First, I need to thank all of you for spoiling me rotten! You should see my desk right now...well, you can't see it because it is covered with presents! Thank you so much for your thoughtfulness and generosity!
On to our day...
After exchanging books in the media center, reading quietly or practicing keyboarding, we began our math rotations. During small group instruction, the students continued investigating unit fractions using Cuisenaire rods. A couple of key points; a fraction is a comparison of parts to whole and the size of a fraction is determined by its relationship to the whole.
During math with a partner the children finished the vocabulary flip they began yesterday and then has the chance to revisit any of the math games we have played this year.
During the technology portion students revisited any of the math sites that are linked to the third grade web site.
After math we discussed today's literacy block but didn't get a chance to get started due to an early lunch.
The students enjoyed lunch and outdoor recess from 10:45-11:45 today because adjustments had to be made to the schedule so that the entire school could enjoy a holiday band concert performed by the Clarksburg High School marching band.
After recess the students had time to work on any unfinished work from the past week. Then we were treated to a holiday concert performed by the Clarksburg HS marching band. They were excellent! The students especially enjoyed the closing number, Let it Go, from Frozen...at least the girls did!
When we returned to class, we enjoyed a special treat disguised as a science experiment! For several weeks we have been identifying the observable properties of materials and then how heating and cooling can changes those properties. Well, today we used cooling to change the observable properties of milk...into...ice cream!!
We ended the day with a class meeting. First we shared one thing we are looking forward to over break and then we discussed some challenges.
Have a wonderful Winter Break...Happy Holidays and Happy New Year!!!
See you next year!!
Tuesday, December 23, 2014
Monday, December 22, 2014
Ahhhhh...Monday!
A couple of side notes:
I had to take my son to the doctor this morning. So, the students had a substitute, Mr. Vogel, until recess. Also, due to my absence and the holiday, there is NO homework this week! :-)
This morning, after reading quietly, exchanging books in the media center or practicing keyboarding skills, the students began their math rotations.
When working with Mr. Vogel, during small group instruction, the students began the fraction unit. They identified fractions of a whole using Cuisenaire rods. During math with a partner, the students made a flip page identifying and representing math vocabulary related to area. Finally, during the technology portion, the students visited Sumdog to identify and name fractional parts.
After math, Mr. Vogel reviewed the independent work assignments for literacy block. Today students began with individual reading groups tasks. Then they watched the Educreations lesson about the opinion paragraph twice. The second time they viewed it, they paused along the way and began drafting their own. After that, the students will use a web site called Culture Grams to learn about an African country of their choice. They will complete a graphic organizer with their findings. IF the students complete all of these tasks, they will work on any unfinished work or practice reading by themselves, with a partner or with the computer.
Tigers: In group, with Mr. Vogel, the students practiced writing right there questions and answering them in complete sentences.
After enjoying lunch and indoor recess, the students continued working independently while I met with reading groups.
Leopards: Independently the students read pages 12-15 and wrote a right there question to ask the group. When we got together as a group, we used their right there questions to review the section they had read earlier. These questions were not what I expected. We spoke about this and moved on. :-) After that we reviewed cause (why) and effect (what happened) and reread page 12 to identify an example from the text.
Lions: Independently the students read pages 14 and 15. Then they wrote one right there question to ask their group. So, when we met in group, we began by sharing their right there questions and answering in complete sentences.
Panthers: The students read pages 14 and 15 independently. Then, in their RRJ, they wrote a "right there" question that could be answered on page 15. In group we shared these questions and answered them in complete sentences. Then the students wrote a second question to answer on their own. Then we quickly reviewed cause (why) and Effect(what happened).
The students ended their day in music with Ms. Guerra.
I had to take my son to the doctor this morning. So, the students had a substitute, Mr. Vogel, until recess. Also, due to my absence and the holiday, there is NO homework this week! :-)
This morning, after reading quietly, exchanging books in the media center or practicing keyboarding skills, the students began their math rotations.
When working with Mr. Vogel, during small group instruction, the students began the fraction unit. They identified fractions of a whole using Cuisenaire rods. During math with a partner, the students made a flip page identifying and representing math vocabulary related to area. Finally, during the technology portion, the students visited Sumdog to identify and name fractional parts.
After math, Mr. Vogel reviewed the independent work assignments for literacy block. Today students began with individual reading groups tasks. Then they watched the Educreations lesson about the opinion paragraph twice. The second time they viewed it, they paused along the way and began drafting their own. After that, the students will use a web site called Culture Grams to learn about an African country of their choice. They will complete a graphic organizer with their findings. IF the students complete all of these tasks, they will work on any unfinished work or practice reading by themselves, with a partner or with the computer.
Tigers: In group, with Mr. Vogel, the students practiced writing right there questions and answering them in complete sentences.
After enjoying lunch and indoor recess, the students continued working independently while I met with reading groups.
Leopards: Independently the students read pages 12-15 and wrote a right there question to ask the group. When we got together as a group, we used their right there questions to review the section they had read earlier. These questions were not what I expected. We spoke about this and moved on. :-) After that we reviewed cause (why) and effect (what happened) and reread page 12 to identify an example from the text.
Lions: Independently the students read pages 14 and 15. Then they wrote one right there question to ask their group. So, when we met in group, we began by sharing their right there questions and answering in complete sentences.
Panthers: The students read pages 14 and 15 independently. Then, in their RRJ, they wrote a "right there" question that could be answered on page 15. In group we shared these questions and answered them in complete sentences. Then the students wrote a second question to answer on their own. Then we quickly reviewed cause (why) and Effect(what happened).
The students ended their day in music with Ms. Guerra.
Friday, December 19, 2014
TGIF - Hour of Code
This morning after exchanging books in the media center, reading quietly or practicing keyboarding skills, the students took the week 7 formative (quiz) in math. This quiz focused on representing and solving one-step word problems involving all operations.
After that, we shared our weekly homework writing journals.
Next we reviewed the independent work. The assignments have basically remained the same but I did emphasize a few things and modeled how a typed copy of the inquiry project should look like (properly aligning the text, indenting the first line, etc.).
Students were told to review their independent reading group assignments because they would be graded. Then they were to finish revising the first and second paragraphs of the inquiry project, based on my feedback from writing conferences, and read them to a friend. Next they needed to be sure they typed up both paragraphs correctly. After that they watched the video about thermometers and completed a 3-2-1 note taking sheet in their science journal. Then they finished their practicing the letters r and s in cursive, listening to the BES book and rating it, and practicing their reading by themselves or with a partner.
While students worked independently I met with guided READING groups.
Tigers: First we reviewed the various ways to spell the long /e/ sound but put special emphasis on the -y at the end of a word. Then we practiced decoding the words they identified as unknown for homework last night. After that the students whisper read pages 10-12 as I listened in. Then we identified a fact on page 11 and wrote a green, right there, question that it would answer.
Following lunch and outdoor recess the children continued working independently while I met with more guided reading groups.
Leopards: Independently they reread pages 8-11 and, in their RRJ, described how beans are prepared to make chocolate. In group, we began by reviewing cause (why) and effect (what happened) and the examples they wrote for homework many nights ago. Then we shared their written descriptions of how beans are prepared to make chocolate. Finally, I modeled how to write a good response to the same question they answered.
Panthers: Independently they read pages 12 and 13 and wrote one right there, green question, on a t-chart in their RRJ. In group we shared their questions. Finally, we practiced answering their questions in complete sentences.
Lions: Independently the students reread pages 10-15 and explained, in writing in their RRJ, how film becomes a photograph. In group I reviewed the responses and then modeled how to use the book BUT write in their own words to write a complete answer.
The day ended with us taking part in the Hour of Code, with the help of Mr. Vogel. The students were actually coding...ask them about it and visit code.org!
After that, we shared our weekly homework writing journals.
Next we reviewed the independent work. The assignments have basically remained the same but I did emphasize a few things and modeled how a typed copy of the inquiry project should look like (properly aligning the text, indenting the first line, etc.).
Students were told to review their independent reading group assignments because they would be graded. Then they were to finish revising the first and second paragraphs of the inquiry project, based on my feedback from writing conferences, and read them to a friend. Next they needed to be sure they typed up both paragraphs correctly. After that they watched the video about thermometers and completed a 3-2-1 note taking sheet in their science journal. Then they finished their practicing the letters r and s in cursive, listening to the BES book and rating it, and practicing their reading by themselves or with a partner.
While students worked independently I met with guided READING groups.
Tigers: First we reviewed the various ways to spell the long /e/ sound but put special emphasis on the -y at the end of a word. Then we practiced decoding the words they identified as unknown for homework last night. After that the students whisper read pages 10-12 as I listened in. Then we identified a fact on page 11 and wrote a green, right there, question that it would answer.
Following lunch and outdoor recess the children continued working independently while I met with more guided reading groups.
Leopards: Independently they reread pages 8-11 and, in their RRJ, described how beans are prepared to make chocolate. In group, we began by reviewing cause (why) and effect (what happened) and the examples they wrote for homework many nights ago. Then we shared their written descriptions of how beans are prepared to make chocolate. Finally, I modeled how to write a good response to the same question they answered.
Panthers: Independently they read pages 12 and 13 and wrote one right there, green question, on a t-chart in their RRJ. In group we shared their questions. Finally, we practiced answering their questions in complete sentences.
Lions: Independently the students reread pages 10-15 and explained, in writing in their RRJ, how film becomes a photograph. In group I reviewed the responses and then modeled how to use the book BUT write in their own words to write a complete answer.
The day ended with us taking part in the Hour of Code, with the help of Mr. Vogel. The students were actually coding...ask them about it and visit code.org!
Thursday, December 18, 2014
Thrilling Thursday
This morning the students read quietly, exchanged books in the media center or practiced keyboarding skills. Then we began math rotations.
During small group math instruction we worked on drawing a picture, writing an equation with a variable to represent and solve one-step word problems using all operations. One strategy I stressed today was to visualize, or create a mini movie in your mind, the word problem before beginning to solve it.
During math with a partner, the students finished designing and determining the area of their indoor playground. If they finished early, they played multiplication war to practice basic fact fluency.
During the technology rotation the children revisited Cross the Swamp to work on basic multiplication and division fact fluency.
For HOMEWORK there is a word problem, and a challenge, on Google Classroom (homework page).
After math we took a Go Noodle brain break and then reviewed today's independent work assignments. These remained the exact same from yesterday...my thinking was that the writing groups I met with yesterday did not have time to complete these assignments. The students who did, though, will meet with me in writing groups today.
A quick run-down:
Independent reading group work
Inquiry project - paragraph 3 graphic organizer and watch lesson about drafting the third paragraph
Science - watch lesson about the early thermometers and take notes using a 3-2-1 format
Cursive - r and s
Listen to Reading - Black-eyed Susan book, The Day the Crayons Quit
Free Choice - read to self, read with a partner, or listen to reading on the computer
While the students worked independently, I met with reading and writing groups.
Tigers: The students reread pages 8 and 9 and identified words with the long /e/ sound. They added the words to the chart in their RRJ, sorting according to the spelling of the long /e/ sound. After that the students answered two right there questions using the information on pages 8 and 9. For HOMEWORK the students need to read pages 10-12 and list unknown words.
Telephone writing group: First we listed and discussed different changes/evolutions in the history of the phone. Then I modeled how to sue the Educreations lesson, along with the facts we identified, to write an informative paragraph. Finally, the students rehearsed the beginning of their second paragraph with me and began writing it.
Following lunch and indoor recess I continued working with writing groups while the students worked independently.
Football Helmets writing group: First we identified and discussed facts regarding different changes/evolutions of the football helmet. Then I modeled how to sue the Educreations lesson, along with the facts we identified, to write an informative paragraph. Finally, the students rehearsed the beginning of their second paragraph with me and began writing it.
Television and Transportation writing groups: First we identified and discussed facts regarding different changes/evolutions of the football helmet. Then I modeled how to sue the Educreations lesson, along with the facts we identified, to write an informative paragraph. Finally, the students rehearsed the beginning of their second paragraph with me and began writing it.
After lunch, in between meeting with groups, the students worked on a science experiment. They described changes to observable features of ice as it is heated by room temperature. As we worked on our literacy tasks or in small groups, we stopped at 15 minute increments to note the temperature and changes to the observable features and list them on a chart.
It was a crazy but productive afternoon. :-) Although I was only able to get to one reading group, I feel like we have made good progress with the inquiry project over the past two days. I will meet with all reading groups tomorrow.
The students ended their day in art with Mrs. Daniell.
During small group math instruction we worked on drawing a picture, writing an equation with a variable to represent and solve one-step word problems using all operations. One strategy I stressed today was to visualize, or create a mini movie in your mind, the word problem before beginning to solve it.
During math with a partner, the students finished designing and determining the area of their indoor playground. If they finished early, they played multiplication war to practice basic fact fluency.
During the technology rotation the children revisited Cross the Swamp to work on basic multiplication and division fact fluency.
For HOMEWORK there is a word problem, and a challenge, on Google Classroom (homework page).
After math we took a Go Noodle brain break and then reviewed today's independent work assignments. These remained the exact same from yesterday...my thinking was that the writing groups I met with yesterday did not have time to complete these assignments. The students who did, though, will meet with me in writing groups today.
A quick run-down:
Independent reading group work
Inquiry project - paragraph 3 graphic organizer and watch lesson about drafting the third paragraph
Science - watch lesson about the early thermometers and take notes using a 3-2-1 format
Cursive - r and s
Listen to Reading - Black-eyed Susan book, The Day the Crayons Quit
Free Choice - read to self, read with a partner, or listen to reading on the computer
While the students worked independently, I met with reading and writing groups.
Tigers: The students reread pages 8 and 9 and identified words with the long /e/ sound. They added the words to the chart in their RRJ, sorting according to the spelling of the long /e/ sound. After that the students answered two right there questions using the information on pages 8 and 9. For HOMEWORK the students need to read pages 10-12 and list unknown words.
Telephone writing group: First we listed and discussed different changes/evolutions in the history of the phone. Then I modeled how to sue the Educreations lesson, along with the facts we identified, to write an informative paragraph. Finally, the students rehearsed the beginning of their second paragraph with me and began writing it.
Following lunch and indoor recess I continued working with writing groups while the students worked independently.
Football Helmets writing group: First we identified and discussed facts regarding different changes/evolutions of the football helmet. Then I modeled how to sue the Educreations lesson, along with the facts we identified, to write an informative paragraph. Finally, the students rehearsed the beginning of their second paragraph with me and began writing it.
Television and Transportation writing groups: First we identified and discussed facts regarding different changes/evolutions of the football helmet. Then I modeled how to sue the Educreations lesson, along with the facts we identified, to write an informative paragraph. Finally, the students rehearsed the beginning of their second paragraph with me and began writing it.
After lunch, in between meeting with groups, the students worked on a science experiment. They described changes to observable features of ice as it is heated by room temperature. As we worked on our literacy tasks or in small groups, we stopped at 15 minute increments to note the temperature and changes to the observable features and list them on a chart.
It was a crazy but productive afternoon. :-) Although I was only able to get to one reading group, I feel like we have made good progress with the inquiry project over the past two days. I will meet with all reading groups tomorrow.
The students ended their day in art with Mrs. Daniell.
Wednesday, December 17, 2014
Wonderful Wednesday
This morning the students exchanged books in the media center, read quietly or practiced keyboarding skills. Then we began our math rotations.
During the small group instruction we reviewed calculating the area of rectilinear figures and practiced representing and solving one-step word problems using all operations. During math with a partner the students separated a rectilinear figure into smaller rectangles as they created and designed an indoor playground. They wrote equations and determined the area of each room and then the entire indoor playground. Finally, during the technology rotation the children practiced the basic multiplication and division facts using the Internet site, Cross the Swamp.
For HOMEWORK there is a word problem, with a challenge, on Google classroom (homework page).
After math we took a Go Noodle brain break and then reviewed today's independent work tasks.
