Just wanted to let you know that our day got off to a bit of a rough start. During arrival some students teased a child in another class and many of our friends stood by and giggled. We discussed this as a class and I feel quite certain they will make better choices in the future.
Once we got settled the students took the math quiz (formative). These have been scored. Look for them in home folders this evening.
After math we took a Go Noodle break and then reviewed today's independent work assignments, including their first word work activity during literacy block.
All groups will begin by completing an independent guided reading group assignment. then they will complete their informative paragraph stating where authors get their ideas. Next they will finish science activities listing sources of light and heat. Then they will complete a word work activity. Tigers and Panthers will illustrate 10 words. Leopards will use 10 words in a sentence and Lions will complete a meaning sort.
Before we could begin our independent work, we had a fire drill. Then it was time for lunch and indoor recess.
After recess the students got started on their independent work tasks and I met with guided reading groups.
Tigers: The children began by completing a word sort with their word work cards. Then I reviewed last night's word work homework. After that we retold the main events in their book, thus far. Next the children whisper read pages 16-19 to find out what Kate does next. Finally, we discussed how events in stories build upon each other....similar to cause and effect...and we identified the events that led to Kate going out to help the Midnight Express even though it was a dangerous situation.
Panthers: Independently the children read chapter 4 and listed unknown words on a sticky note. They also illustrated 10 of their word work words. In group we reviewed yesterday's RRJ assignment, identifying the main characters, setting, and conflict in their book. The students struggled, a bit, with the conflict, which led to some great discussion. Additionally, we identified examples of events building on one another in text. Specifically, that it was Anna's insistence that she go to school that led them to getting stuck on the train. Next we identified dictionary.com as a source we can use to find the meaning or pronunciation of unknown words in text. Finally, we reviewed last night's word work homework.
Leopards: Independently the students reread chapter 5 and, in their RRJ, described Miss Trippett's reaction to Amanda's decision to go to America. Additionally, they chose 10 word work words and wrote sentences for each. In group we reviewed last night's word work homework and shared some of their sentences. Then we discussed Miss Tripett's reaction to Amanda's decision and identified evidence in the text that supported our thinking. Next we reviewed how the actions and/or words of a main character impacts and leads to events in a story. Finally, we discussed using dictionary.com as a resource to determine the meaning and/or pronunciation of unknown words in text.
Lions: Independently the students reread chapter 5 and summarized the main events in their RRJ. They also did a meaning sort using their word work cards. In group we reviewed last night's word work homework and shared the different categories the students came up with for the meaning sort today. Then we shared their chapter 5 summaries. Finally, we discussed how to identify unknown words in text and use a resource, such as dictionary.com, to identify the meaning or pronunciation of the word.
After our literacy block students had the chance to share homework writing journal entries.
Then we ended our day with a class meeting. During our group share we brainstormed ways that we could earn a Wims Wonderful Wildcat award. After that we exchanged thank yous and compliments. Finally, we discussed how we could cut back on the disrespect, both to me and towards other students, that takes place in our classroom. It was a bit eye opening for me...overall, the students feel that I am too lenient and I should be giving more reflection sheets. I was truly surprised by this but appreciated the children's honesty.
Friday, January 30, 2015
Thursday, January 29, 2015
Thriving Thursday - Report Card Day
Look for your child's report card in the home folder this evening. Please sign the front of the envelop and return it, emptied, to school tomorrow. Keep the report card at home. It's yours!
This morning after reading quietly, exchanging books in the media center, or practicing keyboarding skills, we jumped into our math rotations.
During the small group, teacher led instruction, the students continued locating, labeling, and counting fractions on a number line. Today's lesson involved solving fraction word problems using Cuisenaire rods on a number line.
During math with a partner, the students played a fraction number line game. They took turns choosing cards that named fractions and then determined whether they had a number line on their game board that fit their fraction. If they did, they located and labeled it Obviously, math discourse was a must!
Finally, during the technology rotation, the students viewed a lesson on Discovery Education called Math Mastery: Fractions. I had them watch parts 1, 2, 4, and 5. I love the way this lesson explains placing fractions on a number line, part 5.
We will have a quiz (formative) tomorrow covering fractions on a number line. For HOMEWORK there is an assignment on Google Classroom, the homework page.
Unfortunately, math ran over, again. The small group lesson took longer than expected but I felt it was a good use of instructional time. :-)
So, before going to lunch, we reviewed today's independent work tasks. First, students will complete independent guided reading group assignments. Then they will finish their informative paragraph about where authors get their ideas. Next, they will identify sources of light and heat, after watching Brain Pop Jr. lessons. After that the children will practice cursive handwriting and listen to BES nominees and rate them on their capture sheet. If there is time left, the students will complete any unfinished work and practice their reading by themselves, with a partner or using the Internet.
Following lunch and indoor recess the students worked on the above independent work activities and I met with small guided reading groups.
Tigers: We began group by sorting our words. Then I modeled how to complete Look, Say, Write, Check and the children set up a page to complete this tonight. Next we reviewed the characteristics of historical fiction and retold the main events that have happened so far in the book. Next we defined the word express as something that moves at a high speed. Then the students whisper read pages 12-15 to identify how Kate knew the bridge had broken. We discussed how she knew and determined that this was an event that would lead to her next actions. For HOMEWORK the students need to complete the Look, Say, Write, Cover, Check activity with their word cards and then reread pages 12-15.
Panthers: Independently the students watched a Brain Pop Jr. lesson about plot. In their RRJ, they identified the main characters, setting, and conflict from their book, Anna, Grandpa, and the Big Storm. In group we began by going over last night's word hunt. Please remember that the words need to have the correct spelling pattern AND the correct sound. Then I modeled how to complete the Look, Say, Cover, Write, Check activity for word work and the students set up a page in their word work journals to use tonight. After that we reviewed the information from the Brain Pop Jr. video and their RRJ entries. All but one student didn't use their reading group book when identifying the main characters, setting and conflict. Additionally, they did not answer in complete sentences. So, I modeled how to correctly respond to this prompt but left blanks in place of the information from their book. Then the children had a chance to redo their RRJ entries.
Leopards: Independently the students reread chapter 4 and, in their RRJ, described the events that led to Amanda's decision to go to America. In group I looked over their word hunt homework. Then I modeled how to do the Look, Say, Cover, Write, Check activity and had the children set up a page in their word work journal to use tonight. After that we discussed how events in a book build upon each other...kind of like cause and effect. Then we discussed the events that led to Amanda's decision. Students whose RRJ response was incorrect, drew a line of learning in their RRJ and rewrote their answer. For HOMEWORK the children need to do the Look, Say, Cover, Write, Check activity and read chapter 5.
Lions: Independently the students reread chapter 4 and summarized the main events in the chapter, in their own words, in their RRJ. In group we reviewed last night's word hunt and then I modeled how to do the Look, Say, Cover, Write, Check activity. After that, I explained the concept of summarizing text. Then I modeled reading chapter 4, stopping at various points to visualize what I had read, and then writing a summary of the chapter. For HOMEWORK the children will complete the Look, Say, Cover, Write, Check activity in their word work journal and read chapter 5.
We ended the day by going to art with Mrs. Daniell.
This morning after reading quietly, exchanging books in the media center, or practicing keyboarding skills, we jumped into our math rotations.
During the small group, teacher led instruction, the students continued locating, labeling, and counting fractions on a number line. Today's lesson involved solving fraction word problems using Cuisenaire rods on a number line.
During math with a partner, the students played a fraction number line game. They took turns choosing cards that named fractions and then determined whether they had a number line on their game board that fit their fraction. If they did, they located and labeled it Obviously, math discourse was a must!
Finally, during the technology rotation, the students viewed a lesson on Discovery Education called Math Mastery: Fractions. I had them watch parts 1, 2, 4, and 5. I love the way this lesson explains placing fractions on a number line, part 5.
We will have a quiz (formative) tomorrow covering fractions on a number line. For HOMEWORK there is an assignment on Google Classroom, the homework page.
Unfortunately, math ran over, again. The small group lesson took longer than expected but I felt it was a good use of instructional time. :-)
So, before going to lunch, we reviewed today's independent work tasks. First, students will complete independent guided reading group assignments. Then they will finish their informative paragraph about where authors get their ideas. Next, they will identify sources of light and heat, after watching Brain Pop Jr. lessons. After that the children will practice cursive handwriting and listen to BES nominees and rate them on their capture sheet. If there is time left, the students will complete any unfinished work and practice their reading by themselves, with a partner or using the Internet.
