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.

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!

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.

Monday, October 28, 2013

Marvelous Monday

The students began their day in the media center working on the multimedia presentation for the quarter 1 inquiry project.

When they returned to class, we started math rotations.  Students working with me used number lines and a multiplication table to discover that when a factor is 0 the product will be 0 and when a factor is 1 the product will be the other factor.  For example, 543x0=0 and 567 x 1= 567.

The guided practice rotation had students practicing this idea using a Clip and Cover partner game. 

At the technology rotation, students watched a Learn Zillion lesson teaching how to use visualization to solve a division problem.  Then they followed the Learn Zillion guided practice link to apply what they learned in the lesson.

There is a multiplication facts 0 and 1 worksheet for homework.

At the beginning of the reading and writing block, I explained to the class that I had graded their inquiry paragraphs over the weekend (those that were finished and handed in).  They received 4 grades; one for opinion writing for the first paragraph, two for informational writing for the background paragraph and the taking action paragraph and one for language usage.  Additionally, I provided feedback for each paragraph.  Students were encouraged to review my feedback.  They were also told they could revise their writing and turn in new paragraphs to be regraded.

While I met with reading groups the students worked on individual reading group assignments, completed their inquiry paragraphs (if they haven't done so yet), worked on the multimedia presentation for the inquiry project and read Pompeii, the Lost City and completed a 3-2-1 summarizer.  They were quite busy!

Pandas:  We met first for a change!!  I explained their next assignment.  They will visit the Guinness Records site and find a world record that is linked to speed/time.  They will read about it and write about it in their RRJ.  Then they will prepare to present the information to the group...they get to pick how to do it.  Some of my suggestions included a poster, an informative paragraph, a skit or a Key Note presentation.  I'm really looking forward to seeing their results!  Stay tuned!!  For HOMEWORK the children need to read for 20 minutes.

Sharks:  First we practiced reading and writing this week's focus words:  heavy, very journey, enough and through.  Then we previewed their new book, The Oregon Trail and I gave a brief talk about it's history.  We also located Oregon on a map of the US and compared its location to that of Maryland.  We practiced turning the topics in the table of contents into questions using the 5 Ws.  Then we looked at the photograph on pages 4 and 5 and inferred how the pioneers moved west to Oregon.  Finally we whisper read pages 3-7.  For HOMEWORK the students need to reread pages 3-7 and write their focus words 3 times each in their RRJ.

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

Dolphins:  We practiced reading and writing our focus words for this week; heavy, already, family, enough and through.  Then I gave a book talk about their new story, The Family Tree and we discussed the concept of a family tree.  After that, the children whisper read pages 2-6 while I listened in.  For HOMEWORK the students need to reread pages 2-6 and write their focus words 3 times each in their RRJ.

Cheetahs:  The students received a new book called Forecasting the Weather.  Independently, the used the heading on pages 3 and 4 to write a W question about the text in the respective section.  We shared these questions at the beginning of group and then whisper read (as I listened in) to find the answers to our questions.  For HOMEWORK the children need to reread pages 3-5.

We ended the day by finishing our wheel coverings and then testing them to see which car travels the fastest.

Friday, October 25, 2013

Fabulous Friday!

The students began their day in PE with Mr. Lee.

When they returned to class they took their math quiz.  After the quiz, I went over a few common errors, such as trying to subtract three numbers at a time and not lining up their columns when adding three numbers at a time.  These quizzes have been scored and should be kept in the math section of the binder.

After that, Mrs. Bartel showed the children how to use Kurzweill 3000.  This is a software package that reads text, on the computers or laptops, to the students.  It will help the children independently  access books that are more challenging.

Before independent work time, I reviewed the expectations for the multi media presentation the students will create , using Key Note on the iPad, in small groups.

Then the students worked to finish writing their informative paragraphs.  Those who are already done, began working on their Key Note presentations.

I met with reading groups and individuals who needed extra support with their writing.

Sharks:  I collected their Communities books and we chose a new book, which they will get next week.  Also, we took a mini quiz on this week's focus words and a pretest for next week's.

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

Dolphins:  We took a mini quiz on this week's focus words.  Then we reviewed the concept of a main idea and used our notes from the Learn Zillion lesson to remember how to identify it.  We discussed the main idea and support for the book Hippos.  Then we wrote a main idea sentence and a support sentence, using specific details from the text, in our RRJ.

Cheetahs:  We met and reviewed the main idea and support from How Paper is Made.  One student read their RRJ entry from yesterday as a model.

Pandas:  We read the final page in their books and discussed the weird speed records.  As we chatted, I saw their interest and decided that on Monday they will research a weird speed related record, write an informative paragraph about it and share it with the group.  The children seemed super excited to get started on this assignment!

We ended the day by viewing pictures and making inferences as to the goods and services provided by our government through tax dollars.

Thursday, October 24, 2013

Thriving Thursday!

Our day began with a special visitor.  Officer Dixon came to speak to the entire third grade about Halloween safety and saying NO to drugs.

After he left, it was time to go to music.

When the students returned to class we shared the zoos they created in math a few weeks ago....better late then never, right?!?!  LOL!

We will have a math quiz tomorrow.  Use last week's quiz to prepare and review the division homework from this week, too.

I began our reading and writing block by presenting how the students will create their multi media presentation for the quarter 1 inquiry project.  I introduced the app Key Note on the iPad and demonstrated how to set up slides, add pictures, use transitions and a few other things.

After that, the students worked on individual reading groups assignments and completed their informative paragraphs.

Sharks:  We practiced reading and writing their focus words.  Then we used text features (table of contents, title, etc) and repeated wrods (community) to determine the main idea of the book.  I was SUPER excited because the children were able to do this!!!

Following lunch and outdoor recess the students, I was at a planning meeting, but the children continued working on their independent work and meeting in small groups with our substitute.

Dolphins:  Practiced reading and writing focus words.

Cheetahs:  Students reread How is Paper Made and identified the main idea, using specific examples from the text to elaborate.  They wrote this in their RRJ and discussed it in group.

Pandas:  The students viewed the pictures on pages 22-27.  They created a t-chart in their RRJ and on one side listed 3 questions they were thinking as they previewed this section.  Then they used the photos to make inferences in answer to their questions.  After that they read pages 22-27 to check their inferences.  In group they discussed the main idea of this section and share their questions and inferences.

At the end of the day the students identified businesses and the goods and services each provide.  Then they listed business in our community and discussed the goods and services provided by each.  Finally, they chose one business from our community, drew a picture of it and listed the goods and services it provides, in their social studies journal.

