in the article and then they used context clues to determine the meaning of the word continent. After that, the children wrote the past tense version of 6 verbs. Finally, they worked on drafting the intro paragraph for their inquiry project and highlighted verbs in their writing.
Sharks: Each student received a copy of the November/December issue of National Geographic. They previewed it. Then we watched a short video of photographs of endangered species. Then we discussed what the animals had in common. Finally we read page 4. For HOMEWORK the students need to reread page 4 and identify two regular and 2 irregular past tense verbs on the sticky note in their magazine.
Following lunch and outdoor recess the students continued working independently while I met with more groups.
Dolphins: First we shared the information they got from the illustrations in the article Africa. Then I passed out new books, All About Continents. The students previewed the book and identified text features. Then we used the glossary to define the term continent. Finally, we used the photos on pages 2 and 3 to read the words we need to know for the book. For HOMEWORK the students need to practice reading the words on pages 2 and 3, three times!!
Cheetahs: We discussed the main event in chapter 12 (Ben got into the attic) and the role reversal between Hana and Ben. For HOMEWORK the students need to read chapter 13 and explain (briefly) the chapter title on a sticky note.
Panda: We shared and discussed the titles they wrote for chapter 12. One student even made a connection between a main idea of the chapter and the title! :) After that we identified a possible theme of the book and how Kyle had created a catch-22 or a no win situation.
We ended the day by visiting the Baltimore Museum of Industry's web site to find out what we will be doing on our field trip tomorrow. We also visited dictionary.com to define the term industry.
PLEASE remember to pack BAG lunches tomorrow with a drink and NO peanut butter!
After that, we visited Go Noodle and worked towards our marathon run which we started last week. Go Noodle is a site that has many choices of movement activities. It is geared towards schools to use as a way to keep blood moving and get kids moving. Studies show that small exercise breaks keeps students alert and has a positive impact on learning and achievement.
Students working with me used their knowledge of are to solve a word problem.
During guided practice the students created different rectangles, all with an area of 30 cm sq. As they worked with their partner to do so, they discussed which strategies to try and identified some that didn't work.
During the technology rotation the children visited Learn Zillion to watch a lesson using arrays to identify the missing side of a rectangle with a given area.
There is a word problem, involving area, worksheet for homework. We WILL have a quiz on Friday!
We began our reading/writing block by reviewing verbs (action words) and determining the difference between regular verbs (add -ed to end when creating past tense) and irregular verbs.
While I worked with small groups ALL students revisited the Africa article on the Internet and read two sections. In their RRJ they listed information provided by illustrations in the article and then they used context clues to determine the meaning of the word continent. After that, the children wrote the past tense version of 6 verbs. Finally, they worked on drafting the intro paragraph for their inquiry project and highlighted verbs in their writing.
Sharks: Each student received a copy of the November/December issue of National Geographic. They previewed it. Then we watched a short video of photographs of endangered species. Then we discussed what the animals had in common. Finally we read page 4. For HOMEWORK the students need to reread page 4 and identify two regular and 2 irregular past tense verbs on the sticky note in their magazine.
Following lunch and outdoor recess the students continued working independently while I met with more groups.
Dolphins: First we shared the information they got from the illustrations in the article Africa. Then I passed out new books, All About Continents. The students previewed the book and identified text features. Then we used the glossary to define the term continent. Finally, we used the photos on pages 2 and 3 to read the words we need to know for the book. For HOMEWORK the students need to practice reading the words on pages 2 and 3, three times!!
Cheetahs: We discussed the main event in chapter 12 (Ben got into the attic) and the role reversal between Hana and Ben. For HOMEWORK the students need to read chapter 13 and explain (briefly) the chapter title on a sticky note.
Panda: We shared and discussed the titles they wrote for chapter 12. One student even made a connection between a main idea of the chapter and the title! :) After that we identified a possible theme of the book and how Kyle had created a catch-22 or a no win situation.
We ended the day by visiting the Baltimore Museum of Industry's web site to find out what we will be doing on our field trip tomorrow. We also visited dictionary.com to define the term industry.
PLEASE remember to pack BAG lunches tomorrow with a drink and NO peanut butter!
Tuesday, December 3, 2013
Terrific Tuesday
The children began their day in art.
When they returned to the classroom, we began our math rotations.
During the small group instruction, the students used their knowledge of basic facts to construct rectangles with a given area. I captured this lesson using Educreations and it can be viewed on the third grade web site or here. With one group we related this to factorization!
At guided practice, working in partners, the students used clues to determine the "chosen number" out of 36 choices. Partners were expected to discuss each clue and identify what was known and unknown.
Finally, during the technology rotation, the children visited the Internet site, Multiplication BBC, to practice the multiplication basic facts.
For homework, there is an assignment on Edmodo. The students need to watch the Educreations lesson from the link above.
After math, we quickly reviewed the expectations for the introductory paragraph for the inquiry project. Then we revisited the use of conjunctions to vary sentences in your writing.
While I met with small groups the children visited a non-fiction article about Africa and created a t-chart listing text features on one side and questions that might be answered in the text on the other. Then they completed reading group assignments. After that, the children watched an Educreations lesson with me modeling and explaining how to write the introductory paragraph for the inquiry project. Finally, they began drafting their own intro paragraph.
Sharks: We reviewed last night's homework where the students identified the theme of The Chalkbox Kid. Then we listed support, from the book, for the themes the students named. After that, I modeled how to write about the theme of the book, using support. Then the children wrote about the theme, using details from the book, in their RRJ.
Following lunch and indoor recess the students continued working independently while I met with more groups.
Cheetahs: The students reread chapter 11 and identified actions that led to the main event in the chapter. For HOMEWORK they need to read chapter 12.
Pandas: The students reread chapter 11 and identified actions that led to the main event in the chapter. For HOMEWORK they need to read chapter 12.
The day ended with science. The students brainstormed ways to separate the sand, salt and stone mixture. They identified qualities that made the stone the easiest to separate. Additionally, the defined dissolve as melting or mixing into a liquid.
When they returned to the classroom, we began our math rotations.
During the small group instruction, the students used their knowledge of basic facts to construct rectangles with a given area. I captured this lesson using Educreations and it can be viewed on the third grade web site or here. With one group we related this to factorization!
At guided practice, working in partners, the students used clues to determine the "chosen number" out of 36 choices. Partners were expected to discuss each clue and identify what was known and unknown.
Finally, during the technology rotation, the children visited the Internet site, Multiplication BBC, to practice the multiplication basic facts.
For homework, there is an assignment on Edmodo. The students need to watch the Educreations lesson from the link above.
After math, we quickly reviewed the expectations for the introductory paragraph for the inquiry project. Then we revisited the use of conjunctions to vary sentences in your writing.
While I met with small groups the children visited a non-fiction article about Africa and created a t-chart listing text features on one side and questions that might be answered in the text on the other. Then they completed reading group assignments. After that, the children watched an Educreations lesson with me modeling and explaining how to write the introductory paragraph for the inquiry project. Finally, they began drafting their own intro paragraph.
Sharks: We reviewed last night's homework where the students identified the theme of The Chalkbox Kid. Then we listed support, from the book, for the themes the students named. After that, I modeled how to write about the theme of the book, using support. Then the children wrote about the theme, using details from the book, in their RRJ.
Following lunch and indoor recess the students continued working independently while I met with more groups.
Cheetahs: The students reread chapter 11 and identified actions that led to the main event in the chapter. For HOMEWORK they need to read chapter 12.
Pandas: The students reread chapter 11 and identified actions that led to the main event in the chapter. For HOMEWORK they need to read chapter 12.
The day ended with science. The students brainstormed ways to separate the sand, salt and stone mixture. They identified qualities that made the stone the easiest to separate. Additionally, the defined dissolve as melting or mixing into a liquid.
Monday, December 2, 2013
Magnificent Monday
The students trickled in quietly this morning. It appeared everyone had a wonderful Thanksgiving weekend.
However, they quickly got down to business! First, they visited the media center where Mrs. Rose and Mrs. Dodson helped the students with their research for the technology inquiry project.
Upon returning to class we immediately jumped into our math rotations.
During the teacher lesson, the students worked on identifying the products of 7 in the multiplication table. We quickly filled in the facts we knew and then discussed how to determine the rest. After that the students were guided to use basic facts to identify the lengths of a rectangle with an area of 36 inches squared.
At guided practice the students rolled two die to identify factors. Then they multiplied the factors to get the product. At this point the students had a fact family. Finally, they wrote an additional multiplication sentence and two division sentences to complete the fact family. They recorded their answers in their math journal.
Finally, the students visited the site Shape Surveyor to practice multiplying the length and the width of a rectangle in order to calculate the area.
For HOMEWORK there is a 7's multiplication table worksheet,
In order to maximize my ability to individualize instruction and reach students at their level, I am trying to get rid of the whole group reading lesson. Instead, students will receive the instruction, in small groups, using a text on their level. Eventually I'd like to do this with writing, too, but I am taking baby steps.
So, we began the language arts (LA) block with a writing lesson. I reviewed the concept of a writing hook (used to grab readers attention) and listed, explained and provided examples of some, such as, beginning with a question, a bold statement, an interjection, or using onomatopoeia. After that, the students discussed, with elbow partners, possible hooks for their introductory paragraph for the inquiry project. Then I modeled writing an introductory paragraph. I had planned to capture this using Educreations but ran into difficulties using Apple TV.
Today, while I meet with small groups, the children will work with their groups to view video clips about putting on a play. Then they will use this new knowledge, a list of dramatic terms and a non-fiction text to list the steps necessary to put on a play.
After that, they will complete their research for the inquiry project and begin drafting their introductory paragraph.
Sharks: We met and tried to discuss the theme of The Chalkbox Kid. Unfortunately, they had turkey on the brain and struggles to retell the end of the book. So, we reread chapter 9. Tonight, for HOMEWORK, the children need to reread chapter 9 and identify the theme (or lesson) of the entire book, on a sticky note. We will use their ideas to begin our discussion, in class, tomorrow.
Following lunch and outdoor recess the students continued working independently.
Dolphins: In group we began watching video clips to list the steps needed to put on a play. They continued this, independently, with the help of Mrs. McAllister.
Cheetahs: The students had reread chapter 10 and watched video clips in order to list the steps needed to put on a play. In group we retold chapter 10 and reviewed the list of steps necessary to put on a play. For HOMEWORK the students need to read chapter 11 and identify the main event of the chapter on a sticky note.
Pandas: The students reread chapter 10 and watch video clips in order to list the steps needed to put on a play. In group we shared and discussed the steps needed to put on a play. Then we retold chapter 10. For HOMEWORK the children need to read chapter 11 and identify the main event in the chapter on a sticky note.
We ended the day by creating a mixture of sand, salt and rocks. We also definied mixture as a combination of materials in which the components' observable characteristics do not change.
However, they quickly got down to business! First, they visited the media center where Mrs. Rose and Mrs. Dodson helped the students with their research for the technology inquiry project.
Upon returning to class we immediately jumped into our math rotations.
During the teacher lesson, the students worked on identifying the products of 7 in the multiplication table. We quickly filled in the facts we knew and then discussed how to determine the rest. After that the students were guided to use basic facts to identify the lengths of a rectangle with an area of 36 inches squared.
At guided practice the students rolled two die to identify factors. Then they multiplied the factors to get the product. At this point the students had a fact family. Finally, they wrote an additional multiplication sentence and two division sentences to complete the fact family. They recorded their answers in their math journal.
Finally, the students visited the site Shape Surveyor to practice multiplying the length and the width of a rectangle in order to calculate the area.
For HOMEWORK there is a 7's multiplication table worksheet,
In order to maximize my ability to individualize instruction and reach students at their level, I am trying to get rid of the whole group reading lesson. Instead, students will receive the instruction, in small groups, using a text on their level. Eventually I'd like to do this with writing, too, but I am taking baby steps.
So, we began the language arts (LA) block with a writing lesson. I reviewed the concept of a writing hook (used to grab readers attention) and listed, explained and provided examples of some, such as, beginning with a question, a bold statement, an interjection, or using onomatopoeia. After that, the students discussed, with elbow partners, possible hooks for their introductory paragraph for the inquiry project. Then I modeled writing an introductory paragraph. I had planned to capture this using Educreations but ran into difficulties using Apple TV.
Today, while I meet with small groups, the children will work with their groups to view video clips about putting on a play. Then they will use this new knowledge, a list of dramatic terms and a non-fiction text to list the steps necessary to put on a play.