Today students will complete independent reading group tasks. After that, they will watch an Educreations lesson about drafting the third, opinion, paragraph for the inquiry project. Next, the children will watch a lesson about Early Thermometers and take notes, in their science journal, using a 3-2-1 format. Then the children will practice writing the letters r and s in cursive. Finally, they will listen to the story, The Day the Crayons Quit, and rate it on their Black-Eyed Susan sheet in preparation for voting in the spring.
Tigers: First we reread pages 4-7. Then we reread pages 8 and 9, and wrote two right there, or green, questions on a t-chart in their RRJ. For HOMEWORK the students need to reread pages 8 and 9 and answer the right there questions we wrote in school, using their own words.
While the students were at lunch and outdoor recess I created a conference sign up and writing check in page for our daily flip chart. So, when the students returned to class, I introduced the page and explained how to use it. I also took the time to remind the class that if they need extra help or feel confused or frustrated they need to let me know by leaving me a note in the issue bin.
After that, the students got back to their independent work and I began calling groups for writing conferences. Hopefully, we will get back to reading groups tomorrow...below you will see a brief explanation of their independent guided reading tasks.
Panthers: Read pages 12 and 13 and write one green, right there, question in your RRJ.
Leopards: Read pages 8-11. In their RRJ they described beans are prepared to make chocolate.
Lions: Read pages 10-15. IN their RRJ they described how film becomes photographs.
Again, these assignments were completed independently. We will review them in groups tomorrow.
Writing groups...
Video Games: First we took notes about different evolutions of the video game. Then I modeled how to use the Educreation lesson, and our facts, to draft a new second informative paragraph. After that, I modeled using the facts we identified to draft a sentence naming the change and explaining it. Then the students drafted two sentences naming and explaining the first evolution they chose to write about. Finally, a few students shared their writing.
Books: First we researched and identified facts about the changes in books and publishing over hundreds of years. Students took notes so they could decide what information they want to use in their writing. Next I modeled how to use the Educreations lesson and our new facts to write a informative paragraph about 2 changes in the technology of books.
After our literacy block I introduced tomorrow's science experiment. Students will be observing and describing the changes in properties as ice heats via room temperature. Today the students sae the capture sheet they will be using and listened as I explained the procedure.
The class ended their day in PE with Mr. Benco.
There were no formal reading group homework assignments, except for the Tiger's group. Students should read for 15 minutes, free choice.
During the small group instruction we reviewed calculating the area of rectilinear figures and practiced representing and solving one-step word problems using all operations. During math with a partner the students separated a rectilinear figure into smaller rectangles as they created and designed an indoor playground. They wrote equations and determined the area of each room and then the entire indoor playground. Finally, during the technology rotation the children practiced the basic multiplication and division facts using the Internet site, Cross the Swamp.
For HOMEWORK there is a word problem, with a challenge, on Google classroom (homework page).
After math we took a Go Noodle brain break and then reviewed today's independent work tasks.
Today students will complete independent reading group tasks. After that, they will watch an Educreations lesson about drafting the third, opinion, paragraph for the inquiry project. Next, the children will watch a lesson about Early Thermometers and take notes, in their science journal, using a 3-2-1 format. Then the children will practice writing the letters r and s in cursive. Finally, they will listen to the story, The Day the Crayons Quit, and rate it on their Black-Eyed Susan sheet in preparation for voting in the spring.
Tigers: First we reread pages 4-7. Then we reread pages 8 and 9, and wrote two right there, or green, questions on a t-chart in their RRJ. For HOMEWORK the students need to reread pages 8 and 9 and answer the right there questions we wrote in school, using their own words.
While the students were at lunch and outdoor recess I created a conference sign up and writing check in page for our daily flip chart. So, when the students returned to class, I introduced the page and explained how to use it. I also took the time to remind the class that if they need extra help or feel confused or frustrated they need to let me know by leaving me a note in the issue bin.
After that, the students got back to their independent work and I began calling groups for writing conferences. Hopefully, we will get back to reading groups tomorrow...below you will see a brief explanation of their independent guided reading tasks.
Panthers: Read pages 12 and 13 and write one green, right there, question in your RRJ.
Leopards: Read pages 8-11. In their RRJ they described beans are prepared to make chocolate.
Lions: Read pages 10-15. IN their RRJ they described how film becomes photographs.
Again, these assignments were completed independently. We will review them in groups tomorrow.
Writing groups...
Video Games: First we took notes about different evolutions of the video game. Then I modeled how to use the Educreation lesson, and our facts, to draft a new second informative paragraph. After that, I modeled using the facts we identified to draft a sentence naming the change and explaining it. Then the students drafted two sentences naming and explaining the first evolution they chose to write about. Finally, a few students shared their writing.
Books: First we researched and identified facts about the changes in books and publishing over hundreds of years. Students took notes so they could decide what information they want to use in their writing. Next I modeled how to use the Educreations lesson and our new facts to write a informative paragraph about 2 changes in the technology of books.
After our literacy block I introduced tomorrow's science experiment. Students will be observing and describing the changes in properties as ice heats via room temperature. Today the students sae the capture sheet they will be using and listened as I explained the procedure.
The class ended their day in PE with Mr. Benco.
There were no formal reading group homework assignments, except for the Tiger's group. Students should read for 15 minutes, free choice.
Tuesday, December 16, 2014
Terrific Tuesday
This morning the students read quietly or practiced keyboarding skills. After the announcements we began math rotations.
Today, during the small group teacher led instruction, the groups will be working on various tasks. The first group practiced determining the area of rectilinear figures. The second one completed the second, of five, tasks for determining placement in next year's compacted math class. Finally, the third group practiced solving one step word problems using all operations.
During math with a partner the students played a Clip and Cover game that practiced creating word problem situation and the basic multiplication facts.
Finally, during the technology portion, the students practiced the basic multiplication facts using the site, Multiplication Tables - Matching Cards.
For HOMEWORK there is a word problem on Google Classroom.
After math we had a GO Noodle break and then reviewed today's independent work assignments.
Today students will begin by completing independent reading group tasks. Then they will begin planning the third, and final, paragraph for the inquiry project. In this paragraph the students will state their opinion as to the most significant change (evolution) for their technology tool. Today, though, they will watch a Learn Zillion lesson about organizing facts to write an opinion paragraph and they will complete a graphic organizer, stating their opinion and 2 facts/details to support it.
Once students have completed their reading group and writing activities they will work on assignments that they didn't finish yesterday. These include reading about how people modify their environment in the desert regions, and completing a capture sheet, practicing the letters h and k in cursive, and listening to the book, What if You Had Animal Teeth?, and rating it on the Black Eyed Susan rating sheet, that we will use for voting purposes later this year.
While the students worked independently, I met with reading groups.
Tigers: We began by reviewing the t-chart from last night's homework. Students were told to reread pages 4-6 and add words that have the long e sound to the chart in their RRJ. Unfortunately, the children only added 1-2 words, a very small fraction of those found in this section. So, we began rereading these pages and adding some words. After adding several new words to the chart, we whisper read page 7. Then we created a new t-chart in our RRJ with facts on one side and questions on the other. We are going to practice identifying facts from our text and turning the into right there, or yellow, questions. This is a strategy that will help to increase comprehension. For HOMEWORK the children need to reread pages 4-7, working on fluency.
Following lunch and indoor recess the students continued working independently and I met with more guided reading groups.
Leopards: Independently the students reread pages 4-7 and described how chocolate is grown, in writing, in their RRJ. Once in group we shared and discussed the examples of cause and effect they identified for homework last night. Then, while the students read pages 8-11, I read their RRJ responses and provided feedback. Afterwards I modeled a well constructed response so students could clearly see what they did well and what improvements they could make. Next we discussed some of the vocabulary from pages 8-11, including the concept of fermentation. For HOMEWORK the children need to read pages 8-11 and identify an example of cause and effect, on a sticky note.
Panthers: Independently the students read pages 10 and 11 and wrote one right there question on a chart in their RRJ. In group we began by sharing and discussing the answers they wrote to the 3 right there questions for homework last night. After that we reread pages 10 and 11 and shared the right there questions they wrote earlier today and practiced answering them in complete sentences. For HOMEWORK the students need to reread pages 10 and 11 and write a new right there, green, question and then answer it in a complete sentence, in their RRJ. These can be added to the t-chart they used today in class.
Lions: Independently the students reread pages 4-9 and wrote, and answered, a yellow, think and search question. We began group with students pairing up and sharing the answers they wrote for their right there questions, for homework last night. Then we shared a few with the entire group. After that, the students shared their yellow, think and search, questions, and answers, that they wrote independently today. I provided feedback and many made adjustments on the spot. :-) For HOMEWORK the students need to read pages 10-15 and write 2 right there questions, in their RRJ, and answer them.
After our literacy block we attempted to have writing conferences. Unfortunately, due to NO fault of the students, they didn't quite go as planned. I only met with a few students....and even those didn't get the help they were seeking. So, I plan to figure out how to better help the children revise their writing and try again! :-)
Remember...the toy drive is going on until Friday. If you want to participate, please send in a new, unwrapped toy before the end of the week.
Today, during the small group teacher led instruction, the groups will be working on various tasks. The first group practiced determining the area of rectilinear figures. The second one completed the second, of five, tasks for determining placement in next year's compacted math class. Finally, the third group practiced solving one step word problems using all operations.
During math with a partner the students played a Clip and Cover game that practiced creating word problem situation and the basic multiplication facts.
Finally, during the technology portion, the students practiced the basic multiplication facts using the site, Multiplication Tables - Matching Cards.
For HOMEWORK there is a word problem on Google Classroom.
After math we had a GO Noodle break and then reviewed today's independent work assignments.
Today students will begin by completing independent reading group tasks. Then they will begin planning the third, and final, paragraph for the inquiry project. In this paragraph the students will state their opinion as to the most significant change (evolution) for their technology tool. Today, though, they will watch a Learn Zillion lesson about organizing facts to write an opinion paragraph and they will complete a graphic organizer, stating their opinion and 2 facts/details to support it.
Once students have completed their reading group and writing activities they will work on assignments that they didn't finish yesterday. These include reading about how people modify their environment in the desert regions, and completing a capture sheet, practicing the letters h and k in cursive, and listening to the book, What if You Had Animal Teeth?, and rating it on the Black Eyed Susan rating sheet, that we will use for voting purposes later this year.
While the students worked independently, I met with reading groups.
Tigers: We began by reviewing the t-chart from last night's homework. Students were told to reread pages 4-6 and add words that have the long e sound to the chart in their RRJ. Unfortunately, the children only added 1-2 words, a very small fraction of those found in this section. So, we began rereading these pages and adding some words. After adding several new words to the chart, we whisper read page 7. Then we created a new t-chart in our RRJ with facts on one side and questions on the other. We are going to practice identifying facts from our text and turning the into right there, or yellow, questions. This is a strategy that will help to increase comprehension. For HOMEWORK the children need to reread pages 4-7, working on fluency.
Following lunch and indoor recess the students continued working independently and I met with more guided reading groups.
Leopards: Independently the students reread pages 4-7 and described how chocolate is grown, in writing, in their RRJ. Once in group we shared and discussed the examples of cause and effect they identified for homework last night. Then, while the students read pages 8-11, I read their RRJ responses and provided feedback. Afterwards I modeled a well constructed response so students could clearly see what they did well and what improvements they could make. Next we discussed some of the vocabulary from pages 8-11, including the concept of fermentation. For HOMEWORK the children need to read pages 8-11 and identify an example of cause and effect, on a sticky note.
Panthers: Independently the students read pages 10 and 11 and wrote one right there question on a chart in their RRJ. In group we began by sharing and discussing the answers they wrote to the 3 right there questions for homework last night. After that we reread pages 10 and 11 and shared the right there questions they wrote earlier today and practiced answering them in complete sentences. For HOMEWORK the students need to reread pages 10 and 11 and write a new right there, green, question and then answer it in a complete sentence, in their RRJ. These can be added to the t-chart they used today in class.
Lions: Independently the students reread pages 4-9 and wrote, and answered, a yellow, think and search question. We began group with students pairing up and sharing the answers they wrote for their right there questions, for homework last night. Then we shared a few with the entire group. After that, the students shared their yellow, think and search, questions, and answers, that they wrote independently today. I provided feedback and many made adjustments on the spot. :-) For HOMEWORK the students need to read pages 10-15 and write 2 right there questions, in their RRJ, and answer them.
After our literacy block we attempted to have writing conferences. Unfortunately, due to NO fault of the students, they didn't quite go as planned. I only met with a few students....and even those didn't get the help they were seeking. So, I plan to figure out how to better help the children revise their writing and try again! :-)
Remember...the toy drive is going on until Friday. If you want to participate, please send in a new, unwrapped toy before the end of the week.
Monday, December 15, 2014
Marvelous Monday
This morning after exchanging books in the media center, reading quietly or practicing keyboarding skills, we changed jobs and then began math rotations.
During the small group teacher led instruction, some groups revisited determining the area of rectilinear figures while others worked on solving one-step word problems using all operations. The children completed constructing and determining the area of their dream houses during math with a partner. Finally, during technology the children worked on basic fact fluency by visiting Fridge Magnets.
For HOMEWORK there is a word problem on Google Classroom.
After math we did a Go Noodle brain break and then reviewed the list of independent tasks for today.
Students will begin by completing an independent reading group task. Then they will listen to their second informative paragraph and revise it, as needed. Next, they will read a slideshow about how people modify their environment (in this case, the desert) and complete a chart providing either a right there question or an answer. After that, the students will practice writing the letters "h" and "k" in cursive. Then they will listen to the story, What is You Had Animal Teeth, and rate it (out of 5 starts) on their Black-Eyed Susan sheet. Finally, they will practice reading by themselves, with a partner, or listening online.
While the children work independently, I will meet with reading groups.
Tigers: First I handed out a new book, How to Make Ice Cream. I did a book introduction and then discussed using visualization (creating pictures in your head as you read) to improve comprehension. I modeled doing this as we read 4-6. After that we practiced decoding multi-syllabic words by looking for "chunks" we know. After that we identified 4 ways to spell the long e sound and created a chart in our RRJ. For HOMEWORK the students need to reread pages 4-6 and add words with the long e sound to the appropriate column of the chart in their RRJ.
Leopards: The students were given a new book called, All About Chocolate. On their own they read pages 4-7, the introduction, and wrote 2 right there questions. In group we shared the questions and practiced answering in complete sentences. After that we reviewed yellow, think and search questions, and identified a good one for this section. For HOMEWORK the students need to reread pages 4-7 and identify one example of cause and effect on a sticky note.
Lions: The students received a new book called, The Art of Photography. Independently they read pages 4-9 and wrote a green, right there, question for pages 5, 7, and 9. In group we began by discussing our experiences with taking pictures. Then I did a quick book introduction. After that the students asked their green, right there, questions and we practiced answering them in complete sentences. For HOMEWORK the students will reread pages 4-9 and answer their own right-there questions in complete sentences.
Panthers: Independently the students read pages 8 and 9 and wrote one green, right there, question. In group we reviewed these pages and shared their questions, practicing answering in complete sentences. Some students are still struggling with writing a right there question. So in group we practiced writing some. For HOMEWORK the students need to reread pages 8 and 9 and answer the right there questions, we wrote in class, in complete sentences on the t-chart in their RRJ.
After our literacy block we brainstormed examples of cooling changing the observable properties of an object.
Then the students ended their day in music.
During the small group teacher led instruction, some groups revisited determining the area of rectilinear figures while others worked on solving one-step word problems using all operations. The children completed constructing and determining the area of their dream houses during math with a partner. Finally, during technology the children worked on basic fact fluency by visiting Fridge Magnets.
For HOMEWORK there is a word problem on Google Classroom.
After math we did a Go Noodle brain break and then reviewed the list of independent tasks for today.