Wednesday, October 23, 2013

Wonderful Wednesday

WOW!  Today got off to a wonderful start...I woke up tired and lethargic...just one of those days...and YOUR children turned it around!  They are so sweet and thoughtful...they filled my morning with compliments!  Love these kiddos!

We began our day with our weekly class meeting.  Students began by sharing things for which they are grateful.  These ranged from homes to electricity to family and good friends.  Not one item that was materialistic was mentioned!

Next, we share compliments and thank yous.  As one student noted, more people shared during this time, than ever before!  :-)

After that, I opened the floor to the students to share challenges.  For the most part, the children shared frustrations with people leaving or stepping on personal belongings on the floor.  So we had a short discussion about being aware of your surroundings.  All in all, it was a fabulous start to our day!!

After our meeting we jumped right into math rotations.  The teacher group focused on solving for unknown in division word problems by creating a chart of what is known and unknown.  The guided practice rotation had students watch a Learn Zillions lesson about solving 2 step word problems.  Then they solved a word problem by viewing a guided practice Learn Zillion activity where the students were guided through the required steps to find the answer.  Both of these lessons can be found on the third grade web site.  Finally, the technology rotation had students working on the memorization of the basic multiplication facts by playing the app, on the iPad, called Multiplication.

There is a division worksheet for HOMEWORK.

We began our reading and writing block by viewing an Educreations lesson about the Taking Action paragraph for our inquiry project.  Then we discussed and shared what we had learned from it.

While I meet with small groups the students will work on reading group assignments.  They will also complete the background paragraph and begin the taking action paragraph for the inquiry project.

Sharks:  We practiced read and writing their focus words.  Then we asked questions and made inferences using the photographs in the Urban section on pages 10-13.  After that, we read to find out if our answers were correct.  For HOMEWORK the students need to practice writing their words in a fun way--for this, anything goes...all I care about it that they practice spelling the words correctly.  They can type their words, cut letters our of newspapers, write in markers, write in bubble letters...anything!  They also need to reread pages 10-13.

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

First, I conferenced with a couple of students on their opinion paragraphs.

Dolphins:  We practiced reading and writing our focus words.  Then we asked questions and used photographs to make inferences to answer them.  After that, we read the text to see if our inferences were accurate.  For HOMEWORK the students  need to practice writing their words in a fun way--for this, anything goes...all I care about it that they practice spelling the words correctly. They can type their words, cut letters our of newspapers, write in markers, write in bubble letters...anything!   They also need to reread pages 14-17.

Cheetahs:  The students got a new book, How Paper is Made.  They took a picture walk and identified questions they had and answers to them, based on inferences they could make from the photos in the book.  Then they read the book to see if their inferences were correct.  In group we shared their questions and inferences and found the sections of text that addressed these.  For HOMEWORK they need to reread the book.

Pandas:  The students took a picture walk, on  pages 16-21,  and identified questions they had and answers to them, based on inferences they could make from the photos in the book. Then they read the book to see if their inferences were correct. In group we shared their questions and inferences and found the sections of text that addressed these. For HOMEWORK they need to reread pages 16-21.

We ended the day with students working in their small groups, to create covers for their tires, following the plan they developed yesterday during science.

Tuesday, October 22, 2013

Terrific Tuesday

The children began their day in art.  When I picked them up, Mrs. Gribbin-Lindemon showed me the wonderful mosaic pumpkin pictures they created.  She is displaying them in our school hallways but they will eventually make their way home to you!  :-)

When we returned to class we began our math rotations.  Students working with me, or Mrs. Benson, practiced representing division situations using concrete materials (manipulatives) and by drawing pictures.  We were concentrating on identifying what information is known and what is unknown.

The guided practice rotation had students playing a game called Toss and Talk, with a partner.  Students tossed a die to determine which space they would land upon.  Then they had to explain how to solve the word problem in that square.

Finally, students worked on memorizing their basic facts using Starfall.com.

There is a division worksheet for homework.

We began our reading and writing block by revisiting the expectations for the background information paragraph for the inquiry project.  First, we looked at the paragraph planning sheet and I highlighted the questions which needed to be addressed in that paragraph.  Addi tonally, I gave examples of sentences that could be included using many of the students' topics.  I also gave examples of what should NOT be included in that paragraph.

Next, we looked at the Educreations lesson I created for writing this paragraph.  I paused the lesson in several places and explained how students could do the same...using my writing as a template, so to speak.  Finally,, I reminded the students that the purpose of having these lessons on the third grade web site is not to watch it to check it off some mental checklist but to learn from it...if they need to view it more than once, they should do so!!!!!

While I met with small groups the students completed individual reading group assignments, worked on the writing portion of the inquiry project (specifically writing the background informative paragraph and, for some, revising their opinion paragraph),and  read the book The Big Green Pocketbook and identified 5 examples each of goods and services mentioned in the book.

Sharks:  First, the students practiced reading and writing their current focus words.  Then we reviewed the idea of inference and I modeled using the rural section of the book to make inferences based on the photographs.  After that, the students were told to write 2 inferences from the suburban section, in their RRJ.  Then they were supposed to read that section and determine if their inferences were correct, incorrect or not mentioned in the text.  While students were doing that task, I conferenced with individual students on their opinion paragraph for the inquiry project.  For HOMEWORK the children need to practice writing their focus words, 3 times each, in their RRJ and reread pages 6-9.

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

Dolphins:  We practiced reading and writing our focus words for the week.  Then we reviewed the concept of an inference.  After that we looked at the photographs in the book Hippos and practiced making inferences, based on the photos, and reading to see if we were correct.  Finally, I spent time conferencing with individual students on their opinion paragraph for the inquiry project.  For HOMEWORK the children need to write their focus words 3 times each and reread pages 8-13.

Cheetahs:  In their RRJ, the students identified the main idea of The Changing Earth (the entire book) and provided 2-3 examples of support from the text.  For HOMEWORK they need to read for 20 minutes--free choice.  I collected their books.  They will get new ones tomorrow.

Pandas:  In their RRJ the students identified the main idea of pages 9-13 of  Fast and Furious and provided 2-3 examples of support from the text.  For HOMEWORK they need to reread pages 4-13.

We ended the day by students working collaboratively to plan what type of tires they will test, and how they will affix their wheel coverings to the wheels, to make their car the fastest in the class.

RED RIBBON WEEK starts tomorrow.  Students should wear RED to remember to say NO to drugs and alcohol!

Monday, October 21, 2013

Marvelous Monday!

Any Monday after a Redskins win is, be definition, MARVELOUS!

The students began their day in the media center with Mrs. Rose and Mrs. Dodson.  They explored the app called KeyNote on the iPads, in preparation for  creating a multimedia presentation which communicates why and how their action can support the community.

