Terrific Tuesday

The students practiced keyboarding skills or read quietly before beginning math rotations.

During the small group instruction portion of math, students practiced decomposing tens and hundreds to subtract across zeroes (ex.  705-486).  Students continued playing Subtraction Bump to work on basic facts fluency, while working with a partner.  Finally, they visited the site Speed Grid, during the technology rotation to also work on basic subtraction facts.

For HOMEWORK the students need to solve a problem on Google Classroom and, in the comment section, identify the difference and what strategy they used to solve the problem and why it was the most efficient one to use.

After math, we didn't take a brain break because I wanted to get to our literacy block as soon as possible.

We began by reviewing the independent tasks for the week.  As I have mentioned before, I am making a big push to integrate science and social studies into our literacy block.  This allows me to spend more time with small groups.  This week the students will watch a Brain Pop Jr. video about local and state government and complete a capture sheet for a social studies grade.  For science they will view a Brain Pop Jr. video about gravity and write about gravity's impact on an object.  Each reading group will have independent tasks which will be included in the blurbs below.  We will be focusing on identifying the main idea and key supporting details and understanding unknown words using the known meaning of common root words.  For writing we will integrate definitions of vocabulary into our writing and use conjunctions to links ideas in our writing.

Panthers:  I will now meet with this group prior to lunch and recess.  Today I collected the Whose Way Today book.  Then I handed out a new, non-fiction book called, A Whole New World.  We began by revisiting the characteristics of non-fiction text and the purpose of text features.  Then the students previewed the book and shared one text feature they found.  After that we focused on using the heading and fist sentence of a section to help us identify the main idea.  Then we read the section and listed key details that supported the main idea.  For HOMEWORK the students need to read pages 2-8 and list unknown words on a sticky note.

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

Tigers:  Independently the students watched a Brain Pop Jr. video about identifying the main idea in text.  In group we began by reviewing the characteristics of non-fiction text.  Then we worked on decoding words with two vowels walking with the first one saying its name (review) and then words with a vowel-consonant-e pattern with the e making the vowel  say its name.  After that, the students put these rules to work as they did a first reading of the bones and muscles section on pages 4-7.  For HOMEWORK the students need to read pages 8-11, twice.

Lions:  The children identified, in writing, and explained two examples from their book that proved it is realistic fiction.  In group we shared what surprised them and the questions they had from their reading last night.  For HOMEWORK the students need to read pages 89-112.  They need to write one question they can ask their classmates about this section.

Leopards:  The students read chapter 5 and listed key details from it.  IN group we shared and listed the key details from chapter 3, 4 and 5.  Then the students analyzed the list to determine what these details have in common.  I pointed out that they are all tied to change.  For HOMEWORK the students are to read chapter 6 and identify an example of change, on a sticky note.

After our literacy block, I handed out unfinished work folders to the class.  You should NOT see these....they should STAY at school.  If it comes home, please return it.

Next, I passed back the graded personal narratives.  These are coming home today.  Please look them over and discuss the feedback with your child.

Finally, we had a brief discussion about making appropriate choices during independent work time.

The students ended the day with a visit from our guidance counselor, Ms. Snyder.  She read a book called, How Full is Your Bucket? and then the students brainstormed ways they can fill other people's buckets.

Picture Day is Thursday.  Order forms will be coming home tomorrow.

Marvelous Monday!!

This morning, after working on keyboarding skills or reading quietly, we began our math rotations.

The small group instruction centered around subtracting across zeroes (think 400-263=).  We practiced two different methods.  During math with a partner the students played Subtraction Bump to work on basic fact fluency.  Finally, the student watched an Educreations lesson about subtracting across zeroes during the technology portion of math.  If time permitted, they visited Sumdog to practice their subtraction skills.

For HOMEWORK the students have a problem to solve in Google Classroom.

After math we did not take a brain break because we needed time to straighten out confusion left over from Friday afternoon when the Internet went down!  The students were good sports about this!!

Today's independent work, during our literacy block, was the same as Friday.  Students had to finish the personal narrative final draft and hand it in.  Then they had to list 2-3 facts that answer each of their research questions.  When the students had finished those two tasks, they  corrected pink words and added them to their Quick Word Handbooks (word work), read with a partner or listened to reading.

Lions:  The students worked in partners to read pages 53-67 and identify key details, from that section, that supported the theme of the book, overcoming loneliness.  For HOMEWORK the children need to read pages 67-87 and identify one thing that surprised them and one thing they wondered about.

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

Tigers:  I collected their Crow Boy books and handed out a new book.  The new book is Non Fiction.  So, we reviewed what makes a book non-fiction and common text features that authors use to help with comprehension.  Finally, we read page 2 and discussed what wakes our body up.  For HOMEWORK the students need to reread page 2, two times, working on fluency.

Leopards:  In group we shred and reviewed the key details from chapter 1 that the students identified Friday in class.  While doing this we revisited what makes a detail important (it relates to the theme or central message) and defined central message (lesson inferred from reading the book--it is never explicitly stated).  Next we revisited chapter 2 and identified key details from that chapter.  For HOMEWORK the students need to reread chapters 3 and 4 and identify key details on a sticky note.

Panthers:  We reviewed the list of key details and identified the central message.  Part of our discussion focused on the idea that a key detail will relate to the central message and the central message is a lesson that readers infer...it is not explicitly stated.  For HOMEWORK the students need to reread Whose Way Today and think about what makes the book realistic.  This is preparing them for a task they will complete in class tomorrow.

After our literacy block we watched a video clip to help understand who makes rules for our community and how they identify laws that are needed to maintain order.

The children ended their day by going to music.

Individual portrait day is Thursday, October 2.  Information is coming home today.  Order forms will be sent home on Wednesday.

TGIF

It's FRIDAY!!!!!!!!!!!!!!!!!!!

This morning, after working on keyboarding skills or reading silently, we began our math rotations.

During the small group instruction, the students identified an efficient strategy to solve a subtraction problem that required decomposition.  Then they explained why they selected this method and how it helped them determine the difference between two 3-digit numbers.

During math with a partner the students created and solved 3-digit subtraction problems.  THe emphasis was on math discourse.  Students were expected to use the correct vocabulary as they discussed strategies with their partner.

Finally, the technology rotation had the students visiting Sumdog to practice solving 3-dgiti subtraction problems involving decomposition.

After math we took a quick Go Noodle brain break and then began our literacy block.

Before beginning independent work and small group instruction, I reviewed the resources available to the class in today's flip chart and the assignments that are to be completed today, for a grade.  Then I shared an example of how I can make comments on a student's Google document, electronically,  Additionally, I explained what students should do with the feedback and how to get rid of the comment once they have resolved the issue.

Then I began meeting with guided reading groups, while the students worked on their assignments.

Lions:  First we reviewed how and why Leigh's mood changed in the section we read on Wednesday.  Then the students opened a Google Slides document about key details and took notes.  The students learned that key details are those that relate to the central message and/or theme of the story.

After enjoying lunch and recess the students continued working on their independent literacy tasks and I met with more groups.

