Tuesday, April 30, 2013

Terrific Tuesday

After beginning their day in PE, the students returned to another one of my infamous lectures...the topic today???  Understanding that what has been taught in prior years/lessons, needs to be used in all assignments.  For example, when completing a BCR, it is EXPECTED that sentences begin with capital letters, end with punctuation, words in the text are spelled correctly, etc., etc.

After that we reviewed the terms motivation, persistence and effort.  Then we finished reading Tuning Up, Eric Kimmel's autobiography, pausing along the way to identify examples of these ideas in the text.

Then I reviewed yesterday's vocabulary lesson and follow up activity.  The focus today was that when you are defining a word you can not use that word in the definition.  I revisited the Webster's Online Dictionary and modeled troubleshooting when a definition uses the focus word in it.

While I met with small groups the students completed individual reading group assignments, finished researching their issue and charting the information on their graphic organizer, read about producers and consumers and wrote about what they read in their social studies journal, and completed the vocabulary activity mentioned above.

Sharks:  We met and were supposed to share their third, and final, culminating activity for the Amber Brown book.  Unfortunately, none of the students heeded my advice yesterday.  Many assignments were not neatly done, some had no elaboration, and some didn't even do it!  They were told to redo their assignment for homework tonight.  I was very disappointed.

In math we reviewed Friday's quiz during the warm up.  Then I introduced the concept of elapsed time and modeled using a t-chart to calculate it.  The lesson can be viewed here.  For homework the children need to watch this lesson and solve the elapsed time problem in their math journal.  For those who left their journal at school, the start time was 10:24.  The end time was 10:56.

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

Cheetahs:  The students read pages 120-126.  In their RRJ they identified a title for this chapter and explained their reasons for choosing it.  In group they had more time to work on this with my help.

Yellow Jackets:  The students finished the book by reading chapter 13.  Then they wrote a letter to Mama from Journey's point of view.  In group we shared the letters and I provided feedback.  For homework the students need to revise their letters and either write it neatly on lined paper or type it.

Snakes:  The children reread pages 2-8.  In their RRJ they identified three of nature's gifts and how each is used.  In group we practiced reading and writing high frequency words.  We discussed that when a c is followed by an e or i it usually makes the s sound and that a y at the end of a word will usually make an e sound.  Then we read pages 8-16.  For homework the students need to reread pages 8-16.

At the end of the day the children were split into small groups and they played the natural resource game I had modeled in class yesterday.  Tomorrow we will discuss the depletion of natural resources that might have occurred in their game and relate to the real world.

Monday, April 29, 2013

Monday!

This morning we began with a class meeting.  Each child was given a blank piece of paper and 5 minutes to draw a picture of a person they trust.  Then they shared the picture, with the rest of the class, and explained the reason they trusted the person in their picture.  After that, we thought about how we would feel if we could no longer trust this person which extended to a discussion about the importance of being trustworthy.  Finally, we nominated and voted  for 3 students in our class who we think are the most trustworthy.

In reading we began the literary genre of autobiography by defining the prefix auto- and identifying how being able to break words apart, and identify the meanings of different parts of a word, can help us define and comprehend new words.  Then we discussed the title of Eric Kimmell's autobiography, Tuning Up, and began reading and discussing it.  We got a bit sidetracked when it mentioned that Eric Kimmell, as a young boy, would hop on the subway and visit various landmarks and museums in around New York City---without an adult!!!  The students were stunned, to say the least! 

In writing I identified, and gave examples, of different ways that writer's use facts to support their opinion.  These include; stating shocking facts,  using facts that point out problems and explaining facts that are solutions to problems.

While I met with small groups the students completed individual reading group assignments, read about producers and consumers and identified 3 new vocabulary words (and their meaning), 2 new facts and 1 question they have in their social studies journal and they worked on a vocabulary activity that determines the meanings of root words within a larger word.

Sharks:  We met and shared their second culminating activity for the Amber Brown book.  Unfortunately, their projects didn't reflect understanding of the novel.  Once again, we spoke about this and I reiterated the expectations for their next, and final, assignment.  Students circled their activity on the handout and wrote it in their planner, too.  They will be given some time to work on it in class and then they must complete it for homework.

We spent our math block taking the Map-M (measures of academic progress - math).  This is the computerized, self-adjusting math assessment that the students take three times per year and teachers use to plan for instruction.  Most students finished.  Those who did not will get more time later this week.

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

Cheetahs:  The children read pages 115-119 and listed unknown words and the main idea of this section.  In group we reviewed the meanings of the unknown words and discussed both fathers' reactions to the recital.  For homework, the students need to reread pages 115-119.

Yellow Jackets:  Independently, the students read chapter 12 and thought about what Cat meant when she said Grandfather wanted to give Journey family.  Then, in group, we shared last Wednesday's diary entry assignment.  These were fantastic!  Then we discussed what Cat meant when she told Journey that Grandfather was trying to give him family.  For homework the students need to reread chapter 12.

Snakes:  The students received new books.  Independently they were supposed to preview the books and identify two ideas they thought they would learn from reading this text.  IN group we practiced reading and writing high frequency words, including, nature, many, give and replace.  Then we identified the table of contents and it's purpose.  For homework the students need to read pages 2-8.

We ended the day with an explanation and demonstration of a game that simulates the depletion of natural resources.  Tomorrow the students will get a chance to play it and we will discuss what they learned.

Friday, April 26, 2013

Fabulous Friday

Due to a wonderful treat...a visit from the BSO...music was moved to later in the morning.  Therefore, our day began with our reading/writing block. 