Upon returning to class, we dove right into math rotations.  Students working with me focused on sharing equally using division.  The guided practice rotation had students writing words problems (stating information and asking a question) using the picture cards from last week.  They also had to write a multiplication equation that matched their word problem.  Finally, the technology rotation had students working on the memorization of the basic addition and subtraction facts by visit two sites on Starfall.com.

For homework there is a division worksheet.

As you are probably aware, in math we have done away with the whole group lesson.  This has seemed to have a positive impact on student learning.  Currently, I am taking a class on blended learning.  To better understand this concept click here.
 

I fully believe that my time is best went with students in small group.  So, I will be implementing more blended learning, and less whole group instruction, into our day.

Today, we bypassed whole group instruction and went straight to small group and independent work, during our reading and writing block.

Students began by working on individual reading group assignments.  Then they watched an Educreations taped lesson, conducted by me, teaching how to construct the background information paragraph for the Inquiry Project.  There is a link to it on the third grade web site.  After that, the students read a book called The Big Green Pocketbook.  Then they used the text to identify 5 examples of services and 5 examples of goods, provided by businesses, on a t-chart, in their social studies journal.

Sharks:  We began a new book called Communities.  First, though, the students practiced reading and writing 5 new focus words; people, these, drive, often and different.  Then I did a book talk to help build background knowledge and vocabulary associated with the text.  We also used the pictures to make inferences.  Finally, we read pages 2-5.  For homework the children need to reread pages 2-5.

Dolphins:  First, the students practiced reading and writing 5 new focus words; animal, little, mouth, teeth and feather.  Then we focused on the -ou sound and did a word chain.  Next, I did a book talk for our new book, Hippos.  Finally, the students read pages 2-8.  For homework the students need to write their words 3 times each in their RRJ and reread pages 2-8.

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

Cheetahs:  The students watched an Educreations lesson teaching how to create a vocabulary entry in their RRJ.  Then they rewatched the lesson and created an entry for the word surface, in their RRJ.  IN group we reviewed their entries and correct (and clarified) mistakes.  Additionally, I modeled write about the main idea, and supporting it with specific examples from the text, for the Underwater Highlands section of their text.  Finally, we discussed the possible main idea of the entire book.  For HOMEWORK the students need to reread the entire book and think about the main idea.

Pandas:  The students rewatched the Educreations lesson about vocabulary entries and completed an entry, in their RRJ, for the word freeway.  In group we discussed their entries and corrected (and clarified) mistakes.  For HOMEWORK they need to read pages 6-9 and write 2 facts they learned from the text.

We ended the day with students, working collaboratively, to build vehicles for science.

Thursday, October 17, 2013

Thursday is the New Friday!

We don't have school tomorrow...so even though it is Thursday, it's like a Friday!

We began our day with math.  First, we reviewed using visualization to draw pictures as a strategy to understand and correctly solve two step word problems.  Then the students took the 6th quiz of the marking period.  These have been graded and should be stored in the math section of your child's binder.

After math the students went to music.

When the children returned to class we reviewed highlighting facts from their research to help organize it and prepare for their writing.  then we briefly revisited the organization of a paragraph.

While I meet with small groups the students will complete individual reading group assignments.  They will also finish organizing their research.  Before beginning their writing, they will watch a Lean Zillions video about drafting body paragraphs of an informational writing piece.  Finally, the students will begin drafting their two body paragraphs.

Sharks:  I gave them a mini quiz on their focus words from this week.  Then I reviewed the text features on page 8 and challenging words.  After that, the students whisper read page 8 as I listened in.  Finally, we shared the important ideas from the article.  When they went back to their seats, they used the article, and our discussion, to write about the main idea of the article and key details to support it.

Dolphins:  Prior to meeting with me the students reread pages 14-22 and listed 3-5 repeated content words.  In group, I gave them a mini quiz on their focus words.  Then we shared their repeated words and used those and the text features to discuss the main idea.  After group, the students used the text and our discussion to write about the main idea in their RRJ.

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

Cheetahs:  The students reread page 13-15 and listed 3-5 repeated content words.  In group we switched directions for a bit --today each child read their opinion paragraph, for their inquiry project) and I gave them feedback.  Then they worked on revising the paragraph and added it to the planning worksheet.

Pandas:  The students reread pages 4 and 5 and then wrote about the main idea, and used key details to support it, in their RRJ.  In group we shared each child's opinion paragraph and I provided each with feedback.  Then they revised it and added it to the planning worksheet.

Unfortunately, we ran out of time and didn't get to our social studies lesson.

Wednesday, October 16, 2013

Wonderful Wednesday

We began our day with our weekly class meeting.  First each child completed the starter, I wish..."  These were fun to hear.  The wishes ranged from horses to indoor pools to owning Kings Dominion!  After that, we shared thank yous and compliments.  Then we discussed a challenge...the instruction of cursive.  While I think it is important, it has been difficult to find the time.  Student suggestions included giving it for homework or having it out as an "after you are done with your work" type of activity.  I would love to hear parents' thoughts!!

Before beginning math, the students took a quick survey about instruction.  They used the Promethean board and active inspire devices to vote.  I was looking to see what type of instruction they prefer (whole group vs. small group) and whether they liked math, reading or writing best, this year and last year.  I discovered that math was the favorite last year and this and that the students prefer small group instruction.

Next we began our math rotations.  My rotation used the book, Amanda Bean's Amazing Dream to recognize multiplication situations and begin writing word problems.  The techno;logy rotation was a continuation from yesterday.  Students visited Multiplication Board (on the 3rd grade web site) and created arrays.  They wrote equations for the arrays in their math journal.  Finally, the guided group used the picture cards from yesterday along with "word templates" to write multiplication word problems and equations to match.

There is a multiplication worksheet for homework and we WILL have a math QUIZ tomorrow.

We began our reading and writing block by determine the correct meaning of the word mint for the text we read at the Philadelphia Mint web site.  Then we read a section of text about the history of the mint.  We located key details in the text.  Finally, we used those to identify the main idea.

After that, we learned how to color code and organize our research to help us write the informational paragraphs for our inquiry project.

While I meet with reading groups the students will complete individual reading group activities and color code their research facts.  They will choose two colors...one for the background paragraph and the other for the process or action paragraph.  Then they will read their facts and highlight it to match the paragraph it fits.

Sharks:  We met and practiced reading and writing our focus words for the week.  Then we reviewed the text features on page 6 and used the glossary to learn the meaning of the two words in bold print.  After that, the students whisper read, as I leaned in to listen.  For HOMEWORK the students needs to reread page 6.