Panthers:  We revisited the notes we took on Google Slides about the key details relating to the theme or central message in a text.  Then we reread Whose Way Today and began listing the details on a slide in the presentation.

Leopards:  First, we listed what the students saw in the picture on page 41 (homework from a few days ago).  Then, using the list, I modeled how I could make inferences based on the text I read and the picture on page 41.  We discussed how good readers use illustrations to better understand text.

Next the students opened up a Google Slides presentation and we discussed key details and how they relate to the theme or central message of a story.  Then we revisited chapter one of their text and identified the key details from that chapter.

Tigers:  When the group came to meet with me they were far behind in the assignments that were due today and they had misplaced their homework (lists of -ed words).  So, the students worked with me on their personal narratives.

After our literacy block we investigated how gravity impacts the motion of an object.  First, we predicted what would happen if I dropped two pieces of paper (same type), from the same height, at the same time.  It was a great discussion...one student even mentioned the challenge of releasing the paper at the exact same time and height!  After that, the students worked collaboratively to keep one piece of paper as is (the control) and then change one variable of the second piece of paper to predict and test the impact that would have.  During our discussion of their experiments we identified the surface area as being the main variable that created a change in the speed the paper dropped.  Finally, the students started asking more questions about what would happen if...So, I am hoping to allow them to identify one question they have and create an experiment to find an answer.

We ended the day with our weekly class meeting.  First students had a second chance to share what they like about themselves.  I am proud to say, although reluctant at first, they were able to share something that makes them special.  Then we exchanged thank yous and compliments.  Next we reviewed old business, specifically including everyone, at all times, but definitely during recess.  The group shared that nothing had changed...students were still feeling left out.  So we brainstormed more ideas including actively looking around to see if children were alone and possibly creating a lonely bench ( a place to sit so others can easily spot you and invite you to join them).  Finally, we discussed new business, the chaotic circus that ensues at dismissal time.  ;-)  Suggestions to improve the situation was awarding more Dojos and creating table groups to reward tables with Dojo points.  I think the second suggestion was to encourage more teamwork.  I told the children I need to think about their suggestion and I will get back to them!

As you can see, it was a busy and productive day!!

By the way, the Internet went down towards the end of our literacy block.  Many students didn't get to print or even finish this week's tasks.  If you child is worried, remind them that I said not to be...we will tackle the challenge Monday morning!  :-)

Early Dismissal Wednesday

Today is an early dismissal day and tomorrow there is no school!!

However, since our specials are in the afternoon and there is no recess on an early dismissal day, we had lots of learning time in our day!  :-)

We began our day with math rotations.  During the small group instruction, students worked to analyze subtraction problems and choose a strategy that best fit the problem.  The first problem that the students tackled lent itself to using the compensation strategy for subtraction (see below).  Students were led to the realization that strategies fit some problems better than others.

An interesting happened with my first small group.  We all, me included, struggled to make the compensation strategy work for a subtraction problem.  This was a great teachable moment!!  I was able to point out, that from our mistake, we learned that this strategy wasn't the best one for us to use!

During math by myself, students used their digit tiles to create 3 digit subtraction problems.  Then they solved these problems and showed their thinking.  Finally, they used addition to check their work.  This activity will be graded.

Finally, during the technology rotation the children worked with a partner to select 2 numbers that had an identified difference.

There is NO homework tonight and NO quiz on Friday due to the Jewish holiday.

We ate lunch between the second and third math rotations.  After math we took a quick Go Noodle brain break.

We began the literacy block by reviewing 3 personal narrative examples and identifying the improvements in each.  Then we reviewed the rubric that I will use to grade each personal narrative.  The students will have access to both of these resources as they work on their final draft.

While I met with reading groups (well, one group) the students worked on revising their personal narrative rough drafts and publishing their final draft.  Additionally, they continued their research to find 2-3 facts that answers each of the inquiry questions.  When they have completed these tasks they will choose read with a partner, listen to reading using One More Story or correct the spelling of pink words and add them to their Quick Word Handbooks.

Panthers:  We began by using the rule that states a c followed by an "e" or "i" sounds like an "s", as in the word ceiling.  Then we reviewed the beginning, middle and end that they marked, in their books, for homework last night.  After that, the students took notes on a Google Slide document explaining what a key detail is and how to decide if a detail is important.

Again, there is no homework tonight and no quiz on Friday.  Also, there is no school tomorrow!

Terrific Tuesday

The students chose to either practice keyboarding using Typing Club or read silently, for morning work this morning.

After the announcements we began our math rotations.  During the small group math lesson, the children identified whether ten and/or hundreds needed to be decomposed in order to find the difference between two numbers.  Then the children got to work to solve the problem.  Finally they checked their answer using addition.  To wrap it all up we discussed the relationship between ones, tens and hundreds and how understanding this can help us solve subtraction problems.

During math with a partner the students watched an Educreations lesson about decomposing numbers and then solved two subtraction problems...of course, math discourse was required!

At the technology rotation the students visited IXL and used strategies to solve addition problems using 3 addends.

For HOMEWORK the students need to go to Google Classroom, solve a subtraction problem and explain what relationship they needed to understand in order to solve it.  HELP (for parents)...the relationship they need to understand is that one hundred is the same at ten tens.  Knowing this allows them to break apart a hundred to "get more tens".  Hope this helps!  :-)

After math, I shared an important word work activity called Pink Words.  When I review the students' written work, I will provide feedback AND I will write the correct spelling of words they mispelled in pink ink in the margins of their journals.  During word work time, the students will look for these pink words, and using my correct spelling, they will erase the incorrectly spelled words, in their journals, and write the words correctly.  Then, they will add the words, spelled correctly, to their Quick Word Handbooks, which they received today.  Additionally, the children can use these resources to look up the spelling of frequently used words, as they are pre-printed in the books.

After this quick mini-lesson, the children enjoyed lunch and recess.

When they returned to class, the children began working on their independent tasks for the week.  First, they need to revise their rough drafts and publish a final copy using the Chrome books.  Next, they need to use the links provided on the third grade web site to identify 2-3 facts answering the questions they wrote for their inquiry project.  Once those assignments are complete, they will choose between listening to reading, using the Internet site, One More Story, and word work, which is to correct the spelling of pink words and add them to their Quick Word Handbooks.

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

Tigers:  We began by reviewing the sound the -ou pattern makes in words such as, mountain, proudly, found and around.  After that we retold the story of Crow Boy.  Next we identified a theme of the book as everyone has a special talent.  For HOMEWORK the students need to reread Crow Boy and list words ending in -ed on a sticky note.

Lions:  With this group we began by reviewing the feedback I had provided on their rough drafts and shared ways to revise their personal narratives.  After that we discussed last night's homework...Mr. Henshaw suggesting Leigh begin writing in a diary and why.  Then we identified details that support the theme of Leigh being lonely.  For HOMEWORK the students need top read pages 45-53 and identify how Leigh's mood begins to change.

Leopards:  First we began with writing conferences.  The students had the opportunity to ask questions about the feedback I provided on their rough draft.  After that we discussed chapter 4, particularly Ariel's reaction to Grandma when she comes home from the hospital.  Then we analyzed why Grandma was glad that Ariel got mad at her.  For HOMEWORK the students need to analyze the picture on page 41 and list what they SEE (no inferences, yet, please).

