Wonderful Wednesday....Winter Break Arrives!

This morning, after the announcements, we began our literacy block.

I modeled how to use the changes paragraph  organizer to type up the second informational paragraph for the technology tools inquiry project.

After that, the students worked independently.  First, all of the children used their organizers to type up their second paragraph.  Then, some students completed the Root-O vocabulary activity.  Finally, they worked on their holiday research project Google Slides presentation.

I did not meet with reading groups.  Instead I worked with individual students.  I helped students complete their second paragraphs and the vocabulary task.

After our literacy block the students enjoyed indoor recess and lunch.

After lunch we built and decorated rectilinear building out of graham crackers, vanilla icing, and candies.

Then the students chose to practice math skills using either Sumdog, Math Facts Pro, Multiplication Bump, or Toss It, Keep It.

I sincerely hope each of you has a happy and safe winter break!

I'll see you guys next year!  ;-)

Terrific Tuesday

This morning, after the announcements, we began our literacy block.  Today, during independent work time, the children reread their first informational paragraph for their inquiry project, checking that is makes sense, has correct spelling, and includes proper punctuation and capitalization.  After that they continued reading about 5 winter holidays and creating a Google Slides Presentation to share their new knowledge.

As they worked I met with guided reading groups.

Orange:  We read the "Deserts" paragraph, from the reading formative, and, together, determined the main idea and key details.  We reviewed the main idea as being what the section of text is mostly about and the key details provide more information about it.

Pink:  We took turns reading our first paragraph, from the inquiry project, out loud.  We provided feedback and helped each other make improvements in our writing.  We also reviewed capitalization and punctuation rules and how to use the thesaurus to find new ways to say a word.

Green:  We took turns reading our first paragraph, from the inquiry project, out loud.  We provided feedback and helped each other make improvements in our writing.  We also reviewed capitalization and punctuation rules and how to use the thesaurus to find new ways to say a word.

Blue:  First I did some informal reading assessment with individuals.  Then we  took turns reading our first paragraph, from the inquiry project, out loud.  We provided feedback and helped each other make improvements in our writing.  We also reviewed capitalization and punctuation rules and how to use the thesaurus to find new ways to say a word.

After our literacy block the students enjoyed outdoor recess and lunch.

When we returned to class the students took part in an equity survey, a tool for them to voice their opinion, about our school.  Then we began our math block.

During the small group, teacher-led instruction, we went old school - paper and pencil.  We practiced breaking apart rectilinear figures, and writing and solving equations to determine the area of each.

The third group worked on 2 different tasks.  Some students completed the third activity for the compacted math assessment portfolio.  The rest of the group practiced breaking apart rectilinear figures, and writing and solving equations to determine the area of each.

When the students were not participating in the small group instruction with me, they continued working on their Winter Wonderland activity by creating buildings in the shape of rectilinear figures, identify the area of each, and drawing a background.

After math we reviewed the definitions of human-made and natural features and then identified examples of each, that are present in our neighborhood.

Marvelous Monday

This morning, after the announcements, we began our literacy block.

This week, in lieu of our regular guided reading groups, the students will be reading about 5 winter holidays and creating a Google Slides presentation to share their new knowledge.  So, I introduced the project, and resources, to the class before beginning our independent work time.

During independent work time today, the children completed unfinished work from last week.  First, they had to complete and turn in the reading formative from Friday.  After that they needed to finish the organizer for the second informational paragraph for the inquiry project.  Next the students needed to write three sentences using common roots.  Once all of these tasks, from last week, were done and turned in, the children began reading about the 5 winter holidays and creating a Google Slides Presentation.

During the time I typically meet with guided reading groups, I worked with individual students struggling with the inquiry project.  Together we highlighted important information in text and then used the planning organizer to help us write the first informational paragraph.  I also conducted the December informal reading assessments with children.

After our literacy block the students enjoyed outdoor recess and lunch.

When they returned to the classroom we began our math block.

This week we will review and practice determining the area of rectilinear, or composite, figures.

Today, I continued pulling groups to work on this skill.  While working independently, the students began creating a Winter Wonderland Village.

The village will include at least 3 buildings which will be made using centimeter grid paper.  Students will calculate the area of the rectilinear figures in their Winter Wonderland.  On Wednesday they will choose one building to build and decorate using graham crackers, icing, and candy.

After math the students went to PE with Mr. Benco.

When they returned to class, Miss Snyder, and some other teachers, joined us to continue our class meeting from Friday.  Today we identified scenarios as teasing, bullying, or just being mean.  Then we defined those behaviors and decided, and discussed, if each behavior had been correctly identified.

Remember, there is NO formal homework this week.  Students can practice facts using Mathfactspro.com and practice reading using MyON.

Fabulous Friday

This morning, prior to the video announcements (a Friday treat each week), I worked with some children to practice determining the area of a rectilinear figure.  The, after the announcements, we began our literacy block.

Today, while I worked with guided reading groups, the students began by working on a reading formative.  They had to read informational text and write two green questions and the matching answers, on one side.  On the other, they identified the main idea and 2-3 key details from informational text.  Then they completed the paragraph 2 organizer.  Today I provided my model example as a Google document, in Google Classroom, and as a hard copy piece of paper, and encouraged them to use it!  Finally, the children wrote three sentences using a word with a common root.

Orange:  I collected their guided reading books and we took a word work quiz.  After that, I provided some scaffolding for their reading formative.

Pink:  I collected their guided reading books and we took a word work quiz.  Then I did some informal reading testing with a few students.

Green:  I collected their guided reading books and we took a word work quiz.  Then I did some informal reading testing with a few students.

Blue:  I  collected their guided reading books and we took a word work quiz.  Then I did some informal reading testing with a few students.

After our literacy block the students enjoyed outdoor recess and lunch.

When the students returned to class we took a math quiz.  A few students did quite well, many did not, though.  This didn't surprise me because it has been a challenging week...there has been a lot of disrespect and little effort put into academics.

After our quiz we shared homework writing journals.

We ended our day with a very important class meeting.  We began with a group share, where each person had a chance to share what was on their mind.  Then we exchanged thank yous and compliments.  Finally, we addressed the challenges in our classroom.  Using a PDSA (plan - do - study - act) model we determined the problem (a general lack of respect) and came up with a plan...we will treat others as we want to be treated.  Then we decide what we will do.  The students came up with a great list.  We will not laugh at others, we will be nice (actions and words), we will include others and listen to others, we will keep our hands and feet to ourselves, we will respect other people's property, and we will only speak about ourselves.

We decided to take the weekend to reflect on this and will revisit it during an extra class meeting Monday afternoon.

Thrilling Thursday

After the morning announcements we had a discussion about making good choices and being respectful to adults and each other.  Then we began our literacy block.

WHile I met with guided reading groups the students began with a reading group assignment.  All groups turned a heading in to a question and then used the text to answer it.  After that, they continued working on their inquiry project, either completing paragraph 1 or finishing the organizer for the second paragraph.  Once that was done, they chose three common roots and wrote sentences using words formed with them, demonstrating understanding of their meaning.  Students who completed these tasks went on to practice their word work words, and the letters H, K, and X, in cursive.

Orange:  We practiced identifying facts in text and writing a green question to match.  For HOMEWORK the children need to reread the entire book, working on fluency and stamina.

Pink:  Independently the children turned the heading on page 14 into a question and then used the text to answer it.  In group we shared these questions and answers.  Then we read and evaluated paragraphs to identify the most important sentence in each.  By combining these two strategies, we determined the main idea of the section of text.  For HOMEWORK the children need to reread the entire book, working on stamina and fluency.

Green:  Independently the students turned the heading on page 22 into a question and then used the text, in that section, to answer it.  In group we shared their questions.  Then we determined the most important sentence in each paragraph of this section.  Finally we used the heading and the identified sentences to determine the main idea of this section of text.  For HOMEWORK the children need to reread pages 18-23.

Blue:  Independently the children turned the heading on pages 21 into a question and then used the text to answer it.  In group we shared their questions.  Then we began to determine the most important sentence in each paragraph.  Unfortunately, we ran out of time.  For HOMEWORK the students need to reread pages 21-30.

After our literacy block the students enjoyed indoor recess and lunch.

After recess we began our math block.

During the small group, teacher-led, instruction, the first two groups reviewed determining the area of complex figures by breaking it apart into smaller rectangles.  The final group worked on the third compacted math task.

During math with a partner, the children worked collaboratively, engaging in math discourse, to determine the area of various rooms on a floor plan of a house.

During the technology rotation the children used Math Facts Pro to increase their basic fact fluency.

We went to art during the second rotation.  When we returned, the group, as a whole was completely unfocused and not following directions.  After several failed attempts to deliver meaningful instruction in small group, I collected papers and returned the class to their seats.

At that time, the children practiced math skills using Sumdog and pulled a group of 4 students to work on the compacted math task.

HOMEWORK is posted in Google Classroom.  We will have a formative covering determining the area of rectangles.

Also, interim reports are coming home this evening.  These are yours to keep.

Wonderful Wednesday

This morning, after the announcements, we began our literacy block.