Following lunch and indoor recess the students worked on the above independent work activities and I met with small guided reading groups.
Tigers: We began group by sorting our words. Then I modeled how to complete Look, Say, Write, Check and the children set up a page to complete this tonight. Next we reviewed the characteristics of historical fiction and retold the main events that have happened so far in the book. Next we defined the word express as something that moves at a high speed. Then the students whisper read pages 12-15 to identify how Kate knew the bridge had broken. We discussed how she knew and determined that this was an event that would lead to her next actions. For HOMEWORK the students need to complete the Look, Say, Write, Cover, Check activity with their word cards and then reread pages 12-15.
Panthers: Independently the students watched a Brain Pop Jr. lesson about plot. In their RRJ, they identified the main characters, setting, and conflict from their book, Anna, Grandpa, and the Big Storm. In group we began by going over last night's word hunt. Please remember that the words need to have the correct spelling pattern AND the correct sound. Then I modeled how to complete the Look, Say, Cover, Write, Check activity for word work and the students set up a page in their word work journals to use tonight. After that we reviewed the information from the Brain Pop Jr. video and their RRJ entries. All but one student didn't use their reading group book when identifying the main characters, setting and conflict. Additionally, they did not answer in complete sentences. So, I modeled how to correctly respond to this prompt but left blanks in place of the information from their book. Then the children had a chance to redo their RRJ entries.
Leopards: Independently the students reread chapter 4 and, in their RRJ, described the events that led to Amanda's decision to go to America. In group I looked over their word hunt homework. Then I modeled how to do the Look, Say, Cover, Write, Check activity and had the children set up a page in their word work journal to use tonight. After that we discussed how events in a book build upon each other...kind of like cause and effect. Then we discussed the events that led to Amanda's decision. Students whose RRJ response was incorrect, drew a line of learning in their RRJ and rewrote their answer. For HOMEWORK the children need to do the Look, Say, Cover, Write, Check activity and read chapter 5.
Lions: Independently the students reread chapter 4 and summarized the main events in the chapter, in their own words, in their RRJ. In group we reviewed last night's word hunt and then I modeled how to do the Look, Say, Cover, Write, Check activity. After that, I explained the concept of summarizing text. Then I modeled reading chapter 4, stopping at various points to visualize what I had read, and then writing a summary of the chapter. For HOMEWORK the children will complete the Look, Say, Cover, Write, Check activity in their word work journal and read chapter 5.
We ended the day by going to art with Mrs. Daniell.
Wednesday, January 28, 2015
Wednesday...back to the grind! :-)
So, we finally got a snow day! I hope everyone enjoyed the break in routine!!
This morning after reading quietly, exchanging books in the media center, or practicing keyboarding skills, the students jumped into math rotations.
I was out of the room, at a meeting, during math. So, small group instruction was led by Mrs. Thompson.
During the small group instruction, students used Cuisennaire rods to identify eighths on three different number lines of varying lengths. During math with a partner the students created and labeled fractional parts on a number line, using a die to indicate the number of parts in the whole. Finally, during the technology rotation, students visited the site Math Man to practice naming fractions on a number line.
For HOMEWORK there is an assignment on the homework page of Google Classroom.
We ran a bit behind this morning, so after math we rolled right into our literacy block. However, time was limited and we only introduced the independent tasks.
Today students will work on independent guided reading assignments. Then they will view an Educreations lesson, presented by me, about writing an informative paragraph to relate where authors get their ideas. The children will be using the notes they took, as they viewed the author interviews, to write their paragraph. Next, the children will view a Brain Pop Jr. lesson about heat energy. Then, they will define heat and friction, and name 5 sources of heat, in their science journal. Next, they will practice writing the letters C, Q, and E in cursive. If they have any additional time, they will complete any unfinished work or practice reading or keyboarding.
Following lunch and indoor recess the students worked independently as I met with guided reading groups.
Tigers: I modeled how to do a speed sort and then the children practiced doing the same activity. After that, I explained how to do a word hunt and we set up a chart in their word work journals. Next we retold the events from pages 5-7. Then the students whisper read pages 8-10, stopping at the end of each page to retell what happened on it. For HOMEWORK the children need to do a word hunt in their word work journal and reread pages 8-10.
Panthers: Independently the students read chapter 3 and identified words and phrases the author used, in their RRJ, that indicated the blizzard was more than just a snow storm. In group we shared the header sorts that the students were supposed to do for homework Monday night. Most students didn't d o the assignment. So I quickly modeled how to complete the task, again. Then I explained how to do a word hunt and the students set up charts in their word work journals. Next, we reviewed the children's responses in their RRJs. They did not meet my expectations. So, we drew a line of learning (line separating their work from our group work in their RRJ, and constructed a response together. For HOMEWORK the children need to reread chapter 3 and complete the word hunt in their word work journal.
Leopards: Independently the students reread chapter 3 and in their RRJ they identified the big change at the end of chapter 3 and predicted what would happen next. In group we began by reviewing the header sort from Monday night's homework. Then I modeled how to complete a word hunt and the children created a word hunt chart in their word work journals. Next we discussed the change in chapter 3 and prediction so what will happen next. We also shared our thoughts about Dr. Crider. For HOMEWORK the students need to complete a word hunt in their word work journal and read chapter 4.
Lions: Independently the students reread chapter 3, paying special attention to page 19. In their RRJ they summarized Uncle Victor's plan (paraphrased) and predicted what will happen next. In group we reviewed the header sort from Monday's homework. Then I modeled how to complete a word hunt and the students set up a chart in their RRJ. After that, we reread page 19 and practiced visualizing Uncle Victor's plan. Then, several students shared their RRJ responses. For HOMEWORK the students need to complete a word hunt in their word work journal and read chapter 4.
The children ended their day in PE with Mr. Benco.
This morning after reading quietly, exchanging books in the media center, or practicing keyboarding skills, the students jumped into math rotations.
I was out of the room, at a meeting, during math. So, small group instruction was led by Mrs. Thompson.
During the small group instruction, students used Cuisennaire rods to identify eighths on three different number lines of varying lengths. During math with a partner the students created and labeled fractional parts on a number line, using a die to indicate the number of parts in the whole. Finally, during the technology rotation, students visited the site Math Man to practice naming fractions on a number line.
For HOMEWORK there is an assignment on the homework page of Google Classroom.
We ran a bit behind this morning, so after math we rolled right into our literacy block. However, time was limited and we only introduced the independent tasks.
Today students will work on independent guided reading assignments. Then they will view an Educreations lesson, presented by me, about writing an informative paragraph to relate where authors get their ideas. The children will be using the notes they took, as they viewed the author interviews, to write their paragraph. Next, the children will view a Brain Pop Jr. lesson about heat energy. Then, they will define heat and friction, and name 5 sources of heat, in their science journal. Next, they will practice writing the letters C, Q, and E in cursive. If they have any additional time, they will complete any unfinished work or practice reading or keyboarding.
Following lunch and indoor recess the students worked independently as I met with guided reading groups.
Tigers: I modeled how to do a speed sort and then the children practiced doing the same activity. After that, I explained how to do a word hunt and we set up a chart in their word work journals. Next we retold the events from pages 5-7. Then the students whisper read pages 8-10, stopping at the end of each page to retell what happened on it. For HOMEWORK the children need to do a word hunt in their word work journal and reread pages 8-10.
Panthers: Independently the students read chapter 3 and identified words and phrases the author used, in their RRJ, that indicated the blizzard was more than just a snow storm. In group we shared the header sorts that the students were supposed to do for homework Monday night. Most students didn't d o the assignment. So I quickly modeled how to complete the task, again. Then I explained how to do a word hunt and the students set up charts in their word work journals. Next, we reviewed the children's responses in their RRJs. They did not meet my expectations. So, we drew a line of learning (line separating their work from our group work in their RRJ, and constructed a response together. For HOMEWORK the children need to reread chapter 3 and complete the word hunt in their word work journal.
Leopards: Independently the students reread chapter 3 and in their RRJ they identified the big change at the end of chapter 3 and predicted what would happen next. In group we began by reviewing the header sort from Monday night's homework. Then I modeled how to complete a word hunt and the children created a word hunt chart in their word work journals. Next we discussed the change in chapter 3 and prediction so what will happen next. We also shared our thoughts about Dr. Crider. For HOMEWORK the students need to complete a word hunt in their word work journal and read chapter 4.