Students will begin by completing an independent reading group task. Then they will listen to their second informative paragraph and revise it, as needed. Next, they will read a slideshow about how people modify their environment (in this case, the desert) and complete a chart providing either a right there question or an answer. After that, the students will practice writing the letters "h" and "k" in cursive. Then they will listen to the story, What is You Had Animal Teeth, and rate it (out of 5 starts) on their Black-Eyed Susan sheet. Finally, they will practice reading by themselves, with a partner, or listening online.
While the children work independently, I will meet with reading groups.
Tigers: First I handed out a new book, How to Make Ice Cream. I did a book introduction and then discussed using visualization (creating pictures in your head as you read) to improve comprehension. I modeled doing this as we read 4-6. After that we practiced decoding multi-syllabic words by looking for "chunks" we know. After that we identified 4 ways to spell the long e sound and created a chart in our RRJ. For HOMEWORK the students need to reread pages 4-6 and add words with the long e sound to the appropriate column of the chart in their RRJ.
Leopards: The students were given a new book called, All About Chocolate. On their own they read pages 4-7, the introduction, and wrote 2 right there questions. In group we shared the questions and practiced answering in complete sentences. After that we reviewed yellow, think and search questions, and identified a good one for this section. For HOMEWORK the students need to reread pages 4-7 and identify one example of cause and effect on a sticky note.
Lions: The students received a new book called, The Art of Photography. Independently they read pages 4-9 and wrote a green, right there, question for pages 5, 7, and 9. In group we began by discussing our experiences with taking pictures. Then I did a quick book introduction. After that the students asked their green, right there, questions and we practiced answering them in complete sentences. For HOMEWORK the students will reread pages 4-9 and answer their own right-there questions in complete sentences.
Panthers: Independently the students read pages 8 and 9 and wrote one green, right there, question. In group we reviewed these pages and shared their questions, practicing answering in complete sentences. Some students are still struggling with writing a right there question. So in group we practiced writing some. For HOMEWORK the students need to reread pages 8 and 9 and answer the right there questions, we wrote in class, in complete sentences on the t-chart in their RRJ.
After our literacy block we brainstormed examples of cooling changing the observable properties of an object.
Then the students ended their day in music.
Friday, December 12, 2014
TGIF!!
This morning, after reading quietly and practicing keyboarding skills, we took our math formative. These have been scored and will be returned to students at the end of the day. Please look for the quiz in your child's home folder this evening.
After our quiz we reviewed the assignments for independent work. Today students will begin by completing independent guided reading group tasks involving the asking and answering of questions. After that, they will work on their inquiry project. First, they will revise the first paragraph, based on my feedback. The they will type up their second paragraph, on the Google document, below their first paragraph. Those are the only two new tasks. After these activities are done, the students will complete any other unfinished work from this week. When they are caught up, they can choose to read by themselves, read with a partner or listen to reading, using the Internet.
While the students worked independently I met with guided reading groups.
Tigers: We met and the students took turn rereading their entire book. After that we did some word work. The students were given some letter cards to manipulate in order to make smaller words. Eventually they used all of the letters to figure out the mystery word, or in this case words, which was ice cream. I collected their books. We will begin a new book, about making ice cream, on Monday.
Following lunch and indoor recess the students continued working independently while I met with more guided reading groups.
Leopards: Independently the students reread pages 14 and 15. Then they wrote two right there, or green, questions, and answered them in their own words. In group we shared the questions written by the children and practiced answering in complete sentences.
Lions: Independently the students reread pages 14 and 15. Then they wrote two right there, or green, questions, and answered them in their own words. In group we shared the questions written by the children and practiced answering in complete sentences.
Panthers: Independently the students reread pages 6 and 7. Then they wrote a green question for each fact they listed for homework last night. In group we shared and reviewed their facts and right there questions. There was some instruction as to making sure the fact answered the right there question.
After meeting with reading groups, I worked with a few students to revise their inquiry project writing.
At the end of our literacy block I gave the students a spelling inventory. The purpose is for me to assess the needs within our classroom. This will not be graded but I will analyze it this weekend to determine where to go, as far as word study is concerned.
After that, we reviewed the concept of observable properties and the effects heating can have on them. Then students were put into groups and began using a blow dryer to heat a crayon. Unfortunately, we learned the hard way, that we can't use 5 blow dryers at the same time--we blew fuses!! So, we will continue this on Monday.
We ended the day with a class meeting. First we shared writing homework journals. Then we exchanged compliments and thank yous. Finally, we discussed the structure of our class meetings. The class voted to begin with a group share and then share writing journals. After that we will exchange compliments and thank yous. Finally we will discuss any challenges.
After our quiz we reviewed the assignments for independent work. Today students will begin by completing independent guided reading group tasks involving the asking and answering of questions. After that, they will work on their inquiry project. First, they will revise the first paragraph, based on my feedback. The they will type up their second paragraph, on the Google document, below their first paragraph. Those are the only two new tasks. After these activities are done, the students will complete any other unfinished work from this week. When they are caught up, they can choose to read by themselves, read with a partner or listen to reading, using the Internet.
While the students worked independently I met with guided reading groups.
Tigers: We met and the students took turn rereading their entire book. After that we did some word work. The students were given some letter cards to manipulate in order to make smaller words. Eventually they used all of the letters to figure out the mystery word, or in this case words, which was ice cream. I collected their books. We will begin a new book, about making ice cream, on Monday.
Following lunch and indoor recess the students continued working independently while I met with more guided reading groups.
Leopards: Independently the students reread pages 14 and 15. Then they wrote two right there, or green, questions, and answered them in their own words. In group we shared the questions written by the children and practiced answering in complete sentences.
Lions: Independently the students reread pages 14 and 15. Then they wrote two right there, or green, questions, and answered them in their own words. In group we shared the questions written by the children and practiced answering in complete sentences.
Panthers: Independently the students reread pages 6 and 7. Then they wrote a green question for each fact they listed for homework last night. In group we shared and reviewed their facts and right there questions. There was some instruction as to making sure the fact answered the right there question.
After meeting with reading groups, I worked with a few students to revise their inquiry project writing.
At the end of our literacy block I gave the students a spelling inventory. The purpose is for me to assess the needs within our classroom. This will not be graded but I will analyze it this weekend to determine where to go, as far as word study is concerned.
After that, we reviewed the concept of observable properties and the effects heating can have on them. Then students were put into groups and began using a blow dryer to heat a crayon. Unfortunately, we learned the hard way, that we can't use 5 blow dryers at the same time--we blew fuses!! So, we will continue this on Monday.
We ended the day with a class meeting. First we shared writing homework journals. Then we exchanged compliments and thank yous. Finally, we discussed the structure of our class meetings. The class voted to begin with a group share and then share writing journals. After that we will exchange compliments and thank yous. Finally we will discuss any challenges.
Thursday, December 11, 2014
Thrilling Thursday
This morning, after reading quietly or practicing keyboarding skills, we began our math rotations.
During the small group rotation we practiced using attributes of rectangles and the distributive property to determine the are of a rectilinear figure. The students created their own dream house, calculated the area of each room, and then the total area of the house during math with a partner. Students were instructed to use the area word splash to help their math discourse. Finally, during the technology rotation the students visited the site Fridge Magnets to practice the basic multiplication and division facts.
For HOMEWORK there is a lesson and problem posted on the Google Classroom homework page. We WILL have a quiz (formative) tomorrow.
After math we took a Go Noodle brain break and then we reviewed today's independent work assignments.
Students will begin with an independent reading task. After that, they will use the feedback I provided during our writing conferences, and on their rough draft, to revise their introduction paragraph for the technology tool inquiry project. Once that is complete they will revisit the Mrs. LaRue story and identify what additional information they can infer from the illustrations both from Ike's point of view and in actuality. The students worked on this yesterday, but overall, they did not use the illustrations, which was the focus of this lesson. So, I reviewed the lesson this morning, in order to help them complete it according to expectations. After that, students will practice writing the letters l and b in cursive. Finally, students will practice reading by themselves, with a partner or listening via the Internet.
Today my priority was to finish writing conferences and provide writing support. So, that is what I did before lunch and indoor recess.
After recess I continued with the writing conferences and support.
Once the students seemed prepared to work on their own, I began meeting with reading groups.
Leopards: The students had used the text to compare the tsetse fly and the mosquito. We began group by sharing their responses and it immediately became clear that there was a lot of confusion. So, I modeled writing a response to this question. As I did, I emphasized answering the question and using support from the text but writing it in my own words. Then the children copied my answer into their RRJs, under a line of learning, as an example. We also shared the yellow questions they wrote for homework last night. For HOMEWORK the students should read pages 14 and 15.
Lions: Independently the students reread pages 11-13 and attempted, again, to write a think and search, or yellow, question. In group we shared the students' responses to last night's homework...especially the ones written in complete sentences. :-) Then we shared the yellow questions the students wrote earlier today. They were much improved! :-) For HOMEWORK the students need to read pages 14 and 15.
Panthers: Independently the students wrote green, right there, questions for the facts they identified for homework last night. In group we shared their questions and practiced answering them in complete sentences. For HOMEWORK the students need to read pages 6 and 7 and write 2 fatcs on a t-chart in their RRJ.
The students ended their day in art with Mrs. Daniell.
During the small group rotation we practiced using attributes of rectangles and the distributive property to determine the are of a rectilinear figure. The students created their own dream house, calculated the area of each room, and then the total area of the house during math with a partner. Students were instructed to use the area word splash to help their math discourse. Finally, during the technology rotation the students visited the site Fridge Magnets to practice the basic multiplication and division facts.
For HOMEWORK there is a lesson and problem posted on the Google Classroom homework page. We WILL have a quiz (formative) tomorrow.
After math we took a Go Noodle brain break and then we reviewed today's independent work assignments.
Students will begin with an independent reading task. After that, they will use the feedback I provided during our writing conferences, and on their rough draft, to revise their introduction paragraph for the technology tool inquiry project. Once that is complete they will revisit the Mrs. LaRue story and identify what additional information they can infer from the illustrations both from Ike's point of view and in actuality. The students worked on this yesterday, but overall, they did not use the illustrations, which was the focus of this lesson. So, I reviewed the lesson this morning, in order to help them complete it according to expectations. After that, students will practice writing the letters l and b in cursive. Finally, students will practice reading by themselves, with a partner or listening via the Internet.
Today my priority was to finish writing conferences and provide writing support. So, that is what I did before lunch and indoor recess.
After recess I continued with the writing conferences and support.
Once the students seemed prepared to work on their own, I began meeting with reading groups.
Leopards: The students had used the text to compare the tsetse fly and the mosquito. We began group by sharing their responses and it immediately became clear that there was a lot of confusion. So, I modeled writing a response to this question. As I did, I emphasized answering the question and using support from the text but writing it in my own words. Then the children copied my answer into their RRJs, under a line of learning, as an example. We also shared the yellow questions they wrote for homework last night. For HOMEWORK the students should read pages 14 and 15.
Lions: Independently the students reread pages 11-13 and attempted, again, to write a think and search, or yellow, question. In group we shared the students' responses to last night's homework...especially the ones written in complete sentences. :-) Then we shared the yellow questions the students wrote earlier today. They were much improved! :-) For HOMEWORK the students need to read pages 14 and 15.
Panthers: Independently the students wrote green, right there, questions for the facts they identified for homework last night. In group we shared their questions and practiced answering them in complete sentences. For HOMEWORK the students need to read pages 6 and 7 and write 2 fatcs on a t-chart in their RRJ.
The students ended their day in art with Mrs. Daniell.
Wednesday, December 10, 2014
Wonderful Wednesday - Interim Reports
This morning the students either read quietly or practiced keyboarding skills. After that we created a word splash for the concept of area. A word splash is just a collection of vocabulary words that relate to a given topic. I hung up the word splash as a resource for the children to use during math discourse. Then we began our math rotations.
During the small group instruction we practiced identifying the area of a rectilinear figure by breaking it into rectangles. Students continued this practiced, with discourse, of course, while doing math with a partner. Finally, during technology, students determined the area of rectangles, and practiced multiplication facts, by visiting the site Shape Surveyor.
For HOMEWORK there is a post on Google Classroom (homework page) that has two linked resources. The students are to complete problem #8 on page 400 of the pdf document.
Following math we took a Go Noodle break and then I explained today's independent work assignments. Each group will begin with an independent assignment. Then they will catch up on their inquiry project informative writing, if need be. After that, the students will rewatch lessons, from Brain Pop Jr., about verbs and tenses. They will then complete two follow up activities. Next the students will complete the cursive practice pages from Monday and Tuesday (no new one today) and view a slideshow about the wonders of Africa, identifying them as either human or nature made and selecting their favorite. Finally, the students will watch and listen to the book, "Dear Mrs. LaRue", and compare the dog's point of view with information they obtain from illustrations in the book.
Tigers: We began group by reviewing singular and plural nouns and that nouns ending in -y change to -ie before adding an -s. Then we reviewed last night's word work homework. After that, we reviewed right there questions and shared the facts and questions they wrote for homework. Finally, the students read pages 14 and 15 and we worked on decoding multi-syllabic words. For HOMEWORK the students need to reread the entire book to an adult.
Following lunch and outdoor the students continued working independently while I met with more guided reading groups and conferenced with students on their writing.
Leopards: Independently the students reread pages 12, closed their books, and answered their own questions that they wrote for homework last night. In group, the students shared the questions they wrote for homework with their classmates, who answered them (or attempted to) with books closed. Emphasis was put on answering the questions in complete sentences. After that I introduced another type of question...think and search (yellow questions). These questions will be answered in the text but the reader will need to use more than one part of the text to respond thoroughly. I modeled asking a think and search question (Describe 2 dangerous animals that live in Kenya.) and the students practiced answering it orally. For HOMEWORK students should reread pages 11-13 and write a think and search question (yellow) in their RRJ.
Lions: Independently the students reread pages 11-13 and attempted to write a yellow, think and search, question on a sticky note. In group the students reviewed these pages and then closed their books. Then they practiced answering their group mates green, right there, questions, in complete sentences, that they wrote for homework last night. After that we shared the yellow question they wrote independently earlier today and discussed if it was indeed a think and search question. Then I modeled an example for the group. For HOMEWORK the students will reread page 13 and answer the following question int heir RRJ, "Compare and contrast the flamingo and the ostrich".
Panthers: The students turned in their old books and received a new book titled, Kenya. Independently they read pages 4 and 5 and listed unknown words on a sticky note. In group we reviewed their lists of unknown words paying close attention to the pronunciation guide for the word Nairobi. For HOMEWORK the students need to reread pages 4 and 5 and list two facts, on a t-chart in their RRJ, from those pages.
After our literacy block I handed out interim reports. Then the students headed to PE.
Remember our toy drive is still going on!!
During the small group instruction we practiced identifying the area of a rectilinear figure by breaking it into rectangles. Students continued this practiced, with discourse, of course, while doing math with a partner. Finally, during technology, students determined the area of rectangles, and practiced multiplication facts, by visiting the site Shape Surveyor.
For HOMEWORK there is a post on Google Classroom (homework page) that has two linked resources. The students are to complete problem #8 on page 400 of the pdf document.
Following math we took a Go Noodle break and then I explained today's independent work assignments. Each group will begin with an independent assignment. Then they will catch up on their inquiry project informative writing, if need be. After that, the students will rewatch lessons, from Brain Pop Jr., about verbs and tenses. They will then complete two follow up activities. Next the students will complete the cursive practice pages from Monday and Tuesday (no new one today) and view a slideshow about the wonders of Africa, identifying them as either human or nature made and selecting their favorite. Finally, the students will watch and listen to the book, "Dear Mrs. LaRue", and compare the dog's point of view with information they obtain from illustrations in the book.
Tigers: We began group by reviewing singular and plural nouns and that nouns ending in -y change to -ie before adding an -s. Then we reviewed last night's word work homework. After that, we reviewed right there questions and shared the facts and questions they wrote for homework. Finally, the students read pages 14 and 15 and we worked on decoding multi-syllabic words. For HOMEWORK the students need to reread the entire book to an adult.
