Wow...this year has flown by!!! I have to thank you for sending me such wonderful children. It has been a fantastic year and, there is a part of me that is sorry to see it end. I will miss this group of students--A LOT!
WE began our day with the annual awards ceremony and were treated to viewing the 5th grade slide show. After that we had the traditional Bridge of Years to clap out the fifth graders. WE tried to have it outside but the rain forced us in.
After passing out papers and cleaning up, I read the Dr. Seuss book, Oh, the Places You'll Go,and we discussed the book's message.
The students are now going to lunch and then they will be on their way home.
This is my final blog post from DES. I will miss the children and the community as a whole. Thanks for 13 great years!
Friday, June 13, 2014
Wednesday, June 11, 2014
Wacky Wednesday!!
Whoooooo.... we had a busy and hectic day!
I was out of the building this morning but returned to class around noon.
While I was gone the students worked on their amusement parks and any unfinished tasks from last week.
All groups completed their amusement park maps. They are currently working on their advertisements (either a poster or a brochure).
As of the end of the day, all students have now completed the independent tasks from last week! YEY!
After lunch we previewed some amusement park advertisements and I added a link, for the children to peruse, to the reading/writing page of the third grade web site. The groups continued working on their ads.
Then, at the end of the day, Mrs. Sweeney's class joined us and the children followed the plans they wrote yesterday to make recycled paper. It was messy but the children had a blast!!!
The students are bringing home their journals and folders this evening. Tomorrow these items should be cleaned out of their backpacks BUT the students need to bring their binder and back pack to school (just keep the journals and unfinished work folder at home).
I was out of the building this morning but returned to class around noon.
While I was gone the students worked on their amusement parks and any unfinished tasks from last week.
All groups completed their amusement park maps. They are currently working on their advertisements (either a poster or a brochure).
As of the end of the day, all students have now completed the independent tasks from last week! YEY!
After lunch we previewed some amusement park advertisements and I added a link, for the children to peruse, to the reading/writing page of the third grade web site. The groups continued working on their ads.
Then, at the end of the day, Mrs. Sweeney's class joined us and the children followed the plans they wrote yesterday to make recycled paper. It was messy but the children had a blast!!!
The students are bringing home their journals and folders this evening. Tomorrow these items should be cleaned out of their backpacks BUT the students need to bring their binder and back pack to school (just keep the journals and unfinished work folder at home).
Tuesday, June 10, 2014
Terrific Tuesday
The students began their day in art. They are bringing home some fabulous artwork. Please look for it!!
For the remainder of this week, the students will be focusing on three things.
First, they will continue working on the amusement park that they are creating in small groups. This is explained in greater detail in yesterday's blog post.
Additionally, some students are finishing up last week's independent work tasks from our reading and writing block.
These include:
I will continue to meet with reading groups.
There will not be any more homework!!
Sharks: We worked on the /oi./ pattern and then reread chapter 2 and discussed whether or not it is a good idea for the children to visit the planet Zakroid.
Dolphins: We will review the /ou/ pattern and practice reading and writing words with a y that sounds like an e at the end of it (ex. happy, silly) Then we will read and discuss the roadrunner facts listed at the back of the book.
Cheetahs: We will practice writing words with short vowel sounds using a word chain. Then we will read the timeline at the end of the book and discuss information we obtain from a timeline and how readers can use this text feature.
For the remainder of this week, the students will be focusing on three things.
First, they will continue working on the amusement park that they are creating in small groups. This is explained in greater detail in yesterday's blog post.
Additionally, some students are finishing up last week's independent work tasks from our reading and writing block.
These include:
- Revise/complete the 3 journal entries about a person/event who inspired the student to make a positive change in their lives.
- Read a blog post and then write about the topic, whether the author was writing to inform, share an opinion or express feelings, indicate the author's point of view and identify words or phrases that support the point of view.
- Watch a video about making recycled paper and complete a 3-2-1 in their science journal (3 new facts, 2 ideas they want to try, and 1 question they have).
I will continue to meet with reading groups.
There will not be any more homework!!
Sharks: We worked on the /oi./ pattern and then reread chapter 2 and discussed whether or not it is a good idea for the children to visit the planet Zakroid.
