Flip Flop Thursday

Since it is Flip Flop Thursday we began our day with math rotations.

During the teacher led small group instruction, the students identified the perimeter and area of figures to recognize that different shaped figures can have the same area and different perimeters.  After that, the children constructed rectangles with a given area and different perimeters.  During guided practice the students used a given area to identify the side lengths and perimeters of squares and rectangles.  Finally, during the technology rotation the children viewed a problem solving video and played a game using perimeter and area.

There will be a quiz tomorrow covering basic facts, quadrilaterals, area and perimeter.

For HOMEWORK the students should practice their basic facts using Sum Dog or flashcards.

After math the students went to music.

Before beginning independent work and reading groups, I introduced an Educreations lesson which I had created to model how I used my notes graphic organizer to write a journal entry.  Watching this lesson was added to the students' list of tasks.

Here are this week's assignments:
Reading/Writing - Students will write 2-3 journal entries reflecting on a person or event that inspired them during third grade.

1. They will watch a video showing EB Lewis recall how his favorite uncle inspired him.
2. They will complete an organizer brainstorming 3-4 people or events which inspired them this year and then share it with a friend.
3. They will watch an Educreations lesson, done by me, explaining how to use a note taking graphic organizer and use it to write journal entries.
4. They will choose a person or event, from their first graphic organizer, and complete the note taking organizer showing how the person or event inspired them.
5. They will use the note taking graphic organizer to draft 2-3 journal entries relating how they were inspired.

Science

1. They will identify what they know about materials thrown into the trash.
2. They identify 3 questions they have about what happens to materials thrown into the trash.
3. They will watch a video and read an article to find the answers to their questions.

Sharks:  We identified the purpose of conjunctions, along with some examples.  Then we finished reading Amelia Earhart.  Finally, we discussed how we would describe Amelia and whether or not we would want to be friends with her.  We used textual support to explain and back up our ideas.

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

Dolphins:  I did a book introduction for their new book, Moosling in Winter, and then the children whisper read the book as I listened in.  For HOMEWORK they need to reread the book.

Cheetahs:  We shared the students' responses to last night's homework which was to identify what surprised them.  For HOMEWORK tonight the children are to read the chapter called The Magic Kingdom and use the "w's" to describe it (why, what, where, when, etc).

Pandas:  We shared students ideas about Tiger's college days and used the text to support their thinking.  Some students said his college life was great but others didn't.  For HOMEWORK the children need to read chapter 9 and describe how Tiger's first Masters went and the affects of it.

We ended the day by identifying ways technology has impacted consumers, paying particular attention to markets that are not face-to-face.

I will not be here tomorrow.  There will not be a blog post.  Have a wonderful weekend!!

Wonderful Wednesday

We began our day with our weekly class meeting.  During our group share the children had the chance to brag about themselves.  I wanted them to identify something in which they have improved this school year.  Some  tried to pass but I felt the need to interject and celebrate a success I had noticed.  Next we exchanged thank yous and compliments.  Finally, we shared challenges which were few in number.  Basically students were frustrated with the coat closet during stack and pack at the end of the day.

After our meeting we began math rotations.  Today, the teacher led small group practiced identifying the perimeter of rectangles with missing sides.  During guided practice the children worked with partners to construct rectangles with given perimeters.  Finally, during the technology rotation, the children continued watching Learn Zillion lessons focusing on the perimeter of rectilinear figures.

For HOMEWORK the students have two half sheets papers.  One is a basic fact practice (2 minutes timed, correct the problems and then complete all others) and the other instructs students to determine the measurements of a rectangle with a perimeter of 96 feet and one side measuring 28 feet.

After math, we reviewed the independent work for this week and students had the opportunity to ask questions.

Here are this week's assignments:
Reading/Writing - Students will write 2-3 journal entries reflecting on a person or event that inspired them during third grade.

1. They will watch a video showing EB Lewis recall how his favorite uncle inspired him.
2. They will complete an organizer brainstorming 3-4 people or events which inspired them this year and then share it with a friend.
3. They will watch an Educreations lesson, done by me, explaining how to use a note taking graphic organizer and use it to write journal entries.
4. They will choose a person or event, from their first graphic organizer, and complete the note taking organizer showing how the person or event inspired them.
5. They will use the note taking graphic organizer to draft 2-3 journal entries relating how they were inspired.

Science

1. They will identify what they know about materials thrown into the trash.
2. They identify 3 questions they have about what happens to materials thrown into the trash.
3. They will watch a video and read an article to find the answers to their questions.

While the students worked independently, I met with reading groups.

Sharks:  We reviewed what we had read on pages 61 and 62 and then continued reading the middle position of chapter 11.  We also used a map of the world to locate Amelia's flight plan, as described in the book.  For HOMEWORK the students need to reread pages 63-65, working on fluency.

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

Dolphins:  We began by reviewing the vowel/consonant/e pattern and using it to decode words from our new book.  Then I quickly reviewed my book introduction from yesterday.  Next the students whisper read, The Costume Party, as I listened in, to find out what Moosling's costume was and who won the costume contest.  For HOMEWORK the children need to reread their book and practice their word bag cards.

Cheetahs:  We practiced writing words with the short vowel sounds and /th/, /ch/, and /sh/.  Then we shared the challenges that Walt faced including his employees striking and the military taking over his studio.  For HOMEWORK the students need to read pages 65-71 and write down something that surprises them.

Pandas:  We shared the students questions and answers from chapter 7.  For HOMEWORK the students need to read chapter 8 and answer the question, "How would you describe Tiger's college days?"

We ended the day by connecting our decomposition experiment (discovering that inorganic materials do not quickly decompose) to this week's lessons where students are find out what happens to trash that is not recycled and won't decompose.  We accomplished this through a discussion followed by viewing a portion of a video clip from Discovery Education.

Terrific Tuesday

There were a lot of sun-kissed cheeks in class this morning!  Seems like everyone had a fantastic holiday weekend!!

The children began their day in art.

When they returned to class we began our math rotations.

