End of Quarter 1 and Halloween

Wow, this building is alive with energy!!  Students are so excited for our Halloween parade and party this afternoon.  However, until then, there is learning to be done!!

After reading quietly or practicing keyboarding skills we jumped into tour math rotations.

When working in small group with me, we continued drawing pictures and writing equations, using a variable for the unknown, to solve word problems.  Today we focused on beginning with a known and unknown chart and visualizing the problem in our minds.

During math with a partner the children finished the two tasks from this week.  First they identified the best combination of vehicles to get 24 students to a field trip and defended their answer.  Then they created a monster and wrote multiplication sentences showing the number of body parts for 5 monsters.

Finally during the technology portion, students went to our math page in Google Classroom and used the posted link to visit a Halloween math site.  They used this site to practice basic facts fluency.

After math we began our literacy block.  Today, the push was to finish publishing the inquiry project and the Powtoon presentations.  Once those two tasks were done, the students listened to reading using One More Story or Storyline Online, or practiced Read to Self, free choice.

Today, I met with groups in a different order to give some students more time to complete their inquiry project.

Lions:  We met and discussed what happened to the Chumash and then the students shared what they enjoyed about the book.  Finally, I collected the books.

Leopards:  We met and shared/discussed our ideas of what happened to the dinosaurs.  Then, I collected their books.

Following lunch and outdoor recess, we shared our Powtoon presentations and debriefed from our first quarter inquiry project.  We also packed up so that we could really enjoy our Halloween celebrations.

We ended the day by celebrating Halloween with a aparade and party.

Wonderful Wednesday

This morning, the students read quietly, exchanged books in the media center or practiced keyboarding skills.

After that, we began our math rotations.  When working in small group, with me, the students continued drawing pictures and writing equations, using a variable, for the unknown, to solve word problems.

During math with a partner, the students first completed the word problem indicating the best combination of vehicles to get to a field trip and defending their decision on Google Classroom.  Then, they watched the video for Where the Wild Things Are and drew a picture of a monster.  After that, they wrote multiplication equations (to practice basic facts) indicating the number of body parts 5 monsters would have.  So, if their monster has 3 eyes, then the equation for eyes would be 3 x 5 = 15 eyes.

Finally, at the technology rotation, the students used Interactive Multifacts to practice basic facts with a factor of 0, 2, 5, or 10.  They wrote the facts in their math journals.  This, again, was to practice fluency with the basic multiplication facts.

For HOMEWORK the students need to visit the Google Classroom  HOMEWORK page and, using the posted link and the directions I listed, the students will practice their facts for at least 5 minutes.

There will not be a quiz tomorrow.

Following lunch and indoor recess the students focused on completing their independent tasks for the first marking period.  In general, this meant publishing their inquiry project and sharing it with me, and finishing their Powtoon presentations.  Additionally, students completed a main idea activity and compared the Roam Republic's government to that of our current US government.

I met with students to work on their writing, a couple of reading groups and some individuals to conduct informal reading assessments to assess growth thus far.

Panthers:  We met and read a nonfiction text about the grasshopper's life cycle.  Then the students, independently, identified the main idea and three supporting details from the text.  For HOMEWORK the students need to read for 15 minutes, free choice.

Tigers:  We took a break from the Polar Bears book to complete a main idea activity.  First we reviewed how to determine the main idea in text.  Then we read a selection of text focusing on the topic sentence of each paragraph.  Students were also given individual, informal reading assessment to assess progress.  For HOMEWORK the students need to read pages 14 and 15 in their Polar Bears book.

Leopards:  The students completed a main idea task independently.  In group we reviewed the adjectives they identified for homework and talked about words being different parts of speech.  Then we revisited pages 17 and 18 and discussed how to find the main idea, in a section of text, when there doesn't appear to be one.  WE talked about how to find a common thread that relates to the heading AND how to revise your thinking when you realize your initial thought was incorrect.  For HOMEWORK the students need to read page 19 and write, on a sticky, what they think happened to the dinosaurs.

Lions: The students completed a main idea task independently.  In group we reviewed the adjectives they identified for homework and talked about words being different parts of speech.  For HOMEWORK the students need to read pages 14 and 15 and explain what happened to the Chumash.

The students ended their day in PE with Mr. Benco.

PLEASE remember to send in your child's Halloween costumes in a bag marked with his/her name.  No scary masks, guns, knives, or make up.

Terrific Tuesday

The day after a Monday night win against the Cowboys is always GREAT!!!!!!!!!

This morning after reading quietly, exchanging books in the media center or practicing keyboarding skills, we jumped right into our math rotations.

The small group instruction worked on two things...first we practiced multiplication facts with either a 0 or a 1 as a factor.  Next, we practiced visualizing, drawing and writing equations to solve multiplication and division situations.

During math with a partner, the students revisited the 3 transportation combinations they identified last week and, using criteria we agreed upon in class (gas money, traffic, environmental issues), they decided which combination was the best.  Then they went onto the math group in Google Classroom (they had to join first) and posted the combination they thought was best and used the criteria to defend their choice.

Finally, during the technology rotation the students watched a Learn Zillion lesson about using visualization to solve division word problems.  After that, they went onto the math group on Google Classroom and solved a word problem, using visualization, and posted an equation in the comment section.

For HOMEWORK there is a word problem posted in the HOMEWORK section of Google Classroom.

During math we had a lock down and a fire drill.  Therefore, we spent the entire morning in math block.  No worries, though, since we don't have a special on Tuesdays, we will get our entire literacy block in this afternoon.  :-)

Following lunch and recess the students worked n independent literacy tasks while I met with small guided reading groups and a few individual students to conference on their writing.

Independent tasks today included reading group assignments, publishing their inquiry project, completing a Powtoon presentation for their inquiry project and watching video clips to use in comparing the government of the Roman republic to our current day government.

Panthers:  Students read pages 18 and 19.  Then we reviewed how to identify the main idea of text.  We talked about how some are explicitly written in the text while others had to be inferred.  Students then wrote a main idea statement for their book, Fabrics Around the World, in their RRJ.  For HOMEWORK the students need to read for 15 minutes, free choice.  I collected their books at the end of group today.

Leopards:  The children reread pages 14-16 and used inferencing to identify the main idea of the section.  When we met we reviewed the idea that some main ideas are explicitly written while others need to be inferred.  Then we looked at the topic sentence in the section on pages 14-16 to see if there is an explicitly stated main idea.  Once we realized it would be inferred, we used the heading to help us determine the key idea tying the whole section together.  Then, in their RRJs, the students drew a line of learning below the main idea sentence they wrote and we wrote a new one, together.   For HOMEWORK the students need to read pages 17 and 18 and identify 3 adjectives on a sticky note.