Lions: Independently the students reread chapter 3, paying special attention to page 19. In their RRJ they summarized Uncle Victor's plan (paraphrased) and predicted what will happen next. In group we reviewed the header sort from Monday's homework. Then I modeled how to complete a word hunt and the students set up a chart in their RRJ. After that, we reread page 19 and practiced visualizing Uncle Victor's plan. Then, several students shared their RRJ responses. For HOMEWORK the students need to complete a word hunt in their word work journal and read chapter 4.
The children ended their day in PE with Mr. Benco.
Monday, January 26, 2015
Marvelous Monday
Well, the weather people got it wrong...so we enjoyed a marvelous day in school!!
After exchanging books in the media center, reading quietly, or practicing keyboarding, most of us began our math rotations. Some of our friends missed math to take part in the testing for the highly gifted center.
During the teacher led small group instruction, we used index card to help us label fractions on a number line. Each index card represented one whole and we folded it to identify equal parts.
During math with a partner, the students labeled fractional parts on a number line by rolling a die to identify the number of equal parts in one whole. Obviously, it was expected for the students to engage in math discourse, suing our word plash, along the way.
Finally during the technology rotation the students played Math Man, a game similar to Pac Man. This provided practice in identifying fractions on a number line.
For HOMEWORK there is a problem on Google Classroom, the homework page.
After math we took a Go Noodle brain break and then moved into our literacy block.
Today students will begin by working on independent guided reading tasks. Then they will watch a Brain Pop Jr. lesson about light energy and, in their science journal, describe light energy and list 5 sources of it. Next they will practice writing the letters A, O, and D in cursive. After that they will finish watching the author interviews and taking notes on the capture sheet. Finally, they will view the book, Stuck, by Oliver Jeffers and rate it on their BES capture sheet.
Tigers: We began with a speed sort using the students' word cards. Then we reviewed their RRJ entries from Friday's independent work. After that we read the Author's Note in their new book, Kate Shelley and the Midnight Express. Finally, we read, and discussed pages 5-7. For HOMEWORK the children should do a written header sort in their word work journal and reread pages 5-7.
Following lunch and indoor recess the students continued working independently while I met with more guided reading groups.
Panthers: Independently the students began reading chapter 2, listing unknown words on a sticky note, and drawing a picture in their RRJ. In group we began with me modeling how to do a speed sort for word work. Then the children did their own speed word sorts. After that we shared the examples of Grandpa being fussy in chapter 1, an assignment from last week. Then we retold the events of chapter 2 and identified the beginning, middle, and end. For HOMEWORK the students will do a header/written sort suing their word cards and reread chapter 2.
Leopards: Independently the students read chapter 3, listed unknown words on a sticky, and drew a picture of the events in the chapter, in their RRJ. In group we began by sorting our word cards and noticing that the vowel that follows an initial g or c determines the sound that the letter makes. Then I modeled how to do a header sort. After that, we revisited chapter 2 and discussed the title of the chapter. We also discussed the significance of the lion's head, on page 13. For HOMEWORK the students need to do a header sort in their word work journal and reread chapter 3.
Lions: Independently the students read chapter 2, listed unknown words on a sticky note, and illustrated the main events in their RRJ. In group we began by doing our initial word sort and discussing the prefixes meaning not or the opposite of..some being literal in meaning, and others not. Then I modeled doing a header sort in their word work journal. After that, we shared and discussed the titles they wrote for chapter 1. Then we determined that the snake was a twisty piece of land on the fjord covered by cliffs and discussed the disagreement between Peter's father and his uncle Victor. We also discussed the need to paraphrase written answer in the student's RRJ and visualizing what they read by playing a movie in their head--if they can't, they need to reread. For HOMEWORK students need to read chapter 3 and list unknown words on a sticky and do a header sort in their word work journal.
The students ended their day in music with Mrs. Guerra.
After exchanging books in the media center, reading quietly, or practicing keyboarding, most of us began our math rotations. Some of our friends missed math to take part in the testing for the highly gifted center.
During the teacher led small group instruction, we used index card to help us label fractions on a number line. Each index card represented one whole and we folded it to identify equal parts.
During math with a partner, the students labeled fractional parts on a number line by rolling a die to identify the number of equal parts in one whole. Obviously, it was expected for the students to engage in math discourse, suing our word plash, along the way.
Finally during the technology rotation the students played Math Man, a game similar to Pac Man. This provided practice in identifying fractions on a number line.
For HOMEWORK there is a problem on Google Classroom, the homework page.
After math we took a Go Noodle brain break and then moved into our literacy block.
Today students will begin by working on independent guided reading tasks. Then they will watch a Brain Pop Jr. lesson about light energy and, in their science journal, describe light energy and list 5 sources of it. Next they will practice writing the letters A, O, and D in cursive. After that they will finish watching the author interviews and taking notes on the capture sheet. Finally, they will view the book, Stuck, by Oliver Jeffers and rate it on their BES capture sheet.
Tigers: We began with a speed sort using the students' word cards. Then we reviewed their RRJ entries from Friday's independent work. After that we read the Author's Note in their new book, Kate Shelley and the Midnight Express. Finally, we read, and discussed pages 5-7. For HOMEWORK the children should do a written header sort in their word work journal and reread pages 5-7.
Following lunch and indoor recess the students continued working independently while I met with more guided reading groups.
Panthers: Independently the students began reading chapter 2, listing unknown words on a sticky note, and drawing a picture in their RRJ. In group we began with me modeling how to do a speed sort for word work. Then the children did their own speed word sorts. After that we shared the examples of Grandpa being fussy in chapter 1, an assignment from last week. Then we retold the events of chapter 2 and identified the beginning, middle, and end. For HOMEWORK the students will do a header/written sort suing their word cards and reread chapter 2.
Leopards: Independently the students read chapter 3, listed unknown words on a sticky, and drew a picture of the events in the chapter, in their RRJ. In group we began by sorting our word cards and noticing that the vowel that follows an initial g or c determines the sound that the letter makes. Then I modeled how to do a header sort. After that, we revisited chapter 2 and discussed the title of the chapter. We also discussed the significance of the lion's head, on page 13. For HOMEWORK the students need to do a header sort in their word work journal and reread chapter 3.
Lions: Independently the students read chapter 2, listed unknown words on a sticky note, and illustrated the main events in their RRJ. In group we began by doing our initial word sort and discussing the prefixes meaning not or the opposite of..some being literal in meaning, and others not. Then I modeled doing a header sort in their word work journal. After that, we shared and discussed the titles they wrote for chapter 1. Then we determined that the snake was a twisty piece of land on the fjord covered by cliffs and discussed the disagreement between Peter's father and his uncle Victor. We also discussed the need to paraphrase written answer in the student's RRJ and visualizing what they read by playing a movie in their head--if they can't, they need to reread. For HOMEWORK students need to read chapter 3 and list unknown words on a sticky and do a header sort in their word work journal.
The students ended their day in music with Mrs. Guerra.
Friday, January 23, 2015
TGIF
First, I want to thank everyone who donated composition books!! I really appreciate your support!!! We now have enough. THANKS!
After reading quietly, exchanging books in the media center, or practicing keyboarding skills, the students took a math quiz. These have been graded and will be in your child's home folder this evening. The class did extremely well!! :-)
The students had time after the quiz to finish any of the work from this week's math rotations or revisit any fractions math web sites.
Next we had a Benco Brain Break and then reviewed today's independent work assignments.
Today the students will begin with an independent guided reading activity. After that they will watch the Brain Pop Jr.: Eating Right lesson and create a meal plan for breakfast, lunch, and dinner. Then they will practice writing the letters x, y, and z in cursive. When they have completed the above, they will watch , and take notes on, 5 author interviews where authors discuss where they get their ideas and their personal writing process. This is part of the pre-writing for the marking period 3 inquiry project. Finally, the students will view the book, Stuck, by Oliver Jeffers, and rate it on the BES capture sheet.
Panthers: I called this group first today. We began by setting up our new word work journals. This is quite time consuming but will only need to be done once! :-)
Following lunch and outdoor recess, I continued meeting with guided reading groups, while the students worked independently.
Panthers (cont'd): After recess the students participated in their first word sort.
Leopards: Independently the students reread chapter 2. In their RRJ, the explained the title of the chapter, "The Story", using details from the text. Once in group, we began by setting up our word word journals and preparing for our first word sort lesson. We will do the actual lesson on Monday.
Lions: Independently the students read chapter 2 and answered the following questions in their RRJ: What is the snake? What were Peter's uncle and father disagreeing about? In group we set up their word work journals. We will do our first word sort, in group, on Monday.