First, we discussed how the research and graphic organizer, both being completed using technology) was going.  Students shared some challenges which led to a decision that I needed to meet with small writing groups, instead of reading.  After that, we reviewed prefixes, suffixes and root words...identifying how knowing and understanding these components will not only help with decoding but also comprehending new words.  Then we learned the meaning of the -ly suffix (in a ___way; quickly means in a quick way) and we revisited the word map.

While I helped small groups with their research, the students continued reading text about their issue and adding facts that support their opinion to their graphic organizer.  Then they completed a word map for the -ly suffix and worked on any unfinished work.

In between reading and math, the students went to music to work with members of the BSO.

When they returned to class, they took a math quiz. 

Following lunch and outdoor recess, the students had time to finish the math quiz and complete unfinished work assignments.  The quizzes have been scored and returned to students.  Please look over your child's quiz and remind him/her to put it in the math section of his/her binder.

We ended the day with our Kinder Buddies visiting us!  We shared the Key Note presentations we made in order to get to know each other better!!

Thursday, April 25, 2013

Thursday: Take Your Child to Work Day

With half of our class absent, we made a few tweaks to our daily routine!!

After beginning the day with art, the students returned to class and shared which natural resource they had brought in for last night's homework assignment.  Next, we viewed a Power Point and read a document to learn more about using natural resources to make pigments and dyes.  After that, I modeled writing a plan for turning a natural resource into a pigment and then a dye. (procedural writing)  Then the students wrote their own plans for their natural resource.  Students who finished early worked on any unfinished work.

We began math with a Drexel Math problem of the day.  After giving the students time to work their way through this problem, I modeled, through thinking aloud, how to tackle and solve it.  Then the students used the iPads and flashcards to independently practice telling time to the nearest minute.  I worked with small groups on 2 step word problems and summing products.

We will have a math quiz tomorrow.  It will be very similar to last week's quiz but will include two analog clocks.

Following lunch and recess the children created pigments and then dyes using their natural resources.  Then they attempted to dye their fabric square using their dye.  See pictures below!





We were scientists!  We made a plan, tested it out and made adjustments!!

At the end of the day we played an online game involving economics.  You can visit the Moneyville site and cross the bridge to get to the family game.  This game will reinforce the concepts we've been learning in class!

Wednesday, April 24, 2013

Wonderful Wednesday

The students began their day in the media center where they created acrostic poems in honor of April being National Poetry Month.

When they returned to class we reread The Banza and identified how events in stories build upon each other.  Then we thought about the events and identified the central message (believe in yourself) and the theme.

After that, we read sections of a non-fiction book called Are Organized Sports Better than Pick Up Games? to identify the structure of opinion writing.  We noted that the author provided facts to support her opinion, then explained her arguments and described an example.

While I meet with reading groups the students will complete individual reading group assignments, continue reading to identify facts that support their issue opinion and add these facts to their kidspiration graphic organizer, and practice writing the letters U, V, W and Z in cursive.

Sharks:  We met and shared the title pages they created for their book.  Overall, I was a bit disappointed.  This assignment, and the next two, is to be a culminating activity for the novel Amber Brown is Not a Crayon.  I had explained to the children that I expected to see effort and that the picture should represent the main ideas of the book and be in color.  Unfortunately, most did not heed my expectations.  Today they each picked their next activity from the assignment grid.  They had time n class to begin and are to finish for homework.  I anticipate better finished products.

IN math we reviewed solving multi step word problems and telling time to the minute on an analog clock.  The students practiced telling time to the minute using web sites and an iPad app.  Mrs. Head and I each pulled a small group to practice solving multi step word problems.  We focused on identifying the question, charting knowns and deciding what else we need to know in order to answer the question.  For homework the students must spend at least 10 minutes practicing telling time to the minute using either Clockwise or Stop the Clock.

Following lunch and outdoor recess the students continued working independently while I met with more groups.

Cheetahs:  The students read pages 104-114 and chose a title for the chapter and explained their choice in their RRJ.  We discussed last night's homework and why third sister revealed the fact that Matthew was plaing, not Yang.

Yellow Jackets:  The students read chapter 11 and created and explained a title for this chapter in their RRJ.

Snakes:  The students wrote the answers to questions 1 and 2 in their RRJ.

We ended the day with science.  we reviewed natural resources and read about how to turn a natural resource into a dye.  We also reviewed the difference between a dye and a pigment...a pigment is a powder.  FOR HOMEWORK students are expected to bring in an example of a natural resource in a baggy.  We will attempt to turn it into a pigment and dye a piece of cotton material with it.

Tuesday, April 23, 2013

Terrific Tuesday

I'm back and my dad's surgery went very well!  :-)

After beginning their day in PE, the students returned to class and we reviewed the graphic organizer that we created together, in class, on Friday, using Kidspiration.

Next, I reminded the students how to navigate SIRRS Discoverer, an online research engine. 

During this time I also showed the children how to toggle back and forth between their graphic organizer document and the research articles, how to copy and paste from an article onto a document and a few other technical skills.

Finally, the students were paired up with other students who share the same opinion about their issue.

After completing individual reading group assignments, the students will work with peers to read about their issue, identify facts that will support their opinion statements and begin planning their piece by adding the fruits of the research labor to their graphic organizer.

Sharks:  We met and reviewed chapter 9.  We also discussed the theme and central message of the book.  Then I distributed a Guided Reading Tic Tac Toe sheet.  Over the course of this week, the children will select and complete 3 activities, described on this handout, as a culmination of their reading group book.  Today they ALL will create a title page for the book.  They can start this in class and are expected to finish it for homework.  The title page should be neat and pleasing to the eye...it should include the title, the author, the illustrator and a picture that reflects the story.  It must be spelled correctly and colored in.