First I modeled how to use the research organizer to complete the planning sheet for the second informational paragraph.  This paragraph names and explains two of the changes, or evolutions, for the technology tool.  Then I modeled how to use one of the words, with a common root, in a meaningful sentences.  After that, I reviewed and explained today's independent work task list.

While I met with guided reading groups, the students began with a reading group assignment.  Then they worked on their inquiry project, by writing the first informational paragraph and then completing the organizer for the second paragraph.  Next they chose 3 common roots, identified a word that includes it, and wrote a meaningful sentence, demonstrating they understand its meaning.  Students who completed these tasks early used ten of their word work words in meaningful sentences and practiced writing the letters N, M, and W, in cursive.

Orange:  First the children reread selected pages from their book and identified a fact from marked pages.  As they did this I wrote green questions to match the facts.  Then I read my green questions and the students identified its matching fact.  As we did this we identified common words in the questions and facts.  Then I provided a fact and they wrote a green, matching question.  For HOMEWORK the children need to reread pages 14-24 and identify 2 important facts on sticky note-one fact per sticky note.

Pink:  Independently the children reread pages 12 and 13, identified a fact, and wrote a matching green question to go with it.  In group we shared these questions and answered using the facts from the text.  For HOMEWORK the students need to read pages 14 and 15, identify one fact and write a green question to go with it.

Green:  Independently the students reread pages 22 and 23 and, in their RRJ, they wrote a fact from the text and created a green question that matched it.  In group we shared the questions written buy the children and then answered them, using facts from the text.  For HOMEWORK the students need to reread pages 22 and 23 and list repeated words on a sticky note.

Blue:  Independently the students read pages 18-20 and, in their RRJ, they listed verbs ending in -ed and explained why these words are important to the text.  In group we discussed identifying the main idea of a section of text by looking at repeated words and the heading.  For HOMEWORK the children need to reread pages 21-23 and list repeated and bold print words on a sticky note.

After our literacy block the children enjoyed outdoor recess and lunch.

When they returned to class we began our math block.

During the small group, teacher-led, instruction we continued determining the area of complex figures by breaking them into smaller rectangles.

During math with a partner, the students worked collaboratively, engaging in math discourse, to determine the area of complex figures on a worksheet.

Finally, during the technology rotation, the students worked on basic fact fluency using Math Fact Pro.

HOMEWORK is posted on Google Classroom.

The children ended their day in music with Mrs. Graf.

Terrific Tuesday

This morning, prior to the announcements, some students took the math quiz they missed on Friday and a few worked with me to determine the area of a complex, or rectilinear, figure.  After the announcements, we began our literacy block.

Today, as I met with guided reading groups, the students began by reading a portion of their text, identifying a fact, and writing a green question to go with it.  After that, they used their paragraph 1 organizer, and my feedback, to write their informational paragraph.  Then they identified the meaning and 2 examples of common roots we use in words.  Students who finished early used 10 more of their word work words in sentences and practiced writing the letters N, M, and W, in cursive.

Orange:  The students began group by rereading the first half of their book.  After that we reviewed asking and answering questions as something good readers do automatically to better understand text.  Then we reviewed vocabulary for the second half of their book.  Next we began reading the rest of the text, stopping to identify facts and write green questions, for each page.  For HOMEWORK the students need to reread pages 12-24.

Pink:  Independently the students read pages 10 and 11, identified a fact from the text and wrote a green question that matched it.  In group the students read the second half of their book, pages 10-15 and then we reviewed their lists of unknown words from homework.  After that we shared and attempted to answer the questions they wrote for the facts on pages 10 and 11.  Many are still struggling with this.  For HOMEWORK the children need to reread pages 10-15.

Green:  Independently the students reread pages 12-23.  Then they identified a fact from pages 12-13 and wrote a green question to match it.  In group the students reread pages 12-23.  Then we shared their questions and attempted to answer them using the text.  For HOMEWORK the children need to reread pages 12-23.

Blue:  Independently the students reread pages 18-30.  Then they revisited pages 18 and 19, and identified a fact and wrote a green question that the fact would answer.  In group we shared the student's green questions.  Then we worked on turning the heading on page 18 into a question.  For HOMEWORK the students need to reread pages 18-30.

After our literacy block the children enjoyed outdoor recess and lunch.

When they returned to class we began our math block.

During the small group, teacher-led, instruction, the students practiced skip counting to solve multiplication equations.  Then we reviewed calculating the area of a rectangle.  Finally, we used multiplication and addition to find the area of a complex, or rectilinear, figure.

During math with a partner the students played multiplication war to increase basic fact fluency.

During the technology rotation the children watched a screen cast reviewing yesterday's small group instruction and then completed a follow up worksheet.  After that they practiced math skills of their choosing, but on their level, using Sumdog.

HOMEWORK is posted on Google Classroom.

After math we took a much needed GO Noodle brain break and then began our first social studies lesson for this semester.

First I drew circles to explain the scope of where we live, from smallest  to larger outer layers (Clarksburg, Montgomery County, Maryland, United States of America, North America, Earth).  Then the children were split into groups and given  cards with pictures and definitions of various characteristics which geographers use to distinguish areas from one another.  The groups were instructed to sort the cards, given two rules; no groups of one and they had to have a reason that cards were grouped together.

After sharing their groups, we then reorganized the cards into natural (or physical) features and human-made features.  Finally, we discussed the concepts of natural and man-made features.

Marvelous Monday

This morning, after the announcements, we began our literacy block.

First, I modeled how to use my feedback, which I provided on each student's paragraph 1 organizer, to write the first informational paragraph for the inquiry project.  After that I modeled how to define and identify examples of common root used in words.

WHile I met with guided reading groups the students focused on the following activities.  First they identified a fact from their own guided reading book and wrote a green question it would answer.  Then they used the feedback I provided and their paragraph organizer to write the first informational paragraph for their inquiry project.  After that they identified the meaning and 2 examples of 9 common root words, using a resource I handed out through Google Classroom. Students who completed these tasks continued on to use 10 of their word work words in meaningful sentences and practice the letters N, M, and W, in cursive.

Orange:  First the students whisper read pages 4-11.  Then I modeled identifying a fact, from the text, and writing a "green" question that it would answer.  We put these on charts in our RRJ.  Then the children identified a fact, from their book, and attempted to write a question it would answer.  Let's just say we will continue working on this.  ;-) For HOMEWORK the children need to reread pages 4-11.

Pink:  Independently the students reread pages 8 and 9, identified a fact from these pages on the chart in their RRJ, and wrote a green question it would answer.  In group we shared their facts and questions.  For HOMEWORK the students need to read pages 10-15 and list unknown words on a sticky note.

Green:  Independently the students reread pages 8 and 9, identified a fact from these pages on the chart in their RRJ, and wrote a green question to go with it.  In group we shared their facts and questions.  Then we reviewed vocabulary for the rest of the book, pages 12-23.  For HOMEWORK the students need to read pages 12-23.

Blue:  Independently the students reread pages 14 and 15, identified a fact from these pages on the chart in the RRJ, and wrote a green question to go with it.  In group we shared their facts and questions and then reviewed vocabulary for the second half of their book.  For HOMEWORK the students need to read pages 18-30.

After our literacy block the children enjoyed outdoor recess and lunch.

When we returned to the classroom we began our math block.  This week we will work on determining the area of a rectilinear, or complex, figure.  So, I began by quickly showing the children an example of a complex figure and how I could break it apart into rectangles.  I also modeled playing Multiplication War.

During the small group, teacher-led, instruction, we began by practicing skip counting by 3s and 6s.  Then we identified the area of a rectangle by breaking it apart into two smaller rectangles.  After that we broke apart a complex (or rectilinear) figure into smaller rectangles to determine its area.

During math with a partner the students played Multiplication War, similar to the well-known card game, to practice and memorize the basic facts.

Finally, during the technology rotation, the students watched, and took notes in their math journal, two lesson about determining the area of a complex figure.

HOMEWORK is posted on Google Classroom.

In the middle of the second math rotation, the students went to PE with Mr. Benco.  We finished math when we returned to class.

Fabulous Friday

TGIF!  This has been a crazy week full of changes.  I am glad to see it come to an end!  :-)

This morning, I had to give the In View retest to a group of third graders.  So the rest of our classroom was split into two groups and went to either Mrs. Beshore's room or Mrs. Sligh's room.  There they listened to a story and worked on a free writing activity using Powtoon or Google Slides.

When they returned to class we took a Go Noodle brain break and then began a shortened literacy block.

While I met with a reading group (that's all we had time for) the students completed the paragraph organizer for their inquiry project and finished any other work from this past week.

Green:  First we reviewed the name strategy--when good readers come across a proper noun that hey find difficult to pronounce you can just say the first letter, since it won't change the meaning of the text.  After that we reviewed their lists of unknown words from homework.  After that we shared the facts they copied from pages 4 and 5 and the green questions they wrote to match, from yesterday's classwork

After our literacy block, the students enjoyed outdoor recess and lunch.

After recess the students took a math quiz.  These have been graded and returned.  Look for them in home folders tonight!

After math we shared homework writing journal entries, and began our camp out.  Then we watched The Magic School Bus: Holiday Special and ate smores.

Have a great weekend!