Lions:  The students read pages 9 and 10 and wrote a main idea statement for each in their RRJ.  In group we shared and discussed their main idea statements.  Those who needed to, drew a line of learning and wrote a revised sentence.  We focused on recognizing whether the main idea was explicitly stated in the text or needed to be inferred.  For HOMEWORK the students will read pages 11 and 12 and list 3 adjectives on a sticky note.

Tigers:  We didn't have time to meet as a group due to the fire drill and their other reading group.  For HOMEWORK they need to read page 12, twice, and think about the main idea.

At the end of the day we had an informal, impromptu class meeting to talk about being nice and kind to one another.

TIGF

This morning, after reading quietly, exchanging books in the media center or practicing keyboarding skills, the students took their math quiz (formative).  The children did very well on this quiz!!  They have been scored and will be returned to the children before the end of the day.  Look for it in your child's home folder this evening.

After the quiz the children finished identifying three different ways for 24 students to travel on a field trip.  This was the word problem we began yesterday.  During this time I snuck in some writing conferences.

Following math we took a GO Noodle brain break and then began our literacy block.

Today students will complete independent reading group assignments, identify adjectives in their writing, and work on their inquiry project (final draft and/or Powtoon presentation).

Tigers:  First we reviewed their lists of unknown words fro last night's homework.  Then we learned that c when followed by an e or an i usually makes the s sound.  The children then identified words in their text with the -ce or -ci pattern.  Next the children whisper read pages 10 and 11 to find out what mother bears do to care for their cubs.

Following lunch and outdoor recess the students continued working on their independent tasks while I met with several students to conference on their writing and met with guided reading groups.

Panthers:  Independently the students revisited their guided reading text and created a list of adjectives used in the book.  In group we defined an adjective as a word that describes a noun and then identified adjectives in their text.  Then we discussed unknown words from their homework last night.  After that I explained that sometimes the main idea of text is explicitly stated and other times we have to infer it.  The students then reread pages 12-17 and attempted to infer the main idea.  Finally, I shared my main idea sentence and explained how I inferred it.

Leopards:  Independently the students reread pages 14-16 and identified an inference they could make about recent discoveries.  In group we shared and discussed their questions they wrote for homework last night.  Then we shared the inferences they made in class today.  Finally, I explained to them that sometimes the main idea is explicitly written in text and other times we have to infer it.  We will practice the latter next week.

Lions:  Independently the students revisited pages 6 and 7 and identified an inference they could make about the Chumash.  In group we shared their main idea statements from homework last night.  After some discussion the children drew a line of learning in their RRJ and wrote an improved main idea statement.  From there, I explained that sometimes the main idea is explicitly stated in text, while other times we have to infer it.  We revisited page 6 and determined that the main  idea in this section is stated in the topic sentence.  Then we read page 8 and realized the main idea of that portion needs to be inferred.  So, the students reread that page and wrote a main idea statement that they inferred from the author's words.

After our literacy block we reviewed some of the characteristics of how we select our government officials.  We had learned about this earlier in the year but next week we will be comparing our government to that of the Roman Republic.  So, I wanted to make sure the information was fresh.

Finally we ended our day with a class meeting and popcorn party for earning class Dojos.  Our meeting was brief.  We shared one thing we felt like talking about and then exchanged thank yous and compliments.  Through the free choice group share, we learned a little about the holiday of Diwali.  To those celebrating, Happy Diwali!

Thrilling Thursday

Students cam in and read quietly, exchanged books in the media center or practice keyboarding skills.  After the announcements we reviewed a problem solving activity and identified strategies for working through it and for showing our results.  Then the children began their math rotations.

During the small group, teach led instruction, we practiced drawing models and writing equations using a variable to represent and solve a division situation.  Then we identified what each number represents and how understanding that helps us to identify unknowns.

During math with a partner, the students worked collaboratively to find 3 different combinations of vehicles (given certain capacity information on a data table) to get 24 students to a museum on a school field trip.

Finally, during the technology rotation the students visited the Camel Times Table site to work on basic facts fluency.

For homework the students should visit Google Classroom and complete the posted word problem.  There will be a formative (quiz) tomorrow.

After taking a quick Go Noodle break, we reviewed today's literacy block tasks and then the students got to work while I met with reading groups.  Today the students needed to finish watching the adjective lesson and complete the 3-2-1 in their writing journal.  Then they needed to either identify two adjectives in their opinion paragraph or add two adjectives to it.  After that, students were to begin publishing their inquiry project and work on their Powtoon final presentation.  If they got to a point where they had nothing to work on they were to listen to reading or practice read to self.

Tigers:  We reviewed their list of unknown words from homework last night.  Then we identified, through rereading pages 8 and 9, what happens in the spring to the polar bear cubs.  We inferred, through our reading, that the cubs walk outside for the first time.  For HOMEWORK the students need to read pages 10 and 11 and list unknown words.

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

Panthers: First we reviewed the pronunciation and meaning of words they listed as unknown for homework last night.  Then we identified the main idea in pages 8-11.  After that, we reviewed the pronunciation of the word Appalachian.  We also found the Appalachian trail on a map and discovered that it is over 2, 000 miles long!  For HOMEWORK the students need to read pages 12-17 and list unknown words on a sticky.

Leopards:  First the students shared their questions that they wrote for homework last night.  We rephrased some questions to make them "thick" and then located answers in the text.  After that we read pages 12-13 and practiced making an inference (paleontologists needed to enjoy school).  For HOMEWORK the students need to read pages 14-16 and write a thick question to ask the group tomorrow.

Lions:  First we shared and discussed the main idea statements they wrote for homework last night.  After some discussion, we drew a line of learning and wrote a new statement together.  Next we reviewed the idea of an inference being an understanding we gain by using what the author says and blending it with our background knowledge.  Then we practiced making inferences using photographs (just to strengthen our understanding of what an inference is).  For HOMEWORK the students need to read pages 6 and 7 and write a main idea statement in their RRJ.

After literacy, we identified goods and services that businesses provide.  We also discussed services provided by our government through tax dollars.  Then the students brainstormed businesses that provided both gods and services.  Finally, we viewed a picture of an ancient Roman bakery and inferred goods and services that it night have provided long ago.

The students ended their day in art with Mrs. Daniell.

I'm Back!

I apologize for the lack of blog post yesterday but I began my day, in a staff meeting, at 7:30 am and didn't finish my day until 4:30.  I wanted to prepare for today, therefore, I didn't blog.

With that said--

It is SO good to be back in the classroom with the children today...that is where my passion lies!  The planning, yesterday, was quite valuable and will benefit the entire class, but I do prefer working directly with students.  :-)

This morning, after reading quietly, exchanging books in the media center, or practicing keyboarding skills, we began our math rotations.