Tigers: I did not get a chance to meet with this group but they watched two short video clips about Kate Shelley and the Midnight Express. Then, in their RRJ, they wrote about a time they were brave.
After our literacy block we shared homework writing journal entries.
Then we ended our day with a class meeting. First, during our group share, students explained what annoys them...a majority identified the constant giggling/laughing during the school day as being an irritant. After that we exchanged thank yous and compliments. Finally, we revisited the challenge of classmates feeling left out. Some shared that they still felt lonely. I reminded the class that we have to take care of each other. We need to include one another during lunch and recess. Then, we brainstormed ideas of how to manage visiting the media center. Currently, the first one that ask to go in the morning get to go. However, this is not the fairest way. The most common suggestion was to create a checklist where students will place a check buy their name when they visit the media center. Students will be allowed to go twice each week. So, once a student has two check marks they will have to wait to visit the media center until the following week. Of course, exceptions might be made for special circumstances.
After reading quietly, exchanging books in the media center, or practicing keyboarding skills, the students took a math quiz. These have been graded and will be in your child's home folder this evening. The class did extremely well!! :-)
The students had time after the quiz to finish any of the work from this week's math rotations or revisit any fractions math web sites.
Next we had a Benco Brain Break and then reviewed today's independent work assignments.
Today the students will begin with an independent guided reading activity. After that they will watch the Brain Pop Jr.: Eating Right lesson and create a meal plan for breakfast, lunch, and dinner. Then they will practice writing the letters x, y, and z in cursive. When they have completed the above, they will watch , and take notes on, 5 author interviews where authors discuss where they get their ideas and their personal writing process. This is part of the pre-writing for the marking period 3 inquiry project. Finally, the students will view the book, Stuck, by Oliver Jeffers, and rate it on the BES capture sheet.
Panthers: I called this group first today. We began by setting up our new word work journals. This is quite time consuming but will only need to be done once! :-)
Following lunch and outdoor recess, I continued meeting with guided reading groups, while the students worked independently.
Panthers (cont'd): After recess the students participated in their first word sort.
Leopards: Independently the students reread chapter 2. In their RRJ, the explained the title of the chapter, "The Story", using details from the text. Once in group, we began by setting up our word word journals and preparing for our first word sort lesson. We will do the actual lesson on Monday.
Lions: Independently the students read chapter 2 and answered the following questions in their RRJ: What is the snake? What were Peter's uncle and father disagreeing about? In group we set up their word work journals. We will do our first word sort, in group, on Monday.
Tigers: I did not get a chance to meet with this group but they watched two short video clips about Kate Shelley and the Midnight Express. Then, in their RRJ, they wrote about a time they were brave.
After our literacy block we shared homework writing journal entries.
Then we ended our day with a class meeting. First, during our group share, students explained what annoys them...a majority identified the constant giggling/laughing during the school day as being an irritant. After that we exchanged thank yous and compliments. Finally, we revisited the challenge of classmates feeling left out. Some shared that they still felt lonely. I reminded the class that we have to take care of each other. We need to include one another during lunch and recess. Then, we brainstormed ideas of how to manage visiting the media center. Currently, the first one that ask to go in the morning get to go. However, this is not the fairest way. The most common suggestion was to create a checklist where students will place a check buy their name when they visit the media center. Students will be allowed to go twice each week. So, once a student has two check marks they will have to wait to visit the media center until the following week. Of course, exceptions might be made for special circumstances.
Thursday, January 22, 2015
Thrilling Thursday - Winter Concert
Today we have a couple of changes in our schedule...read on to find out about them! :-)
After reading quietly, visiting the media center, or practicing keyboarding skills, we began our math rotations.
During the small group teacher led instruction we continued to locate and label fractional parts on a number line using Cuisenaire rods. During math with a partner, students used our fraction word splash to engage in discourse as they completed the fraction flap activity. Finally, during the technology rotation, the students visited Sumdog to identify and name fractional parts on a number line.
For HOMEWORK there is a Khan Academy lesson and game linked to a Google Classroom (homework page) post.
After math we took a Benco Brain Break and then moved onto our literacy block.
Today, during literacy block, the students will start by completing independent guided reading group activities. Then they will view a Brain Pop Jr. lesson about eating right and create a meal plan for breakfast, lunch, and dinner. After that they will practice writing the letters x, y, and z in cursive. Then they will watch the story, Stuck, by Oliver Jeffers, and rate it on their BES capture sheet. Finally, they will practice reading or keyboarding.
As the children work independently, I will meet with guided reading groups.
Tigers: We began by doing a speed word sort with their word work words. Then we set up a page in their word work journal for their header sort, which they will do this evening for HOMEWORK. After that, I reviewed the characteristics of historical fiction and did a book introduction for their new novel, Kate Shelley and the Midnight Express, by Margaret Wetterer. We didn't get a chance to begin reading it, though. WE will do that tomorrow! :-)
Following lunch and outdoor recess we visited the media center. Mrs. Allaire introduced the inquiry project for the third marking period to the class. This marking period the children will be writing and illustrating a realistic fiction story. Today the students began watching videos of authors speaking about where they get their ideas. As part of the planning process for the inquiry project, the children will watch the videos and take notes regarding where author's get their ideas, how they create their characters and the process they go through to get a story written and published.
When we returned to class the students worked on their independent tasks, which now included watching author interviews and taking notes on the capture sheet, while I met with guided reading groups--but not all due to our visit to the media center and the school's winter concert.
Lions: Independently the students reread chapter 1 and, in their RRJ, identified a title for chapter 1 and explained their choice. In group we began by reviewing using context clues to figure out the meaning of unknown words. Then we reviewed the students' lists of unknown words from last night's homework. Next we discussed chapter 1. I reminded the students that good readers stop every paragraph or two to play a movie in their minds depicting what they just read (visualizing) and if they can't see it, they need to stop and reread. For HOMEWORK the students need to finish their classwork - reread chapter 1 and name and explain a title for the chapter in their RRJ.
Leopards: Independently the students read chapter 2 and wrote a "right there" question to ask the group. In group we began by sharing the list of characters and traits from last night's homework. Then we ran out of time. :-( For HOMEWORK the students need to reread chapter 2.
Panthers: Unfortunately, we did not get a chance to meet in group today. So, they do not have formally assigned reading group homework. Independently they reread chapter 1 and identified and explained 3 examples of Grandpa being fussy, in their RRJ.
The children ended their day by enjoying the first ever Wilson Wims ES Winter Concert!!
After reading quietly, visiting the media center, or practicing keyboarding skills, we began our math rotations.
During the small group teacher led instruction we continued to locate and label fractional parts on a number line using Cuisenaire rods. During math with a partner, students used our fraction word splash to engage in discourse as they completed the fraction flap activity. Finally, during the technology rotation, the students visited Sumdog to identify and name fractional parts on a number line.
For HOMEWORK there is a Khan Academy lesson and game linked to a Google Classroom (homework page) post.
After math we took a Benco Brain Break and then moved onto our literacy block.
Today, during literacy block, the students will start by completing independent guided reading group activities. Then they will view a Brain Pop Jr. lesson about eating right and create a meal plan for breakfast, lunch, and dinner. After that they will practice writing the letters x, y, and z in cursive. Then they will watch the story, Stuck, by Oliver Jeffers, and rate it on their BES capture sheet. Finally, they will practice reading or keyboarding.
As the children work independently, I will meet with guided reading groups.
Tigers: We began by doing a speed word sort with their word work words. Then we set up a page in their word work journal for their header sort, which they will do this evening for HOMEWORK. After that, I reviewed the characteristics of historical fiction and did a book introduction for their new novel, Kate Shelley and the Midnight Express, by Margaret Wetterer. We didn't get a chance to begin reading it, though. WE will do that tomorrow! :-)
Following lunch and outdoor recess we visited the media center. Mrs. Allaire introduced the inquiry project for the third marking period to the class. This marking period the children will be writing and illustrating a realistic fiction story. Today the students began watching videos of authors speaking about where they get their ideas. As part of the planning process for the inquiry project, the children will watch the videos and take notes regarding where author's get their ideas, how they create their characters and the process they go through to get a story written and published.
When we returned to class the students worked on their independent tasks, which now included watching author interviews and taking notes on the capture sheet, while I met with guided reading groups--but not all due to our visit to the media center and the school's winter concert.