Thrilling Thursday - Another Change

This morning I attended an in-house meeting and we had In View retesting...so there were naturally changes to our routine!

Most students went to either Mrs. Sligh or Miss Ricca's room and participated in a lesson about common root words.  A few of the children participated in the In View retesting.

We all returned to class at the same time and took a much needed Go Noodle brain break.

After the break I introduced a change to the way I will post and list independent work.  The tasks will now be listed and explained, in the same way, on two different pages.  The first page will identify the most important assignments that MUST be done.  The second page will name the tasks that are important but will not need to be made up.  The reason behind this change is to make the chart less daunting and overwhelming to students who are pulled for intervention groups, ESOL, or other needs, and for students who need more time to process and complete work.

After explaining this change, and answering questions about it, I reviewed today's assignments.

First, all groups began by rereading pages in their book and then identifying one fact and writing a green "go" question that it would answer.  Then the students worked on completing the informative paragraph organizer.  If they finished early they did a buddy check using their word work words and practiced cursive.

Due to the changes in our routine, I only met with one guided reading group.

Pink:We reviewed their lists of unknown words from last night's homework.  Then we reread pages 2 and 3 and identified a fact.  Finally, we wrote 2 green questions that the fact would answer.  This was very challenging for the group.  We will definitely revisit this concept.

After literacy, the students enjoyed outdoor recess and lunch.

When the children returned to the classroom we began our math block.

During the small group, teacher-led, instruction we practiced using the "break apart and distribute" property to solve more challenging multiplication facts.

Here's a brief description:

Given the problem 6 x 7 =  _____
we can break apart the 7 into a 5 and a 2 and have
5 sixes and 2 sixes  which would give us:
(5x6) + (2x6) =
30    +    12   =
42

During math with a partner the students completed writing 2 multiplication and 2 division equations for each fact family spinner.  This was continued from yesterday.

Finally, during the technology rotation the students worked on memorizing their basic facts using the multiplication or math fact pro sites.

HOMEWORK is posted on Google Classroom.

In between the first and second rotation the students went to art.

When they returned we completed our math block.

Wonderful Wednesday

Ahhh...back to our regular routine today!  No assembly, no InView testing, no changes!  :-)

After the morning announcements we began our literacy block.  While I worked with guided reading groups the students worked on the following tasks.

First, they viewed the feedback I provided on their research notes and improved their notes.  Then they watched the screen cast modeling how to use the notes to complete the paragraph organizer.  After that they worked on it.  Next, they practiced their word work words using Look, Say, Cover, Write, Check.  Then they practiced the letters I and J in cursive.  Finally, if they had time, they read a book, on their level, using MyON and took the comprehension quiz that goes with it.

Orange:  First the children whisper read up to page 11.  Then they glued an explanation of the various question types onto the inside front cover of their RRJ.  After reviewing how asking and answering questions helps improve comprehension, we used the pictures on pages 10 and 11 to ask a question and then read these pages to find the answer.  Finally we charted both the question and the answer in our RRJ.  For HOMEWORK the children need to reread pages 4-11, working on fluency.

Pink:  First the students whisper read pages 2-9.  Then they glued an explanation of the various question types onto the inside front cover of their RRJ.  After reviewing how asking and answering questions helps improve comprehension, we practiced writing a question, based on the pictures and heading, and then reading to determine the answer.  For HOMEWORK the students need to read pages 2-9 and list unknown words.

Green: We reviewed some vocabulary for their new book, The Aztec Empire.  Then they glued an explanation of the various question types onto the inside front cover of their RRJ.  After reviewing how asking and answering questions helps improve comprehension, we practiced writing a question, based on the picture on page 3 and then read that page to identify the answer.  For HOMEWORK the students need to read pages 3-9 and list unknown words.

Blue:  I finally got to meet with this group!!!!  First they glued an explanation of the various question types onto the inside front cover of their RRJ.  Then we reviewed the comprehension strategy of asking and answering questions.  After that I did a brief book introduction for their nest book, Ice on Earth, and then we did a preview through the book together.  Finally, we defined some vocabulary specific to the book.  For HOMEWORK the students need to read pages 4-15 and list unknown words (not in the glossary).

After our literacy block the students enjoyed outdoor recess and lunch.

When the students returned to the classroom we began our math block.

During the small group, teacher-led, instruction we reviewed writing related multiplication and division equations involving a variable.  Then we solved area word problems.  Today's focus was determining possible side lengths for a rectangle with a given area.

During math with a partner the students engaged in math discourse as they wrote relating multiplication and division equations for fact family spinners.

Finally, during the technology rotation the students practiced the basic multiplication facts using a web site called multiplication.

There is HOMEWORK posted on Google Classroom.

The students ended their day in music with Mrs. Graf.

Terrific Tuesday

The word for this week is flexibility!!

Due to a large number of third graders involved in InView retesting, we had extra students in our classroom this morning.  The retesting will take place on Tuesday, Thursday, and Friday this week.  Each of those mornings, 2 third grade teachers will help out with the InView retesting and their students will be disseminated into two other third grade classrooms.

Today, while we had some extra students, we focused on the inquiry project.

First, I modeled how to use their research notes to complete the organizer for the informational paragraph of the inquiry project.  Then the children reviewed my feedback and used it to improve and revise their research notes.  Next they used a screencast I created, as well as their notes, to complete the informational paragraph organizer.

WHile we had 10 extra students, I helped individuals to improve their research notes.  After our friends left, I began calling reading groups.  Since our literacy block, or guided reading group time, was shortened, I began with the Pink group, because I left off with them yesterday.

Pink:  We did a book walk together.  Then we reviewed and practiced using some vocabulary from the book.  After that I introduced "right there questions" as a strategy to improve reading comprehension.  We will be using the headings and illustrations to ask questions before we read in order to focus our reading and improve our comprehension.  I modeled asking and answering a question for pages 2 and 3 in our book.  I recollected their books because their homework is on MyON this evening.

Green: I did a brief book introduction for their next book, The Aztec Empire.  Then, together, we did a picture walk through the book.  After that, I began reviewing specific vocabulary, but we ran out of time.  The students have not received a copy of the book yet.  Homework will be on MyON this evening.

After our literacy block the students enjoyed outdoor recess and lunch.

When the students returned from lunch we began our math block.

During the small group, teacher-led instruction, we worked on writing related multiplication and division equations to represent and solve area word problems.

During math with a partner the children engaged in math discourse as they created their dream house and then determined the area for each room in it.

During the technology rotation, students once again visited Sumdog and worked with math concepts on their level.

Additionally, during the math block, there were several students who did not take part in our rotations because they were making up last Friday's quiz.

HOMEWORK is posted on Google Classroom.

After the math block we began a mini health education unit.  First we defined the concept of a medical emergency and identified examples.  Then we evaluated the advantages and disadvantages of using different kids of phones to call 911.  Next we defined and identified examples of medical non-emergencies.  Finally, we reviewed the difference between a true emergency and just needing to get medical help.

Marvelous Monday - Winter Concert

This morning, we began our day with a treat--the winter string, band, and choral concert!!  It was a great start to our week!!

When we returned to class, we changed classroom jobs and began our literacy block.

First, I revisited the note taking page the children are using for their inquiry project.  Again, I referred to the model that Mrs. Allaire created, and is part of our daily flip chart, to point out the facts, details, and information necessary.  After that I reviewed today's independent work tasks.

First, students completed their research for their inquiry topic.  After that they watched a Learn Zillion lesson about using illustrations to understand non-fiction text, and listed the 3 main ideas in their RRJ.

Due to the winter concert, we had a very short literacy block!!  I was unable to get to most reading groups and students were unable to complete many tasks.

Orange:  Today we began a new, non-fiction book called, Animals of the African Grasslands.  First, I did a book introduction.  Then we previewed the book together.  After that we reviewed some vocabulary, including; herds, predator, coarse, graze, and browse.  Finally, we practiced using the headings to write question and then read the section of text to answer the question.  For HOMEWORK the children need to read pages 10 and 11 and write an answer to the question, on the sticky note in their book, what are browsers.

Pink:  We met and I did a brief introduction for their next book, Using Technology and Design.  Then we started to do a book walk but ran out of time.

After our literacy block the children enjoyed outdoor recess and lunch.

When we returned to class we began math rotations.

During the small group, teacher-led instruction, the first two groups practiced the 7s facts and writing related multiplication and division equations.  The third group completed the second task in the compacted math assessment portfolio.

During math with a partner the children continued drawing their dream house on grid paper, partitioning it into rooms, and identifying the area of each room.

Finally, during the technology rotation, the children continued working on Sumdog.

We completed half of our math rotations prior to going to PE.  When we returned to class,  we finished the rest.

HOMEWORK is posted on Google Classroom.

Fantastic Friday

This morning, after watching the announcements live, we began our literacy block.

While I met with guided reading groups the students completed the following tasks.  First, they responded, in writing, to a question, about their play, in their RRJ.  After that, they practiced their word work words by writing each one three times.  After that, they completed their research for their inquiry topic.  Then they finished watching the Learn Zillion lesson about writing in paragraph form and taking notes in their writing journal.  Next, the children completed the suffix and prefix activities and  cursive practice pages.