While working in small group with me, the students drew models and wrote equations, using a variable to represent the unknown, in order to represent and solve division situations.  I told the children they are growing up in the math world...instead of using a box or line to stand for the unknown, they will now use a letter, or variable.

During math with a partner, the students played a Toss and Talk math game where they had to explain how to solve a division situation in order to win a spot.  The winner was the first one to win four connecting spaces.

Finally, during the technology portion of math, the children visited  Thinking Blocks on the Internet.  This is a cool site that focuses on solving word problems.  It breaks down math situations into sequential steps , providing students with feedback along the way.

For HOMEWORK students will visit Google Classroom and solve 5 problems using the Thinking Blocks web site.

After math we took an extremely quick Go Noodle break and then reviewed the list of independent literacy tasks for today.

Today the students will visit an inferencing riddle site to practice making inferences.  Then they will listen to a lesson about adjectives and take notes , in their writing journal using a 3-2-1 format.  After that, they will identify two adjectives in their opinion paragraph OR add 2 to their writing.  Finally, they will listen to reading or read to themselves (free choice).

Tigers:  We reviewed the sound y makes at the end of a word and then practiced naming the 2 sounds each vowel makes.  After that, we discussed what we had learned about polar bears from our reading yesterday.  Then i reviewed an inference as being an understanding we gain from reading what the author says and applying our background knowledge.  Then I explained how I could infer, from yesterday's reading, that the mother cub focused on her cubs for 3 months after birth.  Finally, we reviewed two words; enough and through.  For HOMEWORK the children need to read pages 8 and 9 and list any unknown words on a sticky note.

Following lunch and indoor recess we visited Mrs. Allaire in the media center.  Today she showed us how to use a cool app called Powtoon.  We will be using this to present the information we learned during our research for our inquiry project. After we had some time to explore the app, we returned to the classroom and continued with our literacy block.

Students will focus on watching the Learn Zillion adjective lesson and taking notes using the 3-2-1.  Then they will find or add adjectives to their opinion paragraph.  After that, then they can begin working on the Powtoon presentation for their inquiry project.

Leopards:  First we reviewed the concept of an inference using pictures.  Then we revisited page 8 and identified an inference using what the author wrote and our background knowledge.  For HOMEWORK the children need to read page 10 and write a comprehension question to ask their group, in class, tomorrow.

Lions:  We met and shared and discussed their main idea statements for page 4, from homework last night.  This is an area which requires more practice.  :-)  For HOMEWORK the children will reread page 5 and write a main idea statement, with out using the words "how" and "about", in their RRJ.

Panthers:  Unfortunately, due to our lesson in the media center we were unable to meet.  BUT they DO have HOMEWORK.  Tonight they need to read pages 8-11 and list unknown words on a sticky note.

The students ended their day in PE with Mr. Benco.

Marvelous Monday

After reading quietly, exchanging books in the media center or practicing keyboarding skills, we began our math rotations.

Today we turned our focus to division.  In small group we used manipulatives to model and solve a division situation.  We discussed what we started with and how we got our answer.  Finally, we wrote an equation and identified what each number, in the equation, represented.

During math with a partner, the students used the picture array cards, from last week, to write multiplication word problems.  They began by providing information based on the array cards.  Then they asked a question.  Finally, they wrote an equation that matched their word problem.

Last, but not least, the students watched a Learn Zillion lesson about finding a missing quotient.  After that, they practiced identifying quotients using Sumdog.

Students were only able to get through 2 rotations since we were treated to an assembly provided by the PTA at 10am.  The assembly was a puppet show teaching about conservation.  It was a great treat!!

After the assembly, the students enjoyed lunch and outdoor recess.

When they returned to the classroom, I reviewed the independent assignments for today's literacy block.  Some groups began with reading group tasks.  Then students were told they needed to finish their opinion paragraph.  After that, the children wrote than you notes to the PTA for providing the puppet show.  Next, the children downloaded the app, Powtoon, and spent time exploring it.  As they did, they were instructed to write down any questions they had and to think about how they might use it to present their inquiry project. Finally, the students were able to listen to reading or practice read to self.

Panthers:  The students shared their fact and opinion statements from homework last week.  Then we did a quick thumbs up (fact) and thumbs down (opinion), using the book, determining whether statements were fact or opinion.  After that, I collected their guided reading books.  They didn't get a new one yet.

Leopards:  Independently the students read pages 6 and 7 and identified one example of cause and effect on a sticky note.  In group we shared their examples of cause and effect.  Then we reviewed fact and opinion and the students shared their examples from homework last week.

Lions:   The students handed in their old book and received a new book, Early Americans. Independently they read pages 2 and 3.  Then they defined the word culture and determined how to pronounce the names of the well-known Indian groups.  In group we shared their findings. and then discussed the idea that everyone has culture and part of learning about groups of people involves identifying aspects there culture.

HOMEWORK:  There are no individual reading group homework assignments.  Instead there is a math and language arts assignment on Google Classroom.

Also, students brought home a permission slip for our field trip, NEXT MONDAY, October 27 to the Baltimore Museum of Industry.  Please look for it and return it to school ASAP!

Before going to music, we revisited the science experiment where the students were supposed to compare the distance two objects traveled in a set amount of time.  I reviewed and emphasized that each object had to travel for the same amount of time and then the students needed to use a tape measure to determine the distance each traveled.  Once again, the groups lost site of their goal.  So, met as a class and identified challenges that occur when working collaboratively and ways we can alleviate these frustrations.

Finally, the students ended their day in music.

TGIG

So, today is Thursday but it is kind of like a Friday since we do not have school tomorrow!!

After reading quietly, exchanging books in the media center, or practicing keyboarding skills, the students took their math quiz (formative).  Overall, they demonstrated excellent understanding of representing multiplication strategies with models and equations.

The quizzes have been graded.  Look for them in your child's home folder this evening.

After the quiz, the students were given a chance to revisit math games, resources and Internet sites, from earlier in the marking period.  It was their choice as to which skill they practiced.

Next, we took a quick Go Noodle break and then began our literacy block.

While I met with small groups, the students completed independent reading group tasks, worked on their inquiry writing project (informative and opinion paragraphs), finished identifying services provided by tax dollars, and identified the definitions of multiple meaning words and then used them in sentences.

Tigers:  I attempted to update my informal running records with this group but only got to one student.  :-(  The others read pages 2-5, twice, working on fluency.

Following lunch and outdoor recess the students continued working on their independent literacy tasks.  I met with small groups of students to review independent work and individual students to do running records and assess reading growth (informally) so far.

Panthers:  The students completed a written assignment in their RRJ identifying the best place to live and using support from their text to explain their thinking.