Lions: Independently the students reread chapter 1 and, in their RRJ, identified a title for chapter 1 and explained their choice. In group we began by reviewing using context clues to figure out the meaning of unknown words. Then we reviewed the students' lists of unknown words from last night's homework. Next we discussed chapter 1. I reminded the students that good readers stop every paragraph or two to play a movie in their minds depicting what they just read (visualizing) and if they can't see it, they need to stop and reread. For HOMEWORK the students need to finish their classwork - reread chapter 1 and name and explain a title for the chapter in their RRJ.
Leopards: Independently the students read chapter 2 and wrote a "right there" question to ask the group. In group we began by sharing the list of characters and traits from last night's homework. Then we ran out of time. :-( For HOMEWORK the students need to reread chapter 2.
Panthers: Unfortunately, we did not get a chance to meet in group today. So, they do not have formally assigned reading group homework. Independently they reread chapter 1 and identified and explained 3 examples of Grandpa being fussy, in their RRJ.
The children ended their day by enjoying the first ever Wilson Wims ES Winter Concert!!
Wednesday, January 21, 2015
Welcome to the THIRD Marking Period!!
Today officially marks the beginning of the third marking period. We are halfway through this school year!!
With the beginning of a new marking period comes a focus on two new thinking and academic success (TASS) skills. This quarter we will focus on being original (coming up with new ideas, new ways to solve problems or communicate understandings) and taking intellectual risks (asking questions, explaining your thinking, taking on new challenges).
The students read quietly, exchanged books in the media center, or practiced keyboarding. Then we began our math rotations.
During the small group, teacher-led instruction, we began locating, counting, and labeling fractions (halves and fourths) on a number line, using Cuisenaire rods. During math with a partner the students utilized math discourse, with the aid of our fraction word splash, to complete a fraction chart using circles to demonstrate halves, thirds, fourths, sixths and eights. Finally, during the technology rotation, the children watched a Learn Zillion lesson about plotting fractions on a number line. As they watched, they used a newly introduced format to take notes in their math journal.
For HOMEWORK there is an assignment on Google Classroom, the homework page. Students will re-watch, or watch, the Learn Zillion lessons from class and post one new understanding they gained.
After math, the students received new planners to get them through the second half of the school year. This took some time as we had to transfer login information from the old planners to the new ones. PLEASE keep the old planners at home and be sure that the new planners come to school daily.
Next we took a Brain Break using Mr. Benco's football theme Power Point..."The Benco Break"! :-)
Then we began our literacy block and I shared a risk I am going to take! I plan to incorporate word work (AKA spelling) into guided reading groups. I am going to use a "tweaked" version of Words their Way. AS I write this, I have spent hours planning but am still not suite able to visualize how this is going to work....so, stay tuned for more information.
While I meet with guided reading groups, the students will work on the following independent work tasks. First, each group will view a video or web site providing background knowledge for the new historical fiction novel they will begin this week. After that they will watch a Brain Pop Jr. lesson about eating right. They will then use this knowledge to create a meal plan for breakfast, lunch, and dinner. Next they will practice writing the letters x, y, and z in cursive. Then they will watch the BES nominee, Stuck, by Oliver Jeffers, and rate it on their capture sheet. Finally, students can catch up on past cursive or BES tasks and practice reading by themselves, with a partner, or using the Internet.
By the time we were done reviewing the independent work tasks it was time for lunch and indoor recess.
After recess, the students began their literacy tasks and I met with guided reading groups.
Tigers: We began by setting up their word work journals...this took a while. Then we did our first word sort. Tonight, for HOMEWORK, the students need to resort their words and then do a written, or header sort, in their word work journal. There are examples in their word work journals. Students will copy the words into their journal...the cut apart words should be put back into their baggie to be used again. I met with this group for the better part of an hour...but we didn't get a chance to begin their new book.
Leopards: Independently the students watched a video clip, about the Jamestown Colony, and identified aspects, from the video, that depicted examples of courage and determination. Once in group we shared and discussed the examples of courage and determination. This was done to build background knowledge for the new novel we began today. Next, before introducing their new book, I reviewed the characteristics of historical fiction, the next literary genre we will be reading. Then I did a brief book introduction for their new book, A Lion to Guard Us, By Robert Clyde Bulla. Finally, we read chapter 1. For HOMEWORK the students need to reread chapter 1, list the characters and one word to describe them, in their RRJ.
Lions: Independently the students visited a web site to learn about World War II, building background knowledge for their new novel we began today. They also visited dictionary.com to identify the meaning of the words; freighter, elude and disclose. In group we briefly reviewed a few key facts about World War II. Then I explained the characteristics of historical fiction. We also reviewed the definitions of the words; elude, disclose and freighter. Finally, we read the book's foreword together. For HOMEWORK the students will read chapter 1 and list unknown words on a sticky.
Panthers: Independently the students watched a video clip about the Blizzard of 1888. Then in their RRJ they explained how they would feel if they were trapped in a blizzard. In group we reviewed the characteristics of historical fiction. Then the students shared what they wrote about how they would feel if they were trapped in a blizzard. After that I did a brief book introduction for the new novel, Anna, Grandpa and the Big Storm, by Carla Stevens. For HOMEWORK the students should read chapter 1 and list unknown words on a sticky note.
By the time I had met with all guided reading groups, it was time to pack up and get ready to head to PE.
The students ended their day in PE with Mr. Benco.
With the beginning of a new marking period comes a focus on two new thinking and academic success (TASS) skills. This quarter we will focus on being original (coming up with new ideas, new ways to solve problems or communicate understandings) and taking intellectual risks (asking questions, explaining your thinking, taking on new challenges).
The students read quietly, exchanged books in the media center, or practiced keyboarding. Then we began our math rotations.
During the small group, teacher-led instruction, we began locating, counting, and labeling fractions (halves and fourths) on a number line, using Cuisenaire rods. During math with a partner the students utilized math discourse, with the aid of our fraction word splash, to complete a fraction chart using circles to demonstrate halves, thirds, fourths, sixths and eights. Finally, during the technology rotation, the children watched a Learn Zillion lesson about plotting fractions on a number line. As they watched, they used a newly introduced format to take notes in their math journal.
For HOMEWORK there is an assignment on Google Classroom, the homework page. Students will re-watch, or watch, the Learn Zillion lessons from class and post one new understanding they gained.
After math, the students received new planners to get them through the second half of the school year. This took some time as we had to transfer login information from the old planners to the new ones. PLEASE keep the old planners at home and be sure that the new planners come to school daily.
Next we took a Brain Break using Mr. Benco's football theme Power Point..."The Benco Break"! :-)
Then we began our literacy block and I shared a risk I am going to take! I plan to incorporate word work (AKA spelling) into guided reading groups. I am going to use a "tweaked" version of Words their Way. AS I write this, I have spent hours planning but am still not suite able to visualize how this is going to work....so, stay tuned for more information.
While I meet with guided reading groups, the students will work on the following independent work tasks. First, each group will view a video or web site providing background knowledge for the new historical fiction novel they will begin this week. After that they will watch a Brain Pop Jr. lesson about eating right. They will then use this knowledge to create a meal plan for breakfast, lunch, and dinner. Next they will practice writing the letters x, y, and z in cursive. Then they will watch the BES nominee, Stuck, by Oliver Jeffers, and rate it on their capture sheet. Finally, students can catch up on past cursive or BES tasks and practice reading by themselves, with a partner, or using the Internet.
By the time we were done reviewing the independent work tasks it was time for lunch and indoor recess.
After recess, the students began their literacy tasks and I met with guided reading groups.
Tigers: We began by setting up their word work journals...this took a while. Then we did our first word sort. Tonight, for HOMEWORK, the students need to resort their words and then do a written, or header sort, in their word work journal. There are examples in their word work journals. Students will copy the words into their journal...the cut apart words should be put back into their baggie to be used again. I met with this group for the better part of an hour...but we didn't get a chance to begin their new book.
Leopards: Independently the students watched a video clip, about the Jamestown Colony, and identified aspects, from the video, that depicted examples of courage and determination. Once in group we shared and discussed the examples of courage and determination. This was done to build background knowledge for the new novel we began today. Next, before introducing their new book, I reviewed the characteristics of historical fiction, the next literary genre we will be reading. Then I did a brief book introduction for their new book, A Lion to Guard Us, By Robert Clyde Bulla. Finally, we read chapter 1. For HOMEWORK the students need to reread chapter 1, list the characters and one word to describe them, in their RRJ.