The teacher-led small group lesson focused on defining the concept of and identifying the perimeter of rectilinear figures.  During guided practice the students played multiplication war to help them memorize their basic facts.  Finally, during the technology rotation, the students watch 3 lessons about perimeter from Learn Zillions.

For HOMEWORK the students will complete a half page basic fact sheet (just like last week they are to see how many they can correctly complete in two minutes and then solve the rest of the problems) AND a half sheet perimeter sheet.


After math I reviewed the students' independent work and modeled how to complete parts of it.  There are only two assignments this week, one for reading/writing and the other is for science.  The reading/writing assignment has many steps.  Therefore, each student received a copy of the independent work page from our daily flip chart to use as a checklist.

Here are this week's assignments:
Reading/Writing - Students will write 2-3 journal entries reflecting on a person or event that inspired them during third grade.

1. They will watch a video showing EB Lewis recall how his favorite uncle inspired him.
2. They will complete an organizer brainstorming 3-4 people or events which inspired them this year and then share it with a friend.
3. They will watch an Educreations lesson, done by me, explaining how to use a note taking graphic organizer and use it to write journal entries.
4. They will choose a person or event, from their first graphic organizer, and complete the note taking organizer showing how the person or event inspired them.
5. They will use the note taking graphic organizer to draft 2-3 journal entries relating how they were inspired.

Science

1. They will identify what they know about materials thrown into the trash.
2. They identify 3 questions they have about what happens to materials thrown into the trash.
3. They will watch a video and read an article to find the answers to their questions.

While the students worked independently, I did some informal reading assessments and met with reading groups.

Sharks:  We reviewed the vowel/consonant/e pattern and practiced using it to decode new words.  Then we began reading chapter 11.  We didn't get very far because we had a great discussion about the equator.  So, for HOMEWORK the students need to read for 5-10 minutes free choice.

Following lunch and recess (some indoor, some outdoor, due to a passing storm), the students continued working independently while I met with more reading groups.

Dolphins:  We discussed the sounds that the /oo/ pattern makes in various words and added some to their word bag cards.  Then we reviewed the vowel/consonant/e pattern and practiced decoding words with it.  Finally, I collected their old books and did a book introduction for a new book.  For HOMEWORK the students need to read for 5-10 minutes, free choice.

Cheetahs:  We shared their questions from last Thursday's homework and discussed The Great Depression and the crash of the stock market.  For HOMEWORK the children need to read pages 59-63 and identify the challenges that Walt faced (on a sticky note).

Pandas:  We shared their questions and answers that they wrote for chapter 6 last week.  Then we discussed how turning the chapter title into a question helps them focus on their reading.  For HOMEWORK the students need to turn the title of chapter 7 into a question and then read that chapter to answer it.

We ended the day by observing our organic and inorganic materials and identifying the signs of decomposition that was or was not evident.  We also shared questions we had and thoughts as to why certain things were and were not happening.

Flip Flop Thursday

Today is our flip flop day, so we began with math.

First, the students took the basic facts, timed quiz.  These have been scored and should be in the math section of your child's binder.  Please review it.

After that, the students went to two math rotations.  When working in small group with me, the students created quadrilaterals, using Geoboards, and then  used proper math vocabulary to identify the characteristics and the similarities and differences amongst various shapes. During guided practice the students used playing cards to identify two factors, find their product and then write the other three equations in the fact family. Finally, during the technology rotation, students worked on their personal academic goal, using Sum Dog or by making their own flash cards.

For HOMEWORK the students are to work on their basic facts using Sum Dog or flashcards.

Next up was music.  When the children got back, we reviewed this week's assignments and I provided time for students to ask questions or share frustrations. 

A reminder, this weeks tasks are...

1. Students will write a thank you note to an assigned visitor from Career Day.
2. Students will publish their issue inquiry project using Microsoft Word.
3. Students will watch an Educreations lesson teaching students how to turn heading into researchable questions and then read the text to identify the main ideas in a section of non-fiction.
4. Students will watch a video about using robots on assembly lines. Then they will choose a video about robot usage in automobiles and emergency rooms OR radio astronomy and school buses. Finally, they will describe how using robots as part of an assembly line affects producers, in their social studies journals.
5. Students will watch a Magic School Bus video about decomposition.

As the children worked independently, I met with a few students for one-on-one, informal, end of the year reading assessments and then with reading groups.

Sharks:  We reviewed the sound the /ou/pattern makes and then reviewed the vowel-consonant-e pattern which typically makes vowels say their name.  After that, the students whisper read chapter 10 and marked a section of text, using a sticky note, that supported a character trait that came tho their mind as they read.  For HOMEWORK the children need to reread chapter 10.

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

Dolphins:  We reviewed the vowels and the two sounds that each makes.  Then we practiced decoding words with the vowel/consonant/e pattern.  After that, we practiced using a strategy (somebody, wanted, but, so) to summarize the story, The Ladybug and the Caterpillar.  For HOMEWORK the students need to practice reading their word bag cards.

Cheetahs:  We shared last night's homework (favorite picture and caption, with explanation why).  For HOMEWORK they need to read pages 55 to the top of page 59 and write 1 question they have.

Pandas:  We shared the answers, from last night's homework, to the question, "What giant steps did Tiger take?"  For HOMEWORK tonight the children need to turn the title of chapter 6 into a question and then read the chapter to answer it.

At the end of the day the we discussed assembly lines and how robots affected the lives of producers.  Basically, we "debriefed" from the students' independent work assignments for social studies from the week.  :-)

Remember:  Tomorrow is FIELD DAY!!!  Please put sunscreen on your child and dress them for the weather!  Also, send in hats and water!!

Wonderful Wednesday

This morning we began our day with our weekly class meeting.  Today, for the group share, the students had a "free choice".  It was fun to listen to what was on their minds.  Information shared ranged from, " my sister got her driver's license", to, "I'm going to Virginia this weekend", to , "I learned to walk in Canada". 

Next we shared compliments...and there were lots of them today!  It truly warmed my heart!!