Leopards:  The students reread pages 4 and 5 and wrote a main idea statement in their RRJ.

Lions:  The students completed a written assignment in their RRJ identifying the best method of adaptation and using support from their text to explain their thinking.

Before ending the day in art, we revisited the week's independent assignments and students who needed time to catch up were given it.

Then the children ended their day in art.

Enjoy the three day weekend!

Wet and Wonderful Wednesday

This morning the students read quiet, exchanged books in the media center, or practiced keyboarding skills.

After that we began our math rotations.  During small group time, the students drew representations,  and wrote a repeated addition and multiplication equations for multiplication situations.  During math with a partner, students selected arrays and glued them into their math journals.  Then they drew another model, and wrote repeated addition and multiplication equations that represented the array.  Of course, since it was math with a partner, math discourse, that included specific vocabulary, was the expectation.  Finally, during the technology portion, students visited Multiplication Board and selected two factors.  The site then created an array.  Students copied the equation, using the array to identify the product, into their math journals.

We will have a quiz tomorrow covering multiplication.  There is a HOMEWORK assignment on Google Classroom.

After math, we did a quick GO Noodle brain break.  Then we reviewed today's independent literacy assignments.

Today students will work on independent reading group assignments.  They will also rewatch the educreations opinion paragraph lesson and begin drafting their opinion paragraph.  Next they will use dictionary.com to identify two different meanings for multiple meaning words and then choose one word to use in two different sentences demonstrating knowledge of the different meanings.  If there is time left over they will listen to reading online or read to self, free choice.

Tigers:  We reviewed vce and /ea/ patterns to help with decoding.  Then the children reread pages 2-3 and identified an example of cause and effect.  For HOMEWORK the children need to read pages 2-5, working on fluency.

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

Panthers:  The students read pages 12-15, twice, and listed unknown words.  In group we reviewed the pronunciation and meaning of the unknown words.  The we defined the terms fact (can be proven) and opinion (a feeling).  After that, we identified facts from pages 12 and 13 and wrote opinions to go with it.  For HOMEWORK the students need to reread pages 12-15 and identify one fact from page 14 or 15 and write an opinion to go with it.  (For example:  Fact:  Tunnels help people drive through mountains.  Opinion:  Tunnels are scary.

Leopards:  Students got a new book today and copied the list of vocabulary words, from the inside cover, into their RRJs and found the meaning of each.  Then they read page 3 and made sure they could answer the question, "What is Paleontology?"   In group we reviewed the meanings of the vocabulary words from their new book...this took some time...we had to find some images on the Internet to help students understand the meanings, but in my opinion, it was time well spent!  :-)  Next we discussed what paleontology is and then defined the concepts of fact (can be proven) and opinion (a feeling).  Finally, the students revisited page 3 to identify facts and opinions to match.  For HOMEWORK the children need to read pages 4 and 5 and write one fact, from those pages, and an opinion to match.

Lions:  Independently the children read page 30 and then used the headings, in the book, to identify the main idea for the entire book.  In group we shared/discussed their main idea statements.  For HOMEWORK the children need to reread any 3 sections in their book.

After our literacy block, the students worked collaboratively, in their groups, to carry out their plans to compare the distance two objects travel over a set period of time.

The students ended their day in PE with Mr. Benco.

Terrific Tuesday

As usual, the students began their day by reading quietly, practicing keyboarding skills or exchanging books in the media center.  After that we began out math rotations.

Today, during small group rotations, the students practiced drawing a model, and writing a repeated addition sentence and a multiplication sentence, when presented with a multiplication situation (word problem).  During math with a partner, the children played Multiplication Bump to improve their basic multiplication fact fluency.  Finally, during the technology rotation, the students repeated the task from yesterday, since we experienced difficulties.  They watched a Learn Zillion lesson connecting arrays to area and then used their digit cards to create a multiplication expression, represent it by drawing an array on graph paper, and then identify the product.

Tonight's math HOMEWORK is on Google Classroom.

There is also a writing (Language Arts) assignment on Google Classroom.

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

While I meet with groups today, the children will work on independent guided reading group tasks.  They will also complete the rough draft of their informative paragraph.  Then they will review it by underlining the hook and conclusion in green, the word they defined and embedded definition in yellow, and facts from their research in blue.  After that they will view a lesson about opinion writing and take notes using a 3-2-1 format.  Next, they will read about services provided by local governments, on the computer, and complete a capture sheet naming and describing these services.  Finally, they will listen to reading, using the Internet, to improve fluency.

Tigers:  First we reviewed the vowels and the 2 sounds each makes.  Then we practiced identifying vowels through word chains.  After that we looked for and defined the word scarce.  Then the students whisper read pages 2 and 3 to find out why polar bears have a layer of fat.

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

Panthers:  Independently the students were supposed to watch the Main Idea Song on the third grade web site  Then read pages 10-11 and listed unknown words.  In group we reviewed last night's homework of examples of cause and effect.  Then we decoded and defined unknown words from today's reading.  Next we listed text features we use to identify the main idea in text.  Then we worked together to write  a main idea statement for pages 10-11.

Leopards:  Independently the students did a vocabulary (to teach about multiple meaning words), in their RRJ, for the word wind on page 14.  In group we reviewed their entries for format and to make sure they chose 3 synonyms with different meanings--they didn't, so we discussed this!  :-)  After that we shared and discussed their main idea statements from last night's homework.  Finally, I collected their guided reading books.  They will get new ones tomorrow.

Lions:  Independently the students reread pages 24-29 and wrote a main idea statement in their RRJ.  In group we shared their examples of cause and effect, from last night's homework, and their main idea statements from independent work today.  They are doing very well with both of these comprehension skills.

After our literacy block the students took a quick Go Noodle brain break.

Then we turned our focus to writing personal academic goals.  First the students were given a data sheet with their scores in reading and math.  They were instructed to look them over and identify there relative strengths and weaknesses.  then I collected the data sheets because I wanted them to remain private.

After that, we listed specific skills/concepts within the academic areas of reading, writing and math.  After some discussion, students identified an area in which they wanted to improve.

Finally, each student identified what they do well and an area in which they want to improve.  This will eventually be turned into a personal academic goal.

After that, we turned our attention to science.  First we defined and discussed the concept of variables in an experiment.  Then the students worked collaboratively to plan an experiment that will help them compare the distance two objects travel over the same period of time.

Students did not receive reading group homework tonight.  Remember they have a math and a writing assignment on Google Classroom.

Marvelous Monday - Open House

This morning we were so lucky to have so many visitors!!  Thanks to all who came out today.

After reading quietly, exchanging books in the media center or practicing our keyboarding skills, we began our math rotations.