Panthers:  In group we reviewed the students' lists of unknown words from homework last night.  Then we identified the problem and solution in the story.  After that we identified actions and words that led to events in the story.  For HOMEWORK tonight the children need to reread Whose Way Today and mark the beginning, middle and end (B/M/E) using the sticky notes I provided.

We ended the day by defining the concept of gravity and identifying its impact on the motion of an object.  Then the students worked collaboratively to explore the impact of gravity on the motion of an object and identify questions they still have about it.  Finally, we shared and listed these questions on a chart.  My favorite question was , "Why do some objects bounce that shouldn't?"

Tomorrow is an early dismissal day.  Students will be dismissed beginning at 12:35.  There is no school on Thursday.  It's a Jewish holiday.  Tonight's homework will be the last for this week!  :-)

Marvelous Monday

This morning the students chose between visiting the media center, reading silently or working on their keyboarding skills for morning work.

After announcements we began our math rotations.

During the small group lesson we focused on decomposing tens and hundreds to find the difference between two numbers.  Then we checked our answers using addition.  For the most part, we focused on using base ten blocks to demonstrate our understanding.

During math with a partner the students used their digit cards to create addition problems with 3 addends (either 2 or 3 digits long) and then used a strategy of their choice to find the sum.  Students were told they were expected to use math vocabulary as they discussed their strategies for solving problems.  I reminded them to look at the math vocabulary board to make sure they were using some of the terms posted there.

Finally, during the technology rotation they visited addition concentration to reinforce those basic addition facts.

Check out Google Classroom for the math homework tonight.  The children will view a Learn Zillion lesson about using regrouping to solve subtraction problems.  Then, in the comment section, they will post one idea they learned or an idea they want to remember.

After math we took a quick Go Noodle break and then began our literacy block.

This past weekend I reviewed each students' personal narrative rough draft.  I wrote feedback (both positive and challenges).  Additionally, each child received a grade for their conclusion and use of dialogue. The grades do not reflect the entire personal narrative.

As we began our reading and writing block, I shared the above information with the class.  Additionally, we reviewed my model paper and I pointed out some common needs I noticed as I reviewed theirs.  Finally, together, we determined the steps needed (and wrote them down) to publish the final draft using Google docs.

By Friday, the students will need to use my feedback to revise their rough drafts and publish a final draft.

Next, it was time for lunch and recess.

After recess we visited the media center, with our Chrome books and Mrs. Allaire did a lesson showing the students how to research answers, using Internet sites,  for the questions the students wrote on Friday.  Then the students had a chance to find information and facts, on their own, to answer their research questions.

When we returned to class the students worked independently either revising their rough drafts, based on my feedback, or continuing to gather facts to answer their research questions.

I met with guided reading groups.

Tigers:  The students were given a new book called Crow Boy.  After taking a quick picture walk we worked on blending and defining a few words; forlorn, trudging and underneath.  Then I read the story out loud to the group.  For HOMEWORK the students need to reread Crow Boy.

Lions:  We discussed the meaning of the word "medium" on page 29 and talked about using context clues to figure out which definition an author is using.  For HOMEWORK the students need to read pages 34-44 and, on a sticky note, identify what Mr. Henshaw asks Leigh to do and why.

Leopards:  We shared the children's titles for chapter 3.  For HOMEWORK the students need to read chapter 4 and, on a sticky note, identify how Ariel reacts to Grandma coming home.

Panthers:  We met BRIEFLY.  For HOMEWORK the students need to read their new (Whose Way Today?) book and list unknown words on a sticky note.

The students are ending their day in music.

TGIF!!

This morning the students were given an option for their morning work activity.  Most students chose to begin working on their keyboarding skills.  They downloaded an app called Typing Club and will work through it at their own pace.  I only have two rules; they must go in order and they can not progress to the next level until they ear at least 2 stars at the present one.  There were a couple of students who chose to continue reading silently.  I would encourage you to check in with your child and see what they decided.

In math the students took a quiz that covered rounding and addition.  These will be graded and returned to students today.  Look for them in your child's home folder.

After our quiz, we visited the media center to begin our first inquiry project with the help of Mrs. Allaire, the media specialist.  First, the children picked their topic.  Then, the students learned how to come up with "thick" questions they have about their topic.  An "thick" question is one that encourages a lot of information to answer it, not a simple one word answer.  After that, the students went to work....they opened a Google slide that Mrs. Allaire had created and began creating slides with one question they have per slide.  Students were encouraged to write 3-5 questions that they would like to research, about their chosen organization.

Next the students enjoyed lunch and recess.

After recess I shared a Power Point, with the class, about the MAP-R assessment.  This is the computerizied assessment that self-adjusts to personalize to the individual student.  The data is used to guide my planning and instruction.  Then the students took the MAP-R.

I was super proud of the entire class.  They really focused and took their time during the assessment.  I could SEE the children using strategies to answer each question.

After testing, we had our weekly class meeting and our popcorn party to celebrate earning whole class Dojos.  During the group share, students shared one thing they like about themselves...well, they attempted to....it was crazy, almost every single child shared something that they liked about others.  SO we talked about it and I challenged the children to think about it over the weekend...

After that we exchanged thank yous and compliments.

Next we reviewed our old business.  We discussed the changes in our reflection station, the addition of a sign in sheet and an open/closed sign.  The students agreed unanimously that our changes had solved the issue of people visiting the station when they really weren't feeling down or frustrated.

Finally, we turned our attention to new business.  We discussed the fact that some students feel left out and alone during lunch and recess.  The students decided we needed to be alert to this and invite others to join us.  Additionally, students were frustrated that it is hard to use some of the playground equipment.  Again, the children agreed that we need to be aware of others who want a turn and analyze how long we have been on the equipment to decide if we need to move on to something else.

I hope everyone has a super weekend!!!

Thriving Thursday

It's so nice to be back in the classroom, teaching, with the world's greatest students!

This morning we jumped right into math rotations.  During the small group teacher led rotation, we reviewed the partial sums and compensation strategies to find the sum.  Our focus was using a strategy to solve an addition problem and then checking the sum using a different strategy.  After that we began to add 3 addends.  This time the focus was on lining up the columns correctly and looking for numbers that are complements (add up to 10).

During math with a partner, the children worked together to create addition problems with 2, 3-digit addends and solve them using the compensation strategy.  We are working on math discourse, using vocabulary to discuss how we solve the problems.

Finally, during the technology rotation we played Concentration Addition.  The purpose of this activity was to reinforce the memorization of the basic addition facts.

HOMEWORK is on Google Classroom, for math, tonight.  The students will solve a problem and explain which strategy they used and WHY they chose that particular one.

We will have a QUIZ tomorrow covering rounding and addition.

After math we took a very quick Go Noodle break.  Then we began our literacy block.

We began by reviewing the independent work assignments.  They are the same as yesterday.  Once the students got to work, I met with guided reading groups.