Finally, we discussed our math personal academic goals during the challenge section.  The children all chose goals that pertain to their memorization of the basic facts.  Students plan to make their won flashcards and use Sum Dog.  I am excited to see the motivation that is clearly evident towards owning those pesky facts!!

After our meeting we turned to our math rotations.  When working in small group with me, the students practiced using correct math vocabulary to identify the similarities and differences amongst various quadrilaterals.  During guided practice the students used playing cards to identify two factors, find their product and then write the other three equations in the fact family.  Finally, during the technology rotation, students worked on their personal academic goal, using Sum Dog or making their own flash cards.

For HOMEWORK the students have another half sheet, timed basic facts activity to complete.  We will have a basic fact QUIZ tomorrow, since Friday is Field Day.

While the children worked on their independent tasks for the week, I continued with my end of the year informal reading assessments and meeting with reading groups.

A reminder, this weeks tasks are...

1. Students will write a thank you note to an assigned visitor from Career Day.
2. Students will publish their issue inquiry project using Microsoft Word.
3. Students will watch an Educreations lesson teaching students how to turn heading into researchable questions and then read the text to identify the main ideas in a section of non-fiction.
4. Students will watch a video about using robots on assembly lines. Then they will choose a video about robot usage in automobiles and emergency rooms OR radio astronomy and school buses. Finally, they will describe how using robots as part of an assembly line affects producers, in their social studies journals.
5. Students will watch a Magic School Bus video about decomposition.

Sharks:  We began group by reviewing the short vowel sounds and creating a word chain to practice writing words with them.  Then we identified the sound the /ou/ pattern makes and practiced decoding words with that pattern.  Finally, the students whisper read chapter 9, while I listened in, to find out what record Amelia had broken.  For HOMEWORK the children need to reread chapter 9.

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

Dolphins:  The children practiced reading their word bag cards.  Then we reviewed the vowels and the vowel/consonant/e pattern, where the e makes the vowel say it's name.  We practiced using this to decode words.  Finally, we orally summarized the book.  For HOMEWORK the students need to reread the book and practice reading their word bag cards.

Cheetahs:  We reviewed the short vowel sounds and then I read words and the students identified the short vowel sound that they heard.  After that, we reviewed the vowel/consonant/e pattern and practiced decoding words with it.  Finally, we shared last night's homework (what made them smile) and used that to discuss the rest of chapter 4.  For HOMEWORK the children need to read the captions under the pictures on pages 47-54, choose their favorite and explain why on a sticky note.

Pandas:  We shared last night's homework (write one thing you want to share) and, though that, discussed the line, "Giving into failure ruins many athletes' careers."  It was a super discussion!!!  Then the students turned the title for chapter 5 into a main idea question.  For HOMEWORK they will read chapter 5 and answer their main idea question.

We ended the day by reviewing decomposition and organic material.  Then we identified a straw and a button as examples of inorganic material.  Next, the students added each to their jars, made a prediction of which type of material will decompose quicker and, finally, drew a picture of what they see in their jar today.

Terrific Tuesday

The students began their day in art.

They have been bugging me for a while to get started on their personal academic math goals.  So, while they were in art, I added a page to the third grade web site to post links that will support the children in reaching those goals.  While doing that, I ran across a cool web site called Sum Dog. This site provides many games and activities that support the common core curriculum and allows the teacher to monitor student activity.  So, I quickly set up students accounts.

When the students returned to class, I introduced Sum Dog to them and handed out their account information. Then we began our math rotations.

During the teacher led small group instruction the students cut out and sorted quadrilaterals into three groups; rectangles, squares and rhombuses.   The diagram we used allowed the students to see that some squares are rectangles, some are rhombuses, and others are just plain old squares.

Students worked with partners to discuss, represent, and solve elapsed time word problems during guided practice.

Finally, students explored Sum Dog during the technology rotations.

For HOMEWORK the students will practice their basic facts using the half sheet sent home today and the instructions that were sent home yesterday.

After math, the students worked on their independent tasks for the week and I continued some end of the year, one-on-one, informal reading assessments.

A reminder, this weeks tasks are...

1. Students will write a thank you note to an assigned visitor from Career Day.
2. Students will publish their issue inquiry project using Microsoft Word.
3. Students will watch an Educreations lesson teaching students how to turn heading into researchable questions and then read the text to identify the main ideas in a section of non-fiction.
4. Students will watch a video about using robots on assembly lines. Then they will choose a video about robot usage in automobiles and emergency rooms OR radio astronomy and school buses. Finally, they will describe how using robots as part of an assembly line affects producers, in their social studies journals.
5. Students will watch a Magic School Bus video about decomposition.

Following lunch and outdoor recess, the children continued their independent work and I met with some reading groups.

Dolphins:  The students located words with the /ea/ pattern in their new books.  Then we identified the long e sound as the one this pattern most often uses.  After that, we decoded some words with the/ea/ pattern.  Next the students whisper read their book, as I listened in, to identify what the 2 friends do to make their wishes come true.  For HOMEWORK the children need to reread their book and practice reading their word bag cards.

Cheetahs:  First we discussed what the Oscars are and how moving pictures used to be made (thousands of pictures put together to form one movement).  Then we began reading the chapter, "The Three Little Pigs Win an Oscar".   For HOMEWORK the students need to finish reading the chapter, pages 43-46, and write one thing that made them smile, as they read, on a sticky note.

Pandas:  We continued reading chapter 4 and discussed Tiger's struggle with handling frustration.  For HOMEWORK the children need to finish reading chapter 4, pages 25-27, and identify one thing they read that they want to share.

At the end of the day we reviewed decomposition and organic and inorganic material.  Then we observed and discussed the beginning of the decomposition of the organic material in our jars.

Marvelous Monday

The students began their day working with Mrs. Rose and Mrs. Dodson.  First, they did a book exchange in the media center.  Then they went to the computer lab to work on their blogs using Kids Blog.