Dolphins: We will review the /ou/ pattern and practice reading and writing words with a y that sounds like an e at the end of it (ex. happy, silly) Then we will read and discuss the roadrunner facts listed at the back of the book.
Cheetahs: We will practice writing words with short vowel sounds using a word chain. Then we will read the timeline at the end of the book and discuss information we obtain from a timeline and how readers can use this text feature.
Monday, June 9, 2014
Monday --The Final Week
This week is so bittersweet!!! While I always look forward to lazy summer days spent with my family, it is going to be very difficult to say goodbye to this group of students and DES as a whole!!
The children started their day in the media center. They were visited by Ms. Alpatti, the children's librarian from the Damascus Public Library. She spoke to the students about their summer reading program. Look for information, tonight, in your child's backpack.
When they returned to the classroom, I introduced an exciting project that we will work on this week. It began as a math project but has branched out to reading and writing, too.
The children will be working in small groups to collaboratively plan an amusement park. First, they will research various parks, using links on the third grade web site. Next, they will decide what they want in their park. From there, they will plan and map out a park. They will be required to include a map key, or legend, and for each facility, they will have to identify the area and perimeter. After they are finished with their map, they will create an advertisement to attract consumers. Finally, if time allows, they will plan and record a commercial.
Today the groups began their research. It was such fun for me to see how excited and engaged each student was! I also thrilled to see many examples of incidental learning, such as; What does attractions mean? How can we find the admission price?
After math, the students worked on completing last week's independent work assignments. Once these are finished, they will use this time to continue working on the amusement parks. There will not be any new assignments this week.
While the students worked on their independent work, I met with small groups.
This week's independent work assignment include:
Following lunch and outdoor recess, the students continued working independently while I met with more groups.
Dolphins: we reviewed the /ou/ pattern and then read pages 12-15. After reading as a group, the students reread this section and identified 2 fats they learned about baby roadrunners.
Cheetahs: The children had finished reading their book on Friday. So, today we discussed the last line, And the magic lives on..." We also shared ideas about Walt's goals, as well as his motivation and effort to achieve them.
Pandas: We met and decided to discontinue our reading of the Tiger Woods biography.
At the end of the day Mrs. Sweeney's class came over and shared the results of their science experiment where they used recycled paper to make paper. Then the children worked together (our class and Mrs. Sweeney's class) to decide how they would proceed, together, to carry out an additional experiment to make paper.
There will not be any homework assigned this week! :-)
The children started their day in the media center. They were visited by Ms. Alpatti, the children's librarian from the Damascus Public Library. She spoke to the students about their summer reading program. Look for information, tonight, in your child's backpack.
When they returned to the classroom, I introduced an exciting project that we will work on this week. It began as a math project but has branched out to reading and writing, too.
The children will be working in small groups to collaboratively plan an amusement park. First, they will research various parks, using links on the third grade web site. Next, they will decide what they want in their park. From there, they will plan and map out a park. They will be required to include a map key, or legend, and for each facility, they will have to identify the area and perimeter. After they are finished with their map, they will create an advertisement to attract consumers. Finally, if time allows, they will plan and record a commercial.
Today the groups began their research. It was such fun for me to see how excited and engaged each student was! I also thrilled to see many examples of incidental learning, such as; What does attractions mean? How can we find the admission price?
After math, the students worked on completing last week's independent work assignments. Once these are finished, they will use this time to continue working on the amusement parks. There will not be any new assignments this week.
While the students worked on their independent work, I met with small groups.
This week's independent work assignment include:
- Revise/complete the 3 journal entries about a person/event who inspired the student to make a positive change in their lives.
- Read a blog post and then write about the topic, whether the author was writing to inform, share an opinion or express feelings, indicate the author's point of view and identify words or phrases that support the point of view.
- Watch a video about making recycled paper and complete a 3-2-1 in their science journal (3 new facts, 2 ideas they want to try, and 1 question they have).
Following lunch and outdoor recess, the students continued working independently while I met with more groups.
Dolphins: we reviewed the /ou/ pattern and then read pages 12-15. After reading as a group, the students reread this section and identified 2 fats they learned about baby roadrunners.