Lions:  We began by discussing what we thought about Mr. Henshaw.  Most of us thought he was annoying or a pin in the behind!   :-)  One student pointed out he may be asking questions to get to know his readers better (very smart!).  So, then we discussed this idea.  After that, we identified the events that motivated Leigh to respond to Mr. Henshaw's questions (the TV breaking and his mom's nagging).  FOr HOMEWORK tonight the children need to read pages 23-33 and, on the sticky note, identify the meaning of the word medium, as it is used on page 29.

After enjoying lunch and recess, the students continued working on their independent literacy tasks while I met with more reading groups.

Tigers:  Independently the students worked on their reading assignment from yesterday.  In group we practiced  blending known parts of words together to decode unknown words.  Then the students whisper read Taking Medicine.  For HOMEWORK the children need to reread their book, working on fluency.

Panthers:  Independently, the students worked n their assignment from yesterday.  In group we identified the main character and discussed how the actions of one character led to the next event.  We connected this to the illustrations adding further understandings to the text.  For example, Tiffany screamed, "I  want braids, too."  Which led to Shauna's mother putting braids in her hair.  Once this was done, we know Tiffany is happy because of the illustration (she is smiling in the mirror).  The author never says, directly, that she is happy.  For HOMEWORK the students need to reread their book, working on fluency.

Leopards:  The students read chapter 3 and analyzed the picture on page 29.  In their RRJ they identified and explained additional understandings they got from the picture.  In group we identified the main event in chapter 3 and discussed Ariel's reaction to it.  Then we analyzed why the author made it a stormy day.  For HOMEWORK the students should reread chapter 3 and write a title for it.

After literacy, we headed outside to test how various surfaces (sidewalk, grass, black top, mulch, etc.) affect the motion of a ball.  After recording our results next to our predictions from yesterday, we had a discussion about ways to improve our experiment to obtain more accurate, valid results.  We determined that tools to measure distance and/or time were needed.

The students are ending their day in art.

Wonderful Wednesday!!

I want to apologize in advance.  This blog post my not be as thorough as usual.  I was out at in-house meetings all morning and then part of the afternoon.

During small group math instruction, the students analyzed addition sentences to anticipate where composition might be required.  Then they solved the algorithms.  The students continued using the virtual manipulative site to solve addition problems, using partial sums, while working with a partner during math.  Finally, during the technology part of math rotations, students played Baseball Addition.

After math the students began their literacy block.

Each guided reading group had an independent assignment.  After that, the students were to work on their personal narrative.  After adding a conclusion using dialogue, the students will watch a lesson about the function and use of pronouns.  Then, using a list of common pronouns on the third grade web site, they will highlight pronouns in their personal narrative rough draft.  Again, the only task that will be graded in writing this week is the conclusion with dialogue.  Once they have completed their writing work, the students will view the story Ooka and the Honest Thief, again and create a t-chart, in their RRJ,  listing actions Ooka took that were fair and unfair.  Finally, students will need to begin selecting a topic for their inquiry project.  They need to make a decision before the end of the day tomorrow.

Guided Reading Groups:
Lions:  In group they shared and reviewed their unknown words from last night's homework. The students were shown how to access dictionary.com via the third grade web site and how to determine which meaning of the word best fits the text they are reading.  Then they discussed the illustration on page 13 and shared the additional understandings the picture added to the story.  After group, the students watched a LZ lesson explaining how illustrations contribute to the meaning of text.  Then they returned to the picture on page 13 to analyze it further.  Finally, in their RRJ, they wrote about the additional information the picture provided.

Tigers:  In group we constructed a framework for their written assignment.  Then the students began watching a LZ lesson explaining how illustrations contribute to the meaning of text.  Then the students analyzed the picture on page 21 and used the framework we created together to write about the additional information the picture provided.

Panthers:  The children watched a LZ lesson explaining how illustrations contribute to the meaning of text.  Then they chose a picture in their guided reading book to analyze.  Finally, in their RRJ, they wrote about the additional understandings they gained from the picture that the author didn't write in the text.

Leopards:  The students read chapter 3.  Then the students  watched a LZ lesson explaining how illustrations contribute to the meaning of text.  Next, the students analyzed the picture on page 29 and, in their RRJ, explained what additional information they gained from the picture that the author didn't say in the text.

Note:  As I was out of the room a majority of the day, some students didn't complete the assigned tasks.  Don't worry--they will have additional time, in class, tomorrow.

Also, there is NO formal homework this evening.  Encourage your child to read for 15 minutes and use a link on the third grade web site to improve their math skills.

After literacy, the students discussed the idea of a textured surface.  Then, working collaboratively in table groups, they predicted how various surfaces will impact the motion of a ball.  Tomorrow, we will test, record, and analyze how various surfaces impacts the motion of a ball.

Remember, we will have a popcorn party Friday afternoon!!

Terrific Tuesday

Just like yesterday, today we were able to get right into our daily routine!  YEY!!!!!!!!

We began with our math rotations.  When working with me in small groups, the students were introduced to and practiced the compensation strategy for addition.  This entails rounding addends to create friendlier numbers to add and then compensating for the rounding to find the final sum.  I have uploaded a lesson, taught by me, onto the third grade web site.  Feel free to check it out...but don't judge.  ;-)

While working with a partner in math the students created addition problems involving two 3-digit addends.  Then they visited the virtual manipulatives web site to model the problems suing base ten blocks.  Finally, they recorded the problem in their math journal.

The technology rotation had the students visiting Sumdog to practice their addition skills.  The students were able to work on adding multiples of 10 to 3 digit addends and adding two 3-digit addends.

For HOMEWORK the students should visit Google Classroom.  They will view my lesson on the compensation strategy for addition, attempt to use it to solve a problem and then post how it will help them with addition OR why they think it won't.

After math, we took a quick Go Noodle brain break and then began our literacy block.

As I stated during Back to School Night, I believe small group instruction is "where it's at" and I utilize flipped instruction to deliver many lessons.  Sometimes, though, it is necessary to pull the group together and clarify lessons taught through videos or engage in discourse about what we have read.  Since we do not have specials on Tuesdays or Fridays, there may be some whole group instruction on these days.

Today I attempted to have a large group discussion about Ooka and the Honest Thief, focusing on the characters and the main events in the story.  After a few minutes it became clear that while the students had watched the read aloud video, they weren't prepared to discuss the story.  So, they will re-watch the story today and list main events in their RRJ.  We will discuss the story tomorrow, in class.

After that, I modeled adding a conclusion, using dialogue, to my personal narrative, which I began writing last week.

Today's independent work, during the literacy block, include individual guided reading group assignments.  Additionally, the children will re-watch the Learn Zillion, adding a conclusion using dialogue lesson, and add both to their personal narrative rough draft.  They must do this by Friday as I will be grading their conclusion with dialogue at that time.  Next, the students will re-watch the Ooka read aloud and identify main events in their RRJ.  This will not be graded.  It will be used for our discussion tomorrow.  If time permits, the children may explore the web sites that are posted for the inquiry project and begin choosing a topic.

Following lunch and recess the students got started on their literacy assignments while I met with guided reading groups.