When they returned to class we reviewed this week's math HOMEWORK.  The children will be bringing home a half sheet paper with the instructions.  Each night they will receive a half sheeter with basic multiplication facts.  The student should be timed for 2 minutes to see how many problems they can complete.  Then they should get an adult or use a calculator to correct the problems they solved in the two minutes.  After that, they should solve the rest of the facts, on the sheet, that they didn't have time to answer while being timed.  Please have your child return the fact sheet the next day.  Keep the directions at home for future use.

Next we began our math rotations.  Our focus this week is on 2 dimensional shapes.  During the teacher led small group instruction, we defined and identified examples (and non examples) of quadrilaterals and rhombuses.  During guided practice the students solved word problems involving mass.  Finally, during the technology session the children played a shape naming game of memory.

After math, I reviewed this week's independent work tasks.

1. Students will write a thank you note to an assigned visitor from Career Day.
2. Students will publish their issue inquiry project using Microsoft Word.
3. Students will watch an Educreations lesson teaching students how to turn heading into researchable questions and then read the text to identify the main ideas in a section of non-fiction.
4. Students will watch a video about using robots on assembly lines.  Then they will choose a video about robot usage in automobiles and emergency rooms OR radio astronomy and school buses.  Finally, they will describe how using robots as part of an assembly line affects producers, in their social studies journals.
5. Students will watch a Magic School Bus video about decomposition.

Before turning the students loose we reviewed the format and correct capitalization and punctuation for a friendly letter.  I also briefly explained how turning a heading into a question and answering it with information from the text can identify the main idea.

Cheetahs:  We met briefly and were going to begin reading the next chapter of their book.  However, we got derailed discussing whether or not it was a challenge for Walt Disney to create Mickey Mouse.

Following lunch and outdoor recess, I did a mini lesson reviewing how to create, format, save and print a document using Microsoft Word.  Then, while the students worked independently, I did some end of the year, informal reading assessments with individual students.  Due to this testing, reading groups will be met with sporadically this week.

At the end of the day we watched a short video clip to learn what decomposition is and reviewed what we learned on Friday about organic and inorganic materials.  After that, the students worked in groups of 2 or 3 to put organic material into jars.  We will observe the jars all week to see first hand the sequence of events in the decomposition of organic material.  The children will capture their findings using a packet they received today.

Field Day is FRIDAY.  Mr. Lee is desperate for volunteers.  Please email me if you have time to help out!

Fabulous Friday

This morning the children began their day in PE. 

When we returned to the classroom the students took their semi-weekly math quiz.  Today's quiz had two parts.  The first part was a TIMED basic facts quiz.  The children had 4 minutes to complete 22 facts.  AS I anticipated, the children struggled GREATLY.  I was planning to enter the scores into my grade book regardless, but I can't...the scores were just too poor.  We will be focusing on basic facts a lot next week and the students will be re-tested.  Those scores will be entered no matter what!

The second part of the quiz included 4 measurement (time, capacity and mass) word problems.  It was untimed.

Both portions of today's quiz have been scored.  They should be in the math section of your child's binder.  Please look these over.

After the quiz we had a quick, informal class meeting to discuss ways we could master our basic multiplication facts.  I demonstrated how to make and how to use flashcards.  A student also suggested using the links on the third grade web site.

Next the students began working on their independent work assignments while I met with individual students and small groups.  When I met with the children it was to have them explain their illustrations and show me the words and phrases from the journal entries that support their drawings. 

To refresh your memory, the tasks this week are:

Students will work in small groups to create root word flashcards. They will define a root word and then identify the meaning of three other words that are derived from it.

1. Students will revise their inquiry project drafts to enhance word choice and replace general nouns and verbs with those that are more specific.
2. Students will reread the first journal entry from the Logs of Walter Anderson and use a dictionary to identify the meaning of unknown or confusing words. Then they will illustrate the entry to show they comprehend the text.
3. Students will view a video about specialization. Then they will define the meaning of the word and explain its benefits, in their social studies journal.

Reading groups are explained below.

Sharks:  We began group with some word work.  We did word chains focusing on short vowel sounds and the /sh/ and /ch/ sound.  Then we discussed how Amelia felt at the end of chapter 7, using words and phrases from the text to support our thinking.  Finally, we read and discussed chapter 8.

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

Dolphins:  First we played a game with their word bag cards, working on automaticity.  Then we looked at the /ost/ and /ong/ letter patterns and practiced reading words with these chunks.  Finally I did a book introduction for our next text, The Ladybug and the Cricket.

Cheetahs:  We practiced writing words with the short vowel sounds by doing a word chain on white boards.  Then we discussed the chapter about the Birth of Mickey Mouse.

Since I  met with the pandas for a while yesterday and we were short on time, that group did not meet today.

At the end of the day we discussed the difference between organic and inorganic materials.  The children are bringing home a notice looking for small donations of organic materials such as; orange peels, grapes, berries, and bananas.

Also, Mr. Lee is in desperate need of volunteers for Field Day.  PLEASE consider volunteering your time next Friday, May 23.

Flip Flop Thursday - Spring Chorus Concert

Since today is flip flop day we began by finishing up yesterday's math rotations.

The small group teacher lesson focused on solving word problems involving mass measure in grams. During guided practice the students continued working on their family vacation plans, using their knowledge of elapsed time. Finally, the students watched Learn Zillion lesson focusing on understanding mass during their technology rotation.

For HOMEWORK every student has some problems to complete on a worksheet but their are two different papers and some children are expected to complete the entire sheet, while others are to do the circled items.  If nothing is circled in pink, the student should finish the entire worksheet.  We will have a quiz tomorrow covering word problems and the basic multiplication facts (rote memory).

After math, the class went to music.

When they returned we reviewed each of this week's independent work assignments.  During this time, I explained that the students needed to select a large portion of text, not just one sentence, to illustrate, from Walter Anderson's logs.  Also, I reiterated that the purpose of the illustration is to prove they comprehended the journal entry.  We also debriefed/reviewed what they had learned about specialization from the video clip they had been assigned to watch.  There was some confusion about this concept.  I clarified it and suggested that students rewatch the clip before writing about it in their social studies journals.