Cheetahs: The children had finished reading their book on Friday. So, today we discussed the last line, And the magic lives on..." We also shared ideas about Walt's goals, as well as his motivation and effort to achieve them.
Pandas: We met and decided to discontinue our reading of the Tiger Woods biography.
At the end of the day Mrs. Sweeney's class came over and shared the results of their science experiment where they used recycled paper to make paper. Then the children worked together (our class and Mrs. Sweeney's class) to decide how they would proceed, together, to carry out an additional experiment to make paper.
There will not be any homework assigned this week! :-)
Thursday, June 5, 2014
Flip Flop Thursday
Since today is our flip flop day, we began with math rotations.
The teacher led small group instruction was different for each group. One group focused on determining an appropriate scale, for a bar graph, given a set of data. Another group created a double bar graph using a data chart with displayed 2 sets of information for the same topic. Finally, the last group reviewed calculating the area and perimeter of rectangular figures.
During guided practice the children chose a task card, displaying a data table, and constructed a bar graph to display the information.
Finally, during the technology rotation, students practice identifying the area and perimeter of figures using the Internet site Shape Surveyor.
We will have a QUIZ tomorrow covering bar graphs, area, perimeter, elapsed time, measurement word problems, and, of course, the basic facts.
For HOMEWORK students should review past quizzes and practice their basic facts using flashcards or Sum Dog.
At the beginning of the reading and writing block, I again went over the expectations for the 3 journal entries. I emphasized using the model paper to help the students write their own. I practiced reading portions of the model paper and then restating those selections using my own ideas.
While the students worked on their independent work, I met with small groups.
This week's independent work assignment include:
Sharks: We revisited the portion of the timeline that we did together in group yesterday. Then the students completed their own time lines by adding the three remaining events, with dates, that we marked in their books.
Following lunch and outdoor recess the students continued working independently while I met with more groups.
Dolphins: We reviewed the vowel followed by a double consonant (think yell, e followed by two l's) and practiced decoding words from their text. Then the students whisper read the section called guarding the nest and identified new information they learned.
Cheetahs: The children reread pages 79-83 and we discussed EPCOT.
Pandas: We discussed chapter 10 and why Tiger went pro. We also related his turning pro to students challenging themselves in school.
We ended the day by brainstorming what we knew about time lines and questions we wondered about them, too. Then we viewed a few different types of time lines, including phases of the moon, months to plant various vegetables in Maryland and changes in transportation.
I will be out tomorrow. The children will take their math quiz, continue working on their independent assignments, meet in reading groups and create time lines of instructional activities they did during each month of this past school year.
The teacher led small group instruction was different for each group. One group focused on determining an appropriate scale, for a bar graph, given a set of data. Another group created a double bar graph using a data chart with displayed 2 sets of information for the same topic. Finally, the last group reviewed calculating the area and perimeter of rectangular figures.
During guided practice the children chose a task card, displaying a data table, and constructed a bar graph to display the information.
Finally, during the technology rotation, students practice identifying the area and perimeter of figures using the Internet site Shape Surveyor.
We will have a QUIZ tomorrow covering bar graphs, area, perimeter, elapsed time, measurement word problems, and, of course, the basic facts.
For HOMEWORK students should review past quizzes and practice their basic facts using flashcards or Sum Dog.
At the beginning of the reading and writing block, I again went over the expectations for the 3 journal entries. I emphasized using the model paper to help the students write their own. I practiced reading portions of the model paper and then restating those selections using my own ideas.
While the students worked on their independent work, I met with small groups.
This week's independent work assignment include:
- Revise/complete the 3 journal entries about a person/event who inspired the student to make a positive change in their lives.
- Read a blog post and then write about the topic, whether the author was writing to inform, share an opinion or express feelings, indicate the author's point of view and identify words or phrases that support the point of view.
- Watch a video about making recycled paper and complete a 3-2-1 in their science journal (3 new facts, 2 ideas they want to try, and 1 question they have).
Sharks: We revisited the portion of the timeline that we did together in group yesterday. Then the students completed their own time lines by adding the three remaining events, with dates, that we marked in their books.