Following lunch and outdoor the students continued working independently while I met with more guided reading groups and conferenced with students on their writing.
Leopards: Independently the students reread pages 12, closed their books, and answered their own questions that they wrote for homework last night. In group, the students shared the questions they wrote for homework with their classmates, who answered them (or attempted to) with books closed. Emphasis was put on answering the questions in complete sentences. After that I introduced another type of question...think and search (yellow questions). These questions will be answered in the text but the reader will need to use more than one part of the text to respond thoroughly. I modeled asking a think and search question (Describe 2 dangerous animals that live in Kenya.) and the students practiced answering it orally. For HOMEWORK students should reread pages 11-13 and write a think and search question (yellow) in their RRJ.
Lions: Independently the students reread pages 11-13 and attempted to write a yellow, think and search, question on a sticky note. In group the students reviewed these pages and then closed their books. Then they practiced answering their group mates green, right there, questions, in complete sentences, that they wrote for homework last night. After that we shared the yellow question they wrote independently earlier today and discussed if it was indeed a think and search question. Then I modeled an example for the group. For HOMEWORK the students will reread page 13 and answer the following question int heir RRJ, "Compare and contrast the flamingo and the ostrich".
Panthers: The students turned in their old books and received a new book titled, Kenya. Independently they read pages 4 and 5 and listed unknown words on a sticky note. In group we reviewed their lists of unknown words paying close attention to the pronunciation guide for the word Nairobi. For HOMEWORK the students need to reread pages 4 and 5 and list two facts, on a t-chart in their RRJ, from those pages.
After our literacy block I handed out interim reports. Then the students headed to PE.
Remember our toy drive is still going on!!
Tuesday, December 9, 2014
Terrific Tuesday
Due to the book fair, which is in town all week and open until 4:30 daily, the media center is closed for book exchange. Therefore, all students read quietly or practiced keyboarding this morning.
After the announcements, we began math rotations.
During the small group instruction we used multiplication and addition to determine the area of rectilinear figures. During math with a partner, the students practiced applying the distributive property to identify the area of a rectangle. Finally, during the technology rotation, the children watched a lesson about determining area using multiplication and addition. Then they identified the area of torn shapes.
Homework is posted on Google Classroom (homework page). I have attached a worksheet, with an Internet link, which provides an example and some problems. Students will solve problem #1 on page 399.
Note: I just attached a Youtube lesson to the homework page to help!
Following math we took a Go Noodle brain break and then reviewed today's independent work tasks.
Today students will complete independent reading group tasks and continue drafting the second paragraph for the technology tool inquiry project. After that they will practice writing the letters u, w and e in cursive. Finally, they will view a Google Slide presentation about the Wonders of Africa and sort the wonders according to whether they are human or nature made. Finally, they will identify their favorite wonder and explain why, using details from the presentation.
Tigers: First I handed out a resource, that they glued inside the front cover of their RRJ, that shows the different types of questions. Right now we are focusing on the green, "right there" questions. Then we reviewed singular and plural nouns that end in -y and need to be changed to -ie before adding s. After that we shared the fact and green question (right there) that it would answer. For HOMEWORK the students have 4 words (party, cherry, lady and nanny) listed on a chart in their RRJ for which they need to write the plural form by changing the -y to an -ie before adding s. Additionally, they need to read pages 12 and 13 and identify one fact to add to the chart in their RRJ. Then they need to write a green question that it would answer and add that to the chart in their RRJ.
Following lunch and indoor recess I continued meeting with guided reading groups while the students worked independently.
Leopards: Independently the students reread page 11 and wrote a green "right there" question for each paragraph. We began group by reviewing the reason we are asking questions--to improve comprehension. Then we shared the questions each student wrote and practiced answering each with the book closed. I provided feedback along the way. Then we reviewed the unknown words they listed for homework last night. For HOMEWORK the children need to reread page 12 and write a green (right there) question for each paragraph on page 12 (total of 2 questions). These should be put on a chart in their RRJ and NOT answered.
Panthers: Independently the students read pages 14 and 15 and listed unknown words. In group the students were given a list of question words that are used to begin various types of questions. They glued these inside the front cover of their RRJ to use as a resource. After that we reviewed last night's homework (fact and "right there" question) and celebrated their overall success! :-) Next we read and defined the unknown words they listed for independent work. Finally, the students reread pages 14 and 15 and identified one fact from their reading. After sharing facts they wrote a green "right there" question that it would answer. For HOMEWORK students need to reread page 15 and add another fact and green "right there" question to the t-chart in their RRJ.
Lions: Independently the students read page 11, wrote a green question for each paragraph and then closed their book and answered it. In group we began by sharing the question s and answers they wrote earlier today. Then I introduced a new type of question...think and search. The answers to these types of questions are in the book but generally in more than one place. For HOMEWORK the students are supposed to read pages 12 and 13 and write one green question for each page.
After meeting with reading groups, Mrs. Hostler and I met with students to conference on their writing.
At the end of the day Mrs. Allaire, our media specialist, visited to introduce the Black Eyed Susan book award to the class. We will be taking part this year by reading at least 8 of the nominees and voting for our favorite.
Monday, December 8, 2014
Marvelous Monday
Remember that the book fair is here all week and open from 8:30-4:30 daily. Therefore, the media center is closed for book exchange until next Monday.
This morning students read silently or practiced keyboarding skills. Then we went directly to music. Due to testing in second grade, we switched specials with them just for today.
When the students returned to the classroom we began our math rotations.
During the small group instruction, the students created flap books to help understand and apply the distributive property. For those of you who are thinking, "I know I learned about that, but...." The distributive property states that you get the same answer when you multiply a number by a group of numbers added together as when you do each multiplication separately. For example: 3x6 is the same as (3x2) + (3x4) with is the same as 3x(2+4).
During math with a partner the students engaged in math discourse as they designed a flower bed created by two rectangles that shared a common side and had a total area of 30 sq. feet.
Finally, during the technology rotation, the students watched a 3 part lesson sequence that led to the application of the distributive property to determine the are of a rectangle.
For homework there is a word problem on Google Classroom (homework page) with an example and a Learn Zillion lesson linked to it for added support.
Due to our change in specials, we had to finish math rotations after enjoying lunch and outdoor recess.
After math I introduced and explained out independent work to the class and then began meeting with guided reading groups.
Today students will begin by working on independent reading group assignments. After that they will listen to a new Educreations lesson, posted on the third grade web site, teaching how to draft the second informative paragraph for the MP 2 technology tool inquiry project. As they watch it the second time, they will begin drafting their own second paragraph in their writing journal. Next, some students will complete the affix assessment and turn it in. Then....the students will begin learning how to write cursive. Today we began with the letters -i and -t. Finally they will listen to reading using One More Story or Storyline Online.
A note about cursive...it is NOT graded. I will look the papers over, though. Additionally, students will need to earn the write to do their work in cursive. So, after we learn all of the letters, students can take an assessment (of sorts) to earn the privilege to write in cursive.
Tigers: First we discovered that nouns ending in -y usually change to -ie before adding an -s to make it plural. Then we practiced writing the plural form of singular nouns ending in y, on a chart in their RRJ. Next we reviewed right there questions and the words they typically begin with, such as, when, where, what, who and how. Then we read page 10 and identified facts and wrote right there questions that the facts would answer. These were put on a t-chart in their RRJ. For HOMEWORK the students should read page 11 and add 1 fact and and a right there question to the t-chart in the RRJ.
Panthers: Independently the students reread pages 8-11 and added another fact and right there question to the t-chart in their RRJ. We began group by reviewing the sound that the -ow pattern makes and listing words with the pattern. After that, the children began sharing the fact and question they wrote during independent work time. It was apparent that many are still struggling. Therefore, we took a step back to help develop better understanding. We read pages 12 and 13 and the students identified a fact from the Did You KNOW box on page 13. After they copied it in their RRJ, we created a right there question to match it. For HOMEWORK the students need to reread page 13 and add another fact and right there question to the t-chart in their RRJ.
Leopards: Independently the students reread page 10 and added a fact and right there question that matches it for each paragraph in the section. In group we shared and discussed the facts and questions they wrote for page 10. For HOMEWORK the students need to read pages 11-13 and list unknown words on a sticky note.
Lions: Independently the students read page 10 and wrote a green (right there) question for each paragraph. In group I explained that we are going to the next step in the question/answer comprehension strategy. They will now write a question and then close the book and answer it in their own words. HW: reread page 10, then close the book and answer the other two questions from your t-chart in your own words.
Unfortunately, we ran out of time and didn't get to science today.
This morning students read silently or practiced keyboarding skills. Then we went directly to music. Due to testing in second grade, we switched specials with them just for today.
When the students returned to the classroom we began our math rotations.
During the small group instruction, the students created flap books to help understand and apply the distributive property. For those of you who are thinking, "I know I learned about that, but...." The distributive property states that you get the same answer when you multiply a number by a group of numbers added together as when you do each multiplication separately. For example: 3x6 is the same as (3x2) + (3x4) with is the same as 3x(2+4).
During math with a partner the students engaged in math discourse as they designed a flower bed created by two rectangles that shared a common side and had a total area of 30 sq. feet.
Finally, during the technology rotation, the students watched a 3 part lesson sequence that led to the application of the distributive property to determine the are of a rectangle.
For homework there is a word problem on Google Classroom (homework page) with an example and a Learn Zillion lesson linked to it for added support.
Due to our change in specials, we had to finish math rotations after enjoying lunch and outdoor recess.
After math I introduced and explained out independent work to the class and then began meeting with guided reading groups.
Today students will begin by working on independent reading group assignments. After that they will listen to a new Educreations lesson, posted on the third grade web site, teaching how to draft the second informative paragraph for the MP 2 technology tool inquiry project. As they watch it the second time, they will begin drafting their own second paragraph in their writing journal. Next, some students will complete the affix assessment and turn it in. Then....the students will begin learning how to write cursive. Today we began with the letters -i and -t. Finally they will listen to reading using One More Story or Storyline Online.
A note about cursive...it is NOT graded. I will look the papers over, though. Additionally, students will need to earn the write to do their work in cursive. So, after we learn all of the letters, students can take an assessment (of sorts) to earn the privilege to write in cursive.
Tigers: First we discovered that nouns ending in -y usually change to -ie before adding an -s to make it plural. Then we practiced writing the plural form of singular nouns ending in y, on a chart in their RRJ. Next we reviewed right there questions and the words they typically begin with, such as, when, where, what, who and how. Then we read page 10 and identified facts and wrote right there questions that the facts would answer. These were put on a t-chart in their RRJ. For HOMEWORK the students should read page 11 and add 1 fact and and a right there question to the t-chart in the RRJ.
Panthers: Independently the students reread pages 8-11 and added another fact and right there question to the t-chart in their RRJ. We began group by reviewing the sound that the -ow pattern makes and listing words with the pattern. After that, the children began sharing the fact and question they wrote during independent work time. It was apparent that many are still struggling. Therefore, we took a step back to help develop better understanding. We read pages 12 and 13 and the students identified a fact from the Did You KNOW box on page 13. After they copied it in their RRJ, we created a right there question to match it. For HOMEWORK the students need to reread page 13 and add another fact and right there question to the t-chart in their RRJ.
Leopards: Independently the students reread page 10 and added a fact and right there question that matches it for each paragraph in the section. In group we shared and discussed the facts and questions they wrote for page 10. For HOMEWORK the students need to read pages 11-13 and list unknown words on a sticky note.
Lions: Independently the students read page 10 and wrote a green (right there) question for each paragraph. In group I explained that we are going to the next step in the question/answer comprehension strategy. They will now write a question and then close the book and answer it in their own words. HW: reread page 10, then close the book and answer the other two questions from your t-chart in your own words.
Unfortunately, we ran out of time and didn't get to science today.
Friday, December 5, 2014
Fabulous Friday...The book fair is here!!
A couple of reminders...
The book fair is here and will continue into next week.
The new toy drive begins Monday.
After reading quietly or practicing keyboarding skills, the students took their math formative (quiz). These have been graded and will be returned to students at the end of the day. Please look for them in home folders this evening.
After the quiz the students were given 15 minutes of free choice math time. They were able to choose from any of our math with a partner or technology rotations to practice their math skills.
Before moving on to our literacy block, the students participated in a Go Noodle brain break.
Then I reviewed today's literacy block tasks. All reading groups will work on individual assignments. After that they will finish typing their rough draft and use a Google app, called Read and Write Google, to listen to their writing and determine if they need to make revisions. Then they will complete the affix assessment they were given yesterday...many need to go back and follow the directions! After that they can choose between practicing their reading or writing by themselves or with a partner.
As the children work I will meet with guided reading groups.
Tigers: We began group by reviewing last night's homework which was to list 2 facts from pages 8 and 9. The students listed questions, not facts. SO, we reviewed what a fact is and then reread the pages together and identified facts. After that, we added two facts to the t-chart in their RRJ and then wrote "right there" questions for each fact.
Following lunch and indoor recess the students continued working independently as I met with more guided reading groups.
Lions: The children read pages 8 and 9 and wrote a fact and formed a right there question for each paragraph, on a t-chart in their RRJ. In group we started by sharing and discussing the main idea and supporting details they identified for homework last night. After that I introduced the 4 types of question and answer relationships (QAR). Then we reviewed the right there questions the children wrote for the facts on pages 8-9.
Leopards: The children read pages 10 and 11 and listed unknown words on a sticky note. We began group by sharing the facts and right there questions that they added to the t-charts in their RRJ for homework last night. After that I introduced the four types of question and answer relationships (QAR) and reminded them that this week we had been writing right there questions. Next we reviewed their lists of unknown words from independent work today.
Panthers: Independently the children reread pages 8-11. Then they identified one fact from the text and wrote a right there question that it would answer. In group we began by reviewing their lists of unknown words from homework last night. Then, after a bit of a lecture about focusing, paying attention, following directions, and choosing to succeed, we shared and discussed the facts and questions they wrote for pages 8-11 during independent work time.
Following our literacy block we began sharing our homework writing journals. Then we went to preview the book fair. When we returned, we packed up and shared some more homework writing journal entries.
The book fair is here and will continue into next week.
The new toy drive begins Monday.
After reading quietly or practicing keyboarding skills, the students took their math formative (quiz). These have been graded and will be returned to students at the end of the day. Please look for them in home folders this evening.
After the quiz the students were given 15 minutes of free choice math time. They were able to choose from any of our math with a partner or technology rotations to practice their math skills.
Before moving on to our literacy block, the students participated in a Go Noodle brain break.
Then I reviewed today's literacy block tasks. All reading groups will work on individual assignments. After that they will finish typing their rough draft and use a Google app, called Read and Write Google, to listen to their writing and determine if they need to make revisions. Then they will complete the affix assessment they were given yesterday...many need to go back and follow the directions! After that they can choose between practicing their reading or writing by themselves or with a partner.
As the children work I will meet with guided reading groups.
Tigers: We began group by reviewing last night's homework which was to list 2 facts from pages 8 and 9. The students listed questions, not facts. SO, we reviewed what a fact is and then reread the pages together and identified facts. After that, we added two facts to the t-chart in their RRJ and then wrote "right there" questions for each fact.
Following lunch and indoor recess the students continued working independently as I met with more guided reading groups.
Lions: The children read pages 8 and 9 and wrote a fact and formed a right there question for each paragraph, on a t-chart in their RRJ. In group we started by sharing and discussing the main idea and supporting details they identified for homework last night. After that I introduced the 4 types of question and answer relationships (QAR). Then we reviewed the right there questions the children wrote for the facts on pages 8-9.
Leopards: The children read pages 10 and 11 and listed unknown words on a sticky note. We began group by sharing the facts and right there questions that they added to the t-charts in their RRJ for homework last night. After that I introduced the four types of question and answer relationships (QAR) and reminded them that this week we had been writing right there questions. Next we reviewed their lists of unknown words from independent work today.