Lions: Independently the students visited a web site to learn about World War II, building background knowledge for their new novel we began today. They also visited dictionary.com to identify the meaning of the words; freighter, elude and disclose. In group we briefly reviewed a few key facts about World War II. Then I explained the characteristics of historical fiction. We also reviewed the definitions of the words; elude, disclose and freighter. Finally, we read the book's foreword together. For HOMEWORK the students will read chapter 1 and list unknown words on a sticky.
Panthers: Independently the students watched a video clip about the Blizzard of 1888. Then in their RRJ they explained how they would feel if they were trapped in a blizzard. In group we reviewed the characteristics of historical fiction. Then the students shared what they wrote about how they would feel if they were trapped in a blizzard. After that I did a brief book introduction for the new novel, Anna, Grandpa and the Big Storm, by Carla Stevens. For HOMEWORK the students should read chapter 1 and list unknown words on a sticky note.
By the time I had met with all guided reading groups, it was time to pack up and get ready to head to PE.
The students ended their day in PE with Mr. Benco.
Friday, January 16, 2015
TGIF - End of MP 2
WOW! It is crazy to think that we are half way through the school year!!!
Our focus today is tying up loose strings in order to hit the ground running next Wednesday.
As a reminder, the children are off next Monday and Tuesday. Teachers do work on Tuesday. It's a report card prep day. :-)
So, after reading quietly, exchanging books in the media center or practicing key boarding skills, we began our math rotations.
During small group instruction we practiced identifying and naming iterations of unit fractions using pattern blocks. While doing math with a partner, the students drew representations of fractions and then played Fraction Bump or the Fraction Matching Game, all the while engaging in math discourse. Finally, during technology, the students visited Sumdog and practiced recognizing fractions.
After math I reviewed the work that needed to be completed by the end of today, with the class. This included both the written paragraphs and the multimedia presentations for the second marking period inquiry project and identifying how heating and cooling processes turn a material into a usable object. When students were finished with these, they could complete any unfinished work and practice reading by themselves, with a partner, or listening to it via the laptop.
Then the students worked independently while I met with a guided reading group.
Lions: Yesterday the students were told to use their text to answer the following question: Why is Frederick Douglass often referred to as "the father of the civil rights movement"? Today, in group, we reviewed their responses, drew a line of learning in their RRJ, and drafted a great answer, together as a group.
Following lunch and outdoor recess some students completed the MAP-R test that they began, and didn't finish, yesterday. Others completed any unfinished work or practiced reading to themselves. I didn't meet with any guided reading groups because I needed the room to be silent...and students, from each group, were involved with testing.
After testing was completed, the students had a chance to share their multimedia presentations with the class. They were quite impressive!!!
Next, Ms. Snyder, our terrific guidance counselor, visited us and put forth a challenge. After reading the book, Enemy Pie, Ms. Snyder encouraged every student to find a student at Wims, who they don't know well, and to ask them a question, as a way to get to know someone new!! :-)
By the time Ms. Snyder was left, we only had a half hour left in the day. So, the students voted on whether we should share their writing homework journal entries or have a class meeting. They voted for writing journals...so that's how we ended our day!!
Have a wonderful long weekend!!
Our focus today is tying up loose strings in order to hit the ground running next Wednesday.
As a reminder, the children are off next Monday and Tuesday. Teachers do work on Tuesday. It's a report card prep day. :-)
So, after reading quietly, exchanging books in the media center or practicing key boarding skills, we began our math rotations.
During small group instruction we practiced identifying and naming iterations of unit fractions using pattern blocks. While doing math with a partner, the students drew representations of fractions and then played Fraction Bump or the Fraction Matching Game, all the while engaging in math discourse. Finally, during technology, the students visited Sumdog and practiced recognizing fractions.
After math I reviewed the work that needed to be completed by the end of today, with the class. This included both the written paragraphs and the multimedia presentations for the second marking period inquiry project and identifying how heating and cooling processes turn a material into a usable object. When students were finished with these, they could complete any unfinished work and practice reading by themselves, with a partner, or listening to it via the laptop.
Then the students worked independently while I met with a guided reading group.
Lions: Yesterday the students were told to use their text to answer the following question: Why is Frederick Douglass often referred to as "the father of the civil rights movement"? Today, in group, we reviewed their responses, drew a line of learning in their RRJ, and drafted a great answer, together as a group.
Following lunch and outdoor recess some students completed the MAP-R test that they began, and didn't finish, yesterday. Others completed any unfinished work or practiced reading to themselves. I didn't meet with any guided reading groups because I needed the room to be silent...and students, from each group, were involved with testing.
After testing was completed, the students had a chance to share their multimedia presentations with the class. They were quite impressive!!!
Next, Ms. Snyder, our terrific guidance counselor, visited us and put forth a challenge. After reading the book, Enemy Pie, Ms. Snyder encouraged every student to find a student at Wims, who they don't know well, and to ask them a question, as a way to get to know someone new!! :-)
By the time Ms. Snyder was left, we only had a half hour left in the day. So, the students voted on whether we should share their writing homework journal entries or have a class meeting. They voted for writing journals...so that's how we ended our day!!
Have a wonderful long weekend!!
Thursday, January 15, 2015
Thriving Thursday - A Full Day of Learning!
This morning the students came in and exchanged books in the media center, read quietly, or practiced keyboarding. Then we began our math rotations.
During the small group, teacher led, instruction the children began by sorting shapes according to whether they were split into equal parts. Then we used our knowledge of area to determine whether a rectangle, which was partitioned into parts not looking the same, actually represented fractional pieces. We determined that, although the parts looked different, since they covered the same area, it did indeed represent fractional parts. Some groups extended this understanding to the application of multiplication and division to partition a shape.
Math with a partner had students identify and name fractions using a flip book, a matching game and a "bump" game. All three activities required math discourse using appropriate vocabulary.
Finally, during the technology rotation, the students watched two Brain Pop Jr. lessons about parts of a whole and more fractions. If they finished early, they played the online game that went with the lesson.
For HOMEWORK there is a game linked to the Google Classroom homework page. Students are expected to play level 1. Level 2 can be attempted as a challenge.
After math we took a Brain Break using a football themed exercise Power Point created by Mr. Benco.
Next we reviewed today's independent work assignments.
Students will complete independent reading group assignments. Then they will complete their inquiry project...both the written portion and the multi-media presentation. Next they will practice writing the letters n, m, and v, in cursive. After that they will identify how cooling and heating processes change a material into a usable product and listen to the BES nominee, This is the Rope: a Story of Migration, and rate it on their sheet.
While the students worked on these tasks, I met with guided reading groups...well, some.
Tigers: We reviewed their r-controlled vowel charts from homework last night. Then the students whisper read page 6, while I listened in, and circled or underlined r-controlled words on that page. For HOMEWORK the students need to reread page 6 and add the r-controlled words to the chart in their RRJ.
Following lunch and outdoor recess, the students took the winter installment of the MAP-R. This is the computerized, self adjusting assessment that MCPS students in grades 3-8 take three times a year. The purpose of this test is to measure student growth, in reading, and provide data for the teachers planning and instruction. This is not a grade on the report card and does not determine grade placement for next year. All of the students in my class will be in fourth grade next year! :-)
The children ended their day in art with Mrs. Daniell.
Wednesday, January 14, 2015
Wonderful Wednesday and ANOTHER 2 hr Delay!
So, once again,t he students came in and it was time for lunch!!
When they returned to the classroom we discussed these interruptions to our regular routines. I explained that I am aware that we have missed math twice in two weeks but sometimes teachers have difficult decisions to make. I had to decide whether to miss math, again, or miss part of literacy block. I took a few things into account when deciding what to do. First, we had already planned NOT to have a quiz in math this Friday. So, we would have time to have a lesson during a time slot that we typically do not do rotations. In essence, we are gaining math time this week. Additionally, I need all students to complete the quarter 2 inquiry project before the end of the day Friday. So, it is imperative that they have time to do so. Therefore, we did not have math rotations today and we proceeded with our regular literacy block.
Today students will begin with independent reading group assignments. After that they will finalize their written inquiry project and work on the multimedia Google Slides presentation. After that they will practice writing the letters n, m and v, in cursive. They will also identify and explain the heating and cooling processes used to create a usable object out of a given material, using the "How It's Made...." video. Then they will listen to the BES nominee, This is the Rope: a Story of Migration, and rate it on their sheet.
While the students work independently, I will meet with guided reading groups.
Tigers: The students read over page 5 and underlined r-controlled words independently. Then, together, we reviewed their r-controlled vowel charts that they worked on for homework, read page 5 and highlighted the r-controlled vowel words. Next we reviewed cause and effect. Then I gave the students a cause and they reread page 5 and determined the effect. These were recorded on a chart in their RRJ. For HOMEWORK the children need to reread page 5 and add the highlighted words to the r-controlled vowel chart in their RRJ.