This week we are focusing on representing multiplication situations with visual representations and equations.  During small group the students used tiles to build arrays representing a multiplication situation, or word problem.

While doing math with a partner, the students played subtraction war to improve basic fact fluency.

Finally, during the technology portion of math, the students were supposed to watch a Learn Zillion lesson relating area to arrays.  Some students were able to watch the lesson, others were not, due to problems with the Internet.  All groups, however, used their digit tiles to create multiplication expressions.  Then using graph paper, they created an array to represent the expression and identify the product.

For HOMEWORK the students have an assignment on Google Classroom.

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

Today, students will work on independent reading group assignments.  After that, they are expected to complete the informative paragraph for their inquiry project.  It was due Friday but one 11 out of the 22 students turned it in.  Next the children will watch a Learn Zillion lesson about Identify and Describe Opinion Writing.  They need to take notes, in a 3-2-1 format, in their writing journal.  Next the students will read about services provided by our local government and then identify those services, with a brief description, on a follow up worksheet.  Finally, they will work on reading fluency by listening to reading using One More Story or Storyline Online.

Tigers:  We met and reviewed the vowels and the 2 sounds each one makes.  Then the students whisper read part of their old book.  After that we reviewed the concept of cause (why) and effect (what happened).  We played a matching game to reinforce these ideas.  After that I collected their old books and passed out a new one, Polar Bears.  For HOMEWORK the students will complete the HIGHLIGHTED sections of the text feature scavenger hunt worksheet, using their new book.

Following lunch and indoor (our first) recess, the students continued working on their literacy tasks while I met with mire reading groups.

Panthers:  Independently, the students read pages 2-3 in their new reading book, The Places Where we Live, and wrote a main idea statement, in their RRJ, for this section.  In group we reviewed how to identify the main idea and then shared and discussed the statements they wrote for pages 2-3.  Then the students whisper read pages 4-9, as I listened in, thinking about the main idea.  Finally, we discussed the section and composed a main idea statement.  For HOMEWORK the students will reread pages 4-9 and identify 1 example of cause and effect on a sticky note.

Leopards:  Independently the children read pages 12-15, listed unknown words and one example of cause and effect in their RRJ.  In group we shared their cause and effect examples and reviewed their lists of unknown words.  For HOMEWORK the students will reread pages 14 and 15 and write a main idea statement for each page on the sticky note I provided.

Lions:  Independently the students read pages 20-23 and listed unknowns words and one example of cause and effect in their RRJ.  In group we reviewed their unknown words and shared their examples of cause and effect.  We briefly discussed regular and irregular plural nouns.  For HOMEWORK the children should read pages 24-29 and write one example of cause and effect on a sticky note.

Following our literacy block the students went to music.

TGIF!!!!!!!!!!!!

This morning, after the students read quietly, exchanged books in the media center, or practiced keyboarding skills, they took a math formative (quiz) covering measuring area.  I reminded students twice, during the quiz, that they could not get a P without labeling their answers.  This was a focus during small group instruction all week.  The quizzes will be graded and returned to students before the end of the day.  Look for them in your child's home folder.

After the quiz the children had time to finish their area zoos.  Then they had a "free choice" opportunity to either revisit a math web site or math game that we have used this year.

Next we took a quick GO Noodle brain break and then began our literacy block.

While I met with guided reading groups the students worked on identifying cause and effects and completing their informative paragraph for their inquiry project.  Both are graded assignments due today.

Tigers:  Once again, we were missing half our group.  No worries--we continued on...first we practiced identifying the two sounds each vowel makes.  Next we worked on blending sounds as we continued reading our guided reading book.  Finally, we practiced identifying examples of cause and effect.

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

Panthers:  Independently the students identified examples of cause and effect.   In group, I reread page 7 and modeled, through think aloud, how I would write a main idea statement for this page.  Then we shared the statements the students wrote for homework.  After that, we discussed using the title and headings to write a main idea statement for the entire book.  I am hoping to begin a new text next week and continue with main idea lessons.

Leopards:  Independently the students identified examples of cause and effect.  In group we reviewed cause as the why and effect as the what happened.  Then the children shared and discussed the examples of cause and effect that they wrote for homework last night.

Lions:  Independently the students identified examples of cause and effect.  I group we reviewed how to identify the main idea in a section of text.  Then we shared the main idea statements the children wrote for homework last night.  As each shared we discussed both the positives and improvements in each.

Following our literacy block the students worked collaboratively to finalize their plans for how they can compare the speed objects travel over the same distance.  Then they carried out their plans.  Then we analyzed, through discussion, what went well and what didn't go the way they planned.

Unfortunately, we were running behind and our weekly class meeting was shortened.  I really don't like when that happens because I believe in the importance of these meetings...oh well!  We began with a free choice group share--students shared anything they wanted to.  Next we exchanged a few thank yous and compliments.  Finally, I explained that next week each student will identify a personal academic goal they wish to work on, but first we will analyze data to help us.  I showed the students the data sheet they will receive.  It will have their current instructional reading level, their MAP-R  and their MAP-M scores.  They will analyze which area is a strength and which is a relative weakness.  From that point they will identify a personal stumbling block and write a goal.  I showed them what that form looks like, too.

We will work on this either Monday or Tuesday of next week.

Have a wonderful weekend and I hope to see many of you Monday morning during Open House.

Thriving Thursday

Before I forget, tonight is Chick Fil A night.  A flyer came home earlier this week and students should be wearing a sticker this afternoon, when they get home.  :-)

After reading quietly, working on keyboarding skills or exchanging books at the media center, we began our mat rotations.  Today we only had two.  Students were either in small group with me or working with a partner.

During the small group instruction students used tiles to measure the area of a rectangle and then wrote an addition and multiplication equation to represent it.  We also identified the importance of labeling the units we used to measure.  Finally, we practiced estimating the area of a rectangle and then measuring to find the actual answer.

The only other rotation today was math with a partner.  Students created maps of a zoo with at least 6 different exhibits.  How does this relate to math?  Each exhibit had to have the area measured and identified.  It also had to have an equation to represent the area with a label of the units.

For HOMEWORK the students will answer an area word problem on Google Classroom.  There WILL be a quiz tomorrow.

After math we took a quick Go Noodle brain break.  Then I reviewed the rubric and my model paper for the inquiry informative paragraph.  I also spoke to the class about my expectations of how to use lessons I post, and assign, on the third grade web site.  If it is assigned they are responsible for the material in it.  They might need to watch it more than once or stop and rewind certain parts.  I told them that this is the beauty of taped lessons, because they can't stop and rewind me!!  :-)

Following lunch and outdoor recess the students worked on independent reading group tasks, completed the rough draft for their informative paragraph for the inquiry project (including a hook) and explained, in writing, why it is necessary to be an informed voter.