After that, they will complete their research for the inquiry project and begin drafting their introductory paragraph.
Sharks: We met and tried to discuss the theme of The Chalkbox Kid. Unfortunately, they had turkey on the brain and struggles to retell the end of the book. So, we reread chapter 9. Tonight, for HOMEWORK, the children need to reread chapter 9 and identify the theme (or lesson) of the entire book, on a sticky note. We will use their ideas to begin our discussion, in class, tomorrow.
Following lunch and outdoor recess the students continued working independently.
Dolphins: In group we began watching video clips to list the steps needed to put on a play. They continued this, independently, with the help of Mrs. McAllister.
Cheetahs: The students had reread chapter 10 and watched video clips in order to list the steps needed to put on a play. In group we retold chapter 10 and reviewed the list of steps necessary to put on a play. For HOMEWORK the students need to read chapter 11 and identify the main event of the chapter on a sticky note.
Pandas: The students reread chapter 10 and watch video clips in order to list the steps needed to put on a play. In group we shared and discussed the steps needed to put on a play. Then we retold chapter 10. For HOMEWORK the children need to read chapter 11 and identify the main event in the chapter on a sticky note.
We ended the day by creating a mixture of sand, salt and rocks. We also definied mixture as a combination of materials in which the components' observable characteristics do not change.
Wednesday, November 27, 2013
Wonderful Wednesday--Grandparent's Day
What a treat!!! Our room was jam packed with grandparent's this morning!!! WOW!
We kept to our regular schedule so that our visitors could get a glimpse of what school is like today.
Therefore, we began with our weekly class meeting. First, we shared what we are thankful for. After that, we exchanged compliments and thank yous. Finally, we discussed challenges we are experiencing gathering information from the Internet for our inquiry project.
Next we moved into our math rotations. Students working with me put yesterday's lesson into action. Given rectangles with squares along one length and one side, the students wrote a multiplication equation, with a variable, and solved it, to identify the area.
At guided practice, the students were given a POW (problem of the week) to solve with partners.
The technology rotation had the students watching a Learn Zillion lesson about calculating the area of a rectangle using the lengths of the sides. After watching the main lesson, they did the guided practice in their math journal.
At the end of math, it was time for our grandparents, and their grandchildren, to leave.
That left us with only 11 students!!
So, we scratched our original reading plans and watched a movie about William Bradford and the First Thanksgiving.
Then we went to lunch. After that, we packed up to go home! :-)
Happy Thanksgiving to all!
Remember to turn in your permission slips and money for next Thursday's field trip to the Baltimore Museum of Industry.
We kept to our regular schedule so that our visitors could get a glimpse of what school is like today.
Therefore, we began with our weekly class meeting. First, we shared what we are thankful for. After that, we exchanged compliments and thank yous. Finally, we discussed challenges we are experiencing gathering information from the Internet for our inquiry project.
Next we moved into our math rotations. Students working with me put yesterday's lesson into action. Given rectangles with squares along one length and one side, the students wrote a multiplication equation, with a variable, and solved it, to identify the area.
At guided practice, the students were given a POW (problem of the week) to solve with partners.
The technology rotation had the students watching a Learn Zillion lesson about calculating the area of a rectangle using the lengths of the sides. After watching the main lesson, they did the guided practice in their math journal.
At the end of math, it was time for our grandparents, and their grandchildren, to leave.
That left us with only 11 students!!
So, we scratched our original reading plans and watched a movie about William Bradford and the First Thanksgiving.
Then we went to lunch. After that, we packed up to go home! :-)
Happy Thanksgiving to all!
Remember to turn in your permission slips and money for next Thursday's field trip to the Baltimore Museum of Industry.
Tuesday, November 26, 2013
Terrific Tuesday
The children began this dreary day in art.
When they returned to class we began our math rotations. The central lesson today focused on calculating the area of a rectangle using multiplication.
During guided practice students used dice to randomly identify 2 factors and then used those numbers to calculate the product. After that they wrote 3 more number sentences (1 multiplication and 2 division) for their newly determined fact family. They repeated this process to practice their basic facts.
Finally, during the technology rotation, the children watched a Learn Zillion lesson using arrays to calculate the area of a rectangle.
For homework, the students are to practice their basic facts using math fact cafe or that's a fact.
We began our reading and writing block by reviewing a model, or mentor, text , provided by the county, for the second quarter inquiry project. My sole purpose, today, was for the students to see what types of information they needed to gather during their research. While I did discuss the structure briefly, today's lesson was not to serve as a direct writing lesson.
While I meet with reading groups the students will work on reading group assignments, finish their narrative poems and complete their research.
Sharks: We reviewed chapter 8 and read chapter 9. As we read we discussed the changes Gregory is experiencing and how other characters might have been feeling. Tonight they need to reread chapter 9.
Following lunch and indoor recess the students continued working independently. I attempted to meet with reading groups but many students need help with their research...I couldn't say no. :-( So, I attempted to help students.
Dolphins: These students worked with me all afternoon on their research. They turned in their reading group books and will get a new one after Thanksgiving Break.
Cheetahs and Pandas: These two groups read chapter 10 in their respective books. They marked the main event in the chapter with a sticky note and identified the action leading to this event on the post-it. We will go over this either tomorrow or Monday.
We ended the day with students asking testable questions about how observable properties of a piece of chalk will change when a process is applied. Then they conducted an experiment to find out and recorded the outcome.
Tomorrow is an early release day and it is Grandparent's Day.
Permission slips for next week's field trip were sent home today. Please send them in as soon as possible but I will certainly understand if you can't return it until Monday!
When they returned to class we began our math rotations. The central lesson today focused on calculating the area of a rectangle using multiplication.
During guided practice students used dice to randomly identify 2 factors and then used those numbers to calculate the product. After that they wrote 3 more number sentences (1 multiplication and 2 division) for their newly determined fact family. They repeated this process to practice their basic facts.
Finally, during the technology rotation, the children watched a Learn Zillion lesson using arrays to calculate the area of a rectangle.
For homework, the students are to practice their basic facts using math fact cafe or that's a fact.
We began our reading and writing block by reviewing a model, or mentor, text , provided by the county, for the second quarter inquiry project. My sole purpose, today, was for the students to see what types of information they needed to gather during their research. While I did discuss the structure briefly, today's lesson was not to serve as a direct writing lesson.
While I meet with reading groups the students will work on reading group assignments, finish their narrative poems and complete their research.
Sharks: We reviewed chapter 8 and read chapter 9. As we read we discussed the changes Gregory is experiencing and how other characters might have been feeling. Tonight they need to reread chapter 9.
Following lunch and indoor recess the students continued working independently. I attempted to meet with reading groups but many students need help with their research...I couldn't say no. :-( So, I attempted to help students.
Dolphins: These students worked with me all afternoon on their research. They turned in their reading group books and will get a new one after Thanksgiving Break.
Cheetahs and Pandas: These two groups read chapter 10 in their respective books. They marked the main event in the chapter with a sticky note and identified the action leading to this event on the post-it. We will go over this either tomorrow or Monday.
We ended the day with students asking testable questions about how observable properties of a piece of chalk will change when a process is applied. Then they conducted an experiment to find out and recorded the outcome.
Tomorrow is an early release day and it is Grandparent's Day.
Permission slips for next week's field trip were sent home today. Please send them in as soon as possible but I will certainly understand if you can't return it until Monday!
Monday, November 25, 2013
Marvelous Monday
This morning we took our first field trip to Carksburg High School. We were treated to the musical play, "Frog and Toad". The students enjoyed it!!!
We returned to school at 1:00 and the children ate lunch and had a shortened indoor recess.
After that, we worked on completing the narrative poems and gathering information for our inquiry project.
I didn't meet with any reading groups but, instead, worked with individual students who needed guidance to interpret information found on the Internet.
There is NO HOMEWORK this evening. However, it is always a good idea to read for 20 minutes and practice basic facts (you can use That's a Fact or Math Fact Cafe).
BTW...Friday's quiz has been graded and returned to all students. It should be in the math section of their binder.
We returned to school at 1:00 and the children ate lunch and had a shortened indoor recess.
After that, we worked on completing the narrative poems and gathering information for our inquiry project.
I didn't meet with any reading groups but, instead, worked with individual students who needed guidance to interpret information found on the Internet.
There is NO HOMEWORK this evening. However, it is always a good idea to read for 20 minutes and practice basic facts (you can use That's a Fact or Math Fact Cafe).
BTW...Friday's quiz has been graded and returned to all students. It should be in the math section of their binder.
Thursday, November 21, 2013
Thriving Thursday
Today, being our flip-flop day, we began with math rotations.
Students practiced using multiplication to solve division equations when they were with me. During guided practiced, they played a different version of Talk and Toss, focusing on discussing with their partner how they used visualization to solve the problem AND explaining/proving their answer was right. Finally, at the tech rotation, the children practiced basic facts using That's a Fact or Ken Ken.
We will have a quiz tomorrow. There is an assignment on Edmodo for HOMEWORK tonight, too.
After going to music, we reviewed the difference between tattling and telling and I pointed out that there is such a think as being emotionally hurt. If a student is emotionally hurt and tells an adult that is telling NOT tattling.
Next, I introduced the checklist (which is also a grading sheet) for the narrative poem. I explained to students that they are to work collaboratively to revise and edit their poem, using the checklist. Then they need to write or type (their choice) a final draft to be turned in for a grade.
Then we briefly revisited choosing a topic and gathering information for the technology tool inquiry project.
While I met with small groups the students completed reading group assignments, revised and edited their narrative poems, wrote or typed their final draft and continued gathering information about their technology tool.
Dolphins: I met with this group first, today! First, we worked together to revise and edit their narrative poems. Then we practiced reading and writing their focus words. After that we identified the main event in their book. For HOMEWORK they need to reread their entire book and complete 1 more activity on their reading log.
Sharks: We reread chapter 7 and identified the main event in the chapter. For HOMEWORK the children need to read chapter 8 and do 1 activity from the reading log.
Following lunch and outdoor recess the students continued their independent work while I met with more groups.
Pandas: The students read chapter 9 and marked the most important part of the chapter. Then they identified the action leading to the event. In group we shared what they marked and the action they identified. Most were way off the mark. So, we spent time discussing the importance of the main event/idea being linked to the central story line. In this case it had to relate to baseball or the big lie. Finally, we discussed and identified the main event and action leading to it. For HOMEWORK the students need to reread chapter 9 and complete 1 activity from the reading log.
Cheetahs: The students read chapter 9 and marked the most important part of the chapter. Then they identified the action leading to the event. In group we shared what they marked and the action they identified. They also found evidence in the text to support their thinking. For HOMEWORK the students need to reread chapter 9 and complete 1 activity from the reading log.
We ended the day by reviewing the concepts of natural and human-made physical features. Then we began treading the book, The House on Maple Street, to identify examples of these features and notice trends.
I will be out of the building tomorrow. I WILL be at Family Fitness night, though.
We have our field trip on Monday. Students CAN order lunch, if they wish. We will be back at school in time for lunch.
Students practiced using multiplication to solve division equations when they were with me. During guided practiced, they played a different version of Talk and Toss, focusing on discussing with their partner how they used visualization to solve the problem AND explaining/proving their answer was right. Finally, at the tech rotation, the children practiced basic facts using That's a Fact or Ken Ken.
We will have a quiz tomorrow. There is an assignment on Edmodo for HOMEWORK tonight, too.
After going to music, we reviewed the difference between tattling and telling and I pointed out that there is such a think as being emotionally hurt. If a student is emotionally hurt and tells an adult that is telling NOT tattling.
Next, I introduced the checklist (which is also a grading sheet) for the narrative poem. I explained to students that they are to work collaboratively to revise and edit their poem, using the checklist. Then they need to write or type (their choice) a final draft to be turned in for a grade.
Then we briefly revisited choosing a topic and gathering information for the technology tool inquiry project.
While I met with small groups the students completed reading group assignments, revised and edited their narrative poems, wrote or typed their final draft and continued gathering information about their technology tool.
Dolphins: I met with this group first, today! First, we worked together to revise and edit their narrative poems. Then we practiced reading and writing their focus words. After that we identified the main event in their book. For HOMEWORK they need to reread their entire book and complete 1 more activity on their reading log.
Sharks: We reread chapter 7 and identified the main event in the chapter. For HOMEWORK the children need to read chapter 8 and do 1 activity from the reading log.
Following lunch and outdoor recess the students continued their independent work while I met with more groups.