Following lunch and outdoor recess the students continued working independently while I met with more groups.
Dolphins: We reviewed the vowel followed by a double consonant (think yell, e followed by two l's) and practiced decoding words from their text. Then the students whisper read the section called guarding the nest and identified new information they learned.
Cheetahs: The children reread pages 79-83 and we discussed EPCOT.
Pandas: We discussed chapter 10 and why Tiger went pro. We also related his turning pro to students challenging themselves in school.
We ended the day by brainstorming what we knew about time lines and questions we wondered about them, too. Then we viewed a few different types of time lines, including phases of the moon, months to plant various vegetables in Maryland and changes in transportation.
I will be out tomorrow. The children will take their math quiz, continue working on their independent assignments, meet in reading groups and create time lines of instructional activities they did during each month of this past school year.
Wednesday, June 4, 2014
Wonderful Wednesday
This morning, in place or our weekly class meeting, we did an activity to celebrate our strengths. Each student received a blank piece of paper and wrote their name in the middle. Then we passed the papers around the classroom and every student wrote one positive strength they see in that person. By the end of the activity, every student had a paper with their "gifts" identified by each of their classmates. The students even completed one for me, per their request!
After that, we began our math rotations. During the teacher led small group instruction, we constructed bar graphs, focusing on choosing an appropriate scale. Then they created their own bar graph during guided practice. Finally, students calculated area and perimeter suing the Internet game Shape Surveyor, during the technology rotation.
For HOMEWORK the students need to complete a basic fact half sheet and construct a bar graph worksheet.
After math, I gave the class an opportunity to ask questions and share challenges regarding this week's independent work tasks.
This week's independent work assignment include:
Sharks: We began constructing time lines of Amelia Earhart's life in their RRJs. For HOMEWORK the students should read for 10 minutes--free choice!
Following lunch and outdoor recess, the students continued working on their weekly assignments as I met with more groups.
Dolphins: We reviewed compound words and added some words to their word bags. Then I did a book introduction for our new, nonfiction book, Roadrunners. Finally, the students whisper read pages 2-7, as I listened in. For HOMEWORK the children need to reread pages 2-7 and practice their word bag cards.
Cheetahs: We worked on identifying and decoding words with the pattern /oi/. Then we did a word chain to practice the short vowel sounds, e, i and u and the digraphs th, ch, and sh. Finally, we started to review last night's homework but that got cut short due to the band's concert.
We ended the day by enjoying the spring band and strings concert.
After that, we began our math rotations. During the teacher led small group instruction, we constructed bar graphs, focusing on choosing an appropriate scale. Then they created their own bar graph during guided practice. Finally, students calculated area and perimeter suing the Internet game Shape Surveyor, during the technology rotation.
For HOMEWORK the students need to complete a basic fact half sheet and construct a bar graph worksheet.
After math, I gave the class an opportunity to ask questions and share challenges regarding this week's independent work tasks.
This week's independent work assignment include:
- Revise/complete the 3 journal entries about a person/event who inspired the student to make a positive change in their lives.
- Read a blog post and then write about the topic, whether the author was writing to inform, share an opinion or express feelings, indicate the author's point of view and identify words or phrases that support the point of view.
- Watch a video about making recycled paper and complete a 3-2-1 in their science journal (3 new facts, 2 ideas they want to try, and 1 question they have).
Sharks: We began constructing time lines of Amelia Earhart's life in their RRJs. For HOMEWORK the students should read for 10 minutes--free choice!
Following lunch and outdoor recess, the students continued working on their weekly assignments as I met with more groups.
Dolphins: We reviewed compound words and added some words to their word bags. Then I did a book introduction for our new, nonfiction book, Roadrunners. Finally, the students whisper read pages 2-7, as I listened in. For HOMEWORK the children need to reread pages 2-7 and practice their word bag cards.
Cheetahs: We worked on identifying and decoding words with the pattern /oi/. Then we did a word chain to practice the short vowel sounds, e, i and u and the digraphs th, ch, and sh. Finally, we started to review last night's homework but that got cut short due to the band's concert.