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

Dolphins:  The students reread pages 3-12 and listed 3-5 repeated content words on a sticky note.  We shared these words in group.  Then I modeled using these words and the text features to identify the main idea.  I also used key details to write supporting sentences.  Finally we practiced reading and writing the focus words for this week.  For HOMEWORK the students need to reread pages 14-22.

Cheetahs:  The children reread pages 8-12 and identified the main idea and used text support to explain their thinking, in their RRJ.  I was quite pleased with their work!  In group, the students took a small pop quiz on the affixes - re, un, ful and less.  For HOMEWORK they need to read pages 133-15.

Pandas:  The children reread the article "Aquarius" (and some reviewed the Learn Zillions main idea lesson) and identified the main idea and support from the text in their RRJ.  In group they took a short affix quiz covering re, un, less and ful.  For HOMEWORK the students need to preview the features page and read pages 4 and 5 in their new book.

We ended the day with science.  I modeled and explained how their vehicle will be built.  Students were able to see how I generated and tested solutions when I ran into problems building the vehicle.

Tuesday, October 15, 2013

Terrific Tuesday

The sun is shining and the air is crisp!  I love this weather!  :-)

The children began their day in art where they are making some fabulous fall pictures out of cut construction paper.

When they returned, I went over the rotations for math today.  The teacher rotation focused on constructing arrays to solve multiplication situations.  The second rotation gave students time to finish their zoos.  After that, they were given picture cards to use to copy into arrays in their math journals and write multiplication equations to math.  Finally, the technology rotation, had students visit the web site Multiplication Board to create arrays.  Then they wrote an equation for the array in their math journal.

For HOMEWORK there is a multiplication worksheet.  Students need to write an equation and draw an array to each word problem.

The reading and writing block began by revisiting the worksheet, "Is This the Meaning of the Word Mint?" and using a digital resource, dictionary.com, to correctly identify the actual meanings and parts of speech for each.  Mrs. Santa Maria spent a great deal of time going over the information included n a dictionary entry. After that, I showed the students how to use the "speak" feature on the iPad to have it read text out loud.  Some of the web sites we are using for research can be challenging to read.  So this feature can really help students be successful.  I also showed the students a new web site, for Jump Rope for Heart, that was added to the third grade web site.

While I met with reading groups, the students worked on individual reading group assignments and continued revising their research and writing their opinion paragraph. 

Sharks:  Since we were short on time, we used text features to ask questions and make predictions about the article, "In Living Color".  Then we began echo reading page 4.  However, it soon became clear that the students didn't need that support.  We then changed to whisper reading, so I could lean in and listen to each student.  For HOMEWORK the children need to reread page 4.

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

Dolphins:  The students practiced reading and writing their 5 focus words for the week.  Then I did a book talk for pages 14-22.  After that they whisper read pages 14-22, while I leaned in to listen to each student.  For HOMEWORK the students need to reread pages 14-22.

Cheetahs:  The students wrote about the main idea for pages 3-7 in their RRJ.  In group we discussed how to state a main idea. Then the students read and discussed pages 8-12.  For HOMEWORK the students need to reread pages 8-12.

Pandas:  First, the children reread "Aquarius" and listed 3-5 content words that were repeated, again and again, in the article.  Then they watched an Educreations lesson, which I made, about creating vocabulary entries, to define new words, in their RRJs.  Finally,in group, we shared their lists of repeated words and noticed which words were repeated on our class list.  I explained that these would most likely be part of the main idea statement.  For HOMEWORK the students need to reread the article, "Aquarius".

We ended the day by trying to understand the Elementary Design Process packet and relate it to our upcoming project to design a vehicle.  There was a lot of confusion.  I promised I would get more information and clarify it tomorrow.

Monday, October 14, 2013

Marvelous Monday

It was so nice to have so many parents join us this morning!  It's always a treat to have visitors see the wonderful things happening in our classroom!  :-)

The students began their day with Mrs. Rose and Mrs. Dodson in the media center.  First, they did a quick book exchange.  Then they went to the computer lab.  There the students used my feedback to improve their research for the quarter 1 inquiry project.

When they returned to our classroom, we moved right into our math rotations.  My lesson focused on using concrete materials and number sentences to solve multiplication problems.  The technology rotation had students watching a Learn Zillion lesson connecting area and arrays.  After viewing the lesson, they practiced drawing array, in their math journal, to solve multiplication equations.  Finally, the third rotation, allowed students to complete their zoos.  Remember, the began this project last week.  The math connection was that each cage had to have a multiplication sentence that expressed the area of it.

There is a multiplication worksheet for HOMEWORK.

We began the reading and writing block by examining both a digital (the word guide in Kidspiration) and a print dictionary resource.  The students also viewed a section of an Oxford Dictionary video.  Key points included; many words have multiple meanings, they  are listed in order of the most commonly used, dictionaries also identify the parts of speech for each meaning, guide words identify the first and last word on a page, the print dictionary provides a pronunciation guide and splits the words into syllables.  Finally, I modeled how to locate a word in the dictionary.

After that we looked at an introductory paragraph from an opinion essay published in the book, Should There be Space Exploration?.  We identified, and discussed, how the author stated the opinion and engaged the readers.

While I met with reading groups the students worked on individual reading group assignments and used a print dictionary to analyze the various meanings of the word, "mint".

Sharks:  We began by reading and writing 5 new words; animal, fear, color, turn and bright.  Then we did a word chain beginning with the word fear.  After that, we began using our knowledge of affixes to identify a synonym (given a word box) for vocabulary words.  We will complete this tomorrow.  For HOMEWORK the students need to write their words 3 times each in their RRJ.

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

Dolphins:  The students practiced reading and writing 5 words, in their RRJ (pieces, except, root, over and said).  In group we practiced these words again. Then the children completed a quiz testing their ability to use prefixes and suffixes to identify the meaning of vocabulary.  Finally they whisper read pages 3-12.  For HOMEWORK they need to reread pages 3-12.

Cheetahs:  The students received new books called The Changing Earth.  Prior to coming to group, they identified 5-7 text features, using a worksheet, in their book.  In group we shared their findings and discussed the information obtained from the text features.  Then I did a book talk on pages 3-7/.  For homework the students need to read pages 3-7 in their new book.

Pandas:  The students wrote about the central message in Different Dragons and identified specific examples to support their idea.  In group I collected these books.  Then we identified and discussed text features in the article, "Aquarius" in the National Geographic.  I also "talked " them through the article.  For homework the students need to read the entire article, on pages 16-23.

We ended the day by examining a cartoon of Rube Goldberg's that solved a problem in a convoluted way.  We then examined how this might have been designed using a scientific design process.  Then we discussed real life solutions to scientific problems, dams and canals.