Panthers: Independently the children reread pages 8-11. Then they identified one fact from the text and wrote a right there question that it would answer. In group we began by reviewing their lists of unknown words from homework last night. Then, after a bit of a lecture about focusing, paying attention, following directions, and choosing to succeed, we shared and discussed the facts and questions they wrote for pages 8-11 during independent work time.
Following our literacy block we began sharing our homework writing journals. Then we went to preview the book fair. When we returned, we packed up and shared some more homework writing journal entries.
Thursday, December 4, 2014
Thrilling Thursday
The students began their day by reading quietly, exchanging books in the media center or practicing keyboarding skills. After that our SGA representative shared information about our upcoming toy drive. Beginning Monday, December 8, we will be collecting unwrapped, but new, toys for underprivileged children.
Then we began our math rotations.
During small group instruction the students practiced the 7s facts and determining the area of a rectangle with a given model and with word problems.
Math with a partner and technology were the same activities from yesterday. During math with a partner the students played Condition 7 and during technology they solved area word problems using Sumdog.
For HOMEWORK there is a word problem on Google Classroom. We WILL have a quiz (formative) tomorrow covering area and the 7s facts.
After math we took a Go Noodle break and then reviewed today's independent work for our literacy block. First, students will complete individual reading group assignments. Then they will finish typing the rough draft for their inquiry project onto a Google Doc. Next the students completed the prefix and suffix flip in their RRJ listing 3-5 word for each affix. Then they completed an assessment worksheet demonstrating understanding of 4 affixes and words which include them. After that the children reviewed the house building slideshow and chart examples of materials and processes that change the observable features in their science journal. Once all of the assignments were complete the children chose between reading and writing by themselves or with a partner.
As the students worked I met with guided reading groups.
Tigers: First we reviewed words with the -er pattern. Then we revisited the t-chart we created yesterday, in their RRJ, which listed facts and questions we created to math them. After that we read pages 6 and 7 and added a fact and question to the chart. For HOMEWORK the children need to reread pages 8 and 9 and list two facts in their RRJ. They should NOT list any questions.
Leopards: Independently the students reread page 8 and added a fact and a question to the t-chart in their RRJ. In group we reviewed the unknown words they listed for homework last night and reviewed how to use the glossary to identify the meaning and the pronunciation guide to figure out how to say it. We also reviewed the rule that states when a "c" is followed by an /e/ or an /i/ it makes the /s/ sound. Next we reviewed the facts and questions they wrote independently.
Panthers: Independently the students answered the question at the top of page 6, in their own word and in complete sentences using details, in their RRJ. In group we shared and "tweaked" last night's facts and questions that they added to their t-chart. Then I introduced the idea of a "right there" question. This is a question that is answered, word by word, directly in the text, These questions generally begin with how, where, what, when or who. Finally, we shared their written responses from independent work today. I provided feedback to each and then modeled a well constructed answer. I told the students to definitely refer to the book as they write responses BUT was they write have the book closed so they do not copy word for word from the book. For HOMEWORK students will read pages 8-11 and list unknown words on a sticky note.
Lions: Independently the students reread pages 6 and 7 and, in their RRJ, identified the main idea and 3 supporting details. In group I had planned to continue with turning facts into questions, however, as we reviewed the man idea statement and supporting details from Tuesday night's homework (which was part of my plan) I found myself teaching the students how to use the text to write responses without copying the author's words exactly. Students were instructed to have the text our and refer to it (as much as they want) BUT when they are actually writing they should have the book closed or turned over so they aren't tempted to copy the author's words. After this lesson I decided to revise my homework plans...so for HOMEWORK tonight the students should reread pages 6 and 7 and redo today's independent work (write a main idea statement and 3 supporting details) being mindful to use the ideas from the text but not the author's words.
After our literacy block we were treated to a very special guest speak. One of our student's mom visited and brought artifacts to share with us since 2 of our reading groups are reading about Kenya. It was so cool!!!!
The students ended their day in art with Mrs. Daniell.
Then we began our math rotations.
During small group instruction the students practiced the 7s facts and determining the area of a rectangle with a given model and with word problems.
Math with a partner and technology were the same activities from yesterday. During math with a partner the students played Condition 7 and during technology they solved area word problems using Sumdog.
For HOMEWORK there is a word problem on Google Classroom. We WILL have a quiz (formative) tomorrow covering area and the 7s facts.
After math we took a Go Noodle break and then reviewed today's independent work for our literacy block. First, students will complete individual reading group assignments. Then they will finish typing the rough draft for their inquiry project onto a Google Doc. Next the students completed the prefix and suffix flip in their RRJ listing 3-5 word for each affix. Then they completed an assessment worksheet demonstrating understanding of 4 affixes and words which include them. After that the children reviewed the house building slideshow and chart examples of materials and processes that change the observable features in their science journal. Once all of the assignments were complete the children chose between reading and writing by themselves or with a partner.
As the students worked I met with guided reading groups.
Tigers: First we reviewed words with the -er pattern. Then we revisited the t-chart we created yesterday, in their RRJ, which listed facts and questions we created to math them. After that we read pages 6 and 7 and added a fact and question to the chart. For HOMEWORK the children need to reread pages 8 and 9 and list two facts in their RRJ. They should NOT list any questions.
Leopards: Independently the students reread page 8 and added a fact and a question to the t-chart in their RRJ. In group we reviewed the unknown words they listed for homework last night and reviewed how to use the glossary to identify the meaning and the pronunciation guide to figure out how to say it. We also reviewed the rule that states when a "c" is followed by an /e/ or an /i/ it makes the /s/ sound. Next we reviewed the facts and questions they wrote independently.
Panthers: Independently the students answered the question at the top of page 6, in their own word and in complete sentences using details, in their RRJ. In group we shared and "tweaked" last night's facts and questions that they added to their t-chart. Then I introduced the idea of a "right there" question. This is a question that is answered, word by word, directly in the text, These questions generally begin with how, where, what, when or who. Finally, we shared their written responses from independent work today. I provided feedback to each and then modeled a well constructed answer. I told the students to definitely refer to the book as they write responses BUT was they write have the book closed so they do not copy word for word from the book. For HOMEWORK students will read pages 8-11 and list unknown words on a sticky note.
Lions: Independently the students reread pages 6 and 7 and, in their RRJ, identified the main idea and 3 supporting details. In group I had planned to continue with turning facts into questions, however, as we reviewed the man idea statement and supporting details from Tuesday night's homework (which was part of my plan) I found myself teaching the students how to use the text to write responses without copying the author's words exactly. Students were instructed to have the text our and refer to it (as much as they want) BUT when they are actually writing they should have the book closed or turned over so they aren't tempted to copy the author's words. After this lesson I decided to revise my homework plans...so for HOMEWORK tonight the students should reread pages 6 and 7 and redo today's independent work (write a main idea statement and 3 supporting details) being mindful to use the ideas from the text but not the author's words.
After our literacy block we were treated to a very special guest speak. One of our student's mom visited and brought artifacts to share with us since 2 of our reading groups are reading about Kenya. It was so cool!!!!
The students ended their day in art with Mrs. Daniell.
Wednesday, December 3, 2014
Wonderful Wednesday
This morning we welcomed a new student to class!!
After reading quietly, exchanging books in the media center, or practicing keyboarding skills, we began our math rotations.
During the small group rotation, the students practiced the 7s facts. Then we used side measurements of a rectangle to determine the area. Some students extended their thinking to determine one of the side lengths when given the area and one side length.
When doing math with a partner, the students played a game called Condition 7. This game practices the 7s facts but also involves some logic and reasoning. As always, math discourse is a must!
The technology rotation had students solving area word problems using Sumdog.com.
For homework there is an area word problem on Google Classroom.
Following our math block we took a Go Noodle brain break and then began our literacy block.
Disclaimer: I fully believe in the impact of small group instruction. However, sometimes it is necessary to pull the group together and teach the whole group at once.
With that said, we began our literacy block by reviewing base words (root words), prefixes and suffixes using a Mr. Potato Head as an analogy. Basically, we play with Mr. Potato Head by putting parts together and taking them apart, the same way we build words using prefixes and/or suffixes.
Following lunch and outdoor recess we reviewed the concept of process. After reviewing the t-charts they created while viewing the Building a House slideshow, it became very apparent that the idea of a process was not something the students understood. SO, before independent work time, I explained what it meant and we revisited the slideshow so I could model how to identify the process used during the building of a home.
After that, we finally turned our attention to independent literacy tasks. All students will begin with individual reading group assignments. After that, they will type their rough draft (for the inquiry project) onto a Google doc. This is still considered a rough draft but I need it as a Google doc so that we can continue with our revision. Once that is complete, the students will complete a flip book, in their RRJ, identifying 3-5 words for each of 3 prefixes and 2 suffixes. Then the students have been told they can redo their science materials and processes t-chart to get a better grade (in light of our new learning). Finally, they can choose to read or write by themselves or with a partner.
While the students worked independently I met with some small groups and some individual students. Due to the arrival of our new friend and the need to conduct a couple of whole group lessons, there was some disruption to our regular routine.
Tigers: We reviewed the -er sound and lists with words that have this pattern. After that I explained that good readers ask themselves questions as they read in order to help them focus on text and improve comprehension. Then I modeled identifying facts from their book and turning the fact into a question. The students created a t-chart in their RRJ and copied the chart I created.
Panthers: First, the children answered the question on page 4, in their book, that we discussed in group yesterday, in writing in their RRJ. In group we reviewed last night's homework of reading the Did you know? box on page 5, and identifying a fact and writing a question to match, in their RRJ. we shared and discussed several responses and I modeled an exemplar which the students added to their t-charts in their RRJs. For HOMEWORK the students need to read pages 6 and 7 and add one fact, and create a question that matches the fact, to the t-chart in their RRJ.
Leopards: Independently the students read the Say it with a Kanga section on page 7 and added a fact and a question to the t-chart in their RRJ. In group we shared and discussed the wording of the facts and questions they wrote. For HOMEWORK the students need to read pages 8-9 and list unknown words on a sticky note.
Lions: Independently the students read pages 6 and 7 and added one fact and a question that it would answer to the t-chart in their RRJ. Unfortunately, the group didn't get a chance to meet and review the homework and today's independent work. I did assign homework, though. For HOMEWORK the students have to reread pages 6 and 7 and ask a write a new question, that can be answered from information in the section, to ask their group mates tomorrow.
The students ended their day in PE with Mr. Benco.
After reading quietly, exchanging books in the media center, or practicing keyboarding skills, we began our math rotations.
During the small group rotation, the students practiced the 7s facts. Then we used side measurements of a rectangle to determine the area. Some students extended their thinking to determine one of the side lengths when given the area and one side length.
When doing math with a partner, the students played a game called Condition 7. This game practices the 7s facts but also involves some logic and reasoning. As always, math discourse is a must!
The technology rotation had students solving area word problems using Sumdog.com.
For homework there is an area word problem on Google Classroom.
Following our math block we took a Go Noodle brain break and then began our literacy block.
Disclaimer: I fully believe in the impact of small group instruction. However, sometimes it is necessary to pull the group together and teach the whole group at once.
With that said, we began our literacy block by reviewing base words (root words), prefixes and suffixes using a Mr. Potato Head as an analogy. Basically, we play with Mr. Potato Head by putting parts together and taking them apart, the same way we build words using prefixes and/or suffixes.
Following lunch and outdoor recess we reviewed the concept of process. After reviewing the t-charts they created while viewing the Building a House slideshow, it became very apparent that the idea of a process was not something the students understood. SO, before independent work time, I explained what it meant and we revisited the slideshow so I could model how to identify the process used during the building of a home.
After that, we finally turned our attention to independent literacy tasks. All students will begin with individual reading group assignments. After that, they will type their rough draft (for the inquiry project) onto a Google doc. This is still considered a rough draft but I need it as a Google doc so that we can continue with our revision. Once that is complete, the students will complete a flip book, in their RRJ, identifying 3-5 words for each of 3 prefixes and 2 suffixes. Then the students have been told they can redo their science materials and processes t-chart to get a better grade (in light of our new learning). Finally, they can choose to read or write by themselves or with a partner.
While the students worked independently I met with some small groups and some individual students. Due to the arrival of our new friend and the need to conduct a couple of whole group lessons, there was some disruption to our regular routine.
Tigers: We reviewed the -er sound and lists with words that have this pattern. After that I explained that good readers ask themselves questions as they read in order to help them focus on text and improve comprehension. Then I modeled identifying facts from their book and turning the fact into a question. The students created a t-chart in their RRJ and copied the chart I created.
Panthers: First, the children answered the question on page 4, in their book, that we discussed in group yesterday, in writing in their RRJ. In group we reviewed last night's homework of reading the Did you know? box on page 5, and identifying a fact and writing a question to match, in their RRJ. we shared and discussed several responses and I modeled an exemplar which the students added to their t-charts in their RRJs. For HOMEWORK the students need to read pages 6 and 7 and add one fact, and create a question that matches the fact, to the t-chart in their RRJ.
Leopards: Independently the students read the Say it with a Kanga section on page 7 and added a fact and a question to the t-chart in their RRJ. In group we shared and discussed the wording of the facts and questions they wrote. For HOMEWORK the students need to read pages 8-9 and list unknown words on a sticky note.
Lions: Independently the students read pages 6 and 7 and added one fact and a question that it would answer to the t-chart in their RRJ. Unfortunately, the group didn't get a chance to meet and review the homework and today's independent work. I did assign homework, though. For HOMEWORK the students have to reread pages 6 and 7 and ask a write a new question, that can be answered from information in the section, to ask their group mates tomorrow.
The students ended their day in PE with Mr. Benco.
Tuesday, December 2, 2014
Terrific Tuesday
This morning the students came in and read silently or practiced keyboarding skills. After the announcements, I shared that our new student, who started yesterday, would not be joining our class after all, due to a boundary issue. BUT...we will have another new friend joining us tomorrow!
After that we began our math rotations. During the small group instruction we practiced the 7s facts and determining the area of a rectangle using multiplication and the formula, A=l x w.
During math with a partner, the students played a game called Target 70 to memorize the basic 7s facts.
Finally, during the technology rotation, the students solved area word problems using the fourth grade section of Sumdog.
For HOMEWORK there is an area word problem on Google Classroom (homework page).
After math we took a Go Noodle break and then I reviewed today's independent work tasks. First, students will completed reading groups assignments. Then they will finish writing the introductory paragraph for the inquiry project. After that they will review the Educreations lesson and color code their paragraph (ex. underline the hook in blue, etc.) Next they will watch a lesson about prefixes. Then they will view a slideshow about building homes and identify examples of materials and the processes used to change their observable properties (science) on a t-chart in their science journal. IF they finish early, the can choose to read or write by themselves or with a partner.
While the students worked independently, I met with reading groups.
Tigers: We began group with word work. we identified the sound made by the -er, -ir and -ur patterns and listed examples of words with these patterns. After that we reviewed the unknown words listed for homework last night. Then we took a picture walk of our book and I modeled how a good reader asks questions to help focus their reading and increase comprehension. For HOMEWORK the students need to read pages 4-9 and list words with the -er pattern in it (underline the -er pattern in each word).
Following lunch and indoor recess the students continued their independent work and I met with more small groups.
Panthers: Independently, the children copied the questions on pages 4, 5, and 6, in their RRJ and underlined the question words. In group, we shared their responses that the students wrote for homework last night. Then we reviewed the questions they copied in class and identified the question word. After that, I modeled how good readers use heading to ask questions. I was very explicit in sharing that good readers ask themselves questions in order to help them focus on the text and improve comprehension. Next we read the question on the top of page 4 and then read the rest of the page to find the answer. Students had to identify the sentence they used to answer the question. Then I modeled a written response. Finally, we created a t-chart in their RRJ (facts on one side and questions on the other) and pulled a fact off of page 4 and wrote a question that would go with it. For HOMEWORK the students will read the Did you know? section on page 5 and add one fact from it to their t-chart. Then they need to ask a question that the fact would answer.