In math we reviewed 2 step word problems with a 3 part word problem...I heard one students say, "This isn't a two step problem.  It's more like EIGHT steps!"  LOL!  After that, the students used two online sites and an iPad app to practice telling time to the nearest minute.  One can be accessed at home.  While the students practiced independently, I met with small groups of students to practice telling time to the minute.  There is a worksheet for homework.

Following lunch and outdoor recess, the students will continue their independent work while I meet with small groups.

Cheetahs:  The students read pages 95-101 and listed unknown words.  IN group we discussed the meaning of Yang's fortune in his cookie.  For homework the students need to read pages 101-103 and explain why Yang was relieved o, on a sticky note.

Yellow Jackets:  The children read chapter 10, listed unknown words and noted the similarities between Journey and Grandfather.  In group we discussed chapter 10 focusing on Journey asking how Bloom learned to be a mom and then his mother's phone call and how Journey has changed.  For homework the students need to think about chapter 10 and write a diary entry from Journey's point of view.

Snakes:  The students independently reread their book and located the answers to the questions in the back of their book.  They marked the text that answered the questions with a sticky note.  In group we rehearsed the proper wording for the answers to these questions.  Often this group has the right idea but their written answers are awkward.  For homework the students need to reread the book working on fluency.

To end our day, we read part of an article and had a discussion about using natural resources to dye cotton material.  Students seemed excited by this discussion because we will be creating and testing a plan to use natural resources to dye a square of cotton material.  I have posted an OPTIONAL assignment/activity on Edmodo that ties into this.         

Friday, April 19, 2013

TGIF!!

The students began their day by going to music.

When they returned to class we had a discussion about the importance of active listening during instruction and the importance of asking questions to clarify and deepen understanding.  I explained that I had graded the informational paragraphs about their issues and many of the natural resource assignments on Edmodo.  There were many problems with these two assignments... students not including the information that was expected (topic sentences, concluding sentences, facts about both sides of the argument, etc.) and children not responding to the question, but instead just telling about the natural resource. 

After that, we revisited the next writing task which will be to state an opinion about their issue and convince others to think the same way.  I shared a graphic organizer created by MCPS, using Kidspiration, and modeled filling it out.  Then we discussed the pros and cons of using it.  Finally, together, as a class, we made some adjustments to the graphic organizer and decided we would use it to help us plan for our opinion writing pieces.

I hope to meet with reading groups AND writing groups today...fingers crossed!  :-)

While I meet with groups, the students will complete reading group assignments and finish up any and all assignments from the past week.  This includes the informational paragraph about their issue, the natural resource assignment on Edmodo, the WOW worksheet for eerie, the cursive paper, and more!


Sharks:  We met and it became VERY apparent that only 2 students had done their reading assignment last night...very disappointing.  So, the students were sent back tot heir seats to reread chapter 9 and write a summary of that chapter in their RRJ.  This will be turned in and scored.

In math we took a quiz that covered 2 step word problems and summing products.  These have been scored and returned to students.

Following lunch and outdoor recess the students continued their independent work.

Yellow Jackets:  The students read chapter 9 and wrote titles for this chapter.  In group we shared and discussed their titles.  We also shared their photographs that they brought in to illustrate that the "camera knows".

Cheetahs:  We reviewed chapter 5 and the students wrote summaries of the chapter in their RRJ.

Snakes:  Reread pages 10-12 and drew pictures of the beginning, middle and end of the book in their RRJ.

We ended the day with a visit to our kindergarten buddies.  With them, the children completed their Key Note presentations introducing them to the rest of the group.

I will be out on Monday.  My father is having surgery.  I will be back Tuesday.  There will not be a blog post on Monday!

Thursday, April 18, 2013

Thriving Thursday

The students began their day in art. 

When they returned to class, we reviewed the idea of Figurative Language as a tool box filled with different tools (metaphors, similes, alliteration, etc.) that authors use to get a more accurate picture in their readers minds.  Then I explained to the students that metaphors and similes both compare two seemingly unrelated objects but similes use the words "like" or "as" to do so and metaphors do not.

Next we reread the Chinese folktale White Wave and identified an example of a metaphor, "she was pure light."  After discussing the visual the metaphor created in our minds, we discussed the possible themes and decided it was to believe and trust in yourself.

Then we moved onto our writing lesson.  First the students learned that they would need to choose a side of their issue and develop an opinion statement.  I modeled mine, "Cursive writing must be taught in elementary school."  Then we reviewed a checklist to help us determine whether we would need to gather more evidence through research to create strong arguments that support our opinion statements.

While I meet with reading groups the students will complete reading group assignments, finish their informative paragraphs, work on the Natural Resource lesson on Edmodo, and write their opinion statement and gather more evidence to support it.

Sharks:  We met and reviewed important vocabulary in chapter 9.  Then I taught the group that usually when a "c" is follow by an "i" or an "e", the "c" will sound like an "s", as it does in city.  We used this rule to decode the word decision.  The students will read chapter 9 on their own in class and then reread it for homework.

In math we reviewed two step problem solving and summing products.  Then I introduced the distributive property to the class and demonstrated how we can use it to simplify and easily solve multiplication facts.  See the picture below.  The children began practicing this strategy in class and are expected to finish the worksheet at home, for homework.  Students who finished their work in class should go online to play the product game.  We will have a quiz tomorrow.

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

Cheetahs:  The students read pages 85-94 and listed unknown words.  They also identified the main idea, of this section of text, on a sticky.  For homework they need to reread pages 85-94.