Orange:  We reviewed their play and marked places that showed the effects/results of Scruff and Zillard's walk into the desert.  Then we orally rehearsed answering the question, what were the effects of Scruff and Zillard going into the desert.  During our discussion I listed the important points on our white board.  Then we began to answer the question, in writing, with me providing a framework.  Halfway through our response, I turned the assignment over to the children to complete independently.  We will begin a new, non-fiction book on Monday.

Pink:  The students used their play to answer, in writing, what caused Aladdin to trick Aballah.  Then I worked with the students to help them with their inquiry research.  We will begin a new, non-fiction, book on Monday.

Green:  The students used their play to answer, in writing, what factors caused the lazy people to become monkeys.  Then I shared one of their group mate's responses.  After that, I wrote a model answer which the children copied into their RRJ.  Finally, they identified what they did well and what they needed to improve.

Blue:  The students used their play to answer, in writing, what factors caused Little Scar Face to marry The Hidden One.  Then I wrote a model answer, which the students copied into their RRJ.  After that they compared their response to mine and identified what they did well and what they needed to improve.

After literacy the students enjoyed outdoor recess and lunch.

When they returned to class they took their math quiz covering word problems with related multiplication and division equations and basic facts.

This quiz was lengthy and took over an hour.  Therefore, they will not be graded and returned today.  I apologize.  I will grade them over the weekend and return them on Monday.

After the quiz, the children had the opportunity to share their homework writing journal entries.

Then we ended our day with our weekly class meeting.  First we shared reasons why we don't follow the rules.  I was trying to get inside the children's minds to see if I could make adjusts that would help them make good choices during the day.  After that we exchanged thank yous and compliments.  Finally, we discussed the importance of telling the truth and trust.

Have a great weekend!!

Thrilling Thursday

This morning, after the announcements, we learned about the SGA winter gear drive.  We will be collecting new jackets, mittens, gloves, hats, scarves, and anything else to keep warm during the winter.

After that we began our literacy block.  First, I shared and reviewed the criteria for success foer the inquiry project.  Then we reviewed the model note taking organizer and identified additional resources from which to take notes.  After that I reviewed today's independent task list.

The students began by rereading their play.  Then they used 10 more of their word work words in sentences.  Next, they finished researching their inquiry topic and taking notes on the organizer.  After that, they watched a Learn Zillion lesson about writing in paragraph form, twice.  The second time they took notes in their writing journal using a format I provided on our daily flip chart and in Google Classroom.  Once that was completed, they practiced writing words with the suffix -ful, and identifying the meaning.

As they worked I met with guided reading groups.

Orange:  we reread their play out loud.  Then I returned their written responses and gave the time to read my feedback.  Next, we wrote a model answer (I wrote it and thought aloud as I did) and they copied it into their RRJ.  Finally, we compared their responses to the model, noticing what they did well and what needed to be improved.  For HOMEWORK they need to reread their play.

Pink:  In group we attempted to discuss the actions and events that they were supposed to mark, in their script, for homework last night.  This proved to be frustrating and confusing.  So, we backed up and orally retold the story.  After that, I listed the main events in the play and the students copied them into their RRJ.  For HOMEWORK they need to reread their play.

Green:  We reviewed the portions of the script they marked with an M for homework last night.  These were the factors that caused the lazy people to escape and become monkeys.  After that we orally rehearsed an answer to the questions, what factors caused the lazy people to escape and become monkeys.  For HOMEWORK they need to reread their play.

Blue:  We reviewed and listed the events of the plot of the play, The Hidden One.  Then we orally rehearsed explaining the factors that led to Little Scar Face marrying The Hidden One.  For HOMEWORK the children need to reread the play.

After the literacy block, the children enjoyed outdoor recess and lunch.

When the students returned to class I went over today's math rotations but then had to leave to attend a meeting.

While I was gone, the students completed their first two rotations and then went to art.

During the small group instruction the children practiced writing equation, using a variable, and solving to identify the area of a rectangle.  Additionally, they identified what each number in their equation represented.

During math with a partner students began creating a "Dream House" on grid paper.  First they outlined their home and partitioned it into rectangular rooms.  Next they named and colored each room.  Finally, they identified the area of each room by writing, and solving, a multiplication equation.

During the technology rotation the students visited Sumdog and completed the initial assessment activity.

After art I met with the third rotation.

We WILL have a quiz tomorrow.

I will finish the second compacted math task, with selected students, next week.

HOMEWORK is posted on Google Classroom.

Oh...one more thing...we will be having another "Camp Out" NEXT Friday, December 11, as a whole class Dojo reward.

Wonderful Wednesday

This morning, after the announcements, we took care of some housekeeping tasks (updating dismissal schedules and seating charts) and then began our literacy block.

After reviewing how knowing the meanings of common prefixes and suffixes can help us comprehend unknown words, we reviewed today's independent work.

First, students reread their plays thinking about character's actions and how they impacted events in the plot.  Then they used 10 of their word work words in meaningful sentences.  After that, they continued researching their inquiry topic and taking notes on the organizer.  Next, they completed practice pages identifying the meaning of words with the prefixes un- and re-.  Finally, they practiced writing the letters O, A, D, O, C, E, and Q, in cursive.

As they worked I met with guided reading groups.

Orange:  First the children reread their scripts.  Then we discussed the question; What factors caused Zillard to take Scruff into the desert?  Next we reread the first half of the script and underlined (and starred) portions that explained why Zillard took Scruff into the desert.  Finally, we orally rehearsed answering the question.  When students returned to their seats they used the markings in their script to write a response to the question.   For HOMEWORK the children need to reread their script.

Pink:  The students reread their scripts thinking about character's actions and the events they caused.  Then we created a t-chart in our RRJs to identify the character's actions and the events they caused.  Together we reread the script, stopping along the way to discuss the actions and events.  FOr HOMEWORK the children need to continue reading their play, beginning on page 4, and marking important actions with an A, and important events with an E.

Green: The children reread the entire script thinking about important actions and the events they caused.  Then we continued reading the script together, identifying, discussing, and charting the actions and events in the plot.  Finally we reviewed the prefixes re- and un-.  For HOMEWORK the children need to reread their scripts marking factors that caused the lazy people to become monkeys with an M.

Blue:  The students reread their scripts marking places with an A to identify actions integral to the lot of the play and places with an E to indicate events caused by the actions.  Then we began discussing their markings.  For HOMEWORK the students need to reread their play.

After our literacy block, the students enjoyed indoor recess and lunch.

When they returned to class we began our math block.

During the small group, teacher-led, instruction, the first two groups took notes about area in their math journals and then wrote equations, using a variable for the unknown area, and solved them to determine the area of a rectangle.  Half of the third group participated in the second task of the compacted math assessment portfolio, while the other half worked on the initial assessment for Sumdog.

During math with a partner the students practiced their 3s or 6s facts by playing either of the games from the past two days; Keep it, Toss, it or All Lined Up.

Finally, during the technology rotation the students finished watching the Learn Zillion lesson about Finding the Area of a Rectangle by Multiplying Side Lengths and taking notes in their math journals.  Then, if they finished early, they were able to log into Sumdog.com and take the initial assessment.

HOMEWORK is posted on Google Classroom.

The students ended their day in music with Mrs. Graf.

Terrific Tuesday

This morning, after the announcements, we took a few minutes to learn about Google Expedition, a way for students to take virtual field trips from the classroom. We were fortunate to have visitors share this cool experience with us during our literacy block.

After that, we reviewed today's independent work tasks.  First the students reread their scripts thinking about character's actions that led to events in the play.  After that they practiced writing their new word work words using Look, Say, Cover, Write, Check.  Then they continued researching their inquiry topic and taking notes on the organizer.  Finally, they practiced writing the letters A, D, O, C, E, and Q in cursive.

Orange:  We reread the script, as a group, and charted character's actions and the events they caused, in their RRJ.  Then we related this to cause and effect.  For HOMEWORK the children need to reread the entire script.

***After the first group, we were able to explore Google Expeditions, a special treat from the technology department of MCPS.***

Pink:  This group didn't meet due to our special Google Expeditions presentation.  For HOMEWORK they need to reread their plays and be able to identify/discuss the events in the play.

Green:  In group we began rereading their play and charting character's actions that caused events in the play.  For HOMEWORK the children need to reread the entire play, thinking about character's actions and events they cause.

Blue: In group we began rereading their play and charting character's actions that caused events in the play.  For HOMEWORK the children need to reread the entire play, thinking about character's actions and events they cause.

After our literacy block the students enjoyed indoor recess and lunch.

When we returned to the classroom, we began our math block.

During the small group, teacher led, instruction we identified how we can use multiplication to calculate the area of a rectangle.  We practiced writing equations, using a variable, and solving for the unknown.

During math with a partner, the students played Keep it, Toss it, to practice the 3s facts.

During the technology rotation the students were supposed to watch a Learn Zillion lesson, about identifying the area of a rectangle by multiplying side lengths, twice.  During the second viewing the students were expected to take notes using a framework provided in Google Classroom, the math page, and on the daily flip chart in class.

HOMEWORK is posted on Google Classroom.