Leopards: Independently the students reread pages 4 and 5. In their RRJ they created a t-chart with the heading of fact on one side and question on the other. They were instructed to choose one fact from each paragraph, list it on the chart, and then write a question that goes with it. We shared the facts and questions in group...there were many challenges, so I modeled choosing facts from the first paragraph on page 6 and writing questions that these facts would answer. The students added these examples to a t-chart in the RRJ. For HOMEWORK the students need to read pages 6 and 7. Then they need to choose a fact from the last paragraph on page 6 and the paragraph on page 7 (2 facts total). They will add these to the chart we began in group and then write a question to go with each fact.
Lions: Independently the students reread pages 4 and 5. In their RRJ they created a t-chart with the heading of fact on one side and question on the other. They were instructed to choose one fact from each paragraph, list it on the chart, and then write a question that goes with it. We shared the facts and questions in group. For HOMEWORK the students will reread pages 4 and 5. In their RRJ, they need to write a main idea statement for this section and identify 3 facts to support it.
After our literacy block we identified objects that change when heat is applied. Then we brainstormed safe ways we can access heat in our classroom. Tomorrow students will investigate how applying heat changes the observable properties of an object.
The day ended with a visit from Ms. Snyder, our guidance counselor. She came by to continue her lesson about teasing and bullying.
After that we began our math rotations. During the small group instruction we practiced the 7s facts and determining the area of a rectangle using multiplication and the formula, A=l x w.
During math with a partner, the students played a game called Target 70 to memorize the basic 7s facts.
Finally, during the technology rotation, the students solved area word problems using the fourth grade section of Sumdog.
For HOMEWORK there is an area word problem on Google Classroom (homework page).
After math we took a Go Noodle break and then I reviewed today's independent work tasks. First, students will completed reading groups assignments. Then they will finish writing the introductory paragraph for the inquiry project. After that they will review the Educreations lesson and color code their paragraph (ex. underline the hook in blue, etc.) Next they will watch a lesson about prefixes. Then they will view a slideshow about building homes and identify examples of materials and the processes used to change their observable properties (science) on a t-chart in their science journal. IF they finish early, the can choose to read or write by themselves or with a partner.
While the students worked independently, I met with reading groups.
Tigers: We began group with word work. we identified the sound made by the -er, -ir and -ur patterns and listed examples of words with these patterns. After that we reviewed the unknown words listed for homework last night. Then we took a picture walk of our book and I modeled how a good reader asks questions to help focus their reading and increase comprehension. For HOMEWORK the students need to read pages 4-9 and list words with the -er pattern in it (underline the -er pattern in each word).
Following lunch and indoor recess the students continued their independent work and I met with more small groups.
Panthers: Independently, the children copied the questions on pages 4, 5, and 6, in their RRJ and underlined the question words. In group, we shared their responses that the students wrote for homework last night. Then we reviewed the questions they copied in class and identified the question word. After that, I modeled how good readers use heading to ask questions. I was very explicit in sharing that good readers ask themselves questions in order to help them focus on the text and improve comprehension. Next we read the question on the top of page 4 and then read the rest of the page to find the answer. Students had to identify the sentence they used to answer the question. Then I modeled a written response. Finally, we created a t-chart in their RRJ (facts on one side and questions on the other) and pulled a fact off of page 4 and wrote a question that would go with it. For HOMEWORK the students will read the Did you know? section on page 5 and add one fact from it to their t-chart. Then they need to ask a question that the fact would answer.
Leopards: Independently the students reread pages 4 and 5. In their RRJ they created a t-chart with the heading of fact on one side and question on the other. They were instructed to choose one fact from each paragraph, list it on the chart, and then write a question that goes with it. We shared the facts and questions in group...there were many challenges, so I modeled choosing facts from the first paragraph on page 6 and writing questions that these facts would answer. The students added these examples to a t-chart in the RRJ. For HOMEWORK the students need to read pages 6 and 7. Then they need to choose a fact from the last paragraph on page 6 and the paragraph on page 7 (2 facts total). They will add these to the chart we began in group and then write a question to go with each fact.
Lions: Independently the students reread pages 4 and 5. In their RRJ they created a t-chart with the heading of fact on one side and question on the other. They were instructed to choose one fact from each paragraph, list it on the chart, and then write a question that goes with it. We shared the facts and questions in group. For HOMEWORK the students will reread pages 4 and 5. In their RRJ, they need to write a main idea statement for this section and identify 3 facts to support it.
After our literacy block we identified objects that change when heat is applied. Then we brainstormed safe ways we can access heat in our classroom. Tomorrow students will investigate how applying heat changes the observable properties of an object.
The day ended with a visit from Ms. Snyder, our guidance counselor. She came by to continue her lesson about teasing and bullying.
Monday, December 1, 2014
Welcome back...Marvelous Monday!
I hope everyone had a wonderful holiday weekend!!
This morning, after reading quietly, exchanging books in the media center, or practicing keyboarding skills, we changed classroom jobs and began our math rotations.
During the small group, teacher led instruction, we completed the multiplication chart by focusing on the 7s facts. After that, we reviewed the attributes of a rectangles and the formula for calculating its area. Finally, we practiced using the formula to determine the area of a rectangle.
For HOMEWORK the students have been given the last set of triangle fact cards. This set is for the 7s facts. As in the past, the children should cut apart the cards and use them to memorize the basic facts.
After math we reviewed the independent tasks for our literacy block. All students began by watching a Brain Pop Jr. lesson about reading non-fiction text and completing a 3-2-1 note taking page in their RRJ. After that, they watched an Educreations video, created by me, modeling and explaining how to draft the introductory paragraph for their technology tool inquiry project. Then they wrote their own paragraph using the front side of the graphic organizer. Next, the children watched a Brain Pop Jr. video about affixes to build some common background knowledge. Then they viewed a flip chart about building a house and created a t-chart in their science journal identifying the materials and processes used in the presentation. This was to reinforce the identification of natural resources and processes used to change them in order to fit human wants and needs.
While the students worked on these assignments I met with reading groups.
Panthers: In group we shared what the students learned from the Brain Pop Jr. lesson about reading non-fiction text. Then we reviewed common words used to begin questions such as, who, what, how, list, explain, etc. Next we practiced using a heading, and a question word, to identify a question that will guide our reading. I modeled doing this using chapter 1 in the book Death Valley. Finally, the students wrote a question, in their RRJ, using a question word and the heading for chapter 3, on page 8. For HOMEWORK, the students are to read chapter 3 in Death Valley, on pages 8-11 and answer the question they wrote in their RRJ.
Leopards: We began group by reviewing new and important ideas the students learned from watching the Brain Pop Jr. lesson about reading non-fiction text. After that I explained that good readers formulate questions, using text features, before reading a section of non-fiction text in order to guide their reading and increase comprehension. After that we opened the literacy page in Google Classroom and, using the link provided, accessed the text titled, Kenya. We reviewed the table of contents and the question/heading on page 4. For HOMEWORK the students will read pages 4-5 and answer the question in their RRJ. The students are aware that the paging is tricky.
Lions: We began by reviewing and sharing ideas the students learned by watching the Brain Pop Jr. lesson about reading non-fiction text. After that we practiced using question words to create questions. Then the students accessed the book Kenya through the Google Classroom literacy page. I explained that we will work on using text features to create questions that will guide our reading and help us identify the important information in non-fiction text. Today's section has a heading that is a question, though. We reviewed the weird structure of the online book, Kenya. For HOMEWORK the students will read pages 4-5 and answer the question, Where is Kenya, in their RRJ.
Tigers: Unfortunately we ran short on time. So, I met with the students briefly to pass out a new guided reading book. For HOMEWORK the children need to read pages 2-3 and list unknown words on a sticky note.
After our literacy block it was time to go to music!!
As an aside--reading groups were a bit wacky today...I will be regrouping this evening to make adjustments. Tomorrow will run much smoother!!
Wednesday, November 26, 2014
Grandparent's Day!!
This morning we were fortunate to have many grandparents spend the morning with us! We began by performing our plays for them. These were the plays we wrote on Monday based on a theme and including a distinct problem and solution.
After that, the students conducted interviews with a grandparent and then created Google slideshow presentations to share their findings. Although most were unable to finish, due to time constraints, we shared what had been completed prior to lunch. They were great! It was clear the students had learned a lot!!!
After lunch we were left with a total of 11 students. So, together, we created a list of activities from which each student could choose. These included math sites from the third grade web site, writing a story, poem or letter using the Chromebook or paper, creating a Thanksgiving Powtoon, including facts from the Scholastic slideshow, and reading quietly.
The students worked nicely and appeared to enjoy free time to practice whichever skills they preferred.
Have a WONDERFUL Thanksgiving weekend!!
After that, the students conducted interviews with a grandparent and then created Google slideshow presentations to share their findings. Although most were unable to finish, due to time constraints, we shared what had been completed prior to lunch. They were great! It was clear the students had learned a lot!!!
After lunch we were left with a total of 11 students. So, together, we created a list of activities from which each student could choose. These included math sites from the third grade web site, writing a story, poem or letter using the Chromebook or paper, creating a Thanksgiving Powtoon, including facts from the Scholastic slideshow, and reading quietly.
The students worked nicely and appeared to enjoy free time to practice whichever skills they preferred.
Have a WONDERFUL Thanksgiving weekend!!
Tuesday, November 25, 2014
Terrific Tuesday
This morning the students read quietly, exchanged books in the media center or practiced keyboarding skills.
In small group instruction we reviewed the 3s facts and used them to identify the 6s. After that, we multiplied the side lengths of rectangles to determine the area.
During math with a partner, the students chose between playing one of two games; Turkey Trot or Multiplication Bump. Both games provided practice towards memorization of the basic multiplication facts.
The technology rotation had the students review the Learn Zillion lesson about using side lengths to determine the are of a rectangle. Then the students used Sumdog to practice what they learned.
For HOMEWORK the students need to cut apart the 6s triangle fact cards and ue them to memorize their facts.
After math we moved right into our literacy block..skipping the Go Noodle break. :-( This was not due to any problems but so that I could squeeze in a mini lesson. The mini lesson introduced different ways to "hook" your reader. For each method I modeled and explained an example using the refrigerator (my inquiry topic). Included in the choices for hooking your reader was using onomatopoeia, beginning with an interjection, asking a question, making a bold statement, starting with an opinion, and a few others.
Following lunch and outdoor recess the students wrote a hook for their inquiry project and then worked in their collaborative groups to finish writing their plays and then practiced acting them out.
As the students worked, I reviewed their hooks and conferences with a few individuals. Additionally, I met with each "play" group to read over their scripts and suggest improvements.
After that the students worked on staging and created scenery and props.
We ended the day by squeezing in some social studies. We read about 2 more of Maryland's geographic feature; the Chesapeake Bay and the Conowingo Day.
There is a reading/writing homework assignment on Google classroom.
In small group instruction we reviewed the 3s facts and used them to identify the 6s. After that, we multiplied the side lengths of rectangles to determine the area.
During math with a partner, the students chose between playing one of two games; Turkey Trot or Multiplication Bump. Both games provided practice towards memorization of the basic multiplication facts.
The technology rotation had the students review the Learn Zillion lesson about using side lengths to determine the are of a rectangle. Then the students used Sumdog to practice what they learned.
For HOMEWORK the students need to cut apart the 6s triangle fact cards and ue them to memorize their facts.
After math we moved right into our literacy block..skipping the Go Noodle break. :-( This was not due to any problems but so that I could squeeze in a mini lesson. The mini lesson introduced different ways to "hook" your reader. For each method I modeled and explained an example using the refrigerator (my inquiry topic). Included in the choices for hooking your reader was using onomatopoeia, beginning with an interjection, asking a question, making a bold statement, starting with an opinion, and a few others.
Following lunch and outdoor recess the students wrote a hook for their inquiry project and then worked in their collaborative groups to finish writing their plays and then practiced acting them out.
As the students worked, I reviewed their hooks and conferences with a few individuals. Additionally, I met with each "play" group to read over their scripts and suggest improvements.
After that the students worked on staging and created scenery and props.
We ended the day by squeezing in some social studies. We read about 2 more of Maryland's geographic feature; the Chesapeake Bay and the Conowingo Day.
There is a reading/writing homework assignment on Google classroom.
Monday, November 24, 2014
Marvelous Monday
This morning the students read quietly, exchanged books in the media center or practiced keyboarding skills. After that we switched classroom jobs and voted on a class Dojo reward. This time the students voted to have a pajama day. So, tomorrow is PAJAMA DAY in our class!!
Next we began our math rotations.
While working with me in small group, we reviewed our 9s facts, and began noticing patterns in the 3s. Students easily recognized that the products of the 3s alternated between even and odd. When 3 is multiplied by an even number, the product is even. When 3 is multiplied by an odd number, the product is odd. We discussed how this can help us with solving multiplication equations.
After that we learned how to break apart facts to make them easier to solve. For example, 7 x 3 can be broken down to (7x2)+(7x1).
During math with a partner, the students played a game called, Turkey Trot, to practice all of the basic multiplication facts.
Finally, during the technology rotation, the students began by watching a Learn Zillion lesson about multiplying the side lengths of rectangles in order to determine the area of the figure. Then they visited Sumdog, choosing 4th grade, measurement, area of rectangle, to apply what they just learned.
For HOMEWORK the students need to cut apart flashcards that are being sent home this evening and memorize the 3s facts.
After math we began to review the literacy block tasks for today when I had an idea...
Since this is a short week that will also be impacted by various disruptions, I asked the class if they would be interested in writing and performing their own plays, working collaboratively in small groups, of course. They seemed excited!
So...we formed small groups and I presented the expectations for the task...
Next we began our math rotations.
While working with me in small group, we reviewed our 9s facts, and began noticing patterns in the 3s. Students easily recognized that the products of the 3s alternated between even and odd. When 3 is multiplied by an even number, the product is even. When 3 is multiplied by an odd number, the product is odd. We discussed how this can help us with solving multiplication equations.
After that we learned how to break apart facts to make them easier to solve. For example, 7 x 3 can be broken down to (7x2)+(7x1).
During math with a partner, the students played a game called, Turkey Trot, to practice all of the basic multiplication facts.
Finally, during the technology rotation, the students began by watching a Learn Zillion lesson about multiplying the side lengths of rectangles in order to determine the area of the figure. Then they visited Sumdog, choosing 4th grade, measurement, area of rectangle, to apply what they just learned.
For HOMEWORK the students need to cut apart flashcards that are being sent home this evening and memorize the 3s facts.
After math we began to review the literacy block tasks for today when I had an idea...
Since this is a short week that will also be impacted by various disruptions, I asked the class if they would be interested in writing and performing their own plays, working collaboratively in small groups, of course. They seemed excited!
So...we formed small groups and I presented the expectations for the task...
- choose a theme
- decide upon a problem and solution
- write a script using the correct format
- share the script with me for approval
Once approved, the groups will stage their play and create scenery, props and costumes, if they choose. Any group who is finished by Wednesday morning will be able to perform for our visitors on Grandparent's Day.
Following lunch and outdoor recess the groups got to work--and every student was on task! It was AWESOME!!!
As the students worked, I continued informal reading assessments. I also worked with the groups as they worked on their scripts.
There are three groups. Each group, when they met with me, shared their theme, the problem and solution, and then read through their script. As they read we discussed improvements that could be made in the dialogue and actions.
For HOMEWORK the students need to visit the Google Classroom homework page and use the link to visit a Scholastic site about The First Thanksgiving. Then, after reading over the site, students should post a comment including one new fact they discovered and one fact that surprised them. I would also like students to read and respond to one comment that a classmate posts.