We ended the day by enjoying the spring band and strings concert.
Tuesday, June 3, 2014
Terrific Tuesday
This morning the students began their day in art where they made fans!
When they returned to class they began their math rotations. The small group instruction was led by a substitute because I was at a meeting in the building. During the lesson the students learned how to display a set of data using a bar graph and how to determine an appropriate scale.
(When I returned to class and asked about selecting an appropriate scale, the students appeared quite confused. So, we will definitely revisit this part of the lesson.)
During the guided practice, the students played the dice game, from yesterday, but identified the area of the figure, if they did perimeter yesterday, and vice versa.
Finally, during the technology rotation, the children continued watching the Learn Zillion lessons about bar graphs (3 & 4).
For HOMEWORK the students have a half sheet basic facts practice. I did not give them a graphing worksheet since I was not convinced they understood how to determine an appropriate scale.
I returned at the end of math....so the rest of the day was taught by me. :-)
We began the reading and writing block by revisiting the 3 journal entries that we began last week. I had reviewed some of the students' work and noticed that the children were not elaborating in their entries AND many were not showing a progression amongst the 3 entries. SO, we revisited the model graphic organizer and journal entries from my Educreations lesson (posted on the 3rd grade web site last week) and identified words and phrases the author used to clearly explain his thoughts and feelings and to show the progression from before the event, to the event and then to how his life changed for the better.
After that, we visited the Kid Power Blog (again on the 3rd grade web site) and I modeled how to read an entry and then write to identify the topic of the blog and whether the entry was writing to inform, share an opinion or express feelings. Additionally, I indicated the author's point of view about the topic and words or phrases that were used to get share it.
This week's independent work assignment include:
Sharks: We revisited the sticky notes they placed in their books indicating important dates and events in Amelia Earhart's life. We will begin a timeline, using these dates, tomorrow.
Following lunch and outdoor recess the students continues their independent work while I met with more groups.
Dolphins: We read Moosling in Winter and then discussed the possible theme (everyone is different) using support from the story. For HOMEWORK the students need to reread the book and practice their word bag cards.
Cheetahs: We revisited what the children read (and learned) about the magic Kingdom. Then we discussed Walt's motivation and goal in regards to creating the Magic Kingdom. For HOMEWORK the students need to read pages 79-83 and describe Walt's next project.
Pandas: We reviewed the Masters tournament and reread the last paragraph in chapter 9, several times, to determine what Tiger's doubts were about. For HOMEWORK the students need to read chapter 10 and explain why Tiger decided to turn pro.
We ended the day by comparing recycled and non-recycled paper.
We still need screen and starch!!
When they returned to class they began their math rotations. The small group instruction was led by a substitute because I was at a meeting in the building. During the lesson the students learned how to display a set of data using a bar graph and how to determine an appropriate scale.
(When I returned to class and asked about selecting an appropriate scale, the students appeared quite confused. So, we will definitely revisit this part of the lesson.)
During the guided practice, the students played the dice game, from yesterday, but identified the area of the figure, if they did perimeter yesterday, and vice versa.
Finally, during the technology rotation, the children continued watching the Learn Zillion lessons about bar graphs (3 & 4).
For HOMEWORK the students have a half sheet basic facts practice. I did not give them a graphing worksheet since I was not convinced they understood how to determine an appropriate scale.
I returned at the end of math....so the rest of the day was taught by me. :-)
We began the reading and writing block by revisiting the 3 journal entries that we began last week. I had reviewed some of the students' work and noticed that the children were not elaborating in their entries AND many were not showing a progression amongst the 3 entries. SO, we revisited the model graphic organizer and journal entries from my Educreations lesson (posted on the 3rd grade web site last week) and identified words and phrases the author used to clearly explain his thoughts and feelings and to show the progression from before the event, to the event and then to how his life changed for the better.
After that, we visited the Kid Power Blog (again on the 3rd grade web site) and I modeled how to read an entry and then write to identify the topic of the blog and whether the entry was writing to inform, share an opinion or express feelings. Additionally, I indicated the author's point of view about the topic and words or phrases that were used to get share it.