During this time I met with reading groups.

Tigers:  Half of the group was absent, so the rest of the group met with me while I met with the Panthers.  For HOMEWORK they are to read pages 12-15 and write a main idea statement on a sticky note.

Panthers:  Prior to group the students watched the main idea lesson on Brain Pop Jr.  In group we reviewed examples of cause and effect.  Then reviewed what the main idea is and how to identify it in text.  Then I modeled identifying the main idea by thinking out loud as I did.  After that we worked as a group to identify the main idea in a different section of text.  For HOMEWORK the students will read page 7 and identify the main idea on a sticky note.

Leopards:  The children watch the Brain Pop Jr cause and effect lesson and then attempted to identify an example in their reading book.  In group we reviewed the concept of cause (why) and effect (what happened) and practiced identifying a few real like examples.  The children took notes on this in their RRJ.  After that, the children reread page 4 and wrote an example of cause and effect from the text. For HOMEWORK the students will  reread pages 9-11 and identify an example of cause and effect n a sticky note.

Lions:  Independently the students reread pages 13-16 and wrote a main idea statement in their RRJ.  In group we shared the students' cause and effect homework from Tuesday night.  Then we reviewed and discussed their main idea statements.  For HOMEWORK the students will read pages 17-19 and write a main idea statement on a sticky.

After our literacy block we reviewed the concepts of compare and contract.  Then the students were put into groups with a goal; they were to come up with a plan to test the speed of two objects travelling the same distance.  Tomorrow we will share our ideas and conduct our experiments.

The students ended their day in art.

Wonderful Wednesday--Walk to School Day

The day started in such a fun way!!!  I had the chance to meet with many families on their walk to school in celebration of National Walk to School Day.  :-)

When we finally got to the classroom the students read quietly or practiced their keyboarding.  After that we began our math rotations.

During the small group instruction we measured the area of rectangles using square inches.  The focus is that area can be measured using any unit but the unit must be in squares.  We also practiced writing equations to show the area of the rectangles.

During math with a a partner the students could choose between the Area Dice game, to practice measuring the are of rectangles, or Subtraction War, to practice basic subtraction facts fluency.

Finally, during the technology rotation the students first watched a lesson  about partitioning rectangles into same size squares to identify the area.  Then they used the Virtual Manipulative site to construct rectangles and write equations to determine the area.

For HOMEWORK the students should go to Sumdog and practice their subtraction skills for 10 minutes.

After math we conducted our SGA classroom representative elections.  First, the two candidates read their speeches.  Then the students took part in a secret ballot election by writing the name of one candidate on an index card.  I took time to praise both candidates for their risk taking!!

Following lunch and outdoor recess the students had 25 minutes before MAP-M testing.  So, they had time to catch up on unfinished literacy tasks, including their root word charts and writing their informative paragraph for the inquiry project.

I did not meet with reading groups.  Instead I worked with a small group of students helping them write their hooks and informative paragraphs.

At 12:30 the students went to take the MAP-M.  This is the self-adjusting computerized math assessment that all MCPS students in grades 3-8 take 3 times each year.  The purpose of this assessment is to indicate students' strengths and weaknesses and help driving planning and instruction.

After testing, the students will end their day in PE with Mr. Benco.

There is no formal reading homework this evening.  I would encourage students reading for 15 minutes, though, and/or visiting the third grade web site to rewatch  any of the following lessons; Brain Pop Jr - main idea, Brain Pop Jr - cause and effect, or Educreations rough draft of common good inquiry informative paragraph.

Terrific Tuesday

After reading quietly or practicing keyboarding skills we began our math rotations.

During the small group instruction we measured the area of rectangles, in square centimeters, writing repeated addition sentences to help us with the calculations.  Some students also wrote multiplication sentences as they began to make the connection between repeated addition and multiplication.

During math with a partner, the students played the Area Dice game.  They rolled two dice and then drew a rectangle, on graph paper, using the numbers rolled as the length and width.  Then they counted the squares inside to determine the area.  The winner was the student with the most squares (greatest total area) at the end.

Finally, during the tech portion, students visited the Virtual Manipulatives web site.  From the manipulative drop down they selected geo boards and bands.  Then they created rectangles and, in their math journals, wrote repeated addition sentences to determine the area of the rectangle they constructed.

For HOMEWORK there is a link to an area Internet game on Google Classroom.

In the middle of math the students participated in a bus evacuation drill.  Therefore, once our math block was over it was time for lunch and recess.

Panthers:  We reviewed the concept of cause and effect.  Then we shared the examples the children identified after reading page 15 for homework last night.  Finally, we revisited how to identify the main idea in text.  For HOMEWORK the students need to watch the Brain pop Jr - Main Idea.

Tigers:  The students watched the Brain Pop Jr. Main Idea lesson and took notes, in their RRJ, using a 3-2-1 model (3 new ideas, 2 ideas they want to remember, and 1 question they still have).  In group we discussed their 3-2-1s.  Then I had them write some important tips for identifying the main idea in text.  For HOMEWORK the students need to reread pages 8-11, working on fluency.

Leopards:  The students rewatched the Brain Pop Jr. Main Idea lesson.  Then they reread pages 5-8 and wrote a main idea statement in their RRJ.  When they got to group we shared and discussed these statements.  Then we wrote one together.  For HOMEWORK the children need to read pages 9-11 and write a main idea statement in their RRJ.

Lions:  The students rewatched the Brain Pop Jr main idea lesson. Then they reread pages 9-12 and wrote a main idea statement in their RRJ.  In group we shared and discussed the cause and effect examples they identified for homework last night.  Some students had a bit of difficulty, so we continued to identify more examples, together, as a group.  Next we reviewed how to identify the main idea in text abd then shared the statements they wrote for pages 9-12.  For HOMEWORK the students need to read pages 13-16 and identify an example of cause and effect on a sticky note.

After our literacy block we had an impromptu class meeting of sorts.  Today was challenging with students not completing their work and making unwise choices.  So, I did a couple of things to hopefully, make tomorrow a better day.  First, I introduced the Issue Bin.  This is a poster that will now hang on the wall next to my small group table.  If students need help, for any reason, the will write a note on a post it, with their name on it, and put it on the issue bin.  I will be able to check the bin during my small groups and either help the student immediately or as soon as my current group is finished.  Second, I discussed the reflection sheets.  From now on, when students make poor choices they will complete a reflection sheet and bring it home to share with you.  You will need to sign the sheet and your child will return it to school.  I am hoping that I will not need to use these forms.

Before packing up I shared a monthly Bingo homework chart with the class.  This is OPTIONAL.  Students who want to do extra can choose activities from this chart.  At the end of each month, children who return the sheet will receive a Dojo point.