Yellow Jackets:  The students read chapter 8, listed unknown words and prepared to discuss Journey's discovery in this chapter.  In group we discussed Journey's discovery of the ripped up pictures and revisited portions of the text to determine whether Grandfather had lied or we, as readers, had made assumptions.  For homework they students are to TRY to find a family photo where the "camera knows".  We discussed this assignment in group.  It is kind of optional but I really want to the children to do their best to do it.

Snakes:  The children reread pages 6-9 and listed contractions in their RRJ.  In group we reviewed their lists and determined which two words made each contraction and checked the text to see if the two words fit and made sense.  For homework the students need to complete the contraction chart in their RRJ and read pages 10-12.

We ended the day with a social studies lesson.  We reviewed some vocabulary and added it to our word wall.  Then we shared whether we were spenders or savers.  Finally, we discussed savings plans to generate income and save towards a goal.

Wednesday, April 17, 2013

Hump Day

After the students returned from the media center, we jumped right into the Edmodo assignment that was given on Monday and due on Friday.  This activity encompasses science, reading informational text and writing.  So far, 8 students have completed the task and none did it correctly.  So, I reviewed the expectations and then modeled a complete response using a similar article about turning cotton into a usable resource that people want.

After that, I showed the children a new Edmodo assignment, that is classwork, where the students will watch a video of an Indian folktale and post a reply to Edmodo explaining the moral/theme/central message.  I am hoping this will encourage a "discussion" amongst the students about literature.

Finally, the students had the chance to tell me what type of assignments they enjoy working on the most.  Lately, getting the class to put forth their best effort into assignments has been quite a chore.  I thought that if the children could share what type of work motivates them, I could incorporate this into my plans and, hopefully, it will translate into better output on their part.  (fingers crossed)

Oh, by the way, the majority of the students shared that they prefer doing written assignments on the iPads.  Also, the prefer practicing math skills using games, either on paper or using technology.  Additionally, working in small groups is a favorite, as is, publishing books.

While I meet with small groups the students will work on reading group assignments, finishing their informational issue paragraphs, the natural resources Edmodo activity, any unfinished work and watching the Indian folktale, The Tiger Child, and discussing the message on Edmodo.

Sharks:  We reviewed vocabulary in chapter 8, using context clues.  Then we began reading chapter 8.  The students will finish reading chapter 8 independently and explain the main idea of the chapter in their RRJ.  For homework, students are expected to reread chapter 8.

In math we reviewed 2 step word problems and summing products.  Then we attempted to play an online game to strengthen our fluency of the basic math facts...unfortunately, it failed.  For homework there is a summing products worksheet.

Following lunch and outdoor recess, the students continued working independently while I met with more groups.

Cheetahs:  The children read pages 78-85, listed unknown words and identified the problems facing Yang and Matthew.  In group we reviewed their unknown words and discussed the fact that Yang and Matthew leas opposite lives; Yang wants to play baseball but is expected to focus on music, the revers is true for Matthew.  For homework the children need to reread pages 78-85.

Yellow Jackets:  The students read chapter 7, listed unknown words and explained the family rule.  In group, after sharing their unknown words, we discussed the family rule (if you name a pet, you keep it) and the last sentence in the chapter, "the camera knows", as it relates to Grandma and the cat.  For homework the children need to reread chapter 7.

Snakes:  The children read pages 6-9 and listed unknown words.  In group we reviewed strategies to decode the words they listed as unknown.  We also practiced reading and writing high frequency words and reread pages 6-9.  For homework they need to write the high frequency words (special, maybe, fetch, instead, spread and sighed, three times each in their RRJ and reread pages 6-9, working on fluency.

We had learned how fossils are turned into petroleum and gas and used as fuel earlier in the day.  That served as our science lesson!  :-)

Tuesday, April 16, 2013

Ahhhhhhhhhhhhhhhhhhhhhhhh!!! :-)

So, last night I spent about an hour and a half reviewing and providing feedback on the children's informational paragraphs about their issue.  It was a bit frustrating!!  I had provided several mini lessons and modeled writing my own paragraph twice, yet, the children's rough drafts showed little evidence of that!!  :-)

Therefore, after the class returned from PE, we had a discussion about my frustration and I explained that I will not give up!  I will continue searching for ways to teach the students what they need to know in order to complete expected tasks. 

With that (and much more!) said, I explained that writing is just another form of communication...much like writing, just in a different form.  To be able to write clearly requires you to be able to speak knowledgeably about your topic.  So the students were given time to explain their issue to a partner.

Independent work today included reading group assignments and rewriting the issue informational paragraph using the feedback I provided on the rough draft, the discussion they had with their partner and my modeled writing.  They also had to work on any other unfinished assignments such as the Edmodo natural resource activity and cursive writing.

Sharks:  We shared the titles they wrote for chapter 6 for homework last night, deciding whether or not they matched the main idea of the chapter.  Then we reviewed important vocabulary in chapter7 and began reading it.  Students will complete chapter 7 independently and then explain the problem in the chapter and Amber's and Justin's differing points of view, in their RRJ.  For homework they need to reread chapter 7.

In math we used the warm up to review two step word problems and summing products. You can view the lessons clicking here for word problems and here for summing products.  For homework the students need to watch the summing products lesson and solve the three problems in their math journal.  The problems are in the picture below.
 
Following lunch and outdoor recess the students continued working independently while I met with more groups.
 
Cheetahs:  Independently they read pages 71-78, listed unknown words and prepared to discuss "the idea" in group.  When we met, we reviewed what it meant that Yang "passed the test".  Then we defined the unknown words they had identified and reviewed the idea that Matthew and Yang would "bow sync".  For homework the students need to reread pages 71-78.
 
Yellow Jackets:  The students read chapter 6 and explained what Grandma meant when she said, "sometimes we are angry at the wrong person."  IN group we discussed this idea.  For homework they need to reread chapter 6.
 