Pandas: The students read chapter 9 and marked the most important part of the chapter. Then they identified the action leading to the event. In group we shared what they marked and the action they identified. Most were way off the mark. So, we spent time discussing the importance of the main event/idea being linked to the central story line. In this case it had to relate to baseball or the big lie. Finally, we discussed and identified the main event and action leading to it. For HOMEWORK the students need to reread chapter 9 and complete 1 activity from the reading log.
Cheetahs: The students read chapter 9 and marked the most important part of the chapter. Then they identified the action leading to the event. In group we shared what they marked and the action they identified. They also found evidence in the text to support their thinking. For HOMEWORK the students need to reread chapter 9 and complete 1 activity from the reading log.
We ended the day by reviewing the concepts of natural and human-made physical features. Then we began treading the book, The House on Maple Street, to identify examples of these features and notice trends.
I will be out of the building tomorrow. I WILL be at Family Fitness night, though.
We have our field trip on Monday. Students CAN order lunch, if they wish. We will be back at school in time for lunch.
Wednesday, November 20, 2013
Wonderful Wednesday
We began our day with our weekly class meeting. First we shared our Thanksgiving plans. Then we exchanged than yous and compliments. After that we discussed two challenges. First, we talked about ways we could use Edmodo to enrich our learning. This was in response to a student request. Then we talked about the importance of understanding how we think, which is one of our TASS (thinking and academic success skills) skills for the marking period.
After our class meeting it was time for math rotations.
As part of the evaluation process to determine appropriate placement for the compacted math class next year, I had to give some students another UCARE assessment. The rest of the students rotated between guided practice and technology rotations.
For guided practice the students played a toss and talk multiplication game. During the game they were to discuss, with their partners, how they visualized the solution of the problem and how they knew their answer was correct.
At the technology rotation the students visited the web site Ken Ken. This provides practice in basic facts memorization and logic. LOVE this site!!
For HOMEWORK the students have an assignment posted on Edmodo. They will watch a Learn Zillion lesson and explain (via Edmodo) how what they learned will help them solve for unknowns in multiplication and division equations.
We began our reading and writing block we examined a Native American play called The Hidden One and identified text features that identified the setting and characters. We also identified how to know who is speaking. Finally, we determined how stage directions were given and their intended use. We even practiced delivering lines using stage directions!
After that I displayed the new and improved graphic organizer for the inquiry project.
While I met with groups the students worked on reading group assignments and explored options for the inquiry project, chose a topic and began gathering information to complete the graphic organizer.
Sharks: We discussed chapter 6 by focusing on Gregory's motivation to create and feelings about his garden. Then we began reading chapter 7. For HOMEWORK the children need to read chapter 7 and complete 1 reading log activity. They also need to write their contractions 3 times each in their RRJ.
Following lunch and outdoor recess the students continued their independent work while I met with more groups.
Dolphins: We practiced reading and writing their focus words. Then we retold the book up to page 11. Finally, we read pages 12-16. We also identified the event that Mr. Elm's action (making the syrup) led to. For HOMEWORK the students need to reread pages 12-16 and complete 1 activity from their reading log. They also need to write their focus words 3 times each in their RRJ.
Cheetahs: The students read chapter 8 and marked, with a sticky note, the main event in the chapter. In group we discussed the main event and determined the action that led to it. Great discussion! For HOMEWORK the students need to reread chapter 8 and do 1 activity in their reading log.
Pandas: The students read chapter 8 and marked, with a sticky note, the main event in the chapter. In group we discussed the main event in the chapter. Students used text from the chapter to prove me wrong!!! Yippee! For HOMEWORK the students need to reread chapter 8 and do 1 activity in their reading log.
We ended the day by viewing a slide show depicting how trees, sand and shale are turned into lumber and bricks to make homes.
After our class meeting it was time for math rotations.
As part of the evaluation process to determine appropriate placement for the compacted math class next year, I had to give some students another UCARE assessment. The rest of the students rotated between guided practice and technology rotations.
For guided practice the students played a toss and talk multiplication game. During the game they were to discuss, with their partners, how they visualized the solution of the problem and how they knew their answer was correct.
At the technology rotation the students visited the web site Ken Ken. This provides practice in basic facts memorization and logic. LOVE this site!!
For HOMEWORK the students have an assignment posted on Edmodo. They will watch a Learn Zillion lesson and explain (via Edmodo) how what they learned will help them solve for unknowns in multiplication and division equations.
We began our reading and writing block we examined a Native American play called The Hidden One and identified text features that identified the setting and characters. We also identified how to know who is speaking. Finally, we determined how stage directions were given and their intended use. We even practiced delivering lines using stage directions!
After that I displayed the new and improved graphic organizer for the inquiry project.
While I met with groups the students worked on reading group assignments and explored options for the inquiry project, chose a topic and began gathering information to complete the graphic organizer.
Sharks: We discussed chapter 6 by focusing on Gregory's motivation to create and feelings about his garden. Then we began reading chapter 7. For HOMEWORK the children need to read chapter 7 and complete 1 reading log activity. They also need to write their contractions 3 times each in their RRJ.
Following lunch and outdoor recess the students continued their independent work while I met with more groups.
Dolphins: We practiced reading and writing their focus words. Then we retold the book up to page 11. Finally, we read pages 12-16. We also identified the event that Mr. Elm's action (making the syrup) led to. For HOMEWORK the students need to reread pages 12-16 and complete 1 activity from their reading log. They also need to write their focus words 3 times each in their RRJ.
Cheetahs: The students read chapter 8 and marked, with a sticky note, the main event in the chapter. In group we discussed the main event and determined the action that led to it. Great discussion! For HOMEWORK the students need to reread chapter 8 and do 1 activity in their reading log.
Pandas: The students read chapter 8 and marked, with a sticky note, the main event in the chapter. In group we discussed the main event in the chapter. Students used text from the chapter to prove me wrong!!! Yippee! For HOMEWORK the students need to reread chapter 8 and do 1 activity in their reading log.
We ended the day by viewing a slide show depicting how trees, sand and shale are turned into lumber and bricks to make homes.
Tuesday, November 19, 2013
Terrific Tuesday
The children began their day in art.
When they returned to class we began our math rotations. When working with me, we used our knowledge of the tens facts to find the products of the nines facts. For example, if the problem is 4 x 9= , think about 4 x 10= 40, and then realize that 4 x 9 is one group of 4 less, so you subtract 4 from 40 and get the answer of 36.
One group also worked on mental multiplication. We practiced multiplying by 100 or 1000. The students learned to multiply the known digits and count the zeroes. For example, 8 x 1000...you multiply 8 x 1 and tack on the 3 zeroes to the end.
At guided practice, the students continued working on the Problem of the Week from yesterday. Today the emphasis was on using the clues to systematically eliminate numbers.
Finally, during the technology rotation students watched a Learn Zillion lesson about identifying a missing quotient. Then they completed the guided practice in their math journal.
For HOMEWORK there is a worksheet reflecting today's small group lesson.
We began the reading and writing block with me modeling how to choose 2 tools from my topic (work) and begin researching what each tool was like long ago, now and how human wants and needs led to changesin the tool.
While I met with small groups, students worked on reading group assignments, completed the narrative poem rough draft, finished the science experiment from last week,chose two tools for their inquiry project and began gathering information.
Sharks: We learned that a contraction is composed of two small words put together to form a new one that is missing a couple of letters and has an apostrophe in its place. Then we practiced reading and writing 5 contractions from their book. After that, I read chapter 6 , out loud to the students. Then we identified the actions that led to Gregory creating a garden in the burned out building. For HOMEWORK the children need to read chapter 6 and do 1 activity on the reading log. Additionally, they need to write their contractions 3 times each in their RRJ.
Following lunch and recess the students continued working independently AFTER we had a short meeting of the minds...
I gathered the children on the carpet and explained that I wasn't comfortable with the graphic organizer, for the inquiry project, that I attempted to model this morning. So, after consulting other teachers I discovered a better one created by another third grade teacher in the county. This one focuses on one tool improved by technology.
Therefore, this afternoon, students will spend time exploring the available technology links to begin picking one tool they plan to research.
Dolphins: We practiced reading and writing their focus words. Then we reviewed pages 2-4 and reading up to page 11. We worked on breaking unknown words apart to decode them. For HOMEWORK the children need to reread pages 2-11 and complete 1 activity on their reading log. They also need to write their focus words three times each in their RRJ.
Cheetahs: The students read chapter 7 and wrote about a character's action that led to an event in this chapter, in their RRJ. IN group I modeled answering this BCR. The students were wide-eyed...many had merely copied a sentence from the book with no background information or explanation. We discussed the importance of fully explaining their thinking. They returned to their seats to revise their responses. For HOMEWORK the students need to reread chapter 7 and complete 1 activity on their reading log.
Pandas: The students read chapter 7 and wrote about a character's action that led to an event in this chapter, in their RRJ. IN group I modeled answering this BCR. The students were wide-eyed...many had merely copied a sentence from the book with no background information or explanation. We discussed the importance of fully explaining their thinking. They returned to their seats to revise their responses. For HOMEWORK the students need to reread chapter 7 and complete 1 activity on their reading log.
We ended the day by identifying processes that change the observable physical properties of objects in order to satisfy human wants and needs. More to the point-- we watched two video clips and discussed how trees are turned into lumber which is then used to build homes.
When they returned to class we began our math rotations. When working with me, we used our knowledge of the tens facts to find the products of the nines facts. For example, if the problem is 4 x 9= , think about 4 x 10= 40, and then realize that 4 x 9 is one group of 4 less, so you subtract 4 from 40 and get the answer of 36.
One group also worked on mental multiplication. We practiced multiplying by 100 or 1000. The students learned to multiply the known digits and count the zeroes. For example, 8 x 1000...you multiply 8 x 1 and tack on the 3 zeroes to the end.
At guided practice, the students continued working on the Problem of the Week from yesterday. Today the emphasis was on using the clues to systematically eliminate numbers.
Finally, during the technology rotation students watched a Learn Zillion lesson about identifying a missing quotient. Then they completed the guided practice in their math journal.
For HOMEWORK there is a worksheet reflecting today's small group lesson.
We began the reading and writing block with me modeling how to choose 2 tools from my topic (work) and begin researching what each tool was like long ago, now and how human wants and needs led to changesin the tool.
While I met with small groups, students worked on reading group assignments, completed the narrative poem rough draft, finished the science experiment from last week,chose two tools for their inquiry project and began gathering information.
Sharks: We learned that a contraction is composed of two small words put together to form a new one that is missing a couple of letters and has an apostrophe in its place. Then we practiced reading and writing 5 contractions from their book. After that, I read chapter 6 , out loud to the students. Then we identified the actions that led to Gregory creating a garden in the burned out building. For HOMEWORK the children need to read chapter 6 and do 1 activity on the reading log. Additionally, they need to write their contractions 3 times each in their RRJ.
Following lunch and recess the students continued working independently AFTER we had a short meeting of the minds...
I gathered the children on the carpet and explained that I wasn't comfortable with the graphic organizer, for the inquiry project, that I attempted to model this morning. So, after consulting other teachers I discovered a better one created by another third grade teacher in the county. This one focuses on one tool improved by technology.
Therefore, this afternoon, students will spend time exploring the available technology links to begin picking one tool they plan to research.
Dolphins: We practiced reading and writing their focus words. Then we reviewed pages 2-4 and reading up to page 11. We worked on breaking unknown words apart to decode them. For HOMEWORK the children need to reread pages 2-11 and complete 1 activity on their reading log. They also need to write their focus words three times each in their RRJ.
Cheetahs: The students read chapter 7 and wrote about a character's action that led to an event in this chapter, in their RRJ. IN group I modeled answering this BCR. The students were wide-eyed...many had merely copied a sentence from the book with no background information or explanation. We discussed the importance of fully explaining their thinking. They returned to their seats to revise their responses. For HOMEWORK the students need to reread chapter 7 and complete 1 activity on their reading log.
Pandas: The students read chapter 7 and wrote about a character's action that led to an event in this chapter, in their RRJ. IN group I modeled answering this BCR. The students were wide-eyed...many had merely copied a sentence from the book with no background information or explanation. We discussed the importance of fully explaining their thinking. They returned to their seats to revise their responses. For HOMEWORK the students need to reread chapter 7 and complete 1 activity on their reading log.
We ended the day by identifying processes that change the observable physical properties of objects in order to satisfy human wants and needs. More to the point-- we watched two video clips and discussed how trees are turned into lumber which is then used to build homes.