Tomorrow is National Walk to School Day.  You should be getting a Connect Ed message about it this evening.

Marvelous Monday

After practicing keyboarding skills, reading quietly or exchanging books at the media center, we began our math rotations.

During the small group instruction, students practiced measuring the area of a rectangle using square post it notes.  The big idea from the lesson was that area is a measure, in square units, of the inside of a plane (flat) figure.  While doing math with a partner, students created 3 digit subtraction problems, found the difference and then used addition to check their answer.  The focus, as always, was on math discourse using correct math vocabulary.  Finally, during the technology portion the students listened to a Learn Zillion lesson about finding the area of a rectangle by counting squares.  When they were done, they visited Area Exploration to practice measuring area by counting squares.

For HOMEWORK  there is an assignment on Google Classroom.

After taking a quick Go Noodle brain break, we reviewed the independent literacy tasks for this week.  Students will complete the root word and related words chart.  They will also draft an informative paragraph for their inquiry organization.  Additionally, the children will explain why it is important to be an informed voter.

To help with the drafting of the informative paragraph, I have uploaded a lesson that is on the third grdae web site.  Students are expected to watch this lesson at least once, and encouraged to watch it a second time as they begin their writing.

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

Panthers:  We began group by reviewing the concept of cause and effect using real life examples.  Then I shared the name strategy...when students come across a name they can't pronounce in text, they can simply say the first letter of each name.  After that, the children whisper read pages 12-15 while I listened in.  For HOMEWORK the students need to reread page 15 and write an example of cause and effect on the index card I provided.

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

Tigers:  First we reviewed the vowels and the two sounds each one makes.  Then we did a word chain where students wrote a word I said and then for each additional word I changed one sound.  For examples; hat, hit, hot, pot, pet, get, etc.  This forces the students to listen and recognize the short vowel sounds.  After that the students whisper read pages 8-11.  Then we revisited text features and strategies that help us identify the main idea in text.  Finally, we wrote a main idea statement for pages 8-11.  For HOMEWORK the children need to watch the Brain Pop Jr main idea lesson found on the third grade web site.  The username is wilsonwims, password is pop.

Leopards:  Independently the students read page 4 twice.  Then they wrote a main idea statement for that section in their RRJ.  In group we shared and discussed their sentences.  After that the students read pages 5-8.  For HOMEWORK the children need to watch the Brain Pop Jr. lesson about main idea.  The username is wilsonwims, password is pop.

Lions:  Independently the children read pages 4-8b and wrote a main idea statement in their RRJ.  In group we shared and discussed their main idea statements.  Then we reviewed the concept of cause and effect.  For HOMEWORK the children need to reread pages 4-8 and identify one example of cause and effect, from the text, on the sticky note I provided.

After our literacy block we began viewing video clips about government in Ancient Rome and discussing similarities and differences to that in the United States today.

Finally, the students ended their day in music.

Remember applications for the SGA class representatives are due tomorrow.  We will listen to speeches and vote on Wednesday.

Fabulous Friday!

This morning, after practice keyboarding skills, reading quietly or visiting the media center, the students took a math quiz covering subtraction and solving for unknowns in various positions.  These will be graded and returned to students before the end of the day.

Speaking of grades--as stated in my email this morning, interim reports will be coming home this afternoon.  Look them over (and keep them) but understand that this reflects only a couple of weeks of graded assignments.  There will be plenty of tasks for the students to prove what they know.  :-)

After the math quiz it was time for our literacy block.  First we reviewed root words and how we can add affixes to make new, related words.  Then I quickly demonstrated how to use dictionary.com to learn the pronunciation and/or meaning of unknown words in text.

Next the students worked on independent literacy tasks while I met with guided reading groups.  Today students focused on writing a hook for their inquiry project,  finding the meaning of common root words, and listing related words by adding affixes.

Panthers:  We met and and the students practiced using dictionary.com to determine the pronunciation and/or meaning of unknown words from their reading last night.

After enjoying lunch and outdoor recess, the students continued working independently while I met with more guided reading groups.

Tigers:  Half of our group was absent so I worked with the rest on using root words to identify the meaning of related words.

Leopards:  We met and reviewed how to write main idea statements.  Then the students shared their main ideas for pages 2 and 3.  We discussed each and improved those that weren't quite right.

Lions:  The students used dictionary.com to identify the pronunciation and/or meaning of the unknown words they listed for homework last night.  We began group by sharing some of the new words they learned.  After that we reviewed how to identify the main idea in a section of text.  We had a good discussion about what is a main idea and what is a key detail.

After our literacy block we defined the idea of a democracy and the concept of civic engagement.  Then we watched a video clip about the role of the community government, different types of community governments and how we elect government officials.

After that we did a really fun activity to help demonstrate the importance of being an informed voter.  In short, the students voted for a fake student government president 6 different times.  Each time they voted they had to choose between the same four candidates.  What made it so awesome was each time they voted they learned one new fact about each candidate.  So, the first round of voting all the class knew was the candidates names.  By the end of voting the students new 5 facts about each of the candidates.  In the end, the students really got a good understanding about why it is important to know the candidate for whom you plan to vote.

We ended the day with our weekly class meeting.  I had intended to have students begin writing personal academic goals but we ran out of time.  However, with that in mind, our group share was to state something you are good at academically.  After that we shared compliments and thank yous---and there were a lot!!!!  Finally, we turned our attention to electing a classroom SGA representative.

Here's the run-down, in brief, on the SGA class representatives....
Each class will elect one representative via a secret ballot.
Officers will be fourth graders.  Our class can not run to be an officer.
Meetings are the first Wednesday of each month from 3:15-4:15.
No transportation is provided.  Students must have their own way to get home.
If elected  you must attend all meetings for the entire year.
Students must turn in an application to me by TUESDAY, 10/7.  NO EXCEPTIONS!
Candidates will read a 1-2 minute speech, they write, in class, on Wednesday and then we will have a secret ballot vote.
The first SGA meeting is on MONDAY, October 13 fro 3:15-4:15.
Applications were handed out today!

I hope this provides the information you need!  :-)

Have a great weekend!!!

Thriving Thursday

The students began their morning practicing keyboarding skills, reading quietly, or exchanging books at the media center.

After morning announcements we began our math rotations.

During the small group instruction, we used addition and subtraction to solve for an unknown in various positions.  While doing math with a partner, the students used the site Pan Balance Numbers to help solve for unknowns in various positions.  The students were expected to use math vocabulary as they discussed their strategies with a classmate.  Answers were recorded in math journals.  Finally, during the technology portion of math the children practiced subtraction skills using Sumdog.

HOMEWORK is on Google Classroom and we WILL have a quiz tomorrow covering subtraction and solving for unknowns.