Lions:  The students worked collaboratively, rereading pages 1-11 and listing the main events.  In group we reviewed and discussed their lists, analyzing which we thought were the main events.  For HOMEWORK tonight, the students need to read pages 12-22 and list unknown words (words they can't pronounce and/or understand) on a sticky note.

Tigers:  The children reread Taking Medicine and listed unknown words, in their RRJ, independently.  They brought their lists to group and we reviewed the meaning and how to decode the words, depending on the reason they had been added to the students' lists.  After that, I shared that the illustrations in books can provide additional information that they author didn't write.  We looked at the picture on page 13 and identified what information we could obtain from it, such as taking too much medicine can make you vomit (because there is a bucket, we can infer the man may throw up) and that it is a serious situation (the woman looks panicked and is on the phone with the doctor).  For HOMEWORK the children need to reread the book, working on fluency.

Panthers:  Independently the students finished reading Saturdays at The New You and listed any unknown words in their RRJ.  In group we reviewed these lists, working on decoding some an defining others.  The we analyzed a picture in the book to determine what additional information the picture provided that the text didn't.  This proved challenging for the group.  We will continue to work on it!  For HOMEWORK the students need to reread Saturdays at The New You, working on fluency.

After the Panthers group we took a quick break to go over the expectations for a weather evacuation and a fire drill, since we will be practicing both this afternoon.  Then we returned to our literacy block.

Leopards:  Independently, the students read chapter 2 and analyzed the picture on page 20.  In their RRJ they identified additional information that the picture provided but wasn't specifically written in the text.  When the children came to group we reviewed their responses in their RRJ.  As I had suspected, these weren't exactly what I wanted.  So, I modeled how to write a response and dicussed what additional information means.  After that we identified the main event in the chapter and why Grandma wanted Ariel to draw a picture for the quilt.  For HOMEWORK the children need to reread chapter 2 and write a title for this chapter on a sticky note.

We ended the day by voting for a whole class reward that the class earned last week.  The students voted for a popcorn party.  We will have the popcorn party this Friday afternoon.

Unfortunately, we ran out of time for science.  We will definitely get to the lesson tomorrow!  :-)

Magnificent Monday

It's always a wonderful start to the week when your team blows out the opposition...even if they aren't very strong.  A win is a win, right?  LOL!

Following on the heels of a great day of football, we got off to a great start in school, as well!!!  We really seem to be settling into our routine.  In fact, we got started on math right after the morning announcements. This is a first for this year!!

During the small group, teacher led, instruction, the students used the partial sums model to create addition problems where composing a ten or a hundred is required.  We had a lot of discourse surrounding how we knew if composition was needed to solve the problem.

Math with a partner had the students working together to solve addition problems using the partial sums model.  These problems were recorded in math journals.

Finally, the students visited Sumdog (this seems to be a class favorite) to practice adding multiplies of 10 to a three digit number.

Math HOMEWORK this evening is on Google Classroom.  The students will analyze an addition problem to determine whether it is necessary to compose a ten or a hundred.  They will solve the problem and explain what they had to compose and why.

Following math we did a quick Go Noodle brain break.

Then I introduced the independent work for today's literacy block which included guided reading group assignments for the first time.

Independent Work for literacy block:
Read to Self:  Read assigned section of guided reading book.  In your RRJ, list 3 interesting words, 2 things you liked and 1 question you are wondering, from your reading.

Work on Writing:  Watch the LZ:  Write a Conclusion Using Dialogue lesson posted on the 3rd grade web site.  Students were encouraged to watch it more than one and to stop and rewind the lesson as needed.  Then, when they understand what a conclusion is and how to use dialogue, they are to add both to the rough draft of their personal narrative.

Listen to Reading:  Listen to the Junior Great Books story, Ooka and the Honest Thief, which is posted on the third grade web site.

Inquiry Project/Social studies:  Students are to continue exploring the organizations that were introduced last Friday and to begin thinking about which one they will choose for their inquiry project.

Please understand, I do not expect all students to complete all tasks today.  As I get a feel for how the group works, I will begin to assign some tasks as must be done today, and others as must be done by Friday.

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

Lions:  I met with this group first and we began by picking our group name, Lions.  After that we looked through their book, Dear Mr. Henshaw, and discussed what we noticed about the format of the book.  This story is told solely through letters exchanged by a student, Leigh, and an author, Mr. Henshaw.  Then we went over their independent work assignment which is to read pages 1-11 and, in their RRJ, list 3 interesting words, 2 things they enjoyed as they read, and 1 question they have.

After enjoying lunch and recess the students continued working on their independent literacy assignments while I met with more groups.

Tigers:  The first order of business was to pick a name,  which they did!  After that we did some word work.  We reviewed the vowels and the rule that when two vowels go walking the first one does the talking.  Then we found and shared examples in our guided reading book.  After that the students began whisper reading pages 4-15 in, Taking Medicine, as I listened in and supported them.  For HOMEWORK, the children are to reread pages 4-15.

Panthers: After picking our group name, I gave a quick synopsis of their book, Saturday at The New You.  Then the students shared activities they like to do with an older relative to help build motivation for reading the book.  Next we reviewed the interesting words the students identified.  After that we shared parts of their reading assignment that they liked.  Finally, we discussed the title of the beauty parlor, The New You, and analyzed whether or not it was a good name.

Leopards:  After picking a group name we analyzed the picture on page 15 to gain information from it.  The we reviewed their interesting word choices and shared and discussed the questions they identified in their RRJ.

Reading HOMEWORK for ALL groups tonight is on Google Classroom.  Students need to watch the read aloud of Ooka and the Honest Thief even if they watched it in class today!

After our literacy block we reviewed words we use to describe position. Then the students worked collaboratively, in table groups, to change the motion of an object given a specific instruction, such as, change in direction, or change the speed.  The students were SO creative!!  I had a blast and I think they did, too!!

The children ended their day in music!

I thought today was a great day!  We got so much accomplished!

Fabulous Friday!!

This morning we took our first math quiz.  As I have stated before, we will have quizzes in math on most Fridays.  While these will be graded, my main purpose for giving them regularly is to assess my teaching and help me in planning for the upcoming week.  I will do my best to grade and return the quizzes on the day they are taken.  Also, I said "most Fridays" because there will be some when we will not have a quiz.  As always, you will be updated here, and in your child's planner, if we are having a quiz on Friday of a particular week.

Before taking our quiz, we reviewed last night's homework.  Students checked their own work, and were encouraged to make corrections and "stop my teaching" if they had questions.

After that the students took the quiz.  They have been graded and will be returned to the students prior to the end of the day.

Unfortunately, after the math Internet was down so we had to tweak our interdependent work assignments for our literacy block...no worries, though!  It gave us a chance to integrate some science and social studies.  First we discussed ways to change the motion of objects, such as, to pull, push or use a ramp.  We also practiced describing the position of objects in relation to one another.  Then we identified and defined the social skills of caring, respect and compassion.

Prior to lunch the students engaged in reading to self (free choice) and work on writing (completing the personal narrative rough draft).