Snakes:  Independently the students reread pages 2-5 and listed words with an -ed ending in their RRJ.  In group we practiced reading and writing high frequency words.  Then we separated the root words and -ed suffixes to help our decoding.  Finally, we reread pages 2-05.  For homework the children need to complete the chart in their RRJ separating the -ed words into root words and suffixes.  They also need to reread pages 2-5 working on fluency.
 
We ended the day by discussing the materials, tools and skills needed to turn a natural resource into something people use.

Monday, April 15, 2013

Marvelous Monday

We began our day with a class meeting.  After our group share, where each student was invited to share something they did over the weekend, we moved sharing compliments.  First, though, I explained a change...from now on, when we share a compliment it needs to be linked to one of the "Character Counts!" traits (trustworthiness, respect, responsible, fairness. caring and good citizenship).  Next, we discussed classroom jobs and made some changes, such as, adding the job of iPads (these people will get and return the iPads for the class, when needed) and eliminating the job of games person.  We ended the class meeting by voting to add a technology component where I will introduce new apps to the class.

During our whole group reading lesson I read the Chinese folktale, "White Wave" and we identified the story elements (characters, setting problem, solution and plot).

After that, I shared with students a risk I am taking...I am going to integrate science, writing and technology into our independent work time.  Using Edmodo, I have posted an assignment that includes links to 3 articles about turning natural resources into food.  During the course of the week, the children will read the articles, choose 1 natural resource and explain clearly, and incomplete sentences, what materials, tools and skills are used to turn that resource into food.  They will turn this in through Edmodo.

I have never given an in-class Edmodo assignment, so we will see how this works!  :-)

Today, while I meet with reading groups, the children will complete individual reading group assignments, complete their informational paragraph about their chosen issue, work on the above mentioned Edmodo assignment, complete a WOW worksheet for our new word "eerie", and practice writing the letters H, K and X in cursive.

Sharks:  We reviewed the word knapsack and used context clues to identify it's meaning.  Then we read the first half of chapter 6.  Students will read the rest of the chapter, thinking about the main idea, independently.  For homework the students need to reread chapter 6 and write and explain a title for the chapter, keeping in mind the main idea.

In math we practiced 2 step word problems and subtraction with regrouping during our warm up.  Then we completed a mad minute (in 3 minutes) to see how many multiplication facts we could identify correctly in a timed period.  We checked our own work and will correct any mistakes or omissions as part of our homework this evening.

Then students worked on memorizing the basic multiplication facts by reviewing strategies we learned earlier in the year, while I worked with a small group.  In group we practiced identifying the knowns and unknowns in word problems in order to solve them.

For homework, some students need to correct their Mad Minute.  ALL students must complete the multiplication and division review worksheet.

Following lunch and outdoor recess the students continued working independently while I met with more groups.

Cheetahs:  The students read pages 62-70 and listed unknown words.  In group, we reviewed the decoding and meaning of the unknown words and continued our discussion about the difference in Yang's and Matthew's cultures.  For homework they need to reread pages 62-70 and in their RRJ explain what it means on page 70 when it says, "I had Passed the test."

Yellow Jackets:  The students reread chapter 5 and created vocabulary entries in their RRJs for the 2 words from this chapter that they chose on Friday.  In group we discussed similes and metaphors and located 2 examples in the text.  Then we discussed who Journey blames for his predicament.  Finally, we discussed the shocking end to this chapter  For homework the students need to reread chapter 5, write a title for it and explain their thinking on a sticky note.

Snakes:  We practiced reading and writing high frequency words associated with their new book, Pet Dreams.  These included instead, maybe, and spread.  Then I told the group that this book is about 3 animals who meet in the park to complain about their owners.  We discussed the fact that since there are talking animals in the story it is considered a fantasy.  Tonight the students are supposed to read pages 2-5 and identify WHERE the animals wish they could get their food.

Friday, April 12, 2013

Friday...It's Been a FULL Week!

This morning the children began their day in music. 

When they returned to class we reviewed the definitions of effort, motivation and persistence.  Then we compared the wife from the story, The Fisherman and the Turtle, and Athena from "Arachne", with these ideas in mind.

After that, I reviewed the expectations for the informational paragraph about their chosen issue, and modeled writing about mine, paying specific attention to the format.

WhileI met with reading groups the children worked on the informational paragraphs, practiced writing the capital letters N, M and W, in cursive, and completed any unfinished work.

Sharks:  We shared the titles and explanations they wrote for chapter 5, for homework, Wednesday night.  I pointed out strengths and weaknesses in their responses and reminded the group that the title of the chapter should reflect the main idea in the chapter.

Cheetahs:  We reviewed pages 54-62 and discussed the tension between Matthew and Yingtao that was evident in this section.  The children also shared their homework from Wednesday night which was one thing they liked and one question they had from pages 54-62.

In math, after reviewing last night's homework, we took a quiz on solving 2-step word problems.  These have been scored and returned to the students.  I did review both problems prior to lunch and recess.

After outdoor recess, the students continued working independently while I met with groups.

Yellow Jackets:  We reviewed the unknown words, from chapter 5, they identified for homework Wednesday night.  Then they chose two words, from the group list, that they will use to create vocabulary entries on Monday.

We ended the day by visiting our kindergarten buddies and working on a Key Note presentation to introduce each other to our classmates.

Thursday, April 11, 2013

Thursday...Report Card Day

The students began their day in art.

When they returned to class we revisited the myth, "King Midas and the Golden Touch".  We reviewed the plot (the events leading from the problem to the solution).  Then we defined the ideas of persistence, effort and motivation and identified aspects of each from the story.  After that we had a GREAT discussion comparing a character from two of the tree traditional tales which we have read in the past week. 