After math we had a quick Go Noodle brain break and then reviewed the independent literacy tasks for today.

First students are working on individual reading group assignments.  Then they will watch a lesson about writing a strong opening (called a hook) for an informative writing piece.  Then they were told to rewatch the lesson while writing a hook for their own inquiry project topic.  After that they will watch a cartoon about root words.  Finally, they will correct pink words and add them to their Quick Word Handbook and read with someone to work on fluency and comprehension skills.

Panthers:  We began group by reviewing coordinating conjunctions and sharing the examples the students found in text for homework last night.  Then I introduced the idea of a root word and used the word sail to create related words by adding affixes.  Next we reviewed how to identify and write a main idea statement for a section of text.  Then I modeled, using think aloud, writing a main idea statement for page 10.  After that, the group worked collaboratively to write a main idea statement for page 11.  For HOMEWORK the students need to read pages 12-15 and list unknown words.

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

Leopards:  The students were given their new book, Earth's Resources, a non-fiction book.  On their own they read pages 2 and 3 and attempted to write a main idea statement for each section.  In group we reviewed the purpose and use of coordinating conjunctions and shared some of their examples from homework.  Then I modeled, through think aloud, how to read a section of text and, using the heading, topic sentences and repeated words and phrases, write a main idea statement.  Of course, I thought I was modeling page 2, which they had already done independently, but I goofed and did page 4.  So, tonight, for HOMEWORK, the students will reread pages 2 and 3 and rewrite their main idea statements.

Tigers:  Independently the students read pages 4-7 with a partner, working on fluency.  In group we reviewed short and long vowel sounds.  Then we revisited the purpose and use of coordinating conjunctions (from last night's homework) and shared the examples they found in their text.  Next we whisper read pages 8-11.  Tonight, for HOMEWORK, the students need to reread pages 8-11 and , on a sticky note, answer the question:  How are your heart and lungs related?

Lions:  Independently the students read pages 113-133.  In their RRJ they identified and described the actions that left Leigh to feeling "sad  but a whole lot better at the same time."  We began group by reviewing the use and purpose of coordinating conjunctions.  We also shared the examples they found for homework last night.  We ran out of time due to pictures, so I collected there Dear Mr. Henshaw book and passed out there new book.  For HOMEWORK the students will read pages 4-8 in their new book and list unknown words.

After our literacy block, we got our individual pictures taken and then ended the day in art.

Wonderful Wednesday

Before we get to our day, I want to again apologize for any frustration and/or confusion that I caused yesterday.  I do not know what happened to the Google Classroom homework.  I remember posting it, but clearly it wasn't there.  :-)

This morning, the students practiced keyboarding skills, read quietly or worked on the buckets they began during our guidance lesson yesterday afternoon.

Next we began our math rotations.  During the teacher led small group instruction, the students used the Internet site Pan Balance Numbers to solve for unknowns in various positions.  A couple of important points from this lesson...the equal sign does NOT mean the answer is, it means that both sides of the equation have the same value, and we can use partial sums to solve for an unknown.

During math with a partner the students worked with a partner to make 10 equations true by placing each digit (0-9) once on the game board.  Once again, the emphasis was on math discourse, using appropriate vocabulary  Students had a chance to work on basic fact fluency by visiting Subtraction Speed Grid during the tech portion of math.

Math HOMEWORK tonight is on Google Classroom.  In case there is an issue, the students should visit the Pan Balance Numbers web site to solve the equation, ? +248 = 799.

After math we enjoyed a much needed Go Noodle brain break.  I spoke to the children about the positive impact of movement breaks.  One students even shared that he had felt grumpy prior to our break but after moving around he felt much better!  :-)

We began our literacy block by reviewing the independent tasks and discussing prioritizing the assignments.  I pointed our that Read to Self had to be completed first because it was numbered with a number one.  Next, the students should work on the two tasks that were in pink writing since that indicated they were due by Friday and would be graded.  After that, it would be fine to choose tasks based on preference.

The only change in independent tasks today was reading group assignments.  Other than that, the students will  identify the role of a local and state government, describe an example of the impact of gravity on the motion of an object, listen to reading using One More Story and correct the spelling of pink words and add them to their Quick Word Handbook.

Panthers:  First, the students shared their unknown word lists from homework last night.  Using these lists, I demonstrated how to use dictionary.com, linked to the third grade web site, to obtain both the pronunciation and the meaning of an unknown word.  After that we looked at two places in their book where the author embedded the definition of a key vocabulary work into the text.  Finally, we attempted to discuss how to identify the main idea and key detail in non-fiction text.  However, the students hadn't viewed the lesson that I thought I had assigned, so they were told to watch it this afternoon.  For HOMEWORK the students needs to watch the conjunction lesson that is linked to Google Classroom and identify two examples (using a sticky note or something) in their guided reading book.

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

Tigers:  The children watched a Brain Pop Jr. lesson about identifying the main idea and key details in text.   They took notes using a 3-2-1 strategy, in their RRJ.  In group we reviewed the two vowels walking together and vowel-consonant-e, patterns and the students found examples of each in their guided reading books.  After that we reviewed how to use the heading, topic sentences and first paragraph in a section to identify the main idea.  For HOMEWORK the students need to watch the conjunction lesson that is linked to Google Classroom and identify two examples (using a sticky note) in their guided reading book.

Leopards:  The children watched a Brain Pop Jr. lesson about identifying the main idea and key details in text.   They took notes using a 3-2-1 strategy, in their RRJ.    In group we began by discussing the change in chapter 6 and then moved onto the central message in the book.  The we reviewed their Main Idea 3-2-1, sharing what they each learned about identifying the main idea in text.  For HOMEWORK the students need to watch the conjunction lesson that is linked to Google Classroom and identify two examples (using a sticky note) in their guided reading book.

Lions:  The children watched a Brain Pop Jr. lesson about identifying the main idea and key details in text.   They took notes using a 3-2-1 strategy, in their RRJ.  In group  a student used last night's question that she wrote for homework to lead a discussion of pages 89-112.  Then we shared the notes they took about identifying the main idea.  For HOMEWORK the students need to watch the conjunction lesson that is linked to Google Classroom and identify two examples (using a sticky note) in their guided reading book.

After our literacy block we reviewed how the concept of gravity and it's impact on the motion of an object.  Then we reviewed the role of the local and state government.  This also included a discussion about taxes...what they are and who pays them.  The purpose of both of these chats was to reiterate and clarify lessons the students watched using Brain Pop Jr.

The children ended their day in PE with Mr. Benco.

Individual pictures will be taken tomorrow around 1:15.  The order form is coming home tonight in your child's folder.

Today was a fantastic and productive day!!!!  I am one happy teacher!!!  :-)