When the children returned to class we reviewed 2 additional independent work assignments.  The first integrated read with someone and social studies.  The students got into groups, chose a play that portrayed challenges with the common good and worked collaboratively to practice reading and acting out the play demonstrating respect, compassion and caring.

The second added task integrated science.  The students watched a video clip and analyzed the causes for change in an objects motion.  then they visited the site, Tinker Ball, and explored how to change the position and movement of an object.

While the students worked on their independent assignments, completing their rough draft, reading their scripts and exploring the position and movement of objects, I continued informal reading assessments.

Towards the end of our literacy block, Mrs. Allaire, our media specialist, stopped by to introduce our first quarter inquiry project.  After her amazing presentation and explanation, the students visited the inquiry project of the Third grade web site and explored the different organizations that are linked to it in preparation for choosing one to research.

We ended the day with a weekly class meeting.  First, we each shared what makes us happy.  Then we exchanged thank yous and compliments...there were a LOT and I loved how specific the children were!!  Finally, we moved onto challenges.  Ms. Snyder joined us for today's class meeting, so I turned this section over to her.  She led the students to brainstorming ideas to solve the challenge of students going to the reflection station just to play around and avoid work (which the class did acknowledge is happening).  Together, we decided to implement an open and closed sign, indicating when it is okay to visit the reflection station.  Hopefully, this will cut down on students missing out on instruction to go to the station.  Additionally, we will have a gin in sheet for students to document how long they stay and the reason they are there.

I was definitely a proud teacher during the discussion about the reflection station.  The children were very honest and had some great suggestions.  Additionally, they were very respectful and open to hearing each other's ideas!!  It was a great ending to the week!

Thriving Thursday

It was so great to see so many of you at last night's Back to School Night.

This morning we began our day with math rotations.  While in small group with me, the students took notes in their math journals, on the partial sums model for addition.  I demonstrated two different models; the first based on expanded notation and the second relied on drawing base ten blocks.  We also practiced solving problems using these strategies.

Note:  Students have been told it is my job to introduce as many strategies as possible and make them try each one out.  BUT when it comes down to test taking, they should use the strategy that makes sense  and works for them.

While practicing math with a partner the children played the rounding card game, again, and recorded their answers in their math journals.  Students were very excited that the technology round had them using the Sumdog site to practice adding multiples of ten to 3 digit numbers.

***Tonight's math homework is in the student's math journals.  First they need to use one of the partial sums methods to solve 365+182 and 129+346.  Then they need to round 457 to the nearest 100 and to the nearest 10.***

We will have a math formative (quiz) tomorrow covering rounding to the nearest 100 and nearest to 10.

***I use formatives/quizzes to assess what the students have learned and retained and what needs to be retaught.  Groups may change based on data from these.  They will also be graded and added to the grade book.***

Following lunch and recess we analyzed 3 examples of student work and identified what the child did well and how we could improve upon it.  Then we took a quick Go Noodle brain break before I modeled how to use the graphic organizer, for the common good personal narrative, to begin writing my rough draft.

While I continued the informal reading assessments, the students read Boxes for Katje and put the events in order (remember they also had to utilize tech skills to make a copy of the shared document and then share it back to just me).  They also finished rehearsing for their writing and began their own rough drafts for the common good personal narrative piece.  If time permitted, they read with someone to practice fluency and comprehension skills.

Time ran out before we got to science.  This continues to be a pattern so I will be looking at ways to integrate science and social studies into our literacy block, as I did last year.  This will ensure students don't miss out on these essential subjects but frees me up for more time with small groups.  As always, I will keep you updates through the blog.

The students ended the day in art.  They should be coming home with a half sheet of paper today explaining an assignment they will do in art next week.  Please look for it.  In short, Mrs. Daniel has requested students bring in pictures and magazines for an All About Me project.

Wonderful Wednesday - BTSN

I am looking forward to seeing all of you at Back to School Night this evening.  It begins at 6:30 and there will be two sessions.

We got off to a bit of a late start this morning because I needed to take time to address a few items with the class.  First, our room is quite crowded.  Each table seats 6.  We have 22 students, yet we have 5 tables.  We can get rid of a table and still have a place for two additional students.  The class voted to get rid of a table, which will be done before the end of the week.  Second, with the increased use of technology, there is a great need for computer fluency.  SO, by the end of the week, students will be using a key boarding app, for at least 5-10 minutes a day, during morning work, to improve their typing fluency.  The class seemed to agree with this decision.  Finally,  we talked about the need for me, as the teacher, to plan ahead as best as I can.  This might include posting or sharing documents ahead of time.  It is really important that students do NOT complete assignments before I tell them to.  If it is not posted to the HOMEWORK page in Google Classroom or written in the student planner, the children should not do the work.  PLEASE.  Any questions about that?  Email me or call!

After our discussion we began our math rotations.  In small group we reviewed rounding tot he nearest hundred and ten.  Then we began practicing the partial sum model for solving addition problems.  This is basically using place value to find the sum.

When practicing math with a partner, the students played the math rounding card game and recorded each hand in their math journal, stating the number they created with the playing cards, the benchmark numbers, and the number it would round to.

During the technology portion of math the students used the third grade web site to visit Place Value Puzzler. They then chose to either practice their rounding or place value skills.

After math the students enjoyed lunch and recess.  When they returned to class we had more business to attend to.  First, we moved some student's seats so that we could get rid of the extra table and have more space in the room.  After that we addressed the issue of binders.  I will speak about this further this evening.  But, in short, I do feel badly about this, we will NOT be using binders this year.

As we embark on the journey to a paperless school, the binders have become a hindrance, not a help.  The children were told to take their planner out of their binder and that they could donate any of their materials (pencils, highlighters, glue sticks, etc) to our class stash.  Tonight they will bring their binder home and leave it their.  From now on, they are to bring their planner and plastic home folder (which they received today in class) home each night and return with it to school each morning.

Next I assigned the homework for this evening.  Both tasks are on Google Classroom.  One task is to watch a Learn Zillion lesson about the partial sums strategy for addition.  The other task is to read for 15 minutes and think about the events they read about.  Nothing needs to be posted this evening.

Finally, we were able to turn our attention to literacy.  First, I modeled how to rehears their writing ideas, using the graphic organizer they completed, with a partner, to prepare for writing the rough draft, tomorrow in class.  After that I did a quick mini lesson about sequential events in a story and that they are typically caused by characters actions and/or words.

Then I reviewed today's literacy independent work chart.  Students began with read to self.  They read Boxes for Katje, either using the hardback copy or digital version.  Then they accessed a document, from shared with me, which required them to put listed events, from Boxes for Katje, in order.  After completing this activity the students had to share the new document with me, so that I could assess their work.  This task integrated reading comprehension and a lot of technology skills!!  When they were finished, the children used their graphic organizers for their personal narrative to rehearse their their story with a partner.  Finally, the students were able to read with someone, but I don't think anyone got that far!  :-)

After literacy we selected students to have our first round of classroom jobs.  Then we packed up and went to PE.

I told the class today, we WILL begin reading groups on MONDAY...I hope to be done with informal reading testing by then, but regardless, I want to begin guided reading...so we will!

I look forward to sharing information with all of you tonight!  Thank you for all of your patience and support!!  I truly appreciate it!!!!