After the math block we had science....and we made ICE CREAM!  The purpose was to see how cooling effects the observable properties of materials.

Marvelous Monday - Welcome to a New Friend!

I hope everyone had a wonderful Thanksgiving holiday!

This morning, after the announcements, we welcomed a new friend to our class.  Between that and the typical day-after-a-holiday-weekend-drag, it took us a bit longer to get started.  :-)

During the literacy independent work block the students reread their parts in their scripts.  Then they cut apart and put their initials on the back of their new word work cards, and completed a header sort in their word work journal.  After that, they watch a screencast, by Mrs. Allaire, about researching their inquiry topic.  Next, they began taking notes, as they researched, about their topic.  If they had time left, they practiced writing the letters C, E, and Q, in cursive.

As the students worked I met with guided reading groups.

Orange:  We completed a header sort for their new word study unit focusing on the short u and long u sounds.  For HOMEWORK the students need to reread their part in their script, working on fluency.

Pink:  We completed a header sort for their new word study unit focusing in adding an -ed to base words.  For HOMEWORK the students need to reread their part in their script, working on fluency.

Green:  We completed a header sort for their new word study unit focusing on the long and short -e sound and the syllable in which it appears.  For HOMEWORK the children need to reread their part in their script, working on fluency.

Blue:  We completed a header sort for their new word study unit focusing on the suffixes -y, -ly, and -ily.  We learned that there are two types of describing words; adverbs and adjectives.  We also recognized that adding a -y turns a base word into an adjective, and adding -ly or -ily turns a base word into an adverb.  For HOMEWORK the students need to reread their part in their script, working on fluency.

After our literacy block the students enjoyed indoor recess and lunch.

When they returned to the classroom we took some time to share our favorite parts of Thanksgiving break.  Then we began our math block.

During the small group instruction we focused on the patterns in the 3s and 6s facts.  During math with a partner, the students played, "All Lined Up" to practice the 6s.  Finally, during the technology rotation, the students visited Greg Tang math to work on the 3s and 6s facts.

In between the first two rotations the students went to PE with Mr. Benco.

There is HOMEWORK posted on Google Classroom.

After our math block we visited the book fair.

Unfortunately I did not get to the third math rotation and we were unable to have science.  WE will have/do both tomorrow!!

Grandparent's Day!

This morning, after the announcements, we began a mini research project to investigate the history of Thanksgiving.  The children used links to research the holiday and took notes on a graphic organizer.  Then they created a presentation using either Powtoon or Google Slides.  The grandparents visiting helped us with our research.

After lunch the students had two options.

Some students chose to continue working on their presentation about Thanksgiving.  Many chose to play Kahoot with me.

We played Kahoot games involving Thanksgiving facts and trivia.

Terrific Tuesday

This morning, after the announcements, we began our literacy block.  I reviewed the criteria for success for the narrative poem and shared the grading tool I will be using, with the class.  Then we reviewed today's independent work.

Today the children began by reading through their scripts and identifying the beginning, middle, and end in their RRJ.  After that, they had one last chance to revise and edit their narrative poem.  Next they finished watching the Learn Zillion lessons about the function and use of verbs and forming irregular verbs, and completed the practice worksheet.  Then they played a game called Irregular Connect 4, with a partner, to practice forming irregular verbs.  Finally, they practice writing the capital letters, A, D, and O, and C, E, and Q, in cursive.

While they worked, I met with guided reading groups.

Orange:  I distributed their play, "Who-Who is Afraid of the Dark" and gave a brief introduction.  Then we reviewed pertinent vocabulary.  After that, the students received parts and we began reading the play.  For HOMEWORK students need to highlight their part and practice reading their lines, working on fluency.

Pink:  Independently the students reread their entire script and identified the beginning, middle, and end in their RRJ.  In group we read through the script and discussed the beginning, middle, and end.  For HOMEWORK the students need to read their lines, working on fluency.

Green:  Independently the students reread the entire script and identified the beginning, middle, and end, in their RRJ.  In group we reviewed more vocabulary and practiced breaking down a multi-syllabic word.  Then we read through the script, working on fluency.  Finally, we discussed the beginning, middle, and end of the play.  For HOMEWORK the children need to reread their lines, working on fluency.

Blue:  Independently the students reread the script and identified the beginning, middle, and end of the play, in their RRJ.  Somehow I lost track of time, so our group met very briefly to discuss the beginning, middle, and end of the play.  For HOMEWORK the children need to reread their lines, working on fluency.

After our literacy block the children enjoyed outdoor recess and lunch.

After lunch we visited the media center to work with Mrs. Allaire.    She introduced up to an application called Class Flow and then got us started on our research for the MP2 inquiry project.

When we returned to the classroom, the students voted for the name of our Wildcat mascot.  Then they visited the web site, Greg Tang's Math, and practiced using the 10s facts to find the product of the 9s facts.  After that, they practiced their basic facts by playing Multiplication 9x Bump, 9s Corners, or Math Fact Pro.

As they worked I met with individual students to complete my monthly reading assessments.

I did not meet with math groups.

There is HOMEWORK posted on Google Classroom.

We ended the day with a lesson from our counselor, Ms. Snyder.  She began by reading a book called, Simon's Hook, a story about teasing and put-downs.  Then she shared ways that we can deal with teasing.

Tomorrow is Grandparent's Day and an early release day.

Magnificent Monday

This morning, after the announcements, we began our literacy block.  First I explained that I had sat down to grade the narrative poems this weekend but had noticed that many did not meet the criteria.  It appeared to me that, on Friday, when they were expected to revise their writing, many didn't do so.  So, I used a volunteer's poem and gave some examples of revisions that needed to be made.

After that I reviewed and modeled the tasks that students were to work on and complete during independent work time.

First students watched a clip from the play, Snow White, and then read the book using MyON.  After watching the play and reading the book they commented on Google Classroom what they noticed was similar and/or different between the two versions.  Next, the students revised their narrative poems and resubmitted them for a grade.  After that, the children watched two Learn Zillions lessons about the function and use of verbs and forming irregular verbs.  AS they watched the second lesson, they completed a practice worksheet.  Finally, the children practiced writing the capital letters A, O, and D, in cursive.

Orange:  We reviewed the vocabulary specific to plays, such as, script, actors, characters, scenery, and dialogue.  Then we discussed the similarities and differences between a play and a book.

Pink:  We began reading the play, "Aladdin and the Magic Lamp".  First I gave a brief overview of the play.  Then we reviewed some vocabulary.  Next we assigned roles, and began reading through the script.  For HOMEWORK the children need to highlight their part and practice reading it, working on fluency.

Green:  We began reading the play, The Tale of the Lazy People".  After giving a brief synopsis of the play, we reviewed important vocabulary.  Then we assigned parts and began reading through the script.  For HOMEWORK the children need to highlight their parts and practice reading it, working on fluency.

Blue:  we began reading the play, "The Hidden One".  After giving a brief introduction to the play, we reviewed some relevant vocabulary.  Then we assigned parts and began reading through the play.  For HOMEWORK the children need to highlight their parts and practice reading it, working on fluency.

After the literacy block the students enjoyed outdoor recess and lunch.

When we returned to class we began our math block.

During our small group, teacher-led, instruction we focused on the patterns in the 9s facts and then we practiced rewriting division problems to solve for unknowns in all positions.  We also practiced solving division problems using repeated subtraction.

During math with a partner the students engaged in math discourse as they played the Corners game using the 9s facts.

Finally, during the technology rotation, the students revisited the Pirate Ship game to practice the 3s and 9s facts.

There is HOMEWORK posted on Google Classroom.

We ended the day with a whole group science lesson.  We and described observed the changes to the observable properties of 4 Gobstoppers when they are placed in water.

TGIF

This morning I was out of the classroom at an in-house training session.  While I was gone the students were under the care of a substitute who met with guided reading groups.

During the literacy block the children read a poem and identified the author's, as well as their own, point of view.  Then they used my feedback, and worked with a partner, to revise and edit their narrative poem.  After that they completed unfinished cursive practice sheets.

All guided reading groups began with a 10 word, word work quiz.  Then they reread, "Fireflies in the Garden," and identified the author's point of view, citing examples from the poem to support their thinking.

After enjoying outdoor recess and lunch, I rejoined the group, and we visited the media center to take part in an introductory lesson for next inquiry project, changes in technology , over time, to meet human wants and needs.  Today the children shared their background knowledge, explored resources, and chose a topic.

After that we shared homework writing journal entries.

Then we ended our day with our weekly class meeting.  Today we began by sharing the things for which we are thankful.  I am so very thankful for having two wonderful sons, a class full of students whom I truly adore, and my parents.

After that we exchanged compliments and thank yous.  Then we discussed challenges, including the noise level in the classroom, getting confused during instructional time, and the teacher (me!) talking too fast!

I did not get a chance to grade the word work quizzes.  I will do that over the weekend.

Have a great weekend!  :-)

Thriving Thursday

This morning, prior t the announcements, I worked with some students to catch up on incomplete assignments.  After the announcements, we began our literacy block.