Obviously, I had a few characters that I had in mind to compare but the class shared different character comparisons and evidence that I agreed with but had not thought of in my planning.  It was truly exciting to see the children further their understanding by searching their minds for ways to compare the various characters.

The down side?  Our whole group lesson ran WAY over!!  NO worries, though...I wouldn't trade the discussion for anything!!

Next we reviewed the components of a good paragraph (topic sentence, details to support it and concluding sentence).  I then modeled, using my facts I had gathered during research and organized on the pros/cons chart, writing an informative paragraph about my issue (teaching cursive in school).

By then it was time for math...

In math the students competed their parking garage 2 step word problem task in their table groups.  Mrs. Head met with the small group she had been working with on this task.  I finished working with the students working on the assessment activity that will be used to determine placement in the compacted curriculum math class next year.  There is a 2 step word problem worksheet for homework and we WILL have a QUIZ tomorrow on 2-step word problems.

Following lunch and outdoor recess, Mrs. Howard visited us and read a book about feelings.  Then they made a feelings flip book.

After that we reviewed some of the vocabulary we have learned during our study of economics.  These words included; income, expense, budget, choices and opportunity cost.  Then we viewed part of a video reinforcing these ideas. 

After packing up we explored an economic online game.

Report Cards were sent home today.  Check your child's backpack.

Wednesday, April 10, 2013

Wonderful Wednesday

The students started the day with Mrs. Rose, as usual, but in the computer lab since the book fair is occupying the media center.

When they returned to class we read the myth, "King Midas and the Golden Touch".  Today we focused on enjoying the myth and the moral, be careful what you fish for.  We also briefly shared examples of effort depicted in the story.

After that, I modeled reading an article about the issue of teaching cursive in school and adding facts (from the article) to a pros and cons graphic organizer.  During this lesson I identified and defined key words that indicated is a fact was for or against the idea.  I also explained the use of titles following people who were quoted as a means to establish validity and reliability to information shared within the piece.

Independent work today includes reading group assignments, a natural resource follow up that will require rereading of the natural resource article they read last week, and completing the pros and cons sheet by gathering information about their issue and posing their issue as a question.

Sharks:  We reviewed the change in mood in chapter 4.  Then we defined unknown words from chapter 5 and discussed the big idea in the chapter.  For homework the students need to reread chapter 5, write a title for the chapter and explain their choice, on a sticky note.

In math we reviewed solving 2-step word problems. Then the children continued working in table groups to solve the garage word problems they began yesterday.  Mrs. Head worked with a small group on this task.  I met with a small group to work on an accelerated math activity, designated by MCPS as part of the assessment process for the compacted math class next year.  For homework the students have a 2-step garage word problem worksheet.

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

Cheetahs:  The students read pages 54-62 and listed unknown words.  Then they created vocabulary entries for two of their words.  For homework they need to reread pages 54-62 and identify one thing they liked and one question they have on a sticky note.

Yellow Jackets:  The students read chapter 4 and wrote about changes in the chapter in their RRJ.  In group we discussed the motivation for Cat showing Journey the picture that made him realize he looks like his grandfather and the changes in chapter 4.  We also reviewed their titles for chapter 2.  For homework they need to read chapter 5 and list unknown words.

Snakes:  The students wrote about a character trait for Brett and used evidence from the story to support their choice.  In group we discussed the significance of the title of the story.  We also discussed various problems (and their solutions) from the book.  For homework the students need to reread the entire book.

We ended the day by reviewing the idea of a budget and the vocabulary words income and expense.  Then we read about economic decisions and were introduced to the idea of an opportunity cost.

Tuesday, April 9, 2013

Tuesday...

The students began their day in PE.

When they returned to class we had a discussion, okay, maybe it was more like a lecture, about responsibility...as it pertains to school work and homework.

Next we revisited the Greek myth "Arachne" and identified how the illustrations helped us to understand the mood in the text.  We also used context clues and the illustrations to help predict the meaning of unknown words...and then we used the online dictionary to check ourselves.  During this time I tool the opportunity to remind the children that words in our language often have multiple meanings and it is imperative that we choose a meaning that matches the text in which it appears.  Determining the part of speech can help simplify this process.

After that we reviewed the pros and cons graphic organizer which the students are using to capture the research about their chosen issue.

Independent work today includes individual reading group assignments, researching their issue using links found on this blog and illustrating a selection from the myth "Arachne" to demonstrate understanding of the mood and vocabulary.

Sharks:  Well, this was a frustrating group today...only 3/7 students had completed their homework and many had not done yesterday's class work assignment either.

In math we reviewed last night's homework IN DEPTH.  I reminded the class that they should be using the strategies that are taught, and practiced, in class, on their homework, too!  After identifying the knowns and unknowns, as well as, writing equations using variables for the unknowns, to solve last night's word problems, I modeled how to determine the number of occupied spaces in a parking garage by creating a known/unknown chart and writing (and soling, too) equations with variables.  Then the students worked in table groups to begin solving 3 similar problems.  Mrs. Benson and I pulled small groups of students to reinforce the strategies needed to solve the word problems.  For homework there is a 2 step word problem worksheet.

Following lunch and outdoor recess the students continued working on their independent work.

Cheetahs:  The children were supposed to read pages 44-53 independently and explain, in their RRJ, how Yingtao felt at the end of chapter 3.  Many students "completed" this assignment but the written answer clearly indicated that the reading portion had not been done.  We discussed this and I then assigned smaller chunks of the text to read with a purpose (a question to discuss).  However, the students skimmed the text instead of carefully reading (they admitted this) and could not discuss or respond to the purpose for reading.  Again, we talked about the need to put effort into their work.  I sent the children back to their seats to read the section and respond to the prompt.  For homework they need to reread pages 44-53.