Monday, November 18, 2013
Marvelous Monday
The students began their day in the media center with Mrs. Rose and Mrs. Dodson. There they identified resources, using books and technology, to use in order to gather information for the quarter 2 inquiry project.
When they returned to the classroom we jumped right into math rotations. During the teacher rotation we identified patterns in the multiples of nine. For example, all multiples of 9 either add up to 9 or the digits add up to a multiple of 9. Consider 9x3, the product is 27 and 2+7 =9. Additionally, do you think 135 is a multiple of 9? When you add 1+3+5 you get 9 which is a multiple of 9. So, 135 is a multiple of 9. I also taught the students a trick using their fingers.
During guided practice students practiced the finger strategy with Bartel and worked on a Problem of the Week with a partner.
Finally, at the technology rotation, the children revisited Times Table Grid and worked on the 9s basic facts.
For HOMEWORK the students are to visit mathfactcafe.com and work on the 9s facts.
We began the reading and writing block by viewing a portion of Snow White performed by students. Then we identified and discussed the characteristics of plays. Some highlights; performed on a stage, actors/actresses use a script, story is told through what characters say and do, and scenery provides hints as to time and place (setting).
After that, I modeled scanning two books on my inquiry topic (work) to develop a list of tools used in the work place.
While I met with reading groups the students will work on reading group assignments, complete the narrative poem, finish the heat changing observable properties of objects science experiment, and create a list of tools used for their inquiry project topic.
IMPORTANT NOTE for all groups: I am trying out something new. ALL groups will get a reading log sheet today. There are 5 activities on it. By the end of the week, the children must do FOUR of the 5 activities. They should read their assigned portion each night and choose 1 activity, on the log, to complete. The logs are due Friday. Please email me (dana_c_holman@mcpsmd.org) if you have questions or concerns. I borrowed this idea from another teach and want to see how it goes!
Sharks: We practice reading and writing some of the tricky words from chapter 4. Then we retold the beginning, middle and end of chapter 4. After that we read chapter 5. For HOMEWORK the students need to reread chapter 5 and do 1 activity on their reading log sheet.
Following lunch and outdoor recess (and a fire drill at the end of recess) the students continued working independently while I met with more groups.
Dolphins: We took a mini quiz on their focus words and then they got a new list, with some old and some new, of focus words. Then I gave a book talk on their new book, The Maple Thanksgiving. After that we read up to page 4. For HOMEWORK the students need to reread up to page 4 and do one activity on their reading log. They also need to write their focus words three times each in their RRJ.
Cheetahs: The students read chapter 6 and identified the beginning, middle and end in their RRJ. In group we discussed the chapter's title, "Hana Spills the Beans". For HOMEWORK the students need to reread chapter 6 and do 1 activity on their reading log.
Pandas: The students read chapter 6 and identified the beginning, middle and end in their RRJ. IN group we discussed the chapter. For HOMEWORK they need to reread chapter 6 and complete 1 activity on their reading log.
WE ended the day by watching a video about how pencils are made. Then we discussed the observable proprieties of a pencil and identified how and why these properties would change after the pencil has been used for a week.
FIELD TRIP...we will be going to Clarksburg HS on Monday to see their production of Frog and Toad. Permission slips went home today. We need them back ASAP. Please sign the slip and return the bottom portion and $2 tomorrow!
When they returned to the classroom we jumped right into math rotations. During the teacher rotation we identified patterns in the multiples of nine. For example, all multiples of 9 either add up to 9 or the digits add up to a multiple of 9. Consider 9x3, the product is 27 and 2+7 =9. Additionally, do you think 135 is a multiple of 9? When you add 1+3+5 you get 9 which is a multiple of 9. So, 135 is a multiple of 9. I also taught the students a trick using their fingers.
During guided practice students practiced the finger strategy with Bartel and worked on a Problem of the Week with a partner.
Finally, at the technology rotation, the children revisited Times Table Grid and worked on the 9s basic facts.
For HOMEWORK the students are to visit mathfactcafe.com and work on the 9s facts.
We began the reading and writing block by viewing a portion of Snow White performed by students. Then we identified and discussed the characteristics of plays. Some highlights; performed on a stage, actors/actresses use a script, story is told through what characters say and do, and scenery provides hints as to time and place (setting).
After that, I modeled scanning two books on my inquiry topic (work) to develop a list of tools used in the work place.
While I met with reading groups the students will work on reading group assignments, complete the narrative poem, finish the heat changing observable properties of objects science experiment, and create a list of tools used for their inquiry project topic.
IMPORTANT NOTE for all groups: I am trying out something new. ALL groups will get a reading log sheet today. There are 5 activities on it. By the end of the week, the children must do FOUR of the 5 activities. They should read their assigned portion each night and choose 1 activity, on the log, to complete. The logs are due Friday. Please email me (dana_c_holman@mcpsmd.org) if you have questions or concerns. I borrowed this idea from another teach and want to see how it goes!
Sharks: We practice reading and writing some of the tricky words from chapter 4. Then we retold the beginning, middle and end of chapter 4. After that we read chapter 5. For HOMEWORK the students need to reread chapter 5 and do 1 activity on their reading log sheet.
Following lunch and outdoor recess (and a fire drill at the end of recess) the students continued working independently while I met with more groups.
Dolphins: We took a mini quiz on their focus words and then they got a new list, with some old and some new, of focus words. Then I gave a book talk on their new book, The Maple Thanksgiving. After that we read up to page 4. For HOMEWORK the students need to reread up to page 4 and do one activity on their reading log. They also need to write their focus words three times each in their RRJ.
Cheetahs: The students read chapter 6 and identified the beginning, middle and end in their RRJ. In group we discussed the chapter's title, "Hana Spills the Beans". For HOMEWORK the students need to reread chapter 6 and do 1 activity on their reading log.
Pandas: The students read chapter 6 and identified the beginning, middle and end in their RRJ. IN group we discussed the chapter. For HOMEWORK they need to reread chapter 6 and complete 1 activity on their reading log.
WE ended the day by watching a video about how pencils are made. Then we discussed the observable proprieties of a pencil and identified how and why these properties would change after the pencil has been used for a week.
FIELD TRIP...we will be going to Clarksburg HS on Monday to see their production of Frog and Toad. Permission slips went home today. We need them back ASAP. Please sign the slip and return the bottom portion and $2 tomorrow!
Friday, November 15, 2013
Fabulous Friday!
The students began their day in PE.
Upon returning to the classroom, they took their math quiz. These have been scored and returned to the children. They should be stored in the math section of the binder. Check them out!!!
A word about grading the math quiz---to get a score of an ES, on the word problem section this week, the students had to have an equation that reflected an understanding of the problem, as part of their answer. An ES reflects doing/showing more than was requested. That's why, this week, I reserved the ES score for answers with equations.
By the way, ALL students would benefit greatly from memorizing the basic facts. We are working on this through rotations and homework. Two web sites that might help include; That's a Fact and Math Fact Cafe.
We began our reading and writing block by revisiting the narrative poem, "Mummy slept late so Daddy Cooked Breakfast". We identified examples of similes within the poem and discussed that the words authors choose allow them to lend a voice to their writing.
Next, the students were show the organizer they will use to research and plan their inquiry project. We reviewed it briefly. They will receive more in depth instruction next week.
While I meet with reading groups the students will complete reading groups assignments, revise their narrative poems to include a simile, finish the science experiment from earlier in the week, and practice writing the letters r and s in cursive. If they have time, I have encouraged the students to look through the books related to their inquiry project topic and begin creating a list of tools.
Sharks: We shared their unknown word lists from last night and chose 5 words on which to "focus". Then we reread the chapter and discussed Gregory's feelings and motivations.
Following lunch and outdoor recess the students continued working independently while I met with more groups.
Dolphins: We practiced reading and writing their focus words. Then we reread the poem and identified the beginning, middle and end. We practiced retelling it in group. Back at their seats, the students wrote a brief summary retelling the beginning, middle and end.
Cheetahs: The children reread chapter 5 and identified 2-3 examples of cause and effect in their RRJ. In group we shared these and retold chapter 5 concentrating on the key events.
Pandas: The students reread chapter 5 and identified 2-3 examples of cause and effect in their RRJ In group, we discussed whether or not it was a good idea for Claire to go to the meeting.
We ended the day by identifying and discovering 8 of the Wonders of Maryland. As we read about each one, students evaluated whether it was a natural or human-made physical feature. The they explained what made two of these "wonders".
Upon returning to the classroom, they took their math quiz. These have been scored and returned to the children. They should be stored in the math section of the binder. Check them out!!!
A word about grading the math quiz---to get a score of an ES, on the word problem section this week, the students had to have an equation that reflected an understanding of the problem, as part of their answer. An ES reflects doing/showing more than was requested. That's why, this week, I reserved the ES score for answers with equations.
By the way, ALL students would benefit greatly from memorizing the basic facts. We are working on this through rotations and homework. Two web sites that might help include; That's a Fact and Math Fact Cafe.
We began our reading and writing block by revisiting the narrative poem, "Mummy slept late so Daddy Cooked Breakfast". We identified examples of similes within the poem and discussed that the words authors choose allow them to lend a voice to their writing.
Next, the students were show the organizer they will use to research and plan their inquiry project. We reviewed it briefly. They will receive more in depth instruction next week.
While I meet with reading groups the students will complete reading groups assignments, revise their narrative poems to include a simile, finish the science experiment from earlier in the week, and practice writing the letters r and s in cursive. If they have time, I have encouraged the students to look through the books related to their inquiry project topic and begin creating a list of tools.
Sharks: We shared their unknown word lists from last night and chose 5 words on which to "focus". Then we reread the chapter and discussed Gregory's feelings and motivations.
Following lunch and outdoor recess the students continued working independently while I met with more groups.
Dolphins: We practiced reading and writing their focus words. Then we reread the poem and identified the beginning, middle and end. We practiced retelling it in group. Back at their seats, the students wrote a brief summary retelling the beginning, middle and end.
Cheetahs: The children reread chapter 5 and identified 2-3 examples of cause and effect in their RRJ. In group we shared these and retold chapter 5 concentrating on the key events.
Pandas: The students reread chapter 5 and identified 2-3 examples of cause and effect in their RRJ In group, we discussed whether or not it was a good idea for Claire to go to the meeting.
We ended the day by identifying and discovering 8 of the Wonders of Maryland. As we read about each one, students evaluated whether it was a natural or human-made physical feature. The they explained what made two of these "wonders".
Thursday, November 14, 2013
Thriving Thursday
Since Thursdays are our flip-flops days, we began our day with math rotations.
I worked with a second group on the UCARE assessment task I discussed in yesterday's blog entry. The guided practice rotation had students working collaboratively, using math discourse (which strategy should we use and why) to solve a word problem. When they finished they used That's a Fact to work on memorizing basic facts. The technology rotation had students revisiting the Cuisenaire web site and using rods to create multiplication and division equations.
For HOMEWORK there is a word problem worksheet with 2 problems. That is mandatory. Students were also given the option to work on basic facts using That's a Fact (or mathfactcafe.com is another option). There will be a quiz tomorrow.
After math the students went to music.
When the students returned to the classroom we reviewed possessive nouns. Then I introduced the independent work for today. After rereading portions of their text, students watched the Educreations lesson I posted yesterday about writing a narrative poem. Then the children carried out the science experiment from yesterday's lesson. They attempted to use body heat or heat from the heater or from water to change an observable property of object such as crayons and clay. Finally, the students practiced writing the letters r and s in cursive.
Sharks: We reread chapter 3 and reviewed unknown words. We also worked on identifying examples of cause and effect as we read. After reading, we discussed actions of a character that caused events to happen. For HOMEWORK the children need to read chapter 4 and list unknown words.
Following lunch and outdoor recess the students continued working independently.
Dolphins: We reread the poem, "Fire Drill" and worked on new focus words (every, thing, leave, there, and straight). For HOMEWORK the children need to reread the poem two times and write their focus words, 3 times each, in their RRJ.
Cheetahs: The children reread chapter 4 independently. Then we reviewed chapter 4 and began reading chapter 5 in group. After group, the students partnered up to finish reading chapter 5. For HOMEWORK the students need to reread chapter 5.
Pandas: The students reread chapter 4. In group we reviewed unknown words and retold the main events in the chapter. Then we identified examples of cause and effect in the story. Tonight, for HOMEWORK, the students need to read chapter 5 and, in their RRJ, explain whether or not it was a good idea for Claire to go to the meeting.