Today, while I met with guided reading groups, the students read for 20 minutes, using a book on their lexile level through the MyON web site.  Then they completed their narrative poem, using their organizer.  After that, they completed a buddy check (pre-test with a partner) using their word work words.  Finally, they practiced writing the letters x, y, and z, in cursive.

Orange:  First we reread the poem, "Stopping by the Woods on a Snowy Evening."  Then the students received a new poem, by Robert Frost, called, "Fireflies in the Garden."  After listening to me read it, we defined some vocabulary within the poem.  Then we discussed the poem and practiced visualizing it.  Finally, we compared the poem to, "Stopping by the Woods on a Snowy Evening."

Pink:  First we reread the poem, "Stopping by the Woods on a Snowy Evening."  Then the students received a new poem, by Robert Frost, called, "Fireflies in the Garden."  After listening to me read it, we defined some vocabulary within the poem.  Then we discussed the poem and practiced visualizing it.  Finally, we compared the poem to, "Stopping by the Woods on a Snowy Evening."

Green:  First we reread the poem, "Stopping by the Woods on a Snowy Evening."  Then the students received a new poem, by Robert Frost, called, "Fireflies in the Garden."  After listening to me read it, we defined some vocabulary within the poem.  Then we discussed the poem and practiced visualizing it.  Finally, we compared the poem to, "Stopping by the Woods on a Snowy Evening."

Blue:  First we reread the poem, "Stopping by the Woods on a Snowy Evening."  Then the students received a new poem, by Robert Frost, called, "Fireflies in the Garden."  After listening to me read it, we defined some vocabulary within the poem.  Then we discussed the poem and practiced visualizing it.  Finally, we compared the poem to, "Stopping by the Woods on a Snowy Evening."

After our literacy block the students enjoyed indoor recess and lunch.

After lunch we began our math block.

During the small group, teacher-led, instruction we continued representing and solving word problems with multiplication AND division equations with a variable representing the unknown.  We also focused on memorizing the 8s facts.

During math with a partner, the students engaged in math discourse as they played either Crazy 8s or Corners.  Both games work on the 8s facts and were played earlier in the week.

Group 1:  We practiced writing multiplication equations for given repeated addition problems.  Then we practiced skip counting by 8s.  Then we reviewed the two types of division; grouping and sharing.  With grouping we know the total and the number n each group, but we do not know how many groups there are.  With sharing we know the total and the number of groups, but we do not know how many are in each group.  Finally, we acted out two word problems that were very similar.  One was a grouping question and the other was sharing. Then we wrote equations to match each.

Group 2:  We practiced skip counting by 8s.  Then we reviewed the two types of division; grouping and sharing.  With grouping we know the total and the number n each group, but we do not know how many groups there are.  With sharing we know the total and the number of groups, but we do not know how many are in each group.  Finally, we acted out two word problems that were very similar.  One was a grouping question and the other was sharing. Then we wrote equations to match each.

After group 2 the children went to art with Mrs. Daniell.  When they returned we finished our math block.

Group 3:  With this group we quickly identified the two types of division word problems and reviewed an example of each.  Then the students were given a division word problem and asked to draw a picture and write both a multiplication and division equation, using a variable, to represent and solve the problem.  After the students shared how they solved the problem and identified what each number (or letter) in their equation represented, I solved the problem a couple of different (incorrect) ways and had them evaluate my answers and justify the grade.

There is HOMEWORK on Google Classroom.  We will NOT have a math quiz tomorrow but there will be word work quizzes during guided reading groups.

After math we identified the difference between wants and needs.  Then we watched a video to determine what materials are needed to make a home and discussed how the observable properties of the materials were changed so that they could be used to meet the human need of shelter.

Wonderful Wednesday

This morning, after the announcements, we began our literacy block.  Before reviewing the independent work tasks, I listed the criteria for success for the narrative poem the children are writing.  Each poem must include 3 stanzas; a beginning, middle, and end.  It must also include a simile.  Next, I modeled writing my own narrative poem, with a simile, using my organizer.

While I met with guided reading groups the students worked on the following tasks.  First they read for 20 minutes straight, using MyON, and choosing books on their lexile level.  This is to build reading stamina.  Next they used the organizer to draft a narrative poem with 3 stanzas, a clear beginning, middle, and end, and a simile.  After that they wrote 10 sentences using 10 of their word work words.  Finally, they practiced writing the letters n, m, and v, in cursive.

Orange:  We began by reading the poem, "Stopping by Woods on a Snowy Evening," and working on proper phrasing.  Then we reviewed what the poem is about.  We also discussed that a theme is inferred and can be applied to other aspects of our lives.  Finally, we determined the theme of the poem as appreciating nature.

Pink:  We began by reading and illustrating the poem, "Stopping by Woods on a Snowy Evening," and working on proper phrasing.  Then we reviewed what the poem is about.  We also discussed that a theme is inferred and can be applied to other aspects of our lives.  Finally, we determined the theme of the poem as appreciating nature.

Green:  We began by reading and illustrating the poem, "Stopping by Woods on a Snowy Evening," and working on proper phrasing.  Then we reviewed what the poem is about.  We also discussed that a theme is inferred and can be applied to other aspects of our lives.  Finally, we determined the theme of the poem as appreciating nature.

Blue:  We began by reading and illustrating the poem, "Stopping by Woods on a Snowy Evening," and working on proper phrasing.  Then we reviewed what the poem is about.  We also discussed that a theme is inferred and can be applied to other aspects of our lives.  Finally, we determined the theme of the poem as appreciating nature.

After our literacy block the students enjoyed outdoor recess and lunch.

When they returned to class we had a discussion about making good choices, keeping our hands to ourselves, and using nice words when speaking to each other.  We had a challenging lunch and walk back up to the classroom...I'll leave it at that.  ;-)

Then we began our math block.  During the small group, teacher-led, instruction we continued to write multiplication and division equations, using a variable to represent the unknown, to interpret and solve word problems.  We also worked on fluency with the 8s facts.

Group 1 struggles with multiplication.  So we took time out to practice writing repeated addition sentences that matched multiplication equations.

After solving the initial word problem, Group 3 reworked the problem using a change in criteria which I provided.  For example the first problem stated 8 pictures fit on a page.  In the second problem only 4 pictures fit on a page.

During math with a partner the students played a game called Corners that focused on memorizing the 8s facts.

Finally, during the technology rotation, the children visited the site Math Fact Pro to practice basic fact fluency in multiplication.

There is HOMEWORK posted on Google Classroom.

The students ended their day in music with Mrs. Graf.

Terrific Tuesday

I am back!  Thanks for all the kind messages yesterday.  My son must have had a 24 hour bug that resulted in A LOT of laundry!!

This morning, after the announcements, we began our literacy block. Today, during our independent work block, the students logged in and took an initial interest inventory at MyON.  This is an online, digital library, that tracks the reader's progress.  We watched a tutorial together, and then Mrs. Thompson explained a little bit about the program since she has seen it in use in second grade.  After that the children completed any simile assignment that hasn't been done.  Then they completed the narrative poem graphic organizer that is due today.  Next they practiced writing their word work words using Across and Down.  Finally, they practiced writing the letters n, m, and v, in cursive.

Orange:  We began by reviewing vowels and their sounds.  Then we revisited the two ways to spell the long /o/ sound; -oa and -o consonant e.  After that we reread the poem, "Stopping by Woods on a Snowy Evening".  Next we practiced visualizing the poem in our minds.  Finally we identified how the narrator was feeling.

Pink:  First we reread the poem, Stopping by Woods on a Snowy Evening."  Then we practiced visualizing the poem, stanza by stanza, to increase our comprehension.  Next we discussed the setting and the narrator's conflict.

Green:  First we reread the poem, Stopping by Woods on a Snowy Evening."  Then we practiced visualizing the poem, stanza by stanza, to increase our comprehension.  Next we discussed the setting and the narrator's conflict.

After our literacy block the children enjoyed outdoor recess and lunch.

When we returned to class we changed classroom jobs (finally) and began our math block.

During the small group, teacher-led instruction, we practiced skip counting by 8s, to increase our basic fact fluency, and then we continued to interpret and represent word problems using multiplication and division equations with a variable to represent the unknown.

During math with a partner the students played a game called "Crazy 8s" to work on memorizing the 8s facts.

Finally during the technology rotation the students listened to a story called, "Snowmen at Night," and used it to complete a worksheet focusing on the 8s facts.

HOMEWORK is posted on Google Classroom.

After math we observed a pencil and identified physical properties, processes that change them, and the changes that occur as a result.  First we had a group discussion.  Then the children completed a chart on their own.

Fabulous Friday!!

This morning we visited Clarksburg High School to see the play, "Honk", based on the story of the Ugly Duckling.  It was a super production!

When we returned to school it was time for lunch.

After lunch. the students returned to class and we played a new web-based game, called Kahoot, to practice our multiplication and division facts.

We will take our math quiz on MONDAY!

After playing Kahoot, we shared our homework writing journal entries.

Finally, we ended with our weekly class meeting.

During our group share, made a specific goal that they will work on over the next few weeks.  Some students chose to improve their reading fluency, others wanted to memorize certain basic multiplication facts, and, obviously, there were many more goals mentioned.