Yellow Jackets:  The students independently read chapter 3 and explained (or tried to) why the question on page 14 was in italics.  After seeing that there was confusion, we discussed this in group (the answer...the author wanted to emphasize this question because it is the central question of the book...all of the main characters are struggling with this).  Also, in group, we talked about Journey's realization that he looks like his grandfather.  For homework the students need to reread chapter 3 and explain, on a sticky note, what motivated Cat to hand Journey the picture of his grandfather.

Snakes:  Independently the students read pages 18-20 and explained, in their RRJ, how the bees help the apples. We practiced reading and writing high frequency words (said, answer, what laugh, could and guess).  Then we reread pages 18-20.  For homework they need to reread these pages working on fluency.

We ended the day by discussing the issues that permeated our day and the need to refocus our efforts on our assignments. 

HOW CAN YOU HELP?
Please read the blog and ask your children about their assignments.  Remind your children that school is their job.  I am here to help but they need to meet me half way...if they need support or have questions they MUST ask...however, avoiding tasks will only create more challenges for them!  :-)

Monday, April 8, 2013

Monday: Book Fair Visit

We began our day with a preview visit of the Scholastic Book Fair.  The children completed a wish list and will be bringing it home this evening.

When we returned to class we had a class meeting.  We began with a group share where students were given the chance to share and celebrate a mistake they made recently.  After sharing one of my own, I explained that it is important for people to learn how to accept making mistakes and how to face failure.  Successful people became that way because they didn't let mistakes or failure get in their way.

We began our reading/writing block by discussing guided reading group follow up activities, particularly vocabulary.  I reminded stunts of our format for creating entries in the vocabulary section of their RRJ and then showed them a worksheet that can be used for the same purpose.  The children voted to continue doing the entries in their RRJs.

Next, we revisited the traditional tales characteristics chart from last week.  We reviewed the section on myths.  Then we read the Greek Myth, "Arachne", and identified examples  from the myth that matched the characteristics on the chart.

Finally, the students chose their issues topics and I introduced the graphic organizer they will use to capture information about their issue during the research phase.

While I meet with small groups the students will complete reading groups assignments, read about natural resources and complete a comprehension activity in their science journal, and they will begin researching their issue using the links found on this blog and the graphic organizer introduced today.

Sharks:  We began reading chapter 3 in group.  The students identified the section of the text which stated Danny's real name and explains why he is called Danny.  Then the students finished reading the chapter independently and explained, in their RRJ, Amber's motivation for saying there are alligators in the toilet.  For homework the children need to read chapter 4 and make a list of unknown words and 1 question they have, on a sticky note.

In math, we continued the lesson from Friday.  In small groups, the students worked to solve a 2-step word problem and then Explain HOW to do so, capturing it on Educreations.  Then we began viewing the groups lessons.  We will finish viewing these tomorrow and vote on the best one!  These is a 2step problem solving worksheet for homework.

Following lunch and outdoor recess the students continued working independently while I met with more small groups.

Cheetahs:  The students read pages 37-44, listed unknown words on a sticky note and chose 2 to create vocabulary entries for in their RRJ.  IN group we reread pages 37-44 and discussed the multiple meanings of words in our language.  For homework the students need to reread pages 37-44 and identify 1 strength and 1 struggle for Yintao on a sticky note.

Yellow Jackets:  The students read chapter 2, listed unknown words and chose two to create entries for in their RRJ vocabulary section.  In group we reread most of chapter 2 and discussed the idea that the camera knows the truth.  For homework the students need to reread chapter 2 and create a title for the chapter and explain their choice on a sticky note.

Snakes:  The students read the third section of the book, listed unknown words on a sticky note and then, in their RRJ, explained why Mr. Henry pumps smoke.  IN group we practiced reading and writing high frequency words (could, answer, guess, said, what and laugh) and then reread the section called Pumping Smoke.  Tonight they need to reread this section practicing fluency.

We ended the day by reviewing the concepts of natural resources, and renewable and non-renewable natural resources, using the handout they read during independent work time.

Friday, April 5, 2013

TGIF

Just a few notes before I forget...
The book Fair starts Monday.
There is a menu change on Monday--instead of cheese dippers it will be manager's choice.  The second option will remain french toast sticks.

So,back to today...

The children began their day in music.

When they returned to class, I introduced the 2 learning skills we will focus on this marking period, persistence and elaboration. After defining and explaining each, I explained that todays' lesson will include how to elaborate in a BCR.
Today, we revisited The Fisherman and the Turtle , and identified a character trait to describe on of the main characters.  Using support from the text and then EXPLAINING your thinking was the central point of this lesson.
After that, we reviewed the issues page on this blog.

Today's independent work began with the students browsing the issues page of the blog, using an iPad, and choosing an issue that they will eventually research.  Then the children worked on reading group assignments.  Finally, they worked in small groups to further understand the concept of a budget, by working on a task to create a budget.

Reading Groups
Sharks:  WE reviewed the whole group lesson and then outlined how to construct a BCR naming a title for chapter 2 and explaining their choice.  Then they revised their answer that they wrote for homework last night and turned it in.

Cheetahs:  Reread chapter 2.  Then they wrote a title for chapter 2 and explained their answer.  This was turned in.

In math we watched an animation video showing a different strategy to solve 2-step word problems.  Then the students got into small groups...their goal was to clearly explain how to solve a 2-step word problem and capture it on Educreations.  Then we will watch the videos and vote on the group whose presentation was the clearest.  We will continue this on Monday!