There are a few reasons I have included this homework assignment....it involves reading and learning about Thanksgiving (reading/social studies) AND it also forces the students to read online---reading on the computer screen. This is a skill they will need during PARCC testing in the spring. I, for one, do not like to read computer screens. I tend to print out longer emails and articles to avoid reading on the computer. However, the PARCC testing is online and students will be required to read from the screen. Therefore, I need to provide opportunities for strengthening this skill....I hope this makes sense.
After our literacy block we reviewed the two types of geographic characteristics and then read and discussed 3 of Maryland's more famous sites...Assateague Island, Calvert Cliffs and The Chesapeake Bay Bridge.
Remember that Wednesday is an early dismissal day and it is Grandparent's Day. Also, tomorrow is our class pajama day.
Friday, November 21, 2014
TGIF...Hooray for the Weekend!
So...it was interesting morning, to say the least.
The day began with students reading quietly, exchanging books in the media center or practicing keyboarding skills. Pretty normal stuff for us...
Unfortunately, as I began to take attendance and finish the lunch count, the giggling began. This has been an issue for the last week or two...there has been constant giggling all day long which was interfering with task completion (students) and distracting thought processes (primarily mine). Therefore, I decided it was time to move seats. Many students were unhappy and there were several tears. I did explain to the class why we made seating changes and I reminded them that during independent work time in math and literacy students choose where they want to work.
Once the class seemed settled, we attempted to begin our math quiz...only to have one of our friends get sick in the classroom. So, we regrouped on the carpet and wait for building services to do their thing.
Finally, we got to our math quiz! These have been scored and will be returned this afternoon. Please look for it in your child's home folder this afternoon.
After the quiz we reviewed today's list of independent work during our literacy block.
First students will identify the theme in their reading group's play and use support from the play to explain their thinking. This will be completed in their RRJ. After that, they will finish completing the graphic organizer for this marking period's inquiry project. Next they will identify the physical properties of a pencil and predict changes that will occur after a week of use. Then the students will watch two Brain Pop Jr. videos about nous. One is about plural and the other about possessive. I have seen a real need for understanding the difference between the two. After viewing the lessons, the students will list 3-5 examples for each, on a t-chart, in their writing journal. When all of the above it completed, the students can work on reading or writing with a partner...either reading a play or writing a play.
While the students work I will meet with guided reading groups and individual students to do some informal reading assessments.
Tigers: I taught the students a new strategy for decoding multi-syllabic words and then we practiced using it. After that I did some informal assessment of individual reading growth.
Following lunch and indoor recess the students continued working independently as I met with more groups and individuals.
Panthers: The students identified the theme and support from the text in their RRJ. In group we discussed the ending of the play and the overall theme. Then I did a few informal reading assessments with individual group members.
Leopards: The students identified the theme and support from the text, in their RRJ. In group we discussed the themes they had selected. I explained that I thought the theme was perseverance BUT as long as they chose a common theme AND used text support to explain their thinking, I would accept others. Many felt it was acceptance. WE also worked on improving their RRJ responses so that the students understood how to use evidence from the play to explain their thinking in a clear way.
Lions: The students identified the theme and support from the text, for their play, in their RRJ. In group we discussed the theme, as well as, how to use the correct support to prove their thinking.
After our literacy block we identified how natural and human-made features affect population distribution. We also took a peek at the 3 different regions of Maryland.
We ended the day with our weekly class meeting. First we had a group share where we expressed one thing for which we are thankful. Next we exchanged thank yous and compliments. After that, students had a chance to read their writing homework entries out loud. Then we discussed new name tags and Grandparent's Day.
BTW...no writing journal homework next week...the next entry is due in two weeks on Friday, December 5!
Have a great weekend!
The day began with students reading quietly, exchanging books in the media center or practicing keyboarding skills. Pretty normal stuff for us...
Unfortunately, as I began to take attendance and finish the lunch count, the giggling began. This has been an issue for the last week or two...there has been constant giggling all day long which was interfering with task completion (students) and distracting thought processes (primarily mine). Therefore, I decided it was time to move seats. Many students were unhappy and there were several tears. I did explain to the class why we made seating changes and I reminded them that during independent work time in math and literacy students choose where they want to work.
Once the class seemed settled, we attempted to begin our math quiz...only to have one of our friends get sick in the classroom. So, we regrouped on the carpet and wait for building services to do their thing.
Finally, we got to our math quiz! These have been scored and will be returned this afternoon. Please look for it in your child's home folder this afternoon.
After the quiz we reviewed today's list of independent work during our literacy block.
First students will identify the theme in their reading group's play and use support from the play to explain their thinking. This will be completed in their RRJ. After that, they will finish completing the graphic organizer for this marking period's inquiry project. Next they will identify the physical properties of a pencil and predict changes that will occur after a week of use. Then the students will watch two Brain Pop Jr. videos about nous. One is about plural and the other about possessive. I have seen a real need for understanding the difference between the two. After viewing the lessons, the students will list 3-5 examples for each, on a t-chart, in their writing journal. When all of the above it completed, the students can work on reading or writing with a partner...either reading a play or writing a play.
While the students work I will meet with guided reading groups and individual students to do some informal reading assessments.
Tigers: I taught the students a new strategy for decoding multi-syllabic words and then we practiced using it. After that I did some informal assessment of individual reading growth.
Following lunch and indoor recess the students continued working independently as I met with more groups and individuals.
Panthers: The students identified the theme and support from the text in their RRJ. In group we discussed the ending of the play and the overall theme. Then I did a few informal reading assessments with individual group members.
Leopards: The students identified the theme and support from the text, in their RRJ. In group we discussed the themes they had selected. I explained that I thought the theme was perseverance BUT as long as they chose a common theme AND used text support to explain their thinking, I would accept others. Many felt it was acceptance. WE also worked on improving their RRJ responses so that the students understood how to use evidence from the play to explain their thinking in a clear way.
Lions: The students identified the theme and support from the text, for their play, in their RRJ. In group we discussed the theme, as well as, how to use the correct support to prove their thinking.
After our literacy block we identified how natural and human-made features affect population distribution. We also took a peek at the 3 different regions of Maryland.
We ended the day with our weekly class meeting. First we had a group share where we expressed one thing for which we are thankful. Next we exchanged thank yous and compliments. After that, students had a chance to read their writing homework entries out loud. Then we discussed new name tags and Grandparent's Day.
BTW...no writing journal homework next week...the next entry is due in two weeks on Friday, December 5!
Have a great weekend!
Thursday, November 20, 2014
Thriving Thursday
This morning, after students read quietly, exchanged books in the media center, or practiced keyboarding skills, we created a word splash indicating appropriate vocabulary that should be used (and overheard by me) during math discourse. Then we began our math rotations.
During small group instruction the students wrote a multiplication and a division equation, using a variable for the unknown, to represent and solve a word problem. Again, we focused on ensuring the variable in both equations represented the same unknown. Then, I had some fun...I changed the total in the word problem and the children had to rework the problem and change their equations to represent the new total.
During math with partner the students played multiplication bump to practice memorizing their basic facts. Technology had the students visit Sketch's World to work on the 9s facts but after a few rounds of the game the students went to the Math Mahjong site which involved creating math equations, using numbers and operations available, to earn points.
For HOMEWORK there is a question on Google Classroom. We WILL have a quiz tomorrow!!
After math we took a quick Go Noodle brain break and then reviewed the list of tasks for our independent literacy block today.
Children will complete individual reading group assignments. Then they will finish the back side of the inquiry project graphic organizer, taking notes on two versions of the tool they are researching. Next they will redo/complete the verb tenses lesson and write 3 sentences using "eat" in past, present and future tense. After that they will use Google Maps (satellite) to identify 3-5 examples of natural and man-made geographic features near our school. Finally, they will work on fluency and comprehension as they read plays with a partner.
Tigers: First we reviewed the double vowel words that the students identified for homework last night. We sorted these words according to whether or not it followed the "two vowels go walking the first one does the talking" rule. Then we discussed how this can help us decode unknown words. After that we worked with vocabulary using context clues to help us. Then we finished reading the play out loud. For HOMEWORK the children need to reread pages 26 - 32 out loud.
Following lunch and outdoor recess, the students continued working independently while I met with more groups.
Panthers: The students were supposed to finish identifying the definition, drawing a picture and using the word in a a sentence for the vocabulary words; goblet, noble, noble and virtuous. Unfortunately, after two days of this assignment, the work turned in was less than I had hoped. So, we began group by discussing expectations. Next the students attempted to retell the play, with the help of the script. For HOMEWORK the students need to reread the play and, in their RRJ, explain what happens after the king leaves the maiden's house.
Leopards: The children finished explaining the phrase, "One pleased is better than two disappointed," in their RRJ. During lunch I looked these over and saw that there was confusion. So, in group we discussed the meaning of the phrase and identified evidence from the story to support it. Next we reviewed the Venn diagrams reflecting the two videos, The 3 Little Pigs and The True Story of the 3 Little Pigs, to understand point of view. Finally, we reviewed the trade between the young and old women and identified each person's point of view. For HOMEWORK the students need to reread the play and THINK about the theme...no writing...yet!
Lions: The students continued working in small groups to add a character to the play who would interfere with the solution to the problem. In group we shared these characters and realized that neither interfere with the solution. So, then we brainstormed ideas of actions that would have gotten in the way of solving the problem. After that wen reviewed the Venn diagrams reflecting the two videos, The 3 Little Pigs and The True Story of the 3 Little Pigs, to understand point of view. Finally, we discussed the differing points of view of the merchant and his wife regarding their son. For HOMEWORK the students need to reread the play and THINK about the theme.
After literacy we revisited the idea of processes that change the observable properties of a material. We began by watching a video showing how pencils are made. Next each student got a new pencil and identified observable properties on a capture sheet and predicted what will happen to each property after a week and indicated their reason for it.
The students ended their day in art with Mrs. Daniell.
Writing journals are due tomorrow and we will have a math quiz!
During small group instruction the students wrote a multiplication and a division equation, using a variable for the unknown, to represent and solve a word problem. Again, we focused on ensuring the variable in both equations represented the same unknown. Then, I had some fun...I changed the total in the word problem and the children had to rework the problem and change their equations to represent the new total.
During math with partner the students played multiplication bump to practice memorizing their basic facts. Technology had the students visit Sketch's World to work on the 9s facts but after a few rounds of the game the students went to the Math Mahjong site which involved creating math equations, using numbers and operations available, to earn points.
For HOMEWORK there is a question on Google Classroom. We WILL have a quiz tomorrow!!
After math we took a quick Go Noodle brain break and then reviewed the list of tasks for our independent literacy block today.
Children will complete individual reading group assignments. Then they will finish the back side of the inquiry project graphic organizer, taking notes on two versions of the tool they are researching. Next they will redo/complete the verb tenses lesson and write 3 sentences using "eat" in past, present and future tense. After that they will use Google Maps (satellite) to identify 3-5 examples of natural and man-made geographic features near our school. Finally, they will work on fluency and comprehension as they read plays with a partner.
Tigers: First we reviewed the double vowel words that the students identified for homework last night. We sorted these words according to whether or not it followed the "two vowels go walking the first one does the talking" rule. Then we discussed how this can help us decode unknown words. After that we worked with vocabulary using context clues to help us. Then we finished reading the play out loud. For HOMEWORK the children need to reread pages 26 - 32 out loud.
Following lunch and outdoor recess, the students continued working independently while I met with more groups.
Panthers: The students were supposed to finish identifying the definition, drawing a picture and using the word in a a sentence for the vocabulary words; goblet, noble, noble and virtuous. Unfortunately, after two days of this assignment, the work turned in was less than I had hoped. So, we began group by discussing expectations. Next the students attempted to retell the play, with the help of the script. For HOMEWORK the students need to reread the play and, in their RRJ, explain what happens after the king leaves the maiden's house.
Leopards: The children finished explaining the phrase, "One pleased is better than two disappointed," in their RRJ. During lunch I looked these over and saw that there was confusion. So, in group we discussed the meaning of the phrase and identified evidence from the story to support it. Next we reviewed the Venn diagrams reflecting the two videos, The 3 Little Pigs and The True Story of the 3 Little Pigs, to understand point of view. Finally, we reviewed the trade between the young and old women and identified each person's point of view. For HOMEWORK the students need to reread the play and THINK about the theme...no writing...yet!
Lions: The students continued working in small groups to add a character to the play who would interfere with the solution to the problem. In group we shared these characters and realized that neither interfere with the solution. So, then we brainstormed ideas of actions that would have gotten in the way of solving the problem. After that wen reviewed the Venn diagrams reflecting the two videos, The 3 Little Pigs and The True Story of the 3 Little Pigs, to understand point of view. Finally, we discussed the differing points of view of the merchant and his wife regarding their son. For HOMEWORK the students need to reread the play and THINK about the theme.
After literacy we revisited the idea of processes that change the observable properties of a material. We began by watching a video showing how pencils are made. Next each student got a new pencil and identified observable properties on a capture sheet and predicted what will happen to each property after a week and indicated their reason for it.
The students ended their day in art with Mrs. Daniell.
Writing journals are due tomorrow and we will have a math quiz!
Wednesday, November 19, 2014
Wonderful Wednesday
This morning, after reading quietly, exchanging books on the media center or practicing keyboarding skills, we began our math rotations.
During our small group instruction the students wrote a multiplication and a division equation, using a variable to represent the unknown, to represent and solve a word problem. The focus was ensuring the variable represented the same unknown in both equations.
Students continued playing the Condition game, practicing the 9s facts and math reasoning, during math with a partner.
Finally, during the technology rotation the students worked on memorizing the 9s facts using Sumdog or That's a Fact.
For HOMEWORK there is a word problem on Google Classroom (homework page).
After math we took a quick GO Noodle break and then we reviewed the independent work for today's literacy block.
Today students will work on individual reading group assignments. Then they will complete (or redo) the verb tense activity by watching the two Brain Pop Jr. lessons and then writing three sentences using the verb eat in past, present and future tense. After that, students will visit Google Maps, using a link on the third grade web site, and via satellite, identify 3-5 natural features and 3-5 human-made features near our school. These will be listed in a t-chart in their social studies journal. Finally, the children will work on fluency and comprehension by reading plays with a partner.
Tigers: After working on site words, we reviewed the Venn diagram comparing and contrasting the 3 Little Pigs and The True Story of the 3 Little Pigs. We used this to discuss point of view. Then we shared last night's homework (the problem in Rumpelstiltskin) and began reading the play out loud. For HOMEWORK the students need to read pages 22-25 out loud and list words with two vowels together (ex. boast).
Following lunch and indoor recess, Mrs. Allaire visited to help us continue researching our tool for the second marking period inquiry project. Today she focused on identifying changes and improvements to the tool based on human wants and needs.
Once Mrs. Allaire had left, we returned to our independent work. The students were still completing their reading group assignments, so I took advantage of the time to do informal reading assessments to update data that drives my planning and instruction. Below you will find the tasks each group completed.
Panthers: These students worked on vocabulary from their play. They defined, drew pictures and wrote a sentence for the words; goblet, noble, and virtuous. For HOMEWORK the students need to reread their play out loud.
Leopards: The children highlighted the phrase, "One pleased is better than two disappointed". Then they explained what this meant, in their RRJ, using support from the play. For HOMEWORK they need to reread their play out loud.
Lions: The students worked in small groups to rework their play. The task was to add a character who would interfere with the solution to the problem. I can't wait to see these tomorrow! For HOMEWORK they need to reread the play out loud.
The children ended their day in PE with Mr. Benco.
During our small group instruction the students wrote a multiplication and a division equation, using a variable to represent the unknown, to represent and solve a word problem. The focus was ensuring the variable represented the same unknown in both equations.
Students continued playing the Condition game, practicing the 9s facts and math reasoning, during math with a partner.
Finally, during the technology rotation the students worked on memorizing the 9s facts using Sumdog or That's a Fact.
For HOMEWORK there is a word problem on Google Classroom (homework page).
After math we took a quick GO Noodle break and then we reviewed the independent work for today's literacy block.