So, to refresh your memory, the tasks this week are:

1. Students will work in small groups to create root word flashcards. They will define a root word and then identify the meaning of three other words that are derived from it.
2. Students will revise their inquiry project drafts to enhance word choice and replace general nouns and verbs with those that are more specific.
3. Students will reread the first journal entry from the Logs of Walter Anderson and use a dictionary to identify the meaning of unknown or confusing words. Then they will illustrate the entry to show they comprehend the text.
4. Students will view a video about specialization. Then they will define the meaning of the word and explain its benefits, in their social studies journal.

While the children continued their independent work I met with small groups of students to review their root word flashcard activity.  Then I met with reading groups.

Pandas:  We met first today since sometimes this group gets short changed on time.  First, we shared the one word each student selected for homework that represented Tiger.  After that, we discussed the portions of the text that "spoke" to us.  Finally, we began reading chapter 4.

Following lunch and outdoor recess, the students had some time to work independently before we were called down to see the Spring Chorus Concert.

Unfortunately, I was unable to meet with more reading groups.

A Busy Wednesday

Today is a busy day.  We have Career Day and it is spring picture day!!

We began our day with our weekly class meeting.  Due to scheduling conflicts, it has been a few weeks since our last one.  It was so nice to be able to share our thoughts!

First, the students had a chance to share what they would like to do before the end of third grade.  Ideas ranged from different types of parties to the children getting to be the teacher!  After that, we exchanged compliments and thank yous.  Finally, we discussed challenges.  Included in those challenges was the dwindling interest in their personal academic goals and issues during stack and pack at the end of school day.

After our class meeting, we began math rotations.  Due to Career Day, however, we were able to only get through one rotation.  SO, tomorrow the students will go to their second and third rotations.

The small group teacher lesson focused on solving word problems involving mass measure in grams.  During guided practice the students continued working on their family vacation plans, using their knowledge of elapsed time.  Finally, the students watched  Learn Zillion lesson focusing on understanding mass during their technology rotation.

Due to interruptions in our schedule there is NO math homework this evening.

After completing one math rotation the students went down to the gym to participate in Career Day.  They were able to learn about 6 different careers including an army veterinarian, a store manager, bankers, a nurse, a realtor and a mechanic.

Next, the students had their spring portraits taken.  All students were photographed and parents will be getting a package of proofs to view and decide whether to order.

When we returned to class the students worked on their independent tasks for the week.

1. Students will work in small groups to create root word flashcards. They will define a root word and then identify the meaning of three other words that are derived from it.
2. Students will revise their inquiry project drafts to enhance word choice and replace general nouns and verbs with those that are more specific.
3. Students will reread the first journal entry from the Logs of Walter Anderson and use a dictionary to identify the meaning of unknown or confusing words. Then they will illustrate the entry to show they comprehend the text.
4. Students will view a video about specialization. Then they will define the meaning of the word and explain its benefits, in their social studies journal.

I met with individual students to conduct writing conferences and reading groups.

Sharks:  We reviewed Amelia's disappointment at the end of chapter 6.  Then we began reading chapter 7.  For HOMEWORK the students need to finish reading chapter 7 (pages 35-39) and explain how Amelia feels and why, at the end of chapter 7, on the sticky note.

Following lunch and outdoor recess we continued with independent work and reading groups.

Dolphins:  I collected their old books.  Then we reviewed the /aw/ and /ought/ spelling patterns and added words to their word bags.  We also played a game using their word bag cards that one of the students taught us.  Finally, the students practiced writing words they know how to spell.  For HOMEWORK the children need to practice reading their word bag cards.  We are working towards automaticity. 

Cheetahs:  We discussed the idea that Disney was broke when he left for Hollywood.  We also had a chat about the energy level of this group this week.  The students voted to continue with this book and to put forth a little more effort/enthusiasm.  For HOMEWORK the children need to read the chapter, The Birth of Mickey Mouse, on pages 33-39.

Pandas:  We shared the students diagrams from last night's homework.  For HOMEWORK the children need to finsh reading the chapter, pages 17-21 and write ONE word to describe Tiger from tonight's reading and be prepared to explain/defend it.

The students ended the day by completing their life cycle of a product diagram posters.

Terrific Tuesday

The children began their day in art.

When we returned to class we took a quick Go Noodle brain break and then reviewed today's math rotations.

Students working with me will be representing and solving word problems involving liquid volume.  During guided practice the children will be using their knowledge of elapsed time to plan a two day family vacation.  Finally, at the technology rotation, student swill view a few Learn Zillion lessons focusing on understanding, estimating and measuring liquid volume.

There is an assignment on Edmodo for HOMEWORK.  All students must write an equation, using a variable to represent the unknown, and solve it, for the first word problem.  There is a challenge word problem for those who are motivated to do more.  Finally, I have included a bonus...I'm hopeful that some students will create their own volume word problem and post it to Room 8 Rocks for others in the class to solve.

After math the students continued working on their independent work assignments while I met with small groups.  The tasks for the week are:

1. Students will work in small groups to create root word flashcards. They will define a root word and then identify the meaning of three other words that are derived from it.
2. Students will revise their inquiry project drafts to enhance word choice and replace general nouns and verbs with those that are more specific.
3. Students will reread the first journal entry from the Logs of Walter Anderson and use a dictionary to identify the meaning of unknown or confusing words. Then they will illustrate the entry to show they comprehend the text.
4. Students will view a video about specialization. Then they will define the meaning of the word and explain its benefits, in their social studies journal.

Sharks:  We reviewed that c, when followed by an e or an i usually makes the s sound.  We also reviewed that a vowel followed by double consonants will most likely make its short sound.  Then we practiced reading words that have the -ight spelling pattern in it.  After that, the students whisper read chapter 4 to  identify what Amelia decides at the end of the chapter and chapter 5 to  find out what she does to be able to take flying lessons.  For HOMEWORK the children need to read chapter 6 and find out what Amelia decides and why.  The answer can be jotted down on the sticky note I gave each student.