Friday, October 11, 2013

TGIF!!

The students began this rainy day in PE with Mr. Lee.

When they returned to class they took the fifth math quiz of the marking period.  These have been scored and returned.  They should be stored in the math section of the binder.

After the quiz, the children continued working on their zoos.  They began this activity yesterday.  The connection to math is they must calculate the area of each of the exhibits.

We began our reading and writing block by looking at a worksheet to help develop and form paragraphs, for our community action projects, using our research.  This was to help clarify what additional information they may need to gather when they visit the computer lab on Monday, with Mrs. Rose.

Next, we reviewed nouns, both common and proper.  We also defined singular and plural nouns.  We explained how most (regular) plural nouns are formed (by adding -s and -es).  Then I introduced the idea of an irregular plural noun being one that is not formed using -s or -es.  We identified the plural of some irregular nouns and learned how to identify if a noun is singular or plural if the word stays the same (use the rest of the sentence).

Finally, we reviewed the format of a friendly letter and discussed writing thank you notes to service men and women overseas in time for the Thanksgiving holiday. 

Independent work today focused on reading group assignments and writing the above mentioned thank you notes. 

Sharks:    First, we had an informal pop-quiz on the words we worked on earlier this week.  Then, we reviewed the 3-2-1 summarizer they completed after watching the video about main ideas, yesterday.  I reiterated the need to pay attention to repeated content words and text features.  After that, we revisited the article, "Into the Rain Forest" and used the text features and repeated content words to determine the main idea.  We decided it was, "Lucy Cooke explores the rain forest to study frogs."

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

Dolphins:  We practiced reading and writing new words:  pieces, said, over, root, except

We also learned, "i before e except after c".

Then we did a words chain with -ay.

Finally, we reread pages 3-12 and used text features and repeated words to identify the main idea.  We decided it was, "Soil is made out of dead animals and plants, and rocks.

Cheetahs:  The students met as a group, without me, to share and discuss the main idea statements they wrote for homework last night.  Their task was to decide upon a mutually agreeable main idea statement and be prepared to convince me that their idea is correct.  In group, they shared their statement...and they were SOOOO close.  So, we worked together to revise it!  :-)

Pandas:  The students retold chapter 16 in their RRJ.  When they got to group we shared their entries.  Unfortunately, they had missed the mark, so we reviewed how to determine what is important information in a chapter.  Then we discussed what they had done correctly and I reviewed why parts of the chapter were important and other parts not.  Finally, we discussed the central message of the entire book.

We ended the day watching a video segment about the Roman Republic.  We recognized many aspects of the US government which had been taken from the Romans.  Unfortunately, we were told we would learn about services provided from tax money the Romans collected and...well, we didn't!  :-(

Thursday, October 10, 2013

Thriving Thursday---It's a zoo in here!

Today, being Thursday, is our flip-flop day.  We began our day with math and went to music afterwards.

The teacher math rotation was a continuation of yesterday's lesson.  Students constructed rectangles with a given area and wrote a multiplication sentence to match.  I encouraged the children to use skip counting to determine it was possible to create a rectangle of a certain area with a number.  For example, if the area is equal to 12 sq. in., skip count by 3's and you land on 12, so you can have rows of three.  If you try 5, though, you don't land on 12.  So, a rectangle with rows of 5 isn't possible.

The technology rotation had the students working on their basic facts using the app Kidgits on the iPad.

The third rotation was a zoo--literally!  In small groups, working collaboratively, the children began creating zoos on large grid paper.  How did this connect to math?  Well, they need to identify the area, and write a multiplication sentence that matches, of each cage!  I tweeted a picture of an example!  Follow me on Twitter:  @runnerdana.

For HOMEWORK the students have an area WS measuring the area of rectangles in square inches.  We will have a quiz tomorrow covering addition, subtraction and area.

We began our reading and writing block with students working collaboratively in small groups to analyze Mufaro's Beautiful daughters to identify the key details in the story.  After sharing groups' lists, we learned that central message and theme are very closely related and are the lesson in the story.  The lesson is never specifically written down, it is implied through the key details.  Additionally, it is a global lesson, not specific to the book or story.  Finally, we identified the central message

While I worked with reading groups the students continued yesterday's reading group assignments and working towards completing the draft of their opinion paragraph for their community action project.

Sharks:  The students watched the Learn Zillion video about main idea, together, and , as a group, they worked to complete their 3-2-1 summarizers.  For homework they need to reread, "Into the Rain Forest".

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

Dolphins:  We had a mini pop quiz of their focus words for this week.  Then we did a word chain starting with the word soil (the title of their new book).  In a word chain, we start with a word and add words, each time changing one sound.  For example: soil, boil, coil, coin, join

After that I did a book talk for the new text, Soil.  Then the students whisper read up to page 12 as I listened in.  For HOMEWORK the students need to reread pages 3-12.

Cheetahs:  The students reread the article, "Aquarius" and identified the 3 most repeated content words on a sticky note.  IN group we shared these words and tallied our most repeated words.  Then we reviewed the text features and discussed how it all fits together.  For HOMEWORK the students need to reread the article, "Aquarius" and identify the main idea (1 sentence) on a sticky note.

Pandas:  The students re watched the Learn Zillion retell important information from a chapter and completed a 3-2-1 summarizer.  In group we shared the summarizer and discussed the ideas they learned about retelling important information from a chapter.  For HOMEWORK they need to read chapter16.

We ended the day with a social studies lesson.  We reviewed the concepts of goods (a thing you buy because you want or need it) and services (an action someone provides, at a fee, that you need or want).  Then we identified services provided by our local government through taxpayer dollars.  The students then wrote about two of these services and how they help the community.

Wednesday, October 9, 2013

Twitter Thursday

Are you following me on Twitter?  You can...(@Runnerdana) and you will see what we did this morning in math!  :-)

Our morning began with our weekly class meeting.  Since we were having our Homeless Walk today, we shard what we would miss the most if we didn't have a home.  The answers ranged from our TV (no big surprise there) to a blanket.  Then we thanked and complimented one another.  Finally, we turned our attention to challenges. 

The challenge we discussed today was how to ask for help.  We reviewed my belief that EVERYONE can get smarter but to get smarter you need to make mistakes and learn from them.  I also explained that without needing help, over the course of the year, nobody will get smarter.  My reasoning was that if a student gets through the year without needing help  or support, the work was too easy, and therefore, the child will not be learning.

Students shared the many ways they can ask for help in our classroom.  They can speak to me or another teacher in the room.  They can leave a note on the issue bin.  Also, they can ask three friends.