Today students will work on individual reading group assignments. Then they will complete (or redo) the verb tense activity by watching the two Brain Pop Jr. lessons and then writing three sentences using the verb eat in past, present and future tense. After that, students will visit Google Maps, using a link on the third grade web site, and via satellite, identify 3-5 natural features and 3-5 human-made features near our school. These will be listed in a t-chart in their social studies journal. Finally, the children will work on fluency and comprehension by reading plays with a partner.
Tigers: After working on site words, we reviewed the Venn diagram comparing and contrasting the 3 Little Pigs and The True Story of the 3 Little Pigs. We used this to discuss point of view. Then we shared last night's homework (the problem in Rumpelstiltskin) and began reading the play out loud. For HOMEWORK the students need to read pages 22-25 out loud and list words with two vowels together (ex. boast).
Following lunch and indoor recess, Mrs. Allaire visited to help us continue researching our tool for the second marking period inquiry project. Today she focused on identifying changes and improvements to the tool based on human wants and needs.
Once Mrs. Allaire had left, we returned to our independent work. The students were still completing their reading group assignments, so I took advantage of the time to do informal reading assessments to update data that drives my planning and instruction. Below you will find the tasks each group completed.
Panthers: These students worked on vocabulary from their play. They defined, drew pictures and wrote a sentence for the words; goblet, noble, and virtuous. For HOMEWORK the students need to reread their play out loud.
Leopards: The children highlighted the phrase, "One pleased is better than two disappointed". Then they explained what this meant, in their RRJ, using support from the play. For HOMEWORK they need to reread their play out loud.
Lions: The students worked in small groups to rework their play. The task was to add a character who would interfere with the solution to the problem. I can't wait to see these tomorrow! For HOMEWORK they need to reread the play out loud.
The children ended their day in PE with Mr. Benco.
Tuesday, November 18, 2014
Terrific Tuesday
After reading quietly, exchanging books in the media center, or practicing keyboarding skills, we began our math rotations.
During small group instruction we used the patterns identified yesterday to help us practice the 9s facts. Then we used visualization, drawings and equations, with a variable representing the unknown, to solve word problems. With two of the groups the word problems were "messy"...there weren't always equal groups, so the students were forced to evaluate how this might effect their answer.
During math with a partner, the children played a game called Condition, that helped the students work on memorizing their 9s facts.
Finally, during the technology rotation, the children practiced the 9s facts using either Sumdog or That's a Fact.
For HOMEWORK there is a problem posted on Google Classroom, homework page, that is modeled after a typical question on the PARCC assessment.
After a quick Go Noodle brain break, I reviewed today's literacy tasks. Students had independent reading group assignments. Then they finished researching facts for the front side of the graphic organizer for their inquiry project. After that, they watched two different versions of the 3 Little Pigs and compared and contrasted them using a Venn diagram, in their RRJ. Next they will watch two Brain Pop Jr. lessons about verbs and tenses and write 3 sentences using a form of the verb eat, one in past tense, one in present and the final one in future. Finally, the students will work on fluency and comprehension as they read plays with a partner.
While the students worked on the above tasks I met with guided reading groups.
Tigers: First we reviewed verbs and -ed endings. After that, the students wrote words ending in -ed, from their poems, on sticky notes. Then we sorted these words according to the sound the -ed endings made. Next, I explained that we would be working with plays and began to go over some of the structural differences in a play. For HOMEWORK the students need to read pages 22-23 in the play Rumpelstiltskin and, on the sticky note provided, answer the question, what is the problem?
Following lunch and indoor recess the students continued working independently while I met with more small groups.
Panthers: Independently the children chose two of their poems to compare. In group we switched our focus to plays. First we discussed the differences between a seeing a play and reading a story. Then I passed out a reader's theatre script for the play, "The Pumpkin in a Jar". The children were given a few minutes to preview the play and then we reviewed the general structure of a script. Finally, we selected parts and read the play out loud. For HOMEWORK the children need to reread the play out loud, working on fluency.
Leopards: The students got a copy of the play, "The Apple Dumpling" and practiced reading through it. In group, we discussed the similarities and differences between reading a story and seeing a play. Then we briefly reviewed some of the structural format of a play. After that, we each got parts and read through the play. For HOMEWORK the students need to reread the play, out loud working on fluency.
Lions: Independently the students worked with a partner from their group to revise and rewrite their BCRs about the theme in the poem, "Jessica Jean". In group we switched genres to plays. We began by discussing the similarities and differences between reading a book and seeing a play. Then we briefly reviewed the structural format of a play. Finally, I gave the students a copy of the script for, "All for a Pansa". then we read through the script. For HOMEWORK the students should reread the script out loud, working on fluency and thinking about a character that could be added.
After the literacy block, the students enjoyed another Go Noodle break...they had certainly earned it for working so well!!
Then we defined and reviewed the two TASS (Thinking and Academic Success Skills) that we are focusing on this marking period; evaluation and metacognition. Students evaluate when they are asked to justify their choices, rank or order options, when they ask questions regarding facts or claims and when they demand evidence. Metacognition is practiced when students think about what they already know, think about how they learn best, ask for help when they don't understand, choose a strategy that works best for them, and explain their thinking.
Next, the students worked collaboratively to evaluate a set of social studies vocabulary words and sort them into groups based on criteria of their choosing. The only rules were there had to be a rule (or criteria) and there had to be more than one word (picture) in each group.
After sorting the cards based on their group's criteria, each group shared their results. Then we defined and identified examples of both natural and human-made features.
Finally we used the satellite function on Google maps to look at Clarksburg and identify some of the geographic features.
During small group instruction we used the patterns identified yesterday to help us practice the 9s facts. Then we used visualization, drawings and equations, with a variable representing the unknown, to solve word problems. With two of the groups the word problems were "messy"...there weren't always equal groups, so the students were forced to evaluate how this might effect their answer.
During math with a partner, the children played a game called Condition, that helped the students work on memorizing their 9s facts.
Finally, during the technology rotation, the children practiced the 9s facts using either Sumdog or That's a Fact.
For HOMEWORK there is a problem posted on Google Classroom, homework page, that is modeled after a typical question on the PARCC assessment.
After a quick Go Noodle brain break, I reviewed today's literacy tasks. Students had independent reading group assignments. Then they finished researching facts for the front side of the graphic organizer for their inquiry project. After that, they watched two different versions of the 3 Little Pigs and compared and contrasted them using a Venn diagram, in their RRJ. Next they will watch two Brain Pop Jr. lessons about verbs and tenses and write 3 sentences using a form of the verb eat, one in past tense, one in present and the final one in future. Finally, the students will work on fluency and comprehension as they read plays with a partner.
While the students worked on the above tasks I met with guided reading groups.
Tigers: First we reviewed verbs and -ed endings. After that, the students wrote words ending in -ed, from their poems, on sticky notes. Then we sorted these words according to the sound the -ed endings made. Next, I explained that we would be working with plays and began to go over some of the structural differences in a play. For HOMEWORK the students need to read pages 22-23 in the play Rumpelstiltskin and, on the sticky note provided, answer the question, what is the problem?
Following lunch and indoor recess the students continued working independently while I met with more small groups.
Panthers: Independently the children chose two of their poems to compare. In group we switched our focus to plays. First we discussed the differences between a seeing a play and reading a story. Then I passed out a reader's theatre script for the play, "The Pumpkin in a Jar". The children were given a few minutes to preview the play and then we reviewed the general structure of a script. Finally, we selected parts and read the play out loud. For HOMEWORK the children need to reread the play out loud, working on fluency.
Leopards: The students got a copy of the play, "The Apple Dumpling" and practiced reading through it. In group, we discussed the similarities and differences between reading a story and seeing a play. Then we briefly reviewed some of the structural format of a play. After that, we each got parts and read through the play. For HOMEWORK the students need to reread the play, out loud working on fluency.
Lions: Independently the students worked with a partner from their group to revise and rewrite their BCRs about the theme in the poem, "Jessica Jean". In group we switched genres to plays. We began by discussing the similarities and differences between reading a book and seeing a play. Then we briefly reviewed the structural format of a play. Finally, I gave the students a copy of the script for, "All for a Pansa". then we read through the script. For HOMEWORK the students should reread the script out loud, working on fluency and thinking about a character that could be added.
After the literacy block, the students enjoyed another Go Noodle break...they had certainly earned it for working so well!!
Then we defined and reviewed the two TASS (Thinking and Academic Success Skills) that we are focusing on this marking period; evaluation and metacognition. Students evaluate when they are asked to justify their choices, rank or order options, when they ask questions regarding facts or claims and when they demand evidence. Metacognition is practiced when students think about what they already know, think about how they learn best, ask for help when they don't understand, choose a strategy that works best for them, and explain their thinking.
Next, the students worked collaboratively to evaluate a set of social studies vocabulary words and sort them into groups based on criteria of their choosing. The only rules were there had to be a rule (or criteria) and there had to be more than one word (picture) in each group.
After sorting the cards based on their group's criteria, each group shared their results. Then we defined and identified examples of both natural and human-made features.
Finally we used the satellite function on Google maps to look at Clarksburg and identify some of the geographic features.
Monday, November 17, 2014
Marvelous Monday
This morning, after reading quietly or practicing keyboarding skills, we began our math rotations.
During the small group instruction we identified patterns in the 9s basic facts. Math with a partner had the students playing a game called Corners to work on memorizing the 9s facts. Finally, during technology, the children visited Sumdog and selected multiplication and the 9s times tables to, yup, you guessed it, work on the 9s basic facts.
For HOMEWORK the students need to cut apart the triangle fact cards, for the 9s, and then use them to memorize their basic facts.
Following math we took a quick Go Noodle brain break. Then I reviewed our independent literacy tasks.
Students will complete independent reading group tasks which involve writing about the theme of poems we worked on last week in group. After that the students will watch tow videos; The 3 Little Pigs and The True Story of the 3 Little Pigs. Then, in their RRJ, they will draw a Venn diagram to compare and contrast the two fairy tales. We will be using this in reading groups, alter this week, to introduce the idea of character's point of view. Next the students will watch two Brain Pop Jr lessons; one about verbs and the other about tenses. After that, they will write 3 sentences using the verb eat, using the word in past, present and future tenses. Finally, the students will practice reading fluency and comprehension while reading plays with partners.
Tigers: First, we reviewed verbs and -ed endings. Then we whisper read the poem, "Falling Asleep in Class" and discussed the beginning, middle and end. After that I reminded students that the theme in literature is inferred and is one to two words telling the big idea...it is closely linked to the lesson. Then we reviewed the common themes in literature. For HOMEWORK the students need to reread the poem, "Falling Asleep in Class", twice, working on fluency.
Following lunch and indoor recess, Mrs. Allaire, the media specialist, visited us to do a lesson about research and note taking for the second marking period inquiry project. Students have already selected a tool to research. They will be finding information to help answer the driving question; what are the relationships between human needs, wants, and the development of technologies? The note taking organizer has three sections:
What is the purpose of the tool?
What need or want did it meet?
What did the first technology look like? What did it do?
Mrs. Allaire modeled doing the research and taking notes, using the organizer, with the tool of a refrigerator.
Then the students worked on gathering facts, using digital and print resources, while Mrs. Allaire and I helped. Before she went back to the media center, Mrs. Allaire gathered the students to clarify expectations and all the children to share some of the facts they had learned.
After that, the students continued working independently on the tasks we began this morning while I tried to meet with more guided reading groups.
Panthers: The students wrote about the theme of "Mummy Slept Late...", using examples from the poem to support their thinking. In group we read two poems; "The Haircut" and "Katie Brown's Mother" and shared inferences we made and possible themes. For HOMEWORK the students need to reread both of these poems, out loud.
Leopards: The students answered a BCR (brief constructed response) about the theme of the poem, "Jessica Jean". In group I reviewed the format for answering a BCR, which includes a topic sentence, followed by naming evidence from the text and then EXPLAINING the text support, and, finally, a conclusion. Then I modeled a response using a silly theme. After that, the students paired up with group members to reread and revise their responses, before handing them in. For HOMEWORK the students need to read for 10 minutes, free choice.
Lions: The students answered a BCR (brief constructed response) about the theme of the poem, "Jessica Jean". In group I reviewed the format for answering a BCR, which includes a topic sentence, followed by naming evidence from the text and then EXPLAINING the text support, and, finally, a conclusion. Then I modeled a response using a silly theme. After that, the students paired up with group members to reread and revise their responses, before handing them in. For HOMEWORK the students need to read for 10 minutes, free choice.
The students ended their day in music with Mrs. Guerra.
Remember the students have their first journal writing entry due Friday.
During the small group instruction we identified patterns in the 9s basic facts. Math with a partner had the students playing a game called Corners to work on memorizing the 9s facts. Finally, during technology, the children visited Sumdog and selected multiplication and the 9s times tables to, yup, you guessed it, work on the 9s basic facts.
For HOMEWORK the students need to cut apart the triangle fact cards, for the 9s, and then use them to memorize their basic facts.
Following math we took a quick Go Noodle brain break. Then I reviewed our independent literacy tasks.
Students will complete independent reading group tasks which involve writing about the theme of poems we worked on last week in group. After that the students will watch tow videos; The 3 Little Pigs and The True Story of the 3 Little Pigs. Then, in their RRJ, they will draw a Venn diagram to compare and contrast the two fairy tales. We will be using this in reading groups, alter this week, to introduce the idea of character's point of view. Next the students will watch two Brain Pop Jr lessons; one about verbs and the other about tenses. After that, they will write 3 sentences using the verb eat, using the word in past, present and future tenses. Finally, the students will practice reading fluency and comprehension while reading plays with partners.
Tigers: First, we reviewed verbs and -ed endings. Then we whisper read the poem, "Falling Asleep in Class" and discussed the beginning, middle and end. After that I reminded students that the theme in literature is inferred and is one to two words telling the big idea...it is closely linked to the lesson. Then we reviewed the common themes in literature. For HOMEWORK the students need to reread the poem, "Falling Asleep in Class", twice, working on fluency.
Following lunch and indoor recess, Mrs. Allaire, the media specialist, visited us to do a lesson about research and note taking for the second marking period inquiry project. Students have already selected a tool to research. They will be finding information to help answer the driving question; what are the relationships between human needs, wants, and the development of technologies? The note taking organizer has three sections:
What is the purpose of the tool?
What need or want did it meet?
What did the first technology look like? What did it do?
Mrs. Allaire modeled doing the research and taking notes, using the organizer, with the tool of a refrigerator.
Then the students worked on gathering facts, using digital and print resources, while Mrs. Allaire and I helped. Before she went back to the media center, Mrs. Allaire gathered the students to clarify expectations and all the children to share some of the facts they had learned.
After that, the students continued working independently on the tasks we began this morning while I tried to meet with more guided reading groups.
Panthers: The students wrote about the theme of "Mummy Slept Late...", using examples from the poem to support their thinking. In group we read two poems; "The Haircut" and "Katie Brown's Mother" and shared inferences we made and possible themes. For HOMEWORK the students need to reread both of these poems, out loud.
Leopards: The students answered a BCR (brief constructed response) about the theme of the poem, "Jessica Jean". In group I reviewed the format for answering a BCR, which includes a topic sentence, followed by naming evidence from the text and then EXPLAINING the text support, and, finally, a conclusion. Then I modeled a response using a silly theme. After that, the students paired up with group members to reread and revise their responses, before handing them in. For HOMEWORK the students need to read for 10 minutes, free choice.
Lions: The students answered a BCR (brief constructed response) about the theme of the poem, "Jessica Jean". In group I reviewed the format for answering a BCR, which includes a topic sentence, followed by naming evidence from the text and then EXPLAINING the text support, and, finally, a conclusion. Then I modeled a response using a silly theme. After that, the students paired up with group members to reread and revise their responses, before handing them in. For HOMEWORK the students need to read for 10 minutes, free choice.
The students ended their day in music with Mrs. Guerra.
Remember the students have their first journal writing entry due Friday.
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