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

Dolphins:  In group we reviewed the series of events e had identified on Friday in the children's RRJ.  Then we continued identifying events from the story.  Finally, the children worked independently to identify the rest of the events in the story.  For HOMEWORK the students need to practice their word bag cards and reread their book.

Cheetahs:  We began reading and discussing the chapter, The First Movies.  We used context clues to determine the meaning of the unknown words n the text.  For HOMEWORK the students need to read pages 25-32 and write what surprised then on a sticky note.

Pandas:  We read pages 15 and 16 which had a lot of golf concepts and vocabulary.  So, for HOMEWORK the students are to reread page 16 and, in their RRJ, draw a picture and label it using vocabulary found on page 16.  This will help the students visualize and retain some of the complexities of the sport.

We ended the day with science.  The students continued to work collaboratively, in their small groups, to learn about the life cycle of a product using resources from the third grade web site.  Then they began creating posters/ diagrams depicting the life cycle of a product chosen by the group.

Marvelous Monday

I sincerely hope everyone enjoyed the gorgeous weekend and all you moms had a marvelous Mather's Day!

This morning the students began their day in the media center with Mrs. Rose and Mrs. Dodson.  They continued working on their Kids Blogs.  Some are still in the planning stages, while I have heard others have begun working on an entry.


When the students returned to class I introduced the math rotations.  However, I realized that since we were scheduled to take the third, and final, MAP-M (computerized math assessment) at 11:00, we would not have time for the actual rotations.  OOPS!  Oh well, the students now know the expectations for tomorrow!!

So, in the short time we had prior to taking the MAP-M, I introduced journals (diaries) as a type of literary non-fiction.  We had a chance to read a journal entry from the Logs of Walter Anderson and identify examples of elaboration in his word choice.  We also shared questions we still had after reading the entry.

Next, it was time for our MAP- testing.  This is the self adjusting, computerized math assessment that the students take three times each year.  It is used for planning and instructional purposes only.  It is NOT a grade on the report card and does not determine grade placement for next year.  Rest assured, all students will be in fourth grade next year.  ;-)

Following lunch and outdoor recess, I did a quick, whole group vocabulary lesson instructing the students how we can use our knowledge of the meaning of a root word to comprehend unknown words in text.

After that, I reviewed this weeks independent work assignments.

1. Students will work in small groups to create root word flashcards.  They will define a root word and then identify the meaning of three other words that are derived from it.
2. Students will revise their inquiry project drafts to enhance word choice and replace general nouns and verbs with those that are more specific.
3. Students will reread the first journal entry from the Logs of Walter Anderson and use a dictionary to identify the meaning of unknown or confusing words.  Then they will illustrate the entry to show they comprehend the text.
4. Students will view a video about specialization.  Then they will define the meaning of the word and explain its benefits, in their social studies journal.

These assignments are due by the end of the day on Friday.  The students, this week, have been given some choice as to the order in which the tasks are to be completed.  This is an upgrade to our independent work time.  We will see how it goes!  :-)

By the time I finished the lesson and explaining independent work assignments, there wasn't a lot of time left.  So, I let the students begin working on the root word flashcards and didn't meet with reading groups.  :-(

We ended the day with science.  First we shared what we knew about a life cycle.  Then I introduced a diagram showing the life cycle of a plastic bottle.  After that I explained that all products go through a life cycle; they begin as a natural resource, then are manufactured into a product, after that a consumer uses it, and finally every product has an next stage (either recycled or trash).

Finally the students were put into groups with the task to create a poster/diagram depicting the life cycle of a product of their choice.  They were given some resources, mostly video clips, that can be found on the third grade web site.  The groups will work on this assignment for the next three days.

There is NO formal homework this evening.  The students put so much effort into the MAP-M assessment...I told them they had earned a homework-free night!  :-)

Fantastic Friday

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

When they returned to class, some students shared their strategy for solving the Hot Topic word problem from yesterday's guided practice.  Then we took our quiz.  The quizzes have been scored and should be in the math section of your child's binder.  Please review it!  :-)

After math we had a simplified, impromptu class meeting to discuss this weeks independent assignments for the reading and writing block.  Several students had expressed feeling stressed out.  I gave the students a chance to elaborate and realized that due to testing the children had missed some instructional time and had tired brains.  No wonder they were worried about getting everything done.  So, I adjusted the expectations. 

By the end of today, the students must have completed the draft of the fourth, and final, paragraph of the inquiry project.  Additionally, they will have to have watched the video about production and written about the natural, human and capital resources involved in the making of pizza.

While the students worked independently, I met with students to conference on their issue inquiry projects.  Then I met with reading groups.

Sharks:  We reviewed that when a c is followed by an e or an i it makes the /s/ sound.  Then we practiced decoding some words that follow that rule.  Next, I shared the idea that when words have double consonants (daddy, pebble, million) the vowel doesn't say its name, it makes the short sound.  After that, we read chapter 3.

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

Dolphins:  We began group with the students practicing their word bag cards.  Then we revisited the story, A Surprise for the Big, Bad Wolf, and identified how one event led to another by creating a flow chart in their RRJ.

Cheetahs:  In group we shared, and discussed, the evidence from the book showing that Walt's father did love him. 

Pandas:  We discussed chapter 2 and identified character traits that Tiger Wood's displayed in this early years.  We related them to his successes.

We ended the day by making a concept word splash, to support writing and discourse, for our economics unit.  Then we read Anna's New Coat and identified examples of the three types of resources, limited resources and choices from the story.

Thriving Thursday

It's Flip-Flop day...how appropriate since we have some flip-flop weather outside!  :-)

Our day began with math.  Before going to math rotations, though, a couple of groups shared their solutions to yesterday's guided practice word problem.