I also shared that it is MY responsibility to find the time and resources to help them BUT it is THEIR responsibility to tell me they need help!  :-)

Finally, I shared that it has been brought to my attention that some students are scared to ask for help because they think they will get in trouble.  I assured them that I WANT to help them.  Then I told them if they ever feel like I have been unfair or are too scared to ask for help, I want them to speak to Mrs. Howard or Mr. McGee.  It is so important to me that all students feel safe and comfortable in my room.  If they don't, they need to tell an adult so that we can resolve the issue.

After wrapping up our meeting, we began math rotations.

The teacher rotation focused on drawing rectangles with a given area and writing a multiplication sentence that matches.  For examples, if I said the area was 20 square centimeters, they could draw a rectangle with 2 rows of 10 or 4 rows of 5, etc.

Another rotation had the students playing Subtraction war.  This is similar to the addition war they played yesterday but today they had to identify the difference between the two cards.  The winner was the first to name it correctly.  This was to help with the memorization of the basic subtraction facts.

The technology rotation had the students watching a Learn Zillions video about using multiplication to find the area of a  rectangle.  After that, the students solved a challenging word problem, involving area, using Educreations (to capture their thinking, as well as, their writing) on the iPad.

After math, we had a visitor, Miss Andrea, from the Montgomery County Coalition for the Homeless.  The students heard some facts about homeless people and wrote poems.

We began our reading and writing block with a review of where we've been and where we are going in regards to our Inquiry Project.  I reminded the students that yesterday we worked on graphic organizers to plan the first paragraph of the writing piece.  This paragraph is stating and explaining our opinion. 

Today I modeled using the graphic organizer to write a rough draft of the paragraph.  During this lesson I reviewed the structure of a paragraph and compared it to a hamburger...curious how the two are related?  Ask your child!  Additionally, I modeled using a digital resource (the word guide in Kidspiration) to identify synonyms for words I reused in the same paragraph.

Next, we watched a reading of the story Mufaro's Beautiful Daughter's, instead of listening to me read the book.  Tomorrow we will identify key details in the story and use them to state the central message.

Independent work today included individual reading group assignments and using the graphic organizer to write the opinion paragraph for the Inquiry Project.

Sharks:  The students set up a 3-2-1 summarizer in their RRJ and I explained how to use it.  There were a lot of great questions, so this took time.  Then we began watching the Learn Zillions main idea lesson.  We will continue this lesson tomorrow.

Following lunch, the students participated in the DES Homeless Walk at the beginning of their recess.

After recess the children worked with Mrs. Howard and created pictures, using Pixie, to display what makes them special.

When they returned to class they completed the science exploration from yesterday, determining the affects of different surfaces on the motion of an object.



Tuesday, October 8, 2013

Terrific Tuesday! Welcome Fall!!!

The students began their day in art.

When we returned to class, I introduced today's math rotations.

The teacher rotation had students using centimeter grid paper to identify the area of rectangles.  After gluing grid paper into a given rectangle, the students wrote repeated addition equations and solved them.

At the technology rotation, the students used the virtual manipulative web site to create rectangles on a virtual geoboard.  Then they wrote repeated addition sentences, in their math journal, and solved them to identify the area of the figure.

The final rotation had students playing addition war with a partner.  The winner was the student who ended up with the most cards at the end of the game.  Each turn involved both students turning over one card.  The winner of the round was the first student to correctly call out the sum of the two cards.

For HOMEWORK students need to finish the activity they began in small group with me.

Our reading and writing block focused on the inquiry project.  First we reviewed the steps of the research process.  Then we revisited the model paper and identified different examples that were evident.  These are now in the writing section of your child's binder and should be used as a model (sorry to be redundant).  After that, I modeled using a hamburger graphic organizer to plan for the first paragraph, stating an opinion, of the inquiry paper.


While I met with reading groups, students completed individual reading group assignments and worked on their opinion paragraph graphic organizer.

Sharks:  We quickly practiced their words for this week; said, reason, expect, energy and time.  Then they whisper read page 14, as I leaned in to listen to each one read.  For homework the children need to reread page 14.

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

Dolphins:  The students watched a Learn Zillions video about identifying the main idea.  Then they completed a 3-2-1 summarizer stating 3 new ideas they learned, 2 ideas they plan to try and 1 question they have.  After that, I discovered this group was struggling with both the text of the National Geographic and text features in general.  I was SO glad the children told me.  Immediately, we changed directions--we began reviewing text features.  For HOMEWORK the students need to find the 6 text features I highlighted on the WS they are bringing home this evening and list the page number and what information that goes along with each one.  Hopefully, this will help them review, identify and understand some common text features.

Cheetahs:  The students reread "In Living Color" and, in their RRJ, identified the main idea and used key details to explain their thinking.  In group we shared their repeated words from homework last nights and discussed which helped lead to the main idea.  For homework the students need to read their RRJ entry, from independent work in school today, to an adult and make any needed improvements.

Pandas:  The students viewed a lesson about retelling information from a chapter through Learn Zillions.  Then they reread chapter 13 (my goof!) and retold the chapter in their RRJ.  For homework they need to read chapter 15.

We ended the day with science.  Quickly we reviewed the idea of a variable and I explained that when testing a variable, everything else needs to be the same.  The students then worked in table groups to explore how changing the surface, using different variables (ex. sand paper, foil, wax paper, etc.)effects both the speed and distance an object travels.  Students will continue tomorrow!

Updates:  Homeless walk is tomorrow!  Also, follow me on Twitter....@runnerdana!  You can see a picture from our science exploration today!

Monday, October 7, 2013

Rainy Monday

Rain, rain, go away...

The students began their day with Mrs. Rose and Mrs. Dodson, in the media center.  They worked on identifying specific information, in text, to answer inquiry questions.

When they returned to class we jumped right into our math rotations.

The teacher rotation introduced the concept of measuring the area of a figure by counting up the squares needed to cover the space.  Students also learned how to write the answer correctly by writing the number and reporting it in square units.

Other rotations included using digit tiles to create and solve 3 digit subtraction problems with a partner and identifying balanced equations using the site Pan Balanced Numbers.

There is an area worksheet for homework.

We began the reading and writing blog by reading a portion of text from How Bikes Work, using the glossary to understand new concepts, identified examples of cause and effect. 

After that, I displayed a model paper for the inquiry project.  We read the model paper and identified the main idea of several paragraphs and the details with in the paragraph that supported it.  Students learned that the first sentence in a paragraph is called the topic sentence.  This sentence usually states the main idea.  The sentences in the rest of the paragraph states facts and details to support the main idea.

While I met with reading groups the students worked on individual reading group assignments and finished their research.