We ran out of time and did not get to Social Studies. :-(
I worked with a second group on the UCARE assessment task I discussed in yesterday's blog entry. The guided practice rotation had students working collaboratively, using math discourse (which strategy should we use and why) to solve a word problem. When they finished they used That's a Fact to work on memorizing basic facts. The technology rotation had students revisiting the Cuisenaire web site and using rods to create multiplication and division equations.
For HOMEWORK there is a word problem worksheet with 2 problems. That is mandatory. Students were also given the option to work on basic facts using That's a Fact (or mathfactcafe.com is another option). There will be a quiz tomorrow.
After math the students went to music.
When the students returned to the classroom we reviewed possessive nouns. Then I introduced the independent work for today. After rereading portions of their text, students watched the Educreations lesson I posted yesterday about writing a narrative poem. Then the children carried out the science experiment from yesterday's lesson. They attempted to use body heat or heat from the heater or from water to change an observable property of object such as crayons and clay. Finally, the students practiced writing the letters r and s in cursive.
Sharks: We reread chapter 3 and reviewed unknown words. We also worked on identifying examples of cause and effect as we read. After reading, we discussed actions of a character that caused events to happen. For HOMEWORK the children need to read chapter 4 and list unknown words.
Following lunch and outdoor recess the students continued working independently.
Dolphins: We reread the poem, "Fire Drill" and worked on new focus words (every, thing, leave, there, and straight). For HOMEWORK the children need to reread the poem two times and write their focus words, 3 times each, in their RRJ.
Cheetahs: The children reread chapter 4 independently. Then we reviewed chapter 4 and began reading chapter 5 in group. After group, the students partnered up to finish reading chapter 5. For HOMEWORK the students need to reread chapter 5.
Pandas: The students reread chapter 4. In group we reviewed unknown words and retold the main events in the chapter. Then we identified examples of cause and effect in the story. Tonight, for HOMEWORK, the students need to read chapter 5 and, in their RRJ, explain whether or not it was a good idea for Claire to go to the meeting.
We ran out of time and did not get to Social Studies. :-(
Wednesday, November 13, 2013
Wonderful Wednesday
We began our day with our weekly class meeting. I used the group share to check in with the children. They were supposed to share anything on their minds. It proved to be insightful--some shared how they felt about school. Others said they loved our class because everyone is nice (I agree!) Finally, some shared personal challenges.
After that we exchanged thank yous and compliments.
Finally we discussed challenges. First, I shared a realization--I had reflected on parent conferences and recalled discussing writing issues with many families. I told the class that, with this in mind, it has become a personal goal to improve my writing instruction. After that students shared and discussed challenges with keeping the coat closet clean and orderly. This proves to be our biggest area of contention...while it does need to be addressed, it is nice that this is our biggest struggle--not bad! :-)
Our class meeting ended early. SO, I took advantage of the found time to share a poetry web site where a published author shares her strategies for writing poetry. The students said they found some of her pointers helpful.
Next we began our math rotations. I had planned to have a normal rotation schedule but it didn't end up that way--
As many of you know, in fourth grade there are two choices for math...4th grade math or a compacted math class that covers BOTH 4th AND 5th grade math in one year. The testing process for the compacted class falls on the third grade teachers. Over a period of time, we involve our students in tasks, determined by the county, and take notes as to their thoughts and problem solving processes. Students who persevere and correctly complete one task move on to the next (at a later point) while those who are completely frustrated and confused are not put through anymore of these tasks. Afterwards, we use data to determine student eligibility for the compacted class next year.
So, with that in mind, students began the first task for the compacted math class today. I got through one group only! The other two groups rotated between a guided practiced word problem and using an Internet site Cuisenaire Environment to write multiplication and division equations based upon cuisenaire rods. This is similar to what we did in small group yesterday.
For homework all students must practice their addition basic facts using That's a Fact (web site) for at least 10 minutes. If you don't have Internet access, use flashcards...home made or store bought. :-)
We began our reading and writing block by reviewing the characteristics of narrative poetry. Then I modeled writing a narrative poem. This lesson was captured using Educreations and uploaded to the third grade web site.
After that we viewed a Power Point presentation explaining and defining possessive nouns. Students practiced turning the sentence, "Miguel owns that car." into a sentence with a possessive noun.
Following lunch and outdoor recess Mrs. Howard stopped by to teach about bullying and teasing. Before her lesson, though, I assigned reading group homework:
Sharks: Read chapter 3 and list unknown words.
Dolphins: Read the poem, "Fire Drill" two times.
Cheetahs: Read chapter 4 and list unknown words.
Pandas: Read chapter 4 and list unknown words and any questions you have.
We ended the day by reviewing the concept of observable properties of objects and identifying which are changeable. Then we discussed objects which have properties that are changed by heat. Finally, we identified safe sources of heat that are available in our classroom.
After that we exchanged thank yous and compliments.
Finally we discussed challenges. First, I shared a realization--I had reflected on parent conferences and recalled discussing writing issues with many families. I told the class that, with this in mind, it has become a personal goal to improve my writing instruction. After that students shared and discussed challenges with keeping the coat closet clean and orderly. This proves to be our biggest area of contention...while it does need to be addressed, it is nice that this is our biggest struggle--not bad! :-)
Our class meeting ended early. SO, I took advantage of the found time to share a poetry web site where a published author shares her strategies for writing poetry. The students said they found some of her pointers helpful.
Next we began our math rotations. I had planned to have a normal rotation schedule but it didn't end up that way--
As many of you know, in fourth grade there are two choices for math...4th grade math or a compacted math class that covers BOTH 4th AND 5th grade math in one year. The testing process for the compacted class falls on the third grade teachers. Over a period of time, we involve our students in tasks, determined by the county, and take notes as to their thoughts and problem solving processes. Students who persevere and correctly complete one task move on to the next (at a later point) while those who are completely frustrated and confused are not put through anymore of these tasks. Afterwards, we use data to determine student eligibility for the compacted class next year.
So, with that in mind, students began the first task for the compacted math class today. I got through one group only! The other two groups rotated between a guided practiced word problem and using an Internet site Cuisenaire Environment to write multiplication and division equations based upon cuisenaire rods. This is similar to what we did in small group yesterday.
For homework all students must practice their addition basic facts using That's a Fact (web site) for at least 10 minutes. If you don't have Internet access, use flashcards...home made or store bought. :-)
We began our reading and writing block by reviewing the characteristics of narrative poetry. Then I modeled writing a narrative poem. This lesson was captured using Educreations and uploaded to the third grade web site.
After that we viewed a Power Point presentation explaining and defining possessive nouns. Students practiced turning the sentence, "Miguel owns that car." into a sentence with a possessive noun.
Following lunch and outdoor recess Mrs. Howard stopped by to teach about bullying and teasing. Before her lesson, though, I assigned reading group homework:
Sharks: Read chapter 3 and list unknown words.
Dolphins: Read the poem, "Fire Drill" two times.
Cheetahs: Read chapter 4 and list unknown words.
Pandas: Read chapter 4 and list unknown words and any questions you have.
We ended the day by reviewing the concept of observable properties of objects and identifying which are changeable. Then we discussed objects which have properties that are changed by heat. Finally, we identified safe sources of heat that are available in our classroom.
Tuesday, November 12, 2013
Terrific Tuesday
The students began their day in art.
When they returned to the room we began our math rotations. The group working with me used Cuisenaire rods to identify and write multiplication and division equations. At guided practice, students wrote 2 multiplication and 2 addition equations for each fact family....similar to yesterday!
:-) Finally, the students practiced their addition basic facts using the Internet site, It's a Fact.
Tonight, for math homework, I gave the students a choice--they either need to complete a multiplication worksheet or practice the basic addition facts, for at least 10 minutes, using the Internet site, That's a Fact. Check your child's planner to see their choice!
IN reading we watched a video of a boy reading Casey at the Bat. This was a different version than the students watched for homework last night. Afterwards we identified "juicy words" that painted pictures in our head and discussed the need for careful word choice in poetry---since it is written in a concise way. We also identified the beginning,m middle and end of the poem.
For HOMEWORK the children need to read for 20 minutes--free choice.
After eating lunch the children packed up and went home!
When they returned to the room we began our math rotations. The group working with me used Cuisenaire rods to identify and write multiplication and division equations. At guided practice, students wrote 2 multiplication and 2 addition equations for each fact family....similar to yesterday!
:-) Finally, the students practiced their addition basic facts using the Internet site, It's a Fact.
Tonight, for math homework, I gave the students a choice--they either need to complete a multiplication worksheet or practice the basic addition facts, for at least 10 minutes, using the Internet site, That's a Fact. Check your child's planner to see their choice!
IN reading we watched a video of a boy reading Casey at the Bat. This was a different version than the students watched for homework last night. Afterwards we identified "juicy words" that painted pictures in our head and discussed the need for careful word choice in poetry---since it is written in a concise way. We also identified the beginning,m middle and end of the poem.
For HOMEWORK the children need to read for 20 minutes--free choice.
After eating lunch the children packed up and went home!
Monday, November 11, 2013
Marvelous Monday --- Parent/Teacher Conferences!!
The day began with a school wide ceremony honoring veterans in our community since it is Veteran's Day. After that, the children visited the media center for a quick book exchange and lesson about writing good research questions.
When they returned to class, we began our math rotations. During the teacher rotation, students were given two copies of a problem solving process and a word problem key word chart, prepared by Mrs. Bartel. One is to be stored in the math section of the binder and the other is glued into the front cover of the math journals. We went over both documents and then used them to solve the first problem on tonight's homework worksheet. Hopefully, these will provide support to students who are still struggling with math word problems.
During guided practice, the students worked with partners to write 4 equations given a set of 3 numbers. They discussed how the equations were related and which numbers represented the groups.
At the final rotation students revisited the Times Table Grid. This time, however, they focused on the 8 times facts.
For homework, all students must complete the final 3 word problems on the worksheet we began in class. Disregard the "guided practice" label on the front and the "exit card" label on the back. I switched the focus of my lesson at the last minute and used the only word problem worksheet I had at my fingertips! :-)
Due to a shortened reading and writing block, there was not a focus lesson today. Additionally, I did not meet with reading groups. Instead I met with two inquiry project groups, transportation and schools. Together we discussed and wrote questions to guide their research.
While I met with these two small groups, the rest of the class worked on writing their narrative poem rough draft and attempted to write research questions.
HOMEWORK: All students should watch the Disney version of Casey at the Bat which is on the reading page of the third grade web site.
Students ate lunch, after our shortened reading and writing block, and then packed up!
When they returned to class, we began our math rotations. During the teacher rotation, students were given two copies of a problem solving process and a word problem key word chart, prepared by Mrs. Bartel. One is to be stored in the math section of the binder and the other is glued into the front cover of the math journals. We went over both documents and then used them to solve the first problem on tonight's homework worksheet. Hopefully, these will provide support to students who are still struggling with math word problems.
During guided practice, the students worked with partners to write 4 equations given a set of 3 numbers. They discussed how the equations were related and which numbers represented the groups.
At the final rotation students revisited the Times Table Grid. This time, however, they focused on the 8 times facts.
For homework, all students must complete the final 3 word problems on the worksheet we began in class. Disregard the "guided practice" label on the front and the "exit card" label on the back. I switched the focus of my lesson at the last minute and used the only word problem worksheet I had at my fingertips! :-)
Due to a shortened reading and writing block, there was not a focus lesson today. Additionally, I did not meet with reading groups. Instead I met with two inquiry project groups, transportation and schools. Together we discussed and wrote questions to guide their research.
While I met with these two small groups, the rest of the class worked on writing their narrative poem rough draft and attempted to write research questions.
HOMEWORK: All students should watch the Disney version of Casey at the Bat which is on the reading page of the third grade web site.
Students ate lunch, after our shortened reading and writing block, and then packed up!
Friday, November 8, 2013
TGIF!!!
The students began their day in PE.
When they returned to class they took the first math quiz for this marking period. Overall, the students did very well. These have been graded and should be stored in the math section of your child's binder. Please look it over!!
We began the reading and writing block by reviewing the characteristics of narrative poetry. Then we read a poem entitled, "Fun", and identified and discussed the theme. After that we highlighted words and phrases that pointed to the theme.
Next, we reviewed a checklist identifying expectations for their narrative poem. I will be using this list when I grade them. So, students were encouraged to refer to it as they draft their rough drafts.
Finally, we revisited using a table of contents to write open ended research questions for the quarter 2 inquiry project. I made sure to stress that each question should mention the word tools and the topic of the project.