The teacher let small group instruction focused on using a number line to solve word problems involving time.  All three groups worked on different types of problems, though.  One group solved problems where the unknown was either the end time or the elapsed time.  The next group solved problems where the unknown was the start time, the elapsed time OR the end time.  The final group focused on problems where the unknown was the end time.  I have uploaded a model lesson to the third grade web site.

During guided practice the students worked with partners to solve a word problem involving time.

Finally, during the technology rotation the children practiced calculating elapsed time using the web site Mathman or Robo Clock 3.

For HOMEWORK there is a worksheet.  We will have a quiz tomorrow.

While I met with students to conference on their writing and met with reading groups, the students continued working on their independent assignments for the week.

First, students will draft the fourth, and final, paragraph for the issue inquiry project. They will begin by watching a lesson via Educreations. After drafting they will read their paragraph to a friend, or record it using the iPad, and make necessary revisions.

Another task for students will be to visit and explore Eric Kimmel's web site. They will complete a 3-2-1 summarizer n their RRJ listing 3 facts they learned, 2 ideas they discovered about writing and 1 question they want to ask Mr. Kimmel.

The final task, for the week, is to view a Discovery Education video clip about production. Then the children will write about the production of pizza focusing on identifying the natural, human and capital resources needed and how they are used.

Sharks:  The students identified a character trait for Amelia and used words and phrases from  the text to support it.

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

Dolphins:  First we identified words with the /sh/ sound spelled without /sh/, such as delicious, machine and special.  Then we retold the beginning of the book and identified the problem.  After that the students whisper read the rest of the book and located the solution.  Finally, we discussed the solution.  For HOMEWORK the children need to practice their word bag cards and reread pages 12-16.

Cheetahs:  The students finished reading chapter 2.  Then, in their RRJ, they identified a main idea of the chapter and used words and phrases from the book to support it.  In group we discussed the disappointments that Walt faced and the main idea (Walt had an unhappy childhood).  We also talked about not needing to be able to read each and every word in text  and still be able to comprehend it.
For HOMEWORK the students need to review chapter 2 and find evidence that Walt's dad loved him.

Pandas:  The students reviewed chapter 1 and in their RRJ they defined the word prodigy and identified words and phrases, used by the author, to convey the meaning.  In group we chatted about answering the question that is asked and rereading the question and their response before turning in an assignment.  Then we talked about today's assignment specifically.  Finally, we shared the information they learned about golf earlier this week during independent work time.  For HOMEWORK the students need to read chapter 2.

 We ended the day by defining the term producer and identifying choices they have to make due to limited resources.

Wonderful Wednesday

This morning MOST students completed the second, and final, session of the End of the Year PARRC assessment.  Three students ran into technical difficulties and will complete it tomorrow.

Since yesterday we voted to skip math and have our reading and writing block, today we participated in math rotations after testing.

During the teacher led small group instruction, students practiced using a number line to calculate elapsed time.  The children worked with a partner, or two, to solve a word problem involving time during guided practice.  Finally, during the technology rotation the children chose between Mathman and Robo Clock 3.  Both are Internet sites, found on the third grade web site, that practice calculating elapsed time. 

For HOMEWORK students will calculate the elapsed time using number line diagrams.  There are two versions of tonight's homework depending upon the independence the student demonstrated during small group.

Following lunch and indoor recess Mrs. Howard visited us to do a lesson about careers in preparation for next week's Career Day.

We ended the day working in collaborative groups to plan a process to create a dye out of the natural resources we collected yesterday.  Once the groups decided on a plan they began to carry it out!

Terrific Tuesday

This morning the students took the first session of the end of the year PARRC assessment.  This time, unlike the winter testing, it went very smoothly!  :-)

After testing, I gave the children the choice between math and reading, since we would have to cut out one of the two.  They voted, overwhelmingly, to skip math today.  So, we did...but just for today!  :-)

Since the students' brains were tired from a lengthy testing session, we began the reading and writing block with a whole group read aloud.  I continued reading Tuning Up, Eric Kimmel's autobiography.  Today, though we identified the relationships between events in the book.

While I met with small groups the students worked on reading groups assignments and their independent work for the week.


First, students will draft the fourth, and final, paragraph for the issue inquiry project. They will begin by watching a lesson via Educreations. After drafting they will read their paragraph to a friend, or record it using the iPad, and make necessary revisions.

Another task for students will be to visit and explore Eric Kimmel's web site. They will complete a 3-2-1 summarizer n their RRJ listing 3 facts they learned, 2 ideas they discovered about writing and 1 question they want to ask Mr. Kimmel.

The final task, for the week, is to view a Discovery Education video clip about production. Then the children will write about the production of pizza focusing on identifying the natural, human and capital resources needed and how they are used.

Sharks:  We began group by conferencing on their writing.  Then we reviewed last night's homework (although only one child completed it).  After that we reviewed that the letter "c" makes the /s/ sound when it is followed by an "e" or an "i".    Finally, we read chapter 2 and discussed the description of a comet.  For HOMEWORK the students need to reread chapter 2 and identify what motivated Amelia to do something exciting.

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

Dolphins:  We reviewed the /aw/ and /ought/ spelling patterns.  Then we retold the first half of their book.  Next, the students whisper read pages 8-12 and identified what Petunia discovered.  For HOMEWORK the children need to reread pages 8-12, working on fluency, and practice reading their word bag cards.

Cheetahs:  The students finished reading chapter 1 in class and listed unknown words and 1 question they had in their minds.  In group we reviewed unknown words, the two facts from home work and the 1 question they had.  We also discussed Walt Disney's unhappy childhood.  For HOMEWORK the children need to read chapter 2, up to page 14, and list a disappointment that Walt faced.

Pandas:  The children researched golf, using the iPads, and completed a 3-2-1 stating 3 facts about the playing area and equipment, 2 facts about the game and 1 fact about the history.  We did not have time to share this due to art class.  For HOMEWORK the students should read chapter 1.

We missed art this morning due to testing.  So the children ended their day, today in art.

We will have our final session of the PARRC assessment tomorrow morning.