Following lunch and outdoor recess the students continued working independently. 

Reading Groups
Snakes:  Reread the second section of their book and added long e words to their charts (according to spelling) in their RRJs.

Yellow Jackets:  Read chapter 1 of Journey and wrote 1 thing that puzzled them.  Then we met and I reread the chapter to the group, stopping along the way to discuss the events.  After that we discussed Kat and Journey and the different approach each is taking to handle the hurt of their mother leaving.

We ended the day by visiting our kindergarten book buddies.  Due to some confusion, we got new buddies and interviewed each other.  We will begin creating Key Note presentations next week, using the interview from today.

Thursday, April 4, 2013

Thriving Thursday

The students began their day in art. 

When we returned to class we revisited the folktale, The Fisherman and the Turtle, and identified key details from the story in order to explain the theme.

After that, we shared and discussed the issues that students had listed in their writing journals.

While I met with reading groups, the students worked on individual reading group tasks, browsed articles listed on the "Issues" page of this blog and read a social studies handout to learn about the concept of budgets.  After reading the text about budgets, the children listed 3things they learned and 1 questions they still had about the idea, in their social studies journals.

Sharks:  We met and shared their 10 key words from chapter 1 and discussed which ones were good choices because they gave a hint as to the main idea of the chapter.  Then we began reading chapter 2.   Students were to finish reading chapter 2, in class, independently.  Tonight they need to reread chapter 2 and write a title for the chapter using details from the chapter to explain their choice.  This should be done in their RRJ.

In math we reviewed how identifying the known and unknowns can help us solve 2-step word problems.  Then the students worked independently to solve the EVEN problems on a worksheet.  Students were expected to complete a known/unknown chart for each problem.  Mrs. Head and I worked with small groups to help them create their known and unknown charts.  Students who did not complete the even problems in class must do so for homework.  All other students are expected to work on memorizing the basic multiplication facts using either the Edmodo multiplication app or math fact cafe. 

Following lunch and outdoor recess the students continued working independently while I met with more reading groups.

Cheetahs:  Independently they read pages 17-23 and identified 2 unknown words.  Then they created a vocabulary entry for each of their chosen words in the RRJ.  In group we discussed the main idea of this section of the text.  For homework they need to read pages 23-28 and note 1 thing that surprised them and 1 question they have on a sticky note.

Yellow Jackets:  The students read the story Shells.  In group we began discussing the story through the use of a literature web.  In group we discussed the key words and the feelings sections.  Tonight for homework the students need to reread Shells and complete the last two section of the web.

Snakes:  We practiced reading and writing high frequency words (said, what, answer, guess, could and added laugh).  Then we read pages 8 and 9 and identified words with the long e sound and the spelling of that sound in each word.  We sued these words to create a chart in our RRJ.  Tonight, for homework, students should reread pages 4-7 (fluency) and add words from this section to their long e charts in their RRJ.

We ended the day by reviewing the idea that a budget is a plan for gaining, spending and saving money.  We also discussed that creating budgets lead to making better financial decisions.

Wednesday, April 3, 2013

Welcome to the Fourth Marking Period

I hope everyone enjoyed the Spring Break!!  While I had a great time with my family, it is good to be back with my other "kids".

The children began their day with a visit to the media center.

When they returned to class we reviewed a Power Point that defined the 4 types of Traditional Tales and the characteristics of each.  Traditional Tales include; folktales, myths, legends and fables.

Then we read a tale called, The Fisherman and the Turtle, by Eric Kimmel and used the characteristics to identify it as a folktale.

After that, we used a frayer model to better understand the concept of an issue.  Students were given a copy of this to store in the writing section of their binder and use as a resource.

Independent work today includes reading groups assignments, reading about different habitats and drawing a picture of four they read about in their science/social studies journal and creating a list of 3-5 possible issues they might use to research and write about over the course of this marking period.

Reading Group
Sharks:  I did a book introduction for our new novel, Amber Brown is Not a Crayon.  Then we read chapter 1, the first half out loud and the second half silently.  We discussed character traits for Amber and emphasized the need to be able to identify support from the text.  For homework the students need to reread chapter 1 and create a word splash in their RRJ choosing 10 key words from the first chapter.  I modeled this in group and used two words (China and Amber), obviously the students can (and should) use these two words.

In math we reviewed some strategies for memorizing the basic multiplication facts, during our warm up.  Then we practiced solving two-step word problems by identifying the question asked, what is known and what is unknown.  We solved two problems, together, in class. The rest of the worksheet was assigned for homework.

Following lunch and outdoor recess the students continued working independently while I met with more groups.

Reading Groups
Cheetahs:  We began reading their new novel, Yang the Youngest and His Terrible Ear.  For homework they need to read pages 8-16 (finishing chapter1) and then create a word splash in their RRJ using 10 key words from chapter1.

Yellow Jackets:  We began the William and Mary Reading Program.  Students read the fable The Wolf and the Lion and then completed a comprehension worksheet.  In groups we reread the fable and discussed the moral and some of the questions on the worksheet.  Tonight, for homework, the students need to reread the fable and revise their answers.  This activity will be collected and graded.

Snakes:  First we practiced reading and writing high frequency words (what, could, said, guess, answer).  Then we reviewed identifying words with suffixes(ing and ed) and using that knowledge to decode unknown words.  After that, I introduced the characters, setting and key vocabulary from our new book, The Bee Puzzle.  Finally, we read pages 4-7 in the book.  For homework the children need to reread pages 4-7 (working on fluency) and complete the -ee worksheet.

We ended the day by reviewing expectations for their independent work.   Many students were not completing assignments.  If your child didn't do their work in class, they will have to finish it at home this evening.

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