While I met with small groups the students finished the storyboard planning organizer for their poem and then began drafting it. Next, they worked on writing questions, using a table of contents, for their inquiry project.
Sharks: We began small group with students partnering up to read a passage (3 sentences) and choose the correct main idea from a list of three. Then we shared each one with the entire reading group. After that, we used the beginning, middle and end drawings from homework Wednesday night to retell chapter 2. Students did their best but missed the mark--often they identified unimportant details instead of key events. So we referred to the text and thought about the story line to revise our thinking...lots of good discussion!
Following lunch and outdoor recess I met with more groups while the students continued their independent work.
Cheetahs: We began small group with students partnering up to read a passage (3 sentences) and choose the correct main idea from a list of three. Then we shared each one with the entire reading group. Next we defined and discussed unknown words from last night's homework. Then we identified the important events from the beginning, middle and end of chapter 3. Finally, we discussed how Ben changed in this chapter.
Pandas: We reviewed their unknown words from chapter 3 and discussed our personal feelings as we read about Kyle's predicament...especially when he received the phone call at the end of the chapter.
Dolphins: We read a paragraph and identified the main idea. I also collected their books.
We ended the day by reviewing the difference between telling and tattling. Then we evaluated (thumbs up/thumbs down) whether scenarios were telling or tattling. Finally, we reviewed the definition of bullying and identified the 3 different forms of it...psychological, verbal and physical.
Remember...Monday and Tuesday are early release days.
When they returned to class they took the first math quiz for this marking period. Overall, the students did very well. These have been graded and should be stored in the math section of your child's binder. Please look it over!!
We began the reading and writing block by reviewing the characteristics of narrative poetry. Then we read a poem entitled, "Fun", and identified and discussed the theme. After that we highlighted words and phrases that pointed to the theme.
Next, we reviewed a checklist identifying expectations for their narrative poem. I will be using this list when I grade them. So, students were encouraged to refer to it as they draft their rough drafts.
Finally, we revisited using a table of contents to write open ended research questions for the quarter 2 inquiry project. I made sure to stress that each question should mention the word tools and the topic of the project.
While I met with small groups the students finished the storyboard planning organizer for their poem and then began drafting it. Next, they worked on writing questions, using a table of contents, for their inquiry project.
Sharks: We began small group with students partnering up to read a passage (3 sentences) and choose the correct main idea from a list of three. Then we shared each one with the entire reading group. After that, we used the beginning, middle and end drawings from homework Wednesday night to retell chapter 2. Students did their best but missed the mark--often they identified unimportant details instead of key events. So we referred to the text and thought about the story line to revise our thinking...lots of good discussion!
Following lunch and outdoor recess I met with more groups while the students continued their independent work.
Cheetahs: We began small group with students partnering up to read a passage (3 sentences) and choose the correct main idea from a list of three. Then we shared each one with the entire reading group. Next we defined and discussed unknown words from last night's homework. Then we identified the important events from the beginning, middle and end of chapter 3. Finally, we discussed how Ben changed in this chapter.
Pandas: We reviewed their unknown words from chapter 3 and discussed our personal feelings as we read about Kyle's predicament...especially when he received the phone call at the end of the chapter.
Dolphins: We read a paragraph and identified the main idea. I also collected their books.
We ended the day by reviewing the difference between telling and tattling. Then we evaluated (thumbs up/thumbs down) whether scenarios were telling or tattling. Finally, we reviewed the definition of bullying and identified the 3 different forms of it...psychological, verbal and physical.
Remember...Monday and Tuesday are early release days.
Thursday, November 7, 2013
Thrilling Thursday
Today is the day we flip flop math and our special. So we began the day with math rotations.
When students worked with me they drew representations to solve the equation 28=4 x Z. We discussed their pictures and identified that they naturally used division to solve a multiplication. Additionally, we recognized the relationship between multiplication and division and suggested other ways to represent the problem and identify the unknown.
One of the groups worked on the fourth grade skill of identifying all possible factors of the product!
The technology rotation revisited Times Table Grid, discussing with a partner how to identify the placement of the product on the multiplication chart.
Guided practice had the students working with a partner to draw a representation of a word problem to solve for the unknown and write a division and multiplication equation for each.
There is a worksheet similar to the guided practice activity for homework tonight. We will have a quiz tomorrow!
After music, I reviewed the guided practice worksheet with the entire class to clarify misconceptions. I explained that the variable ALWAYS represents the unknown in a problem. The known information needs to be shown in the equation with a number. The unknown information should be indicated with a variable. The position of the variable will change position in multiplication and division equations BUT what it represents stays the same!!
Next we moved on to our reading and writing block.
First, we reviewed the characteristics of narrative poetry. Then we revisited the planning sheet for the narrative poem we will write. I explained that I was unhappy with the way it was laid out and, therefore, we would be using a different organizer. Then I modeled choosing a theme and completing the new planning sheet for the narrative poem.
After that, we revisited the Power Point that explains the quarter 2 inquiry project. Then the children were put in groups and given their topics. Actually, they listed first, second and third choices, for topics, earlier in the week. We just did a little negotiation and finalized groups today.
Next, I explained the difference between an open (lots of answers, good for encouraging research, ex. How did technology change the way work is done at the office?) and closed (only one answer, ex. What tool is used to send emails?) questions. Then I modeled using the table of contents from a non-fiction book to create open questions that will guide my research for the quarter 2 inquiry project.
While I met with small groups the students read poetry and located examples of narrative poems. They also chose a theme and complete the storyboard sequence organize to plan for their narrative poem. After that, they worked with group members to write open questions for their topic using the table of contents from a book they will be using.
Following lunch and indoor recess, the students began their independent work while I met with groups.
Dolphins: We practiced reading and writing their focus words. Then we practiced retelling their book, A Family Tree. This proved to be a challenge. So after struggling through, we went back and marked the main events with a sticky note. Then, we retold the story, again. After that, I provided a template for the students to use as they retold the book, in writing, in the RRJ. For HOMEWORK the students need to reread their book (fluency) and write their focus words 2 times each, in a fun way.
Cheetahs: We retold chapter 2 using the beginning, middle and end drawings from last night's homework. The focus was on telling the main events--not the details. After that, we identified examples of cause and effect from the chapter. For HOMEWORK the students need to read chapter 3 and list unknown words on a sticky note.
Pandas: We shared examples of narrative poetry they located in books. Then we identified and defined unknown words for chapter 2. After that we discussed the internal conflict which Kyle is facing in chapter 2. For HOMEWORK the children need to read chapter 3 and list unknown words and questions.
Sharks: We ran out of time in the morning and afternoon, so we didn't get a chance to meet. For HOMEWORK they need to reread chapter 2 for fluency. We WILL meet tomorrow.
We ended the day by determining the difference between telling and tattling. We read a book called, A Bad Case of Tattle Tongue and evaluated situations to determine whether they were tattling or telling.
Tomorrow is PAJAMA DAY. Students may wear pajamas to school but must wear appropriate shoes (we have PE) and are not allowed to bring stuffed animals!!
When students worked with me they drew representations to solve the equation 28=4 x Z. We discussed their pictures and identified that they naturally used division to solve a multiplication. Additionally, we recognized the relationship between multiplication and division and suggested other ways to represent the problem and identify the unknown.
One of the groups worked on the fourth grade skill of identifying all possible factors of the product!
The technology rotation revisited Times Table Grid, discussing with a partner how to identify the placement of the product on the multiplication chart.
Guided practice had the students working with a partner to draw a representation of a word problem to solve for the unknown and write a division and multiplication equation for each.
There is a worksheet similar to the guided practice activity for homework tonight. We will have a quiz tomorrow!
After music, I reviewed the guided practice worksheet with the entire class to clarify misconceptions. I explained that the variable ALWAYS represents the unknown in a problem. The known information needs to be shown in the equation with a number. The unknown information should be indicated with a variable. The position of the variable will change position in multiplication and division equations BUT what it represents stays the same!!
Next we moved on to our reading and writing block.
First, we reviewed the characteristics of narrative poetry. Then we revisited the planning sheet for the narrative poem we will write. I explained that I was unhappy with the way it was laid out and, therefore, we would be using a different organizer. Then I modeled choosing a theme and completing the new planning sheet for the narrative poem.
After that, we revisited the Power Point that explains the quarter 2 inquiry project. Then the children were put in groups and given their topics. Actually, they listed first, second and third choices, for topics, earlier in the week. We just did a little negotiation and finalized groups today.
Next, I explained the difference between an open (lots of answers, good for encouraging research, ex. How did technology change the way work is done at the office?) and closed (only one answer, ex. What tool is used to send emails?) questions. Then I modeled using the table of contents from a non-fiction book to create open questions that will guide my research for the quarter 2 inquiry project.
While I met with small groups the students read poetry and located examples of narrative poems. They also chose a theme and complete the storyboard sequence organize to plan for their narrative poem. After that, they worked with group members to write open questions for their topic using the table of contents from a book they will be using.
Following lunch and indoor recess, the students began their independent work while I met with groups.
Dolphins: We practiced reading and writing their focus words. Then we practiced retelling their book, A Family Tree. This proved to be a challenge. So after struggling through, we went back and marked the main events with a sticky note. Then, we retold the story, again. After that, I provided a template for the students to use as they retold the book, in writing, in the RRJ. For HOMEWORK the students need to reread their book (fluency) and write their focus words 2 times each, in a fun way.
Cheetahs: We retold chapter 2 using the beginning, middle and end drawings from last night's homework. The focus was on telling the main events--not the details. After that, we identified examples of cause and effect from the chapter. For HOMEWORK the students need to read chapter 3 and list unknown words on a sticky note.
Pandas: We shared examples of narrative poetry they located in books. Then we identified and defined unknown words for chapter 2. After that we discussed the internal conflict which Kyle is facing in chapter 2. For HOMEWORK the children need to read chapter 3 and list unknown words and questions.
Sharks: We ran out of time in the morning and afternoon, so we didn't get a chance to meet. For HOMEWORK they need to reread chapter 2 for fluency. We WILL meet tomorrow.
We ended the day by determining the difference between telling and tattling. We read a book called, A Bad Case of Tattle Tongue and evaluated situations to determine whether they were tattling or telling.
Tomorrow is PAJAMA DAY. Students may wear pajamas to school but must wear appropriate shoes (we have PE) and are not allowed to bring stuffed animals!!
Wednesday, November 6, 2013
Wonderful Wednesday
Our day began with our weekly class meeting. During our group share I introduced the two TASS (thinking and academic success skills) skills for the second marking period. Over the next 9 weeks students will be thinking about the way they learn and incorporating evaluation (of resources, answers, ideas, etc.) into their learning. After that we exchanged compliments. Since there were no challenges, we skipped that part!
We jumped right into our math rotations after our meeting. The teacher rotation reviewed the idea that multiplication and division are inverse operations.
I captured and added two educreation lessons to the third grade web site. One is a lesson on solving word problems by identifying the knowns and unknowns, writing an equation and drawing a picture to solve it. The other is about the inverse relationship between multiplication and division.
The technology rotation had students visiting the Times Table Grid web site and discussing, with a partner, how to locate the answer on the multiplication table. Finally, the guided practice rotation involved students identifying various ways to share a given number, by drawing a picture and writing a related multiplication and division sentence for each.
There is a fact triangle worksheet for homework. Students can view today's lesson, on the third grade web site, to help them!
We began our reading and writing block by reviewing the characteristics of narrative poetry (has a beginning, middle and end, tells a story). We also reviewed the concept of figurative language being a tool writers use to make their writing more clear and interesting. Similes and metaphors and two types of figurative language that compare seemingly unsimilar objects or things.
After that we read a narrative poem, identified the beginning, middle and end and the theme (after reviewing what a theme is--authors inferred message or lesson).
Finally, I modeled how to plan a narrative poem by first choosing a theme and them identifying what will take place n the beginning, middle and end.
While I meet with small groups the children will work on assignments from yesterday and begin planning their own narrative poem.
Sharks: We reviewed chapter 1 and discussed how and why Gregory changed from the beginning to the end of the chapter. Then we read chapter 2. Tonight, for HOMEWORK, the students need to reread chapter 2 and draw the beginning, middle and end in their RRJ. We will use this to begin discussing sequence in reading group tomorrow.
Following lunch and outdoor recess the students continued working on independnet work while I met with more groups.
Dolphins: We practiced reading and writing our focus words. Then we reviewed page 10 and finished reading the book. For HOMEWORK the students need to reread pages 10-16 and write their focus words 3 times each in their RRJ.