Marvelous Monday

This morning the students began their day in the media center with Mrs. Rose and Mrs. Dodson.  They continued to explore Kids Blog.

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

During the teacher led small group instruction we worked on calculating elapsed time, using various strategies, including an elapsed time ruler (yes, they make one).

During guided practice students used flash cards to read and identify a starting time.  Then they used a spinner to determine an amount of hours.  Finally, using the number on the spinner as the elapsed time in hours, the students identified an ending time.

The students practiced identifying elapsed time by visiting Mathman during the te4chnology rotation.

For HOMEWORK there is an elapsed time problem on Edmodo.

At the beginning of the reading and writing block we reviewed the meaning of the word genre (kind, category) and recalled some of the literary genres we have worked with this year.  Then I introduced the idea of literary non-fiction (true facts but told as a story) and told the students we would be reading biographies and autobiographies.  Next we used a digital resource to define the prefix auto- and determined that an autobiography is a self written biography.  Finally, we began reading and discussing the autobiography, Tuning Up, written by Eric Kimmel.

Before meeting with reading groups I reviewed this weeks tasks.  Students will draft the fourth, and final, paragraph for the issue inquiry project.  They will begin by watching a lesson via Educreations.  After drafting they will read their paragraph to a friend, or record it using the iPad, and make necessary revisions. 

Another task for students will be to visit and explore Eric Kimmel's web site.  They will complete a 3-2-1 summarizer n their RRJ listing 3 facts they learned, 2 ideas they discovered about writing and 1 question they want to ask Mr. Kimmel.

The final task, for the week, is to view a Discovery Education video clip about production.  Then the children will write about the production of pizza focusing on identifying the natural, human and capital resources needed and how they are used.

Sharks: We reviewed the genre of biographies.  Then we shared any background knowledge the children had about Amelia Earhart.  After that, I read the synopsis on the back of the student's new book, Amelia Earhart:  Pioneer of the Sky.  Finally, we read and discussed chpater1.  For HOMEWORK the children need to reread chapter 1 and write a question they'd like to ask Amelia Earhart on the sticky note provided.

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

Dolphins:  I collected their old books.  Then we practiced reading words with the -aw and -ought patterns.  Next, I distributed our next book, A Surprise for the Big Bad Wolf, and did a book introduction.  Finally, the students whisper read pages 2-7.  For HOMEWORK the students need to reread pages 2-7 and practice reading their word bag cards.

Cheetahs:  The students received a new book, a biography called, Walt Disney, Maker of Magical Worlds.  We shared our background knowledge about Walt Disney, previewed the book and read the synopsis on the back of the book.  Then we read the first page and discussed the humor.  For HOMEWORK the students need to read up to page 4 and list 2 facts they learned, in their reading, on the sticky note provided.

Pandas:  The students received a new book, a biography, called Tiger Woods, The American Master.  We previewed the book and read the synopsis on the back of it.  For HOMEWORK the students need to read the prologue on pages 1 and 2, and write what they learned on a sticky note.

We ended the day by taking a walk around the playground to collect natural resources.  WE will use these resources to create a pigment to dye cloth later this week.  Check out the picture I tweeted (@runnerdana).

NOTE:  We will take the last round of the PARCC assessment tomorrow and Wednesday morning.

Sunny Thursday

Today is flip-flop day!  So, we began our day with math rotations.

The teacher led group investigated measuring liquid volume using Liters.  The students were told to think of a big Aquafina bottle (or 2 regular sized water bottles) as a benchmark for the amount of liquid in a Liter.

During the guided practice some groups continued playing Rolling for Dice but one group worked on a logic problem involving the numbers on the face of a clock.

Finally, during the technology rotation, the students visited the Internet Clockwise to practice telling time to the nearest minute.

For HOMEWORK there is a volume worksheet and we will have a quiz tomorrow covering word problems and telling time using an analog clock.

During the reading and writing block the students continued working on this week's activities.  Many students have found themselves redoing tasks due to a lack of effort.  WE have had a couple of heart-to-heart talks this week about expectations and the importance of persistence and effort.

This weeks tasks include viewing an Educreations lesson about writing the third paragraph for the issue Inquiry project. This paragraph is informing about the arguments against their issue. The second assignment is to watch a Discovery Education video about different types of resources and economic choices. The children to have a capture sheet to complete, too. Finally, all students will read the Latin American tale called The Silly Armadillo. They will compete a story map (ungraded) to reflect upon the text. Then they will identify how they use context clues and provide support, from the tale, to explain the theme. These two items will be graded.

Sharks:  We reread pages 10-16 and discussed the problem and solution.  For HOMEWORK the children need to reread pages 10-16, working on fluency and expression.

Following lunch and outdoor recess the students continued their independent work while I met with more reading groups...and we had our monthly fire drill.  :-)

Dolphins:  We reviewed the problem, rising action and climax from their story maps.  Then we reread part of Jack and the Beanstalk to identify the falling action and solution.  Finally, we discussed the theme of the tale.  The students need to reread the book, working on fluency, for HOMEWORK tonight.

Cheetahs:  Today, in group,  we changed the focus for the text, The Banza.  We discussed the question, posed by one of our classmates, "Why did the tiger chief send away his tigers instead of going away himself?"  For HOMEWORK tonight the students need to review the story and mark places where Cabree exhibits braver with a B.  They will use this in class tomorrow.

Pandas:  Today, in group, we changed the focus for the text, The Banza. We discussed the question, posed by one of our classmates, "Why did the tiger chief send away his tigers instead of going away himself?" For HOMEWORK tonight the students need to review the story and mark places where Cabree exhibits braver with a B. They will use this in class tomorrow.

At the end of the day we discussed the TASS skills that are the focus of this marking period; persistence and elaboration.  I provided a couple of examples of each.

I will NOT be in school tomorrow.  I am taking a personal day.  The children will take a math quiz but won't get it back until next week.  Additionally, they will work on the suffix -ly and identifying effort, motivation and persistence in text.  Finally, during social studies they will review economic choices and practice making some!