Next we exchanged thank yous and compliments.  I began by complimenting the class on their exemplary behavior during this morning's field trip.  I was so proud of them!

Finally, we discussed two challenges...one was being responsible for yourself.  That means if others are distracting you, move away, get help from me, but do what needs to be done so that you can complete your work.  The other challenge was reducing the noise during independent work time.  We decided I would utilize our voice meter more regularly.  Additionally, the students will use the "peace sign" instead of saying shhhhh.  Finally, they will try to work silently unless they are supposed to work with a partner.

Remember...math quiz Monday and turn in Grandparent's Day forms ASAP.

Thriving Thursday - Parent Conferences Day 2!

This morning, after the morning announcements, we began our literacy block with some whole group instruction.  We reviewed the characteristics of narrative poetry and I read a few examples to the students.  Then I modeled, through thinking out loud and writing on the Promethean board, how I thought of a topic and planned out my narrative poem.

Today, during independent work, the students began by practicing their word work words using Rainbow Words.  Next they completed the two simile writing activities from earlier in the week.  Then they began planning out their narrative poem using the organizer provided through Google Classroom.

As they worked I met with a couple of reading groups.


Orange:  First we revisited our word study focus, the long /o/sound spelled o_e, and oa.  Then we reread the poem, "Mummy Slept Late So Daddy Fixed Breakfast".  After that we reviewed literal versus figurative language.  Next we highlighted similes in our poem.  Finally we listed common themes in poetry and discussed the theme of our poem.

Pink:  We met and reviewed the difference between literal and figurative language.  Then we defined similes as comparing two seemingly unrelated things using the word like or as.  After that we identified and highlighted two examples of similes in the poem, "Mummy Slept Late and Daddy Fixed Breakfast".  Next we listed common themes in children's literature.  We identified two possible themes for the poem and then brainstormed ideas for our narrative poems that we will write, keeping a specific theme in mind.

I did not meet with the green or blue group but I did work with a few individual students, helping them to identify a theme or lesson for their narrative poem.

After our literacy block, which was shortened due to the early dismissal, we started our math block.

Today I worked with 4 more students on the first task in the compacted math assessment portfolio.  During this time the rest of the children chose to work on multiplication and division fact families of play math Mahjong using the link on the third grade web site.

HOMEWORK is similar to yesterday and is posted on Google Classroom.

Wonderful Wednesday - Parent Conferences

This morning, after the announcements, we had a treat!  Some of our Hindu friends spoke to use about their holiday, Divali.  Then we began our literacy block.

As I met with some of the guided reading groups, the students worked independently.  First they practiced writing their word work words using, Look, Say, Cover, Write, Check.  Then the students watched a Brain Pop Jr. lesson about similes and wrote 5 similes to describe themselves.  After that they practiced writing the letters q, o, and c, in cursive.

Orange:  We began by reviewing our word study patterns for the long and short /o/ sounds.  Then we identified the difference between literal and figurative language.  Next, we reread the poem, Mummy Slept Late and Daddy Fixed Breakfast", and identified the beginning, middle, and end.  Finally, we were introduced to the concept of theme.

Pink:  We reread the poem, Mummy Slept Late and Daddy Fixed Breakfast".  Then we identified the difference between literal and figurative language.  After that, we determined the beginning, middle, and end of the poem.  Next I introduced the concept of theme and we discussed tea work as the theme of the poem.

Green:  I did not meet with the green group since this was the only group that has already learned about theme...and we had a shortened literacy block.

Blue:  We began group by reviewing literal and figurative language.  Then I introduced the concepts of theme and lesson in narrative writing.  We discussed that these are both inferred from the text and can be applied to other, real-life situations.

After our literacy block we began math.

I began math telling the students about compacted math (begins in fourth grade and students who qualify receive 2 years of math instruction in a year) and explaining that during the course of the year, I will be assessing several students to determine if they are a good fit for this program.

Students who are eligible for testing for placement in compacted math will complete the first task today or tomorrow during math.  While I work with these students, the rest of the class will be working on a word problem.  Given a set of information, students will determine 3 plans to get 24 students to a field trip to a science museum using a variety of vehicles.

During math we did take a break to eat lunch.

HOMEWORK is posted on Google Classroom.

Tomorrow is another early release day.

Terrific Tuesday - A Salute to Veterans

This morning, after the morning announcements, we discussed Veteran's Day, particularly what is a veteran and why celebrating them is so important.

After that, we began our literacy block.  We did take a break, around 9:45, to attend an assembly to honor Veterans and celebrate Veteran's Day.

While I met with some guided reading groups (I couldn't meet with all due to the assembly), the students worked on the following tasks.

All groups reread their poem, labeled the title and each stanza, illustrated the poem, and identified the beginning, middle, and end, on the back.  Then they all practiced writing their word work words, using one color for vowels and another for consonants.  After that, some students finished watching the simile lesson and wrote 3 similes in their writing journal.  Then, all students watched a Brain Pop Jr. lesson about similes and wrote 5 similes, about themselves, in their writing journal.  Finally, they practiced writing the letters q, o, and c, in cursive.

Orange:  We met and reread the poem, Mummy Slept Late and Daddy Fixed Breakfast", labeled the title and the stanzas and briefly discussed it.

Pink:  Unfortunately, we did not meet in group.

Green:  In group we reviewed the title and stanzas.  Then we discussed and identified the beginning, middle, and end of the poem.  Next we reviewed similes and highlighted examples in the poem.  Finally I introduced theme/lesson of a poem as something that is inferred and can be applied elsewhere.  Even though these two concepts are different, as we begin to explore them, I will accept either one.

Blue:  In group we reviewed the title and stanzas.  Then we discussed the difference between literal and figurative language.  After that, we identified the beginning, middle, and end of the poem.  Finally, we highlighted similes in the poem.

ALL GROUPS should reread the poem, Mummy Slept Late and Daddy Fixed Breakfast" for homework.

After our literacy block the students enjoyed indoor recess and lunch.

When the children returned to class we began our math block.  Today we will continue to represent and interpret division and multiplication word problems.  We will also investigate the relationship between multiplication and division.

During the small group, teacher-led, instruction we represented word problems using both a multiplication and division equation.  During math with a partner, groups 1 and 2 rolled two dice to identify 2 factors.  They multiplied them together to get the product.  These three numbers became the fact family.  Then, using those numbers, they wrote 2 multiplication and 2 division sentences.  Group 3 completed a logic puzzle involving various operations and unknowns.  All groups were expected to engage in math discourse as they worked.  Finally, all groups visited Pirate Ship multiplication to practice fluency with the 2, 3, 4, and 5s facts.

Homework is posted on Google Classroom.

The children worked so well during math that we actually finished ahead of schedule!  I rewarded them with a class Dojo and a Go Noodle brain break!!

Then we began science.  First we reviewed the observable properties, of the sheet of paper, that we identified yesterday.  Then we described the processes and tools we used to change it.

After our review, the students worked in table groups to identify the physical properties of a paper clip, a wooden stick, a plastic spoon, and a block of clay.  Then, for each, they identified the change brought about using one action and a tool.

Please remember that we have an early dismissal tomorrow and Thursday.

Marvelous Monday

This morning, prior to the announcements, I worked with some students to represent and solve word problems.

After the announcements we began our literacy block.  This week we will begin our poetry unit.  So, I took some time to read a few silly poems out loud.  Then I explained and shared some common similes.  Next I reviewed and modeled today's independent work tasks.

First the children will watch a Learn Zillion lesson about poetry, twice, the second time they will take notes, using a format I provided, in their RRJ.  After that, they will cut apart, and put their initials on the back, their new word work words.  Then they will do a header sort with them.  Next they will watch a lesson about similes and copy and complete 3 similes in their writing journal.  Then they will practice writing the letters q, o, and c, in cursive.

As they worked I met with guided reading groups.

Orange:  The students cut apart their word work words and we did a sort.  This lesson focuses on the short and long /o/ sounds, with the long sound being spelled o - consonant - e, or -oa.  Next we discussed the characteristics of a narrative poem and I handed out the poem, "Mummy Slept Late and Daddy Fixed Breakfast".  We read it and reviewed some of the vocabulary in it.  For HOMEWORK the students need to read the poem out loud.

Pink:  Independently the students cut apart their word work words.  In group we did a sort.   Next we discussed the characteristics of a narrative poem and I handed out the poem, "Mummy Slept Late and Daddy Fixed Breakfast".  We read it and reviewed some of the vocabulary in it.  For HOMEWORK the students need to read the poem out loud.

Green:  Independently the students cut apart their word work words.  In group we did a sort.   Next we discussed the characteristics of a narrative poem and I handed out the poem, "Mummy Slept Late and Daddy Fixed Breakfast".  We read it and reviewed some of the vocabulary in it.  For HOMEWORK the students need to read the poem out loud.

Blue:  Independently the students cut apart their word work words.  In group we did a sort.   Next we discussed the characteristics of a narrative poem and I handed out the poem, "Mummy Slept Late and Daddy Fixed Breakfast".  We read it and reviewed some of the vocabulary in it.  For HOMEWORK the students need to read the poem out loud.