This week's independent work assignment include:
- Revise/complete the 3 journal entries about a person/event who inspired the student to make a positive change in their lives.
- Read a blog post and then write about the topic, whether the author was writing to inform, share an opinion or express feelings, indicate the author's point of view and identify words or phrases that support the point of view.
- Watch a video about making recycled paper and complete a 3-2-1 in their science journal (3 new facts, 2 ideas they want to try, and 1 question they have).
Sharks: We revisited the sticky notes they placed in their books indicating important dates and events in Amelia Earhart's life. We will begin a timeline, using these dates, tomorrow.
Following lunch and outdoor recess the students continues their independent work while I met with more groups.
Dolphins: We read Moosling in Winter and then discussed the possible theme (everyone is different) using support from the story. For HOMEWORK the students need to reread the book and practice their word bag cards.
Cheetahs: We revisited what the children read (and learned) about the magic Kingdom. Then we discussed Walt's motivation and goal in regards to creating the Magic Kingdom. For HOMEWORK the students need to read pages 79-83 and describe Walt's next project.
Pandas: We reviewed the Masters tournament and reread the last paragraph in chapter 9, several times, to determine what Tiger's doubts were about. For HOMEWORK the students need to read chapter 10 and explain why Tiger decided to turn pro.
We ended the day by comparing recycled and non-recycled paper.
We still need screen and starch!!
Monday, June 2, 2014
Monday: A Visit to the 4th Grade Wax Museum
The students began their morning in the computer lab with Mrs. Rose. They finished, and published, the Kids Blogs they have been working on over the past few weeks.
When the children returned to class, we jumped into our math rotations.
During the teacher led small group instruction, the students constructed a pictograph using a tally chart that was provided. Guided practice allowed the students to practice determining the area or perimeter of rectangles, by playing a game and rolling dice to determine the measurements of the sides. Finally, during the technology rotation the students watched two Learn Zillion lessons about constructing picture and bar graphs with appropriate scales.
We did take a break during math to visit the AMAZING 4th grade wax museum.
For HOMEWORK the students have a half sheet basic facts drill and a pictograph worksheet. There will be no other homework tonight. Read on to find out why!
So, due to the 4th grade Wax Museum and a longer than usual math small group lesson, we did not get to our reading and writing block before lunch.
After the students returned to class from lunch and outdoor recess, I had a surprise for them!
The school has been given 8 Google Chrome notebooks and our class is one of two who have the proper log ins to allow use!!! With that in mind, and after consulting with Mr. Vogel, I introduced the Chrome notebooks to the class and then had them create accounts at Code.org. We are going to learn how to code!!! Needless to say the kids were very excited and this took up the majority of the afternoon. So, we did not meet in reading groups or get independent work assignments today.
We ended the day by learning about the STEM project we will be doing and diving into groups. In groups the students identified the problem we will solve. We shared their thoughts our with the entire class.
When the children returned to class, we jumped into our math rotations.
During the teacher led small group instruction, the students constructed a pictograph using a tally chart that was provided. Guided practice allowed the students to practice determining the area or perimeter of rectangles, by playing a game and rolling dice to determine the measurements of the sides. Finally, during the technology rotation the students watched two Learn Zillion lessons about constructing picture and bar graphs with appropriate scales.
We did take a break during math to visit the AMAZING 4th grade wax museum.
For HOMEWORK the students have a half sheet basic facts drill and a pictograph worksheet. There will be no other homework tonight. Read on to find out why!
So, due to the 4th grade Wax Museum and a longer than usual math small group lesson, we did not get to our reading and writing block before lunch.
After the students returned to class from lunch and outdoor recess, I had a surprise for them!
The school has been given 8 Google Chrome notebooks and our class is one of two who have the proper log ins to allow use!!! With that in mind, and after consulting with Mr. Vogel, I introduced the Chrome notebooks to the class and then had them create accounts at Code.org. We are going to learn how to code!!! Needless to say the kids were very excited and this took up the majority of the afternoon. So, we did not meet in reading groups or get independent work assignments today.
We ended the day by learning about the STEM project we will be doing and diving into groups. In groups the students identified the problem we will solve. We shared their thoughts our with the entire class.
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