Cheetahs: The students completed the two vocabulary entries using unknown words from chapter 1. We began reading chapter 2 together. For HOMEWORK they need to finish reading chapter 2 and draw the beginning, middle and end in their RRJ. We will use this to retell the chapter in group tomorrow.
Pandas: The students finished writing about a title for chapter 1 in their RRJ and creating a vocabulary entry for a word from their unknown word lists for chapter 1. For HOMEWORK they need to read chapter 2 and list unknown words and questions they have.
We ended the day by reviewing and identifying observable properties of objects. Then we identified which properties could be changed without altering the makeup of the object.
We jumped right into our math rotations after our meeting. The teacher rotation reviewed the idea that multiplication and division are inverse operations.
I captured and added two educreation lessons to the third grade web site. One is a lesson on solving word problems by identifying the knowns and unknowns, writing an equation and drawing a picture to solve it. The other is about the inverse relationship between multiplication and division.
The technology rotation had students visiting the Times Table Grid web site and discussing, with a partner, how to locate the answer on the multiplication table. Finally, the guided practice rotation involved students identifying various ways to share a given number, by drawing a picture and writing a related multiplication and division sentence for each.
There is a fact triangle worksheet for homework. Students can view today's lesson, on the third grade web site, to help them!
We began our reading and writing block by reviewing the characteristics of narrative poetry (has a beginning, middle and end, tells a story). We also reviewed the concept of figurative language being a tool writers use to make their writing more clear and interesting. Similes and metaphors and two types of figurative language that compare seemingly unsimilar objects or things.
After that we read a narrative poem, identified the beginning, middle and end and the theme (after reviewing what a theme is--authors inferred message or lesson).
Finally, I modeled how to plan a narrative poem by first choosing a theme and them identifying what will take place n the beginning, middle and end.
While I meet with small groups the children will work on assignments from yesterday and begin planning their own narrative poem.
Sharks: We reviewed chapter 1 and discussed how and why Gregory changed from the beginning to the end of the chapter. Then we read chapter 2. Tonight, for HOMEWORK, the students need to reread chapter 2 and draw the beginning, middle and end in their RRJ. We will use this to begin discussing sequence in reading group tomorrow.
Following lunch and outdoor recess the students continued working on independnet work while I met with more groups.
Dolphins: We practiced reading and writing our focus words. Then we reviewed page 10 and finished reading the book. For HOMEWORK the students need to reread pages 10-16 and write their focus words 3 times each in their RRJ.
Cheetahs: The students completed the two vocabulary entries using unknown words from chapter 1. We began reading chapter 2 together. For HOMEWORK they need to finish reading chapter 2 and draw the beginning, middle and end in their RRJ. We will use this to retell the chapter in group tomorrow.
Pandas: The students finished writing about a title for chapter 1 in their RRJ and creating a vocabulary entry for a word from their unknown word lists for chapter 1. For HOMEWORK they need to read chapter 2 and list unknown words and questions they have.
We ended the day by reviewing and identifying observable properties of objects. Then we identified which properties could be changed without altering the makeup of the object.
Tuesday, November 5, 2013
Terrific Tuesday
This morning I was involved in a meeting in school. So, the students were left in the extremely capable hands of Mrs. Benson, following my plans!
After going to art, the children returned to class and began their math rotations.
The teacher rotation focused on recognizing patterns in the 4s fact on a multiplication chart. Identifying patterns will lead to quicker memorization.
The technology rotation had the students watching a Learn Zillion video using bar models to solve division word problems. After viewing the lesson, the children completed the guided practice in their math journal.
Finally, the guided practice rotation had students working with partners to build arrays, using the Building Arrays web site, and write a multiplication and division equation for each.
There is a worksheet for HOMEWORK focusing on the patterns in the 4s facts.
Before going to lunch and recess the students reviewed the idea that poetry is an avenue to communicate thoughts and ideas in a new and different way. Then we identified the difference between literal and non-literal language. I introduced figurative language (non-literal) as a tool box full of tools (such as similes and metaphors) that writers use to communicate their ideas so that their readers form a picture in their minds similar to the one the writer has.
Next I introduced similes and metaphors as two ways to compare seemingly unrelated things. Similes make the comparison using "like" or "as". Metaphors don't. An example of a simile is, My pillow is as hard as a rock". An example of a metaphor is, "The linebacker was a steamroller."
Following lunch and recess I reviewed the independent work assignments. Students worked on individual reading group assignments. They also watched a video about similes and metaphors. After that, they wrote an d illustrated an example of each in their RRJ. Next, they practiced writing the letters h and k in cursive. Since time was short, they were told, repeatedly, that these assignments would roll over to tomorrow.
Sharks: We didn't meet. :-(
Dolphins: We practiced reading and writing their focus words. We also discussed the problem in the story and related the actions to it. Then we read page 10. For HOMEWORK the students need to read page 10, twice, working on fluency.
Cheetahs: The students re watched the Educreations lesson about vocabulary entries. Then they chose two unknown words from last night's homework and created vocabulary entries for them in their RRJ. In group we reviewed the format for vocabulary entries and I clarified a few misconceptions. Then we discussed the problem in chapter 1.
Pandas: The students reread chapter 1. In their RRJ they identified a title for this chapter and used specific details from the book to support/explain their choice. Then they re watched the Educreations lesson on vocabulary entries and chose one word from their homework last night to create an entry in the vocabulary section of their RRJ. IN group we reviewed their assignments and I reminded the children that they are not expected to complete both assignments today...they will carry over until tomorrow. We discussed chapter 1 and I answered questions they identified for homework last night.
ALL STUDENTS have a cause and effect HOMEWORK assignment on Edmodo tonight. Those who do not have Internet access can complete it in class during morning work tomorrow.
We ended the day with the students working collaboratively to identify the physical properties of objects.
After going to art, the children returned to class and began their math rotations.
The teacher rotation focused on recognizing patterns in the 4s fact on a multiplication chart. Identifying patterns will lead to quicker memorization.
The technology rotation had the students watching a Learn Zillion video using bar models to solve division word problems. After viewing the lesson, the children completed the guided practice in their math journal.
Finally, the guided practice rotation had students working with partners to build arrays, using the Building Arrays web site, and write a multiplication and division equation for each.
There is a worksheet for HOMEWORK focusing on the patterns in the 4s facts.
Before going to lunch and recess the students reviewed the idea that poetry is an avenue to communicate thoughts and ideas in a new and different way. Then we identified the difference between literal and non-literal language. I introduced figurative language (non-literal) as a tool box full of tools (such as similes and metaphors) that writers use to communicate their ideas so that their readers form a picture in their minds similar to the one the writer has.
Next I introduced similes and metaphors as two ways to compare seemingly unrelated things. Similes make the comparison using "like" or "as". Metaphors don't. An example of a simile is, My pillow is as hard as a rock". An example of a metaphor is, "The linebacker was a steamroller."
Following lunch and recess I reviewed the independent work assignments. Students worked on individual reading group assignments. They also watched a video about similes and metaphors. After that, they wrote an d illustrated an example of each in their RRJ. Next, they practiced writing the letters h and k in cursive. Since time was short, they were told, repeatedly, that these assignments would roll over to tomorrow.
Sharks: We didn't meet. :-(
Dolphins: We practiced reading and writing their focus words. We also discussed the problem in the story and related the actions to it. Then we read page 10. For HOMEWORK the students need to read page 10, twice, working on fluency.
Cheetahs: The students re watched the Educreations lesson about vocabulary entries. Then they chose two unknown words from last night's homework and created vocabulary entries for them in their RRJ. In group we reviewed the format for vocabulary entries and I clarified a few misconceptions. Then we discussed the problem in chapter 1.
Pandas: The students reread chapter 1. In their RRJ they identified a title for this chapter and used specific details from the book to support/explain their choice. Then they re watched the Educreations lesson on vocabulary entries and chose one word from their homework last night to create an entry in the vocabulary section of their RRJ. IN group we reviewed their assignments and I reminded the children that they are not expected to complete both assignments today...they will carry over until tomorrow. We discussed chapter 1 and I answered questions they identified for homework last night.
ALL STUDENTS have a cause and effect HOMEWORK assignment on Edmodo tonight. Those who do not have Internet access can complete it in class during morning work tomorrow.
We ended the day with the students working collaboratively to identify the physical properties of objects.
Monday, November 4, 2013
Welcome to MP 2!!!
The students began their day in the media center with Mrs. Rose and Mrs. Dodson. There they were introduced to the inquiry project for the second parking period. For a detailed description visit the third grade web site and look under the inquiry project tab.
When the students returned to the classroom we continued our rotations from Thursday. When working with me, the students practice identifying the knowns and unknowns within a word problem. I emphasized that our word problems can only have one unknown, so the rest are knowns. We also labelled parts and wholes to determine whether to multiply or divide. Since pxp=w, if the unknown is a whole, division is your best bet. The inverse is also true. Since division is w divided by part = part, when the unknown is a part, you want to use division. After writing an equation to match the word problem, the students used pictures and/or counters to solve for the unknown.
Note: One group was stretched to solve a two step word problem with more than one possible answer!!
During guided practice the students worked collaboratively in groups. Each group was given word problems and they had to use the wording of the problem to determine whether they were grouping or sharing. Then they had to draw a picture and write an equation to solve each one.
At the technology rotation, students watched a Learn Zillion lesson relating division to the real world. Then they completed the guided practice lesson, with the video, in their math journal.
There is a word problem worksheet for homework.
Today's reading and writing block began with an introduction to poetry. We identified and defined the idea of narrative poetry (sequential, has a beginning, middle and end, tells a story) and a stanza (lines of poetry that belong together...stanzas are separated by space).
While I met with reading groups the students worked on individual reading group assignments, they explored poetry books and identified examples of narrative poems and stanzas, and the practiced writing the letters l and b in cursive.
Sharks: I collected their Oregon Trail books and we began a new book called The Chalkbox Kid. First, I did a quick book introduction. Then I read chapter 1 out loud to the group. After group the students partnered up to reread chapter 1. For HOMEWORK the students need to reread chapter 1, working on fluency.
Following lunch and outdoor recess the students continue working independently while I met with more groups.
Dolphins: We practiced reading and writing last weeks focus words. We also reread pages 2-10. The children struggles with both. For HOMEWORK the students need to read and write their focus words 3 times each in their RRJ. Then they need to reread pages 2-10, working on fluency.
Cheetahs: The students wrote about their biggest fear in their RRJ. In group we shared their writing. Then I introduced our next book, Different Dragons. I explained that the main character, Ben, has a lot of fears, or dragons. We are going to read about how he conquers his dragons. For HOMEWORK the students need to read chapter 1 and list unknown words on a sticky note.
Pandas: The students wrote about their favorite place in their RRJ. I had planned to share these in reading group but we ran out of time. Instead I gave a brief introduction to our new book, Winners Take All. For HOMEWORK the students need to read chapter 1 and write unknown words and any questions they have on a sticky note.
We ended the day by defining the idea of an observable property (something you can see, feel, hear or smell). Then we identified observable properties of a material. Finally, we shared ways we could change the observable properties and reason for it.
When the students returned to the classroom we continued our rotations from Thursday. When working with me, the students practice identifying the knowns and unknowns within a word problem. I emphasized that our word problems can only have one unknown, so the rest are knowns. We also labelled parts and wholes to determine whether to multiply or divide. Since pxp=w, if the unknown is a whole, division is your best bet. The inverse is also true. Since division is w divided by part = part, when the unknown is a part, you want to use division. After writing an equation to match the word problem, the students used pictures and/or counters to solve for the unknown.
Note: One group was stretched to solve a two step word problem with more than one possible answer!!
During guided practice the students worked collaboratively in groups. Each group was given word problems and they had to use the wording of the problem to determine whether they were grouping or sharing. Then they had to draw a picture and write an equation to solve each one.
At the technology rotation, students watched a Learn Zillion lesson relating division to the real world. Then they completed the guided practice lesson, with the video, in their math journal.
There is a word problem worksheet for homework.
Today's reading and writing block began with an introduction to poetry. We identified and defined the idea of narrative poetry (sequential, has a beginning, middle and end, tells a story) and a stanza (lines of poetry that belong together...stanzas are separated by space).
While I met with reading groups the students worked on individual reading group assignments, they explored poetry books and identified examples of narrative poems and stanzas, and the practiced writing the letters l and b in cursive.