After our literacy block the children enjoyed outdoor recess and lunch. When they returned to class we began our math block.  During the small group, teacher-led, instruction we identified patterns in the 4s facts.  Then we went on to explore, using plastic squares and pictures, how multiplication and division are inverse, or opposite, operations.  The third group worked on a "messy" word problem where the answer was not an exact fit.

During math with a partner, groups 1 and 2 worked on basic fact fluency as they rolled two dice and multiplied them together to get the product.  The third group identified as many ways as possible to share 10, 16, and 28 marbles.  We shared strategies for this during our small group time.

During technology all groups re-watched the Khan academy lesson about the relationship between multiplication and division.  Then they two games (one on Khan academy and one on IXL) to practice this skill.

There is an assignment for HOMEWORK on Google Classroom.

After math we defined and identified the observable properties of a yellow basket and then a printed sheet of paper.  After that, we identified processes and tools that can change some of the observable properties.  We also noticed that not all properties of a material could be easily changed.

Fabulous Friday

Before the announcements, this morning, I worked with a small group of students to solve word problems involving multiplication or division.

After the announcements we began our literacy block.

During independent work the students began with guided reading tasks.  Then they finished their verb tenses worksheet and any cursive practice that remained undone.  After that, they worked on their Powtoon presentation for their inquiry topic.

As they worked, I met with guided reading groups.

Orange:  The students reread page 3 and shared their main idea statements.  Then I collected their books, since we are beginning poetry on Monday.  After that we took a word work quiz.

Pink:  Independently the students reread pages 2-5 and, in their RRJ, they responded to the question, "Is this a good title for the article?  Why/why not?"  In group we discussed how to answer this question and then I wrote a model response.  Students drew a line of learning under the answer they had written and copied mine below it.  Then they compared the two, noticing what they had done well and what they could improve.  Then I collected their books since we will begin poetry on Monday.  Finally, we took a word work quiz.

Green:  Independently, the students reread pages 12 and 13, and, in their RRJ, identified the main idea and 2 supporting details.  In group we shared their lists of verbs from homework last night.  We discussed that words, in our language, can be more than one part of speech.  Therefore it is important to pay attention to the way the word is being used.  Then I collected their books because we will begin poetry on Monday.  After that we took our word work quiz.

Blue:  Independently the students reread pages 30 and 31 and, in their RRJ, they identified the main idea and 2 supporting details.  In group we shared and discussed the verbs they listed for homework last night.  We explored how words can be used as different parts of speech.  Then I collected their books since we will begin poetry on Monday.  Finally, we took our word work quiz.

After our literacy block the students enjoyed outdoor recess and lunch.

When the students returned to class we took our math formative.  These have been scored and returned to students.  Look for them in home folders this evening.

After our quiz the students worked on their Rube Goldberg machines.  Then some groups shared their inventions.  They were very impressive.

After cleaning up from our creativity, we shared homework writing journal entries.

Finally, we ended the day with a class meeting.  We began by sharing what was on our minds.  Then we exchanged thank yous and compliments.  Finally, we discussed challenges in the lunchroom and what we can do to solve them.  The students decided they would each work on being silent as soon as the lunch aides get on the microphone.

Have a great weekend!

Thriving Thursday

After the morning announcements we began our literacy block.

Today, during independent work, the students began with a guided reading task.  Next they practiced writing their word work words.  The orange and pink groups wrote their words  like a dot to dot puzzle.  The green and blue group used 10 more of their words in meaningful sentences.  Next the students finished the verb tenses worksheet and any cursive worksheets.  Finally, the children began creating presentations about their inquiry topics using Powtoon.

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

Orange:  First we reviewed the spelling patterns, and sounds, for their word work words.  Then we discussed how verbs tell time and identified verbs, and their tenses, in sentences.  After that, I collected their Healthy Eating books and handed out a new Safari book.  We read page 2 and identified the main idea by using the heading, repeated words and phrases, and the first and last sentences of paragraphs.  For HOMEWORK the students need to read page 3 and identify the main idea.

Pink:  Independently the children got a new book and read pages 2 and 3, listing unknown words on a sticky note.  In group we began by identifying verbs, and their tenses, in sentences.  Then we identified the pronunciation and meaning of the unknown words they listed.  Next we listed strategies to identify the main idea in text.  Then we identified the main idea of page 2, using the heading as a guide.  Finally, we answered literal questions from their reading.  For HOMEWORK the students need to read pages 4 and 5 and list unknown words.

Green:  Independently the students reread pages 8 and 9 and, in their RRJ, identified the main idea and 2 supporting details for these pages.  In group we identified verbs and their tenses in sentences.  Then we reviewed how to identify the main idea in text and shared the main idea for pages 8 and 9.  Finally, we looked at our highlighted main idea sentences from each paragraph of "Kids Get Healthy" and determined the main idea of the entire article.  For HOMEWORK students need to read pages 10-16 in the book, Whales, and  identify 5-8 action verbs and their pages numbers.

Blue:  Independently the students reread pages 16 and 17 and identified the main idea and 2 supporting details, in their RRJ. In group we reviewed verbs and their tenses.  Then we discussed how to identify the main idea in text and shared the main idea for pages 16 and 17.  After that, the children analyzed the 4 highlighted main idea sentences from the article, "Kids Get Healthy" and determined the main idea of the entire passage.  For HOMEWORK the students need to read pages 22-32 and list 5-8 ACTION verbs, and their pages numbers, on the sticky note.

After our literacy block the students enjoyed outdoor recess and lunch.

When they returned from lunch we began the math block.  I made a few changes in the math groupings.

Today during math with a partner, the first two groups worked on their basic multiplication fact fluency playing a game called Multiplication Roll.  The other group worked on a multiplication riddle with their partner.  During the technology rotation, all groups visited a site called Grand Slam math to practiced solving word problems involving multiplication and division.

During the small group, teacher led, instruction, we continued to solve word problems involving multiplication and division.  We continued to list knowns and unknowns on a chart, then draw a picture, and finally, write an equation using a variable to represent the unknown.

The students went to art halfway through the second rotation.  When they returned to class we finished our math rotations.

There is a word problem, for HOMEWORK, on Google Classroom.  We will have a quiz tomorrow in math.

Unfortunately, after math it was time to pass out papers and get ready to go home.  Hopefully we will get to science tomorrow.

Wonderful Wednesday - Picture Day!

This morning, prior to the announcements, I helped a couple of students catch up on unfinished work.  Then, after the announcements, we began our literacy block.

Today, while I meet with guided reading groups, the students read a paragraph and identified the main idea and two supporting details.  Then they practiced their word work words.  Orange and pink groups did rainbow words for each word and the green and blue groups wrote meaningful sentences using 10 of their words.  After that the students watched two Learn Zillion lessons about the function and use of verbs and verb tenses.  Then they completed a worksheet selecting the correct verb tense for sentences.  After that they practiced writing a, d, and g, in cursive.  Finally, they explored Powtoon.com.

Orange:  First we reviewed verbs and identified the subject and verb in several sentences.  Then we listed strategies for identifying the main idea in text.  Next we completed the "Kids Get Healthy" article by highlighting the sentence that tells the main idea in the last two paragraphs and then analyzed the main idea of the four paragraphs to determine the main idea in the entire article.  For HOMEWORK the students need to reread their entire book, Healthy Eating, to build reading stamina.

Pink:  First we reviewed verbs, and their tenses, and identified the subject and verb in several sentences.  After that we shared (and revised) their main idea statements, for page 22, from last night's homework.  For HOMEWORK they need to reread their entire book, working on reading stamina.

After I met with the pink group, we visited the media center to get our pictures taken.  When we returned to class, I met with more groups and the rest of the class continued their independent work.

Green:  First we reviewed verbs, and their tenses, and identified the subject and verb in several sentences.  After that we shared (and revised) their main idea statements, for pages 6 and 7, from last night's homework.  Then we highlighted the main idea sentences for paragraphs 3 and 4 in the article, Kids Get Healthy".  For HOMEWORK the students need to reread pages 2-9 in the book, Whales.

Blue:  We began group by sharing the main idea statements that the students wrote for pages 12 and 13, for homework last night.  The I modeled writing a main idea statement for that section.  After that, the children determined supporting details to explain the main idea.  For HOMEWORK the students need to read pages 14-21 in their book, The Life and Times of the Peanut.

After our literacy block the student enjoyed outdoor recess and lunch.

When the students returned to the classroom we began our math block.  The rotations today remained the same as they were yesterday.  During math with a partner the students worked together, engaging in math discourse, to sort and solve division word problems according to whether they required grouping or sharing.  During the technology rotation the students went back to the site Thinking Blocks to visualize and solve multiplication and division word problems.

During the small group, teacher-led, instruction, the students modeled, represented, and solved word problems involving multiplication or division.  We focused on using knowns and unknowns charts, draw a picture, and writing an equation using a variable to represent the unknown.  Additionally, we identified our knowns and unknowns as being either a part or a whole.

For HOMEWORK the students will watch a Khan Academy lesson relating multiplication and division.  Then they will practice using that skills.  Both links are on Google Classroom, the homework page.

Unfortunately, we did not get to science today.  We will work on the Rube Goldberg machines tomorrow.

The students ended their day in music with Mrs. Graf.