Terrific Tuesday

This morning we were treated to watching the morning announcements via Google+ on our Promethean board.  Very cool!

After that we reviewed our math rotations and got to work.  While Meeting in small group the students practiced rounding numbers to the nearest 10 and nearest 100.  Then, once demonstrating they were ready, we began using our rounding skills to solve word problems.  One key emphasis today was that when you see the work "about" in a word problem, that means to ROUND.

While practicing math with a partner, students played the rounding card game.  The created numbers (either 2 or 3 digits) by flipping over playing cards.  Then they rounded their number to the nearest 10 and documented it in their math journal.  The player with the largest rounded number won all of the cards for that hand.  The winner, at the end, was the player with the most playing cards.

Finally, during the tech rotation, students chose between playing rounding games on Sumdog or visiting Place Value Puzzler on Funbrain.

After math we took a quick brain break using Go Noodle.  Then we reviewed how to complete a writing graphic organizer to plan for our personal narrative writing piece.

Following lunch and recess we reviewed the independent work chart and then the students got to work while I continued informal reading assessments with individual students.  While working independently the children reread Thank You, Mr. Falker, either via the Internet or using a hard back book.  Then they completed the BCR identifying two examples from the book that show it is realistic fiction.  After that the students completed the graphic organizer for their personal narrative.  Finally, they read with a partner working on fluency and comprehension.

After our literacy block we had our first science lesson!  YEY!  Today we identified and described the position and movement of objects using an index card and a cube.  We watched video clips, then worked collaboratively to describe the position and movement of our objects in relation to one another.

Homework tonight is via Google Classroom.  I have posted a rounding word problem.  The children should post the answer in the comments section.  The second part of the assignment is to watch the linked Learn Zillion lesson about nouns.    Students will soon be learning about pronouns.  There is an assumption that students have learned about nouns last year.  I want to be sure we are all on the same page.  So watching this lesson tonight will either be a great review or an opportunity to catch up!

Looking forward to seeing you all tomorrow night at Back to School Night!

Marvelous Monday

As a HUGE NFL fan, this could be a terrible Monday, but I am choosing to make it marvelous!!!  :-)

This morning we began by reviewing this marking period's TASS (thinking and academic success skills) skills.  They are collaboration and analysis.

After that we began our math rotations.  During the small group teacher led instruction we focused on rounding three digit numbers to the nearest hundred and ten.  Math with a partner engaged the students n playing a board game involving rounding 3 digit numbers to hundreds and tens.  Finally, the students practiced their rounding skills using the Sumdog Internet site.

HOMEWORK for tonight is on Google Classroom.  The students are to practice their rounding skills using an Internet site linked to the assignment and they are to read for 15 minutes and think about whether their reading selection is realistic fiction or not.  There is nothing to post this evening.

After an quick brain break using Go Noodle, we began our literacy block.  First, we identified the characteristics of realistic fiction.  Then we sorted books, by looking at the cover picture and title, as to whether or not we thought they were realistic fiction.

Then the students enjoyed lunch and recess.

After recess we tackled independent work for our literacy block.  I will try to explain this clearly, but quickly.  :-)  I will list the assignments on the Promethean board with specific directions as to how to access any resources needed and whether or not the finished product needs to be turned in and where to do so.  Additionally, the daily Promethean flip chart will contain examples or resources used to teach the anchor lessons.  Students have been told several times that they are allowed, and even encouraged, to go up to the board and flip back and forth to see the pages they need to successfully complete assignments.

The students will complete the tasks in the order assigned and move at their own pace.  Eventually, I hope to add some choice into the order of completion but, for now, I want to maintain some control!  :-)

So, today's tasks began with Read to Self.  The children read the story, Thank You, Mr. Falker, either on line or using the hard back book.  Then, in their RRJ, they used two examples from the story to explain why the book is realistic fiction.  To help them, I provided a model "shell" of a written response and a list of the characteristics of realistic fiction.  After that, the students had to make a copy of the common good personal narrative graphic organizer, from the shared with me documents in Google drive, and complete it to help plan their first writing piece.  I modeled doing this and left it in the daily flip chart for the children to reference. Finally, they were to practice Read with Someone, free choice!

The students didn't complete all of the tasks, and I didn't expect that they would.  They will have additional time tomorrow.

While the children worked independently, quite well I might add, I continued my informal reading assessments.

After our literacy block we visited the media center for a lesson on Cyber Bullying with Mrs. Allaire.  (I had forgotten about this and planned a science lesson---oops!)

Then the class ended their day in music.

Don't forget that Back to School NIght is Wednesday night from 6:30-8:30.

Fabulous Friday

Wow!  We've made it through our first full week and it has been fabulous!!!

We began our day with a brief "nuts and bolts" type of updates.  I went over a few changes that will be coming AFTER Back to School Night.  It's important to note that none of these changes will take place until late next week. First, at the end of next week, the binder will no longer go back and forth each day.  Instead it will be stored in the classroom to hold resources the students will need in class.  Second, there will be nightly reading homework and I will be creating a "book Share" page in Google Classroom to encourage students to engage in discussions about what they are reading at home.  Finally, students will be selecting and identifying personal academic goals.  This will be something the student will work on independently because THEY want to improve in this area.  More to come on this, too.  :-)

After our chat, we jumped into math rotations.  Today's small group lesson began with reviewing rounding to the nearest hundred.  One group was accelerated to rounding a 4 digit number to the nearest 100.  Once students proved they were ready, we moved on to rounding to the nearest ten.  During Math with a Partner, the students used their digit cards to create 3 digit numbers and round them to the nearest hundred.  As they worked they were expected to discuss their thinking with their partner.  Those wanted more of a challenge, also rounded their number to the nearest ten.  Finally, during the technology rotation, the students visited Shark Numbers, via the third grade web site, to practice identifying place value.

Since math ran over, next on our agenda was lunch and recess.

When the children returned from recess we began our literacy block.  First the students practiced "Read to Someone".  Unfortunately, many forgot the expectations.  So, we stopped halfway and reviewed the right way, and the wrong way, to do "Read to Someone".

Next, we reviewed the expectations for "Read to Self".  Then the students practiced it, first reading their guided reading book and then they could choose what they wanted to read next, if time permitted. They did a super job of reading the whole time and staying in one spot!  YEY!

After "read to Self" we gathered on the carpet to review the concept of Helping the common good and how to write a topic list in our writer's notebook.  We also revisited the expectations for Work on Writing.  Then the students created topic lists, for their helping others personal narrative, during Work on Writing.

During Read to Self and Work on Writing I met with individual students to continue my informal reading assessments.

Following our literacy block we visited the media center for our second orientation, to learn about book check outs.  The media center will have an open check out policy.  With permission from the teacher, students can visit the media center on any day, at any time, to check out new books.  WE will not have a set day to visit the library.

When we returned to class we had our first, formal, official class meeting.  We began by sharing our favorite sports to watch and play.  Then we exchanged thank yous and compliments...there were lots of them and the students did a great job of being specific!!  Finally, we attempted to solve the challenge, or need, for class jobs.  We got as far as creating a list.