Leopards: Independently the students reread pages 9 and 10 and added an example of cause and effect to the t-chart in their RRJ. In group we began by sharing what surprised the students and questions they wondered as they read pages 9 and 10 for homework. Then we shared their examples of cause and effect they identified independently today. Finally, I explained that one way to determine important information about a topic is to read different pieces of text on the subject and take note of repeated information in the various sources. For HOMEWORK the students will read pages 11 and 12 and identify 2 important facts on a sticky note.
Panthers: Independently the students read page 13 and added the cause, "Men broke off large rocks of salt with strong tools.", to their t-chart. Then they determined the effect, from their reading, and added that to the chart. In group we began by reviewing the effect they identified for homework last night, after reading page 12. Then we moved on to share and discuss the effect they identified after reading page 13. For HOMEWORK the students need to read pages 14 and 15 and identify the effect for the cause listed on the t-chart, in their RRJ, "Salt is easy to find."
Lions: Independently the students reread pages 11 and 12 and identified the effects of three causes I identified for them. In group we shared and discussed the items that surprised the children and that they wondered about, as they read pages 11 and 12 for homework last night. Then we reviewed the effects they identified during independent work today. For HOMEWORK the students need to read pages 13-15 and identify something surprising and a question they are wondering on a sticky note.
After our literacy block we discussed the ways that changes in technology have influenced the way we live. We compared where people settled in the past and the present and what influenced their decisions.
The students ended their day in PE with Mr. Benco.
When they returned to the classroom we discussed these interruptions to our regular routines. I explained that I am aware that we have missed math twice in two weeks but sometimes teachers have difficult decisions to make. I had to decide whether to miss math, again, or miss part of literacy block. I took a few things into account when deciding what to do. First, we had already planned NOT to have a quiz in math this Friday. So, we would have time to have a lesson during a time slot that we typically do not do rotations. In essence, we are gaining math time this week. Additionally, I need all students to complete the quarter 2 inquiry project before the end of the day Friday. So, it is imperative that they have time to do so. Therefore, we did not have math rotations today and we proceeded with our regular literacy block.
Today students will begin with independent reading group assignments. After that they will finalize their written inquiry project and work on the multimedia Google Slides presentation. After that they will practice writing the letters n, m and v, in cursive. They will also identify and explain the heating and cooling processes used to create a usable object out of a given material, using the "How It's Made...." video. Then they will listen to the BES nominee, This is the Rope: a Story of Migration, and rate it on their sheet.
While the students work independently, I will meet with guided reading groups.
Tigers: The students read over page 5 and underlined r-controlled words independently. Then, together, we reviewed their r-controlled vowel charts that they worked on for homework, read page 5 and highlighted the r-controlled vowel words. Next we reviewed cause and effect. Then I gave the students a cause and they reread page 5 and determined the effect. These were recorded on a chart in their RRJ. For HOMEWORK the children need to reread page 5 and add the highlighted words to the r-controlled vowel chart in their RRJ.
Leopards: Independently the students reread pages 9 and 10 and added an example of cause and effect to the t-chart in their RRJ. In group we began by sharing what surprised the students and questions they wondered as they read pages 9 and 10 for homework. Then we shared their examples of cause and effect they identified independently today. Finally, I explained that one way to determine important information about a topic is to read different pieces of text on the subject and take note of repeated information in the various sources. For HOMEWORK the students will read pages 11 and 12 and identify 2 important facts on a sticky note.
Panthers: Independently the students read page 13 and added the cause, "Men broke off large rocks of salt with strong tools.", to their t-chart. Then they determined the effect, from their reading, and added that to the chart. In group we began by reviewing the effect they identified for homework last night, after reading page 12. Then we moved on to share and discuss the effect they identified after reading page 13. For HOMEWORK the students need to read pages 14 and 15 and identify the effect for the cause listed on the t-chart, in their RRJ, "Salt is easy to find."
Lions: Independently the students reread pages 11 and 12 and identified the effects of three causes I identified for them. In group we shared and discussed the items that surprised the children and that they wondered about, as they read pages 11 and 12 for homework last night. Then we reviewed the effects they identified during independent work today. For HOMEWORK the students need to read pages 13-15 and identify something surprising and a question they are wondering on a sticky note.
After our literacy block we discussed the ways that changes in technology have influenced the way we live. We compared where people settled in the past and the present and what influenced their decisions.
The students ended their day in PE with Mr. Benco.
Tuesday, January 13, 2015
Terrific Tuesday
This morning, after reading quietly, exchanging books in the media center or practicing keyboarding skills, we changed classroom jobs and then began math rotations.
When working in the small group, teacher led, instruction the students used geoboards to partition, identify and label equal parts of a whole. Emphasis was put on equal parts having the same area but not necessarily looking alike.
During math with a partner, students partitioned and labelled rectangles into halves, thirds, fourths, fifths and sixths. Then they either played fraction bump or a fraction matching game.
Finally, during the technology rotation the students used unit fractions to create bridges when playing Math Playground - Fractions. Then they named pieces of circle fractions using the correct unit fraction at Circle Fractions.
For HOMEWORK there is an assignment on the Google Classroom homework page.
After math we reviewed the literacy tasks for today.
Students will complete independent guided reading groups assignments. Then they will revise and finalize their inquiry project using my written feedback. Next, they will create a multimedia presentation, using Google Slides, for their inquiry project tool. After that they will practice writing the letters q, o, and c in cursive. Then they will identify heating and cooling processes that change a material into a usable project using one of the four "How It's Made..." videos. Finally, they will listen to the BES nominee, This is the Rope: a Story of Migration, and rate it on their capture sheet.
Then, as the students worked independently, I met with guided reading groups.
Tigers: First we reviewed the r controlled vowel words they added to their charts for homework last night. Then we read page 4 and highlighted new words with r-controlled vowels. Then the students reread pages 4 and we practiced summarizing what we read to improve comprehension. For HOMEWORK the students will reread page 4 and add the highlighted words to the r-controlled vowel chart in their RRJ.
Following lunch and indoor recess the students continued working independently while I met with more groups.
Panthers: Independently the students read page 11 and identified an example of cause and effect on a t-chart in their RRJ. In group we began by sharing their right there questions and answers from last night's homework. Then we reviewed cause and effect. The cause is the why...the action that make the effect happen. The students shared the examples they identified independently and we revised as necessary. Overall the children are struggling to identify examples of cause and effect. So we returned to using real life examples. For HOMEWORK the children will read page 12 and identify the effect to the cause we listed on the t-chart in their RRJ (cause: people found slat underground)
After that, I conferenced with each student on their opinion paragraph for their inquiry project.
Lions: Independently the students reread pages 8-10 and added an example of cause and effect to the t-chart in their RRJ. We began group by sharing what surprised them and questions they wondered as they read pages 8-10 for homework last night. After that we shared the examples of cause and effect that they identified during today's independent work. Students are experiencing some difficulties with cause and effect. For HOMEWORK the children need to read pages 11 and 12 and identify one thing that surprised them and one thing they wondered as they read.
Next, I conferenced with group members, individually, on their opinion paragraph rough drafts.
Leopards: Independently the students reread pages 6-8 and added an example of cause and effect to the t-chart in their RRJ. In group we began by sharing what surprised them and what they wondered as they read pages 6-8 for homework last night. Then we shared the examples of cause and effect that they identified for independent work. For HOMEWORK the students will read pages 9 and 10 and identify one thing that surprised them and one question they are wondering as they read.
As I look back over today's blog post, it looks like we weren't very productive. However, in the past two days, all reading groups have met daily and each student has met with me to get feedback on their writing. We have really accomplished a lot!!
When working in the small group, teacher led, instruction the students used geoboards to partition, identify and label equal parts of a whole. Emphasis was put on equal parts having the same area but not necessarily looking alike.
During math with a partner, students partitioned and labelled rectangles into halves, thirds, fourths, fifths and sixths. Then they either played fraction bump or a fraction matching game.
Finally, during the technology rotation the students used unit fractions to create bridges when playing Math Playground - Fractions. Then they named pieces of circle fractions using the correct unit fraction at Circle Fractions.
For HOMEWORK there is an assignment on the Google Classroom homework page.
After math we reviewed the literacy tasks for today.