Sharks:  We reviewed words with the un- and re- prefixes and the -ful and -less suffixes.  Then we practiced reading and writing high frequency words and words in our text.  The five words we will focus on this week are; said, reason, time, expect and energy.  For homework the students need to write these words, 3 times each, in their RRJ and reread page 12 in National Geographic.

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

Dolphins:  Students located 5 words with the un- prefix and 5 with the re-prefix.  We discussed the meaning of these words by using our knowledge of the meaning of the prefixes.  Then we practiced reading and writing high frequency words and words in our text.  We also read the article, "Into the Rain Forest".  For homework the students need to write their words, 3 times each, in their RRJ and reread the article, "Into the Rain Forest".

Cheetahs:  The students worked together to watch a Learn Zillions video about using text features and repeated words to help identify the main idea in text.  This is called flipping a lesson--they are learning new concepts while I meet with other students.  To help process what they have watched, they completed a 3-2-1 summarizer listing 3 new ideas they learned, 2 ideas they will try and 1 question they still have.  We shared their 3-2-1 in reading group to learn from each other.  Then we read and discussed the article, "In Living Color" from their National Geographic.  For homework the students need to reread "In Living Color" and list repeated words on a sticky note.

Pandas:  The students completed their chapter 12 cause and effect from Friday and read chapter 13.  In group we discussed the chapter, as well as, examples of cause and effect.  For homework the students need to read chapter 14 and write one thing that surprised them and one question they have on a sticky note.

The day ended with a science lesson.  Students worked to identify what factors and variables can be changed on a surface and how they can affect the speed at which an object travels over it.

Friday, October 4, 2013

TGIF!!

It's been a great week!

The students began their day in PE.

When they returned to class, Mrs. Bartel and I reviewed some of the key concepts from math this week and went over two of the trickier problems from last night's homework.  Then the students took their weekly quiz.  These are graded and have been returned to the children.  They should be stored in the math section of the binder.

After the quiz, we identified balanced equations and began solving a 2-step word problem.

Our reading and writing block began with identifying the main idea and details to support it in the "Pack Carefully" section of "Into the Rain Forest" from National Geographic.  Then we used a Power Point to learn about writing fluency.  This was a huge topic to undertake on a Friday!  :-)  Some of the highlights include:
  • all sentences must have a subject and a predicate
  • the subject is who or what the sentence is about
  • the predicate begins with the verb
  • verbs show the action or state of being of the subject
  • good writing includes sentences of varying lengths
  • conjunctions are used to join two ideas and create a longer sentence
  • since conjunctions join two ideas, they should NOT be at the beginning of a sentence
Believe it or not, there was MORE to the Power Point.  I decided that what we covered above was more than enough for a Friday writing lesson!

While I met with small groups, the children completed individual reading group assignments and continued gathering facts and definitions to answer their inquiry questions.

Sharks:  We reviewed the meaning of the words they collected for homework with the -ful and -less suffixes, focusing on using the meaning of the suffix.  Then we had a mini pop quiz on the 5 words we worked on this week.  After that, we continued reading page 15 of "Into the Rain Forest" and identified details that supported the main idea of the section.

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

Pandas:  Early in the day the students reread chapter 12 and identified examples of cause and effect in their RRJ.  Then, they viewed a flipped lesson on the iPad about using text features and repeated words to identify the main idea in non fiction text.  They also completed a 3-2-1 summarizer.  IN group we discussed the idea of a flipped lesson and shared their 3-2-1 (3 new ideas they learned, 2 ideas they will try, 1 question they still had).  The lesson can be accessed through the third grade web site.


Dolphins:  We  shared the -less and -ful words they found for homework and used the meaning of the suffixes and base words to identify the meanings.  Then we took a mini pop quiz on the words we have worked on this week.  Finally, the students reread Jonathan Buys A Present and identified the problem and solution with post it flags.  Then we discussed what they marked.  Students struggles with identifying the problem.  So, we will work on this further.  However, once I stated the problem, they were all able to explain the solution!!

Cheetahs: The students reread "Into the Rain Forest" and then identified the main idea and supporting details in their RRJ.  In group, we shared the -less and -ful words they found for homework and used the meaning of the suffixes and base words to identify the meanings.  Then we discussed the main ideas they identified.  Finally, I reminded them that they need to use text features and think about repeated words when deciding upon the main idea.  We will continue working on this.

We ended the day by viewing two short video clips and reading about the judicial system in the US and the Roman Republic.  Then we compared and contracted the two systems.

Thursday, October 3, 2013

Thriving Thursday

Today is our switcheroo day!  So, we began our day with math.

The teacher lesson focused on identifying what we needed to know in order to solve an addition or subtraction equation with an unknown in any position.  Therefore, I really stressed that subtraction is w-p=p and addition is p+p=w.  So, if your unknown is a part, regardless where it is located, you want to used subtraction to identify the unknown.  If you are trying to identify a whole, addition is the way to go.  The other rotations had students solving equations with unknowns, in all positions, in their math journals and using an Internet site to create balanced equations. 

There is a worksheet for homework and we will have a quiz tomorrow.  Tomorrow's quiz will include addition and subtraction equations.

We began our reading and writing block with a lesson focusing on using the meaning of a known root word, within a word, to comprehend new vocabulary.  Root words we studied include; photo, company, family, and port.  After that, I reviewed how to locate and record information to answer inquiry questions.  Additionally, I answered student questions which arose after beginning their research yesterday afternoon.

While I met with reading groups the students completed individual reading group activities and continued gathering facts and definitions, from the Internet, to answer their own inquiry questions.

Sharks:  We reviewed common and proper nouns and took a quick quiz.  Then we practiced writing the words for the week.  Next, each student received a Nation Geographic.  These MUST be kept in the reading section of their binder.  We began reading "Into the Rain Forest"--just the first two paragraphs.  For HOMEWORK, students are to reread just those paragraphs.  Also, I'd like them to try to find 5 words with the -less or -ful suffix (in books, newspapers, magazines around he house).  These words should be listed on their sticky notes.

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

Dolphins: We reviewed common and proper nouns and took a quick quiz. Then we practiced writing the words for the week. Finally, we finished read the book Jonathan Buys a Present.  For homework the students need to reread their book (for fluency) and try to find 5 words with the -less or -ful suffix (in books, newspapers, magazines aroudnt he house).

Cheetahs:  The students reread the article and identified 3 examples of cause and effect  in their RRJ.  In group we shared these examples and began discussing the main idea of the article.  I told the students that it was not about Lucy Cooke's life or animals.  For HOMEWORK the students need to reread the article, paying attention to the headings.  Also, I'd like them to find 5 words with the -less or -ful suffix in text around your house.