Sharks: I collected their Oregon Trail books and we began a new book called The Chalkbox Kid. First, I did a quick book introduction. Then I read chapter 1 out loud to the group. After group the students partnered up to reread chapter 1. For HOMEWORK the students need to reread chapter 1, working on fluency.
Following lunch and outdoor recess the students continue working independently while I met with more groups.
Dolphins: We practiced reading and writing last weeks focus words. We also reread pages 2-10. The children struggles with both. For HOMEWORK the students need to read and write their focus words 3 times each in their RRJ. Then they need to reread pages 2-10, working on fluency.
Cheetahs: The students wrote about their biggest fear in their RRJ. In group we shared their writing. Then I introduced our next book, Different Dragons. I explained that the main character, Ben, has a lot of fears, or dragons. We are going to read about how he conquers his dragons. For HOMEWORK the students need to read chapter 1 and list unknown words on a sticky note.
Pandas: The students wrote about their favorite place in their RRJ. I had planned to share these in reading group but we ran out of time. Instead I gave a brief introduction to our new book, Winners Take All. For HOMEWORK the students need to read chapter 1 and write unknown words and any questions they have on a sticky note.
We ended the day by defining the idea of an observable property (something you can see, feel, hear or smell). Then we identified observable properties of a material. Finally, we shared ways we could change the observable properties and reason for it.
Thursday, October 31, 2013
Thriving Thursday- End of MP 1 and Halloween!
What an exciting and busy day!
Our day began with math rotations. Students working with me practiced using a bar model to solve multiplication and division word problems. We continued to emphasize what is known and unknown and drawing pictures and writing equations.
During guided practice the students worked collaboratively in groups. Each group was given word problems and they had to use the wording of the problem to determine whether they were grouping or sharing. Then they had to draw a picture and write an equation to solve each one.
At the technology rotation, students watched a Learn Zillion lesson relating division to the real world. Then they completed the guided practice lesson, with the video, in their math journal.
Next, the class went to music.
After music, the entire third grade went to the media center where we shared each of the multimedia presentations. They were outstanding!!!
Finally, the students enjoyed lunch and recess.
Then, the day ended with a fabulous parade and party to celebrate Halloween!! Thanks to all of the parents to helped! We appreciated it!!!!
Remember, no school, for students, tomorrow. It's a teacher work day.
We will see everyone Monday for the first day of the second marking period.
Our day began with math rotations. Students working with me practiced using a bar model to solve multiplication and division word problems. We continued to emphasize what is known and unknown and drawing pictures and writing equations.
During guided practice the students worked collaboratively in groups. Each group was given word problems and they had to use the wording of the problem to determine whether they were grouping or sharing. Then they had to draw a picture and write an equation to solve each one.
At the technology rotation, students watched a Learn Zillion lesson relating division to the real world. Then they completed the guided practice lesson, with the video, in their math journal.
Next, the class went to music.
After music, the entire third grade went to the media center where we shared each of the multimedia presentations. They were outstanding!!!
Finally, the students enjoyed lunch and recess.
Then, the day ended with a fabulous parade and party to celebrate Halloween!! Thanks to all of the parents to helped! We appreciated it!!!!
Remember, no school, for students, tomorrow. It's a teacher work day.
We will see everyone Monday for the first day of the second marking period.
Wednesday, October 30, 2013
Wonderful Wednesday - Picture Day!
We began our day by getting our individual pictures taken. If you forgot to send in money, no worries--this year you can order the pictures after the proofs come home.
After that we had our weekly class meeting. First, each child had the chance to share something that bothers him/her. Then we shared compliments and thank yous. After that we discussed challenges that the students have noticed.
I've got to say that this class is such a great group--we had many compliments and thank yous and the challenges were very simple (pushing in chairs, hanging up coats, etc.). It's truly an honor to be able to work with this group. They motivate me to be on my "A" game each and every day! :-)
Next we jumped into our daily math rotations. The group working with me used an enVision animated video to draw a picture and write an equation, using a variable, to solve a word problem. We discussed what the numbers represented and the relationship between them. We also shared various strategies that we used to find the answer.
During the guided practice rotation, students worked with partners to determine the question, write an equation and solve a word problem. They were given questions to use as part of the discourse with each other.
Finally, students visited the Active Multi Facts site, again, but today they concentrated on equations including a factor of 4 or 10.
For HOMEWORK there is a word problem worksheet. Students must draw a picture and write an equation for each.
Due to counseling and the celebration of Mrs. Starkey's retirement, we only had the morning portion of our reading block. So, the students continued the independent work from yesterday while I met with a couple of reading groups.
Sharks: We reread pages 8-11 and discussed whether the journey was hard or easy. I pointed out that the students were right, it was hard, and encourages them to find where the text said so. They couldn't. I explained that they had used what the text said to make an inference in order to answer my question. Then we went back to identify specific details that supported their answer. For HOMEWORK the students need to write their focus words 2 times each in a fun way. They also need to read pages 14-17 and write 3 problems the pioneers face (I am hoping one of the problems is inferred--but it doesn't have to be), in their RRJ.
Pandas: We shared and discussed the two facts they wrote after reading the National Geographic article for homework last night. Then the students presented what they learned about a world record, related to speed. For HOMEWORK they need to read for 20 minutes--free choice! :-)
Following lunch and outdoor recess, Mrs. Howard visited to wrap up Red Ribbon Week. First she showed the students pictures of candy and a drug that looks similar and had the students guess which was the candy and which was the drug. Then the students identified what healthy options then could turn to when they said NO to drugs!
We ended the day with a school wide assembly in honor of Mrs. Starkey's retirement. It was a nice send off for a special lady who has worked here for the past 26 years! We will miss her a lot!
After that we had our weekly class meeting. First, each child had the chance to share something that bothers him/her. Then we shared compliments and thank yous. After that we discussed challenges that the students have noticed.
I've got to say that this class is such a great group--we had many compliments and thank yous and the challenges were very simple (pushing in chairs, hanging up coats, etc.). It's truly an honor to be able to work with this group. They motivate me to be on my "A" game each and every day! :-)
Next we jumped into our daily math rotations. The group working with me used an enVision animated video to draw a picture and write an equation, using a variable, to solve a word problem. We discussed what the numbers represented and the relationship between them. We also shared various strategies that we used to find the answer.
During the guided practice rotation, students worked with partners to determine the question, write an equation and solve a word problem. They were given questions to use as part of the discourse with each other.
Finally, students visited the Active Multi Facts site, again, but today they concentrated on equations including a factor of 4 or 10.
For HOMEWORK there is a word problem worksheet. Students must draw a picture and write an equation for each.
Due to counseling and the celebration of Mrs. Starkey's retirement, we only had the morning portion of our reading block. So, the students continued the independent work from yesterday while I met with a couple of reading groups.
Sharks: We reread pages 8-11 and discussed whether the journey was hard or easy. I pointed out that the students were right, it was hard, and encourages them to find where the text said so. They couldn't. I explained that they had used what the text said to make an inference in order to answer my question. Then we went back to identify specific details that supported their answer. For HOMEWORK the students need to write their focus words 2 times each in a fun way. They also need to read pages 14-17 and write 3 problems the pioneers face (I am hoping one of the problems is inferred--but it doesn't have to be), in their RRJ.
Pandas: We shared and discussed the two facts they wrote after reading the National Geographic article for homework last night. Then the students presented what they learned about a world record, related to speed. For HOMEWORK they need to read for 20 minutes--free choice! :-)
Following lunch and outdoor recess, Mrs. Howard visited to wrap up Red Ribbon Week. First she showed the students pictures of candy and a drug that looks similar and had the students guess which was the candy and which was the drug. Then the students identified what healthy options then could turn to when they said NO to drugs!
We ended the day with a school wide assembly in honor of Mrs. Starkey's retirement. It was a nice send off for a special lady who has worked here for the past 26 years! We will miss her a lot!
Tuesday, October 29, 2013
SO much to do....so little time!
We are in the "end of the marking period" crunch!!! There is a lot to finish before closing out our grades on Friday! I will get into the specifics shortly! :-)
First, the students began their day in art.
When they returned to class we got started on our math rotations. While working with me, students practiced using visualization to identify the knowns and unknowns and write an equation that represents a word problem. At the technology rotation, students visited the Interactive Multi Facts site memorize the basic multiplication facts involving a factor of 0, 1, 2 and 5. The guided practice rotation had students work with a partner to discuss, identify knowns and unknowns, write an equation and solve 3 carnival word problems.
For HOMEWORK there is a carnival word problem worksheet. Students must show their thinking by drawing some sort of picture representation, write an equation and solve it, for each problem. They do not have to explain what they noticed on the back. We went over all of this in class, too.
Now to the CRUNCH! At the beginning of the reading and writing block we reviewed everything that needs to be completed before our Halloween party on Thursday...and it's a lot!
Here's the run down...
The pandas need to complete, and share, their information about the speed world record that they researched.
All students will be creating an advertisement about a good used in the city of Pompeii, long ago.
All students will make a retirement card for Mrs. Starkey, whose last day is Thursday.
The children need to finish and present the multimedia portion of the quarter 1 inquiry project.
I think, that may be all....but it is A LOT!
After reviewing our workload, we read and discussed portions of the text, Pompeii, the Lost City. Then we listed goods that were mentioned, or inferred, in the text and used in Pompeii. We also looked at several different advertisements online to help determine what one looks like.
Next, we discussed the parts of a letter and created a class word bank for Mrs. Starkey's retirement cards.
Finally, the students got down to work, with a break for lunch and outdoor recess in between! :-)
Dolphins: We practiced reading and writing our focus words. Then we retold up to page 6. After that we read pages 8-10. For homework the students need to write their focus words 3 times each in their RRJ and reread pages 8-10 working on fluency.
Cheetahs: We read pages 6-10 to locate answers to specific questions. We practiced answering these questions using our own words, not reading entire sentences from the book. For HOMEWORK the students need to reread pages 6-10.
Pandas: The students worked on their world record projects that were assigned yesterday. We will share their results tomorrow. For HOMEWORK the students need to read pages 2-9 in the October issue of National Geographic. They are expected to write 2 facts they learned from reading the article.
Sharks: In group I read pages 8-11 to the students. We discussed the section of the text. For HOMEWORK the children need to reread (or read) pages 8-11) and write their focus words 3 times each in their RRJ.
First, the students began their day in art.
When they returned to class we got started on our math rotations. While working with me, students practiced using visualization to identify the knowns and unknowns and write an equation that represents a word problem. At the technology rotation, students visited the Interactive Multi Facts site memorize the basic multiplication facts involving a factor of 0, 1, 2 and 5. The guided practice rotation had students work with a partner to discuss, identify knowns and unknowns, write an equation and solve 3 carnival word problems.
For HOMEWORK there is a carnival word problem worksheet. Students must show their thinking by drawing some sort of picture representation, write an equation and solve it, for each problem. They do not have to explain what they noticed on the back. We went over all of this in class, too.
Now to the CRUNCH! At the beginning of the reading and writing block we reviewed everything that needs to be completed before our Halloween party on Thursday...and it's a lot!
Here's the run down...
The pandas need to complete, and share, their information about the speed world record that they researched.
All students will be creating an advertisement about a good used in the city of Pompeii, long ago.
All students will make a retirement card for Mrs. Starkey, whose last day is Thursday.
The children need to finish and present the multimedia portion of the quarter 1 inquiry project.
I think, that may be all....but it is A LOT!
After reviewing our workload, we read and discussed portions of the text, Pompeii, the Lost City. Then we listed goods that were mentioned, or inferred, in the text and used in Pompeii. We also looked at several different advertisements online to help determine what one looks like.
Next, we discussed the parts of a letter and created a class word bank for Mrs. Starkey's retirement cards.
Finally, the students got down to work, with a break for lunch and outdoor recess in between! :-)
Dolphins: We practiced reading and writing our focus words. Then we retold up to page 6. After that we read pages 8-10. For homework the students need to write their focus words 3 times each in their RRJ and reread pages 8-10 working on fluency.
Cheetahs: We read pages 6-10 to locate answers to specific questions. We practiced answering these questions using our own words, not reading entire sentences from the book. For HOMEWORK the students need to reread pages 6-10.
Pandas: The students worked on their world record projects that were assigned yesterday. We will share their results tomorrow. For HOMEWORK the students need to read pages 2-9 in the October issue of National Geographic. They are expected to write 2 facts they learned from reading the article.
Sharks: In group I read pages 8-11 to the students. We discussed the section of the text. For HOMEWORK the children need to reread (or read) pages 8-11) and write their focus words 3 times each in their RRJ.
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