Have a super weekend!

Thriving Thursday

Last night's homework was an example of flipped instruction.  The students watched two lessons, at home, and then attempted to apply their new knowledge.  From their responses, I was able to plan for small grpup instruction to meet their current needs.  Some groups received extension of the lesson, others received review or practice.



With that said, we began our day with math rotations.  While working with me, we worked on rounding three digit numbers to the nearest hundred.



I have changed the name of the guided practice rotation to math with a partner.  I did this because I want the students working with partners so that are engaged in math discourse.  During math with a partner, the students used their digit cards to create a three digit number.  Then, in their math journals, they drew numbers lines and indicated the benchmark 100s and 10s for the number they created.



Finally, at the technology rotation the children practiced idetinfying place value using the Learn Alberta site on the third grade web site.


For homework, the students have an assignment on Google Classroom.  They will watch a lesson about rounding to the nearest ten and then attempt to do so.


We did a quick Go Noodle brain break after math before beginning our literacy block.  Reviewing the I Pick strategy for choosing a good book began this our literacy block.  Then I introduced the next component of the Daily 5, "Read to Someone".  I identified the purpose; work on fluency, practice comprehension strategies, and it's fun.  I also shared the student and teacher expectations.  Students will begin right away, work quietly, stay in one spot, read the whole time, build stamina and check for understanding.  The teacher (that's me!) will work with students!


Then it was time for lunch and recess!!

After lunch and recess we reviewed the expectations for behavior during "Read to Someone" and watched a couple of video snippets to see how it runs and what it looks like.

Next, the students practiced "Read to Someone" while I listened to students read, one-on-one.

After 20 minutes, I stopped the students and passed out guided reading books.  These are just preliminary groupings based on minimal information.  I just wanted to get books into the children's hands!  Once each child had a book, they practiced  "Read to Self" with it, while I began informal reading assessments with individual students.

After another 20 minutes, the students formed groups of 3 students and viewed both a video and a slide show of pictures about helping the common good.  In their groups, they discussed what they saw.  This integrated social studies and writing since they will be writing a personal narrative about a time they helped someone else.  Additionally, it feed me up to continue with the informal reading assessments!

The day ended with the children going to art!

Wonderful Wednesday

This morning we jumped right into our math rotations.  This will be our typical routine.

During the teacher led small group instruction, groups worked on using the addition table to solve basic facts and predicting the sum using patterns within it.  Some groups moved onto rounding 3 digit numbers to the nearest 100.  We shared many strategies and identified the similarities and differences with each.  We noticed that regardless of the strategy, when we round to the nearest 100, we need to use the digit the in the tens column to determine whether we round up or down.

While at guided practice the students used their digit cards to create addition problems and then use the patterns to predict the sum.  After they made their prediction, they solved the problem, identified the sum and checked to see if their prediction was correct.  Students created problems with 1, 2 or 3 digit addends, depending on their readiness.

During the technology rotation the student visited Sumdog to strengthen their skills at identifying numbers as odd or even.

Homework this evening is assigned through Google Classroom.  Students will view 2 LearnZillion lessons, linked to the assignment, and then identify the benchmark numbers for a three digit number they choose.

Following lunch and recess we continued learning about the Daily 5.  First we watched a video of a class singing the I Pick good books song.  Then we discussed the rules for choosing the perfect book for you...
I select a book and look it over.
Purpose:  Why might I want to read it?
Interest:  Does it interest me?
Comprehend:  Do I understand what I am reading?
Know:  Do I know most of the words?

After that I presented the class with our independent work chart which shows today's tasks.  I reviewed the expectations and then set the students free to work.  I had planned to begin informal reading assessments with individual students.  However, the students experienced many challenges.  Therefore, I began trouble shooting...During this time I taught mini lessons on copying and renaming a shared document and deleting a document that is no longer needed.

Believe it or not, the time flew by this afternoon.  While I didn't accomplish all that I had planned, we did get a ton done!  I need to remember that this is only week 2....

The students ended their day with PE.

Terrific Tuesday

I hope everyone had a fantastic three day weekend!  I certainly sis but I was also excited to get back to work this morning!!  Such a great feeling!





This morning we began with a class meeting.  This was not during our regular time but I wanted to finish up what we had began Friday afternoon.





We began with a group share where each child had the chance to share what they did over the weekend.  Next we moved on to compliments and thank yous.  At this time students had a chance to compliment or thank one of our class team members.  Finally, we concluded the meeting with challenges.  Today, during challenges, we set up a reflection station and reviewed class Dojo rewards.





Following our class meeting we took a Go Noodle brain break and then began math rotations.





During the small group teacher rotation, the students used an addition table to identify patterns.  We discovered that when adding two even addends or two odd addends, the sum will always be even.  But, when we have one addend that is even and another that is odd, the sum will be odd.

The students continued creating 2 and 3 digit numbers using the number tiles they cut apart on Friday and identifying them as either even or add during their guided practice rotation. And, once again, at the technology rotation, the students visited Sumdog to practice identifying numbers as even or odd.





After enjoying lunch and recess, the students returned to the classroom and I handed out their planners/agenda books.  We took some time to explore this resource and added the birthdays of our teammates inside the front cover.


Next, I reviewed tonight's homework assignment with the class and taped it into each student's planner.  Typically, your child will hand write each assignment in the planner and I will check to be sure it was written correctly.


For homework this evening, the students need to use the IP address that is on the top of the homework paper that is taped into their planner, to get to Google Classroom.  This address will work with ANY Internet browser.  You do not need Chrome.  Then they will log into Google Classroom, go to the homework page and complete tonight's assignment.  They will use the provided link to visit the third grade web site.  Then they will add a comment, on Google Classroom, stating one thing, from the third grade web site, that either was interesting or exciting and then one fact they learned about me.


Students were told that I expect there will be challenges.  As long as they try, all will be okay!  Nobody should be sad or frustrated if they aren't successful with this evening's homework.  I do ask that parents either send a handwritten note or email me if your child doesn't have access to the Internet, regardless of the reason.


After adding the Homework group to their Google Classroom accounts and explaining how to complete tonight's assignment, we tackled e-mail.  MCPS has given each student an e-mail account.  Before going over how to get to their e-mail accounts through the app picker, I reviewed this e-mail etiquette document with the class.  Finally, I taught the students how to send and reply to e-mails.  They were also given time to open, send and reply to e-mails.  As you can imagine, there was a lot of excitement in the room!

Next we passed out papers...PARENTS please note that there are TWO important papers that need to be completed and returned tomorrow...the reunification paper (green) and the information paper (white).

Finally we ended the day with a lesson by Ms. Snyder, our school counselor.  MS. Snyder went over her job with the class and how they can let her know that they need to meet with her (via email or by completing a paper student referral sheet).  I have added a link to contact Ms. Snyder, using a student referral, on the third grade web site.

Ms. Snyder also read a story called, What is Everybody Did That, and discussed why we have rules in school.  Then the students made a copy of a "shared document" using a Google doc and created a "what if" example, following the format of the book.

We would love donations of indoor recess games and head phones for our Chrome books.