Pandas:  The students read chapter 11 and identified common and proper nouns in their RRJs.  We reviewed these in group and then they took a mini assessment identifying common and proper nouns in sentences.  Then we discussed chapter 11 and attempted to identify examples of cause and effect from the chapter.  For HOMEWORK the students need to read chapter 12 and try to find 5 words with the -ful and/or -less suffixes.

We ended the day by reviewing what we have learned in social studies so far...the role of the government is to create laws that protect the common good.  Then we began learning about the Roman Republic's government and how their officials were elected.  We compared and contrasted this to what we know about our own government today.

Wednesday, October 2, 2013

Wonderful Wednesday

Our day began with a regularly scheduled bus evacuation drill.  After that we had our weekly class meeting.

Today we began by sharing how we get smarter.  After that, we discussed what our brain does.  Then I read the following statements and students gave me a thumbs up or thumbs down showing they either agree or disagree:
Everyone can learn new things.
Some kids are born smarter than others.
We can change how smart we are.

After the vote, I shared my beliefs which are that everyone can learn new things and we can change how smart we are.  We discussed these two ideas, as well as, the need to put effort into learning and to demonstrate perseverance.

Finally, students shared compliments with each other and we discussed a challenge (students not completing morning work on time...this was identified by a student, not me!).

In math, the teacher rotation focused on solving addition and subtraction equations with unknowns in all positions. You can view the lesson here.  The technology rotation had students practicing their basic subtraction facts using the web site Subtraction Speed Grid.  Finally, the third rotation had students practicing subtracting across zeroes by solving equations in their math journal.  For HOMEWORK, students need to complete the Edmodo assignment which is to watch today's lesson and solve the problem, 563 + _____ = 811.  Students who are unable to access Edmodo can watch the lesson through this blog of the third grade web site and solve the problem on a sheet of paper from home.

We began our reading/writing block by using text features, such as the heading, and topic sentences to identify the main idea in a section of text read aloud.  Then I modeled using a web site to identify important information for their inquiry research project.  Important information, in this case, are any facts or definitions that answer the questions that the student listed about their topic.

While I meet with reading groups the students will work on individual reading group activities and begin locating information to answer their research questions for their inquiry project.

Sharks:  We met and reviewed/practiced reading and writing high frequency words and words from their new text.  For HOMEWORK they need to write each of the words we practiced, in their RRJ, three times each.  These words include; package, ready, said, want and idea.

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

Dolphins:  We began by reviewing common and proper nouns in group.  Then we practiced reading and writing high frequency words including; said, over, some, would and could.

Then we located tricky words in their new book, Jonathan Buys a Present.  After that, I gave a book talk and we began reading up to page 6.  For HOMEWORK the students need to write their words 3 times each in their RRJ and reread pages 2-6.

Cheetahs:  The students met and discussed what they identified for homework as the central message of The Chalkbox Kid.  Then they wrote about it, independently, in their RRJs.  In group we reviewed common and proper nouns.  Then I distributed a Nation Geographic to each child.  These must be stored in the reading section of their binders.  For HOMEWORK they need to read the article, Into the Rain Forest" on pages 10-15.

Pandas:  The students reread chapter 10 and identified 3 examples of cause and effect in their RRJ.  In group we shared these and discussed how Ben felt at the end of the chapter.  We also reviewed common and proper nouns.   For HOMEWORK the children need to read chapter 11.

At the end of the day, the children brainstormed ideas and planned a way to test how balls travel over the same time period.  We were looking to see if different balls travel the same distance or different distances.



Tuesday, October 1, 2013

Terrific Tuesday

To be very honest---any day that I am back in the classroom is a terrific day!  I sat in a meeting/training from 8:30-3:30 yesterday.  While I learned a lot, sitting still for that amount of time does not match my personal learning style!

So...it's good to be back!

The students began their day in art.

When they returned to class we began our math rotations.  Students working with me practiced different strategies for subtracting across zeroes (ie 700-163= or 607-169=).  The guided practice rotation involved re watching my lesson from yesterday  and completing a problem in their math journal.  Finally, the technology rotation had students practicing their basic facts using the site, Subtraction Speed Grid.  There is a worksheet for HOMEWORK.

We began our reading and writing block by reviewing text features used in print.  Then we discussed, and attempted to access, text features specific to digital texts, such as, an option to have the text read aloud and using on;line dictionaries for pronunciation and meaning.  We ran into a few technical difficulties but, all in all, I think the students got the idea!

Next, we identified the research process, focusing, in particular, on identifying questions you wish to answer.  Then I modeled both the Step 2 and Step 3 worksheets the students are using for the inquiry project.  Step 2 involves identifying your topic and planned action, 3 reasons explaining why you chose  your topic and your  "I Pledge" statement.  Step 3 has the students identify their topic and list 6 questions they plan to answer through their research.  Today they were instructed to choose 4 questions from the class flip chart.  Then they were to identify two questions on their own...these could be done today OR they might be listed later, as they are in the midst of the project.

While I met with reading groups, the students reviewed their Step 2 worksheet and then handed it in to be graded.  They also listed at least 4 questions they plan to answer through their research on the Step 3 worksheet.  Finally, groups had individual reading group assignments.

Sharks:  We met and shared/revised their cause and effect statements, from Jordan's Catch, that they wrote yesterday.  I collected their books and promised we will start a new one tomorrow.  Students are expected to read for 15 minutes this evening--free choice!

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

Dolphins:  We met and shared/reviewed their cause and effect statements they wrote in class yesterday.  Then we created t-charts, in their RRJs, and identified more examples of cause and effect using the text Molly's Hard Bargain.  Tonight they need to read for 15 minutes---free choice.  They WILL get a new book tomorrow.

Cheetahs:  We shared and reviewed the cause and effect statements they wrote after reading chapter 9.  Then we discussed the central message (lesson) of the entire book.  For HOMEWORK the students need to read the "about the Author" section and identify the central message (no support needed yet!) on the sticky note I provided.

Pandas:  We shared and discussed the cause and effect statements they wrote for chapter 9.  For HOMEWORK they need to read chapter 10 and write an example of cause and effect, from this chapter, on the sticky note I provided.

We had a busy end of the day.  First, we nominated and voted for our first set of Star Students.  We identified three students who are models of responsibility.

Then we learned about Elementary Engineering Design Process.  The students will use this to create a vehicle that meets a criteria they set forth (fastest, travels farthest, etc.).  This will be done in school over the next few weeks.  The purpose is to use knowledge we gain through instruction and experiments to meet a predetermined goal.

So, after learning about the design process we began gathering some information.  Given two balls, we predicted and tested which would travel fastest.  We ran two trials and got the same results but will retest tomorrow.

Blog Archive