Students will complete independent guided reading groups assignments. Then they will revise and finalize their inquiry project using my written feedback. Next, they will create a multimedia presentation, using Google Slides, for their inquiry project tool. After that they will practice writing the letters q, o, and c in cursive. Then they will identify heating and cooling processes that change a material into a usable project using one of the four "How It's Made..." videos. Finally, they will listen to the BES nominee, This is the Rope: a Story of Migration, and rate it on their capture sheet.
Then, as the students worked independently, I met with guided reading groups.
Tigers: First we reviewed the r controlled vowel words they added to their charts for homework last night. Then we read page 4 and highlighted new words with r-controlled vowels. Then the students reread pages 4 and we practiced summarizing what we read to improve comprehension. For HOMEWORK the students will reread page 4 and add the highlighted words to the r-controlled vowel chart in their RRJ.
Following lunch and indoor recess the students continued working independently while I met with more groups.
Panthers: Independently the students read page 11 and identified an example of cause and effect on a t-chart in their RRJ. In group we began by sharing their right there questions and answers from last night's homework. Then we reviewed cause and effect. The cause is the why...the action that make the effect happen. The students shared the examples they identified independently and we revised as necessary. Overall the children are struggling to identify examples of cause and effect. So we returned to using real life examples. For HOMEWORK the children will read page 12 and identify the effect to the cause we listed on the t-chart in their RRJ (cause: people found slat underground)
After that, I conferenced with each student on their opinion paragraph for their inquiry project.
Lions: Independently the students reread pages 8-10 and added an example of cause and effect to the t-chart in their RRJ. We began group by sharing what surprised them and questions they wondered as they read pages 8-10 for homework last night. After that we shared the examples of cause and effect that they identified during today's independent work. Students are experiencing some difficulties with cause and effect. For HOMEWORK the children need to read pages 11 and 12 and identify one thing that surprised them and one thing they wondered as they read.
Next, I conferenced with group members, individually, on their opinion paragraph rough drafts.
Leopards: Independently the students reread pages 6-8 and added an example of cause and effect to the t-chart in their RRJ. In group we began by sharing what surprised them and what they wondered as they read pages 6-8 for homework last night. Then we shared the examples of cause and effect that they identified for independent work. For HOMEWORK the students will read pages 9 and 10 and identify one thing that surprised them and one question they are wondering as they read.
As I look back over today's blog post, it looks like we weren't very productive. However, in the past two days, all reading groups have met daily and each student has met with me to get feedback on their writing. We have really accomplished a lot!!
Monday, January 12, 2015
Monday - 2 hour dely
So...with the two hour delay, we came to school and went straight to lunch!! There is no recess on days we start late. So after lunch, the students returned to class and we reviewed the literacy tasks.
Students will begin by completing an independent reading group assignment. Then they will practice writing the letters q, o and c, in cursive. After that they will choose a "How It's Made..." video and , in their science journal, explain what materiel the product began as, and how and why a heating and cooling process was applied to turn it into a usable product. After that the children will listen to a new BES nominee, This is the Rope: A Story of Migration, and rate the book on their sheet. Once I have conferenced with each student on their opinion paragraph, they will revise and complete the written inquiry project for marking period 2.
While the students worked independently, I met with guided reading groups.
Tigers: First I conferenced with individual students on their opinion paragraphs and provided written feedback. After that we discussed the literary genre of biography and I identified Martin Luther King, Jr, as a civil rights leader who believed in non-violence (not a president of the United States, as some thought). After that we reviewed pronouns as non-specific words that take the place of a noun. Then I introduced the idea of r-controlled vowels and we made a chart displaying the various spellings, in their RRJ. Finally, we read page 3 and highlighted words with r-controlled vowels. For HOMEWORK the students will reread pages 3 and add the highlighted words to the correct column on the chart in their RRJ.
Leopards: Independently the students got their new book, read pages 4 and 5, and identified an example of cause and effect on a t-chart in their RRJ. In group I did a quick book talk introducing the Gulf Oil Spill from 2010 and we reviewed cause and effect using this morning's two hour delay. After that, we reread pages 4 and 5 and the students shared the examples of cause and effect that they identified in their RRJ. Finally, I conferenced with individual students and provided written feedback for their opinion paragraph. For HOMEWORK the children need to read pages 6-8 and identify one thing that surprised them and one question they have on a sticky note.
Lions: Independently the children read pages 6 and 7 and added an example of cause and effect to the t-chart in their RRJ. IN group we reread pages 6 and 7 using the Popcorn strategy and discussed what we read. The the children shared the examples of cause and effect that they identified in their RRJ. For HOMEWORK the students will read pages 8-10 and identify one thing that surprised them (!) and one question they are wondering (?) on a sticky note.
Panthers: The children read page 10 and wrote a green right there question, and answered it, on a t-chart in their RRJ. In group we shared these and revised them based on feedback I provided. For HOMEWORK the students need to read page 11 and write a green, right there question, and answer it, on the t-chart in their RRJ.
By the time we were finished with writing conferences (I will get to the Lions and Panthers tomorrow) and guided reading groups, it was time to go to music.
Since we didn't have math rotations (due to the late arrival), there is no math homework this evening!
Students will begin by completing an independent reading group assignment. Then they will practice writing the letters q, o and c, in cursive. After that they will choose a "How It's Made..." video and , in their science journal, explain what materiel the product began as, and how and why a heating and cooling process was applied to turn it into a usable product. After that the children will listen to a new BES nominee, This is the Rope: A Story of Migration, and rate the book on their sheet. Once I have conferenced with each student on their opinion paragraph, they will revise and complete the written inquiry project for marking period 2.
While the students worked independently, I met with guided reading groups.
Tigers: First I conferenced with individual students on their opinion paragraphs and provided written feedback. After that we discussed the literary genre of biography and I identified Martin Luther King, Jr, as a civil rights leader who believed in non-violence (not a president of the United States, as some thought). After that we reviewed pronouns as non-specific words that take the place of a noun. Then I introduced the idea of r-controlled vowels and we made a chart displaying the various spellings, in their RRJ. Finally, we read page 3 and highlighted words with r-controlled vowels. For HOMEWORK the students will reread pages 3 and add the highlighted words to the correct column on the chart in their RRJ.
Leopards: Independently the students got their new book, read pages 4 and 5, and identified an example of cause and effect on a t-chart in their RRJ. In group I did a quick book talk introducing the Gulf Oil Spill from 2010 and we reviewed cause and effect using this morning's two hour delay. After that, we reread pages 4 and 5 and the students shared the examples of cause and effect that they identified in their RRJ. Finally, I conferenced with individual students and provided written feedback for their opinion paragraph. For HOMEWORK the children need to read pages 6-8 and identify one thing that surprised them and one question they have on a sticky note.
Lions: Independently the children read pages 6 and 7 and added an example of cause and effect to the t-chart in their RRJ. IN group we reread pages 6 and 7 using the Popcorn strategy and discussed what we read. The the children shared the examples of cause and effect that they identified in their RRJ. For HOMEWORK the students will read pages 8-10 and identify one thing that surprised them (!) and one question they are wondering (?) on a sticky note.
Panthers: The children read page 10 and wrote a green right there question, and answered it, on a t-chart in their RRJ. In group we shared these and revised them based on feedback I provided. For HOMEWORK the students need to read page 11 and write a green, right there question, and answer it, on the t-chart in their RRJ.
By the time we were finished with writing conferences (I will get to the Lions and Panthers tomorrow) and guided reading groups, it was time to go to music.
Since we didn't have math rotations (due to the late arrival), there is no math homework this evening!
Friday, January 9, 2015
Happy Friday!!
This morning, after reading quietly, exchanging books in the media center, or practicing keyboarding skills, we began our math rotations.
Rotations were a bit different today because I had to give a group of students the third task for the compacted math assessment. Remember, this is a set of tasks that 5 students are working through to determine eligibility for the 4/5 compacted math class next year.
So, I met with my first group, as usual, and used Geoboards to determine fourths. Then the next group I pulled worked on the third task for the compacted math assessment portfolio. Unfortunately, I never got to the others. No worries, though, we will continue today's small group lesson on Monday!
While I met with small groups the students worked with a partner to complete the fraction vocabulary flapbook and then played a fraction bump game to practice identifying and naming unit fractions. The, during technology, the children played two fraction games, via the Internet, practicing identifying and naming unit fractions and iterations of fractions.
After math, since we ran a bit late, we moved onto our literacy block.
During independent work time the children will complete independent reading group activities. Then they complete work assigned earlier in the week. This includes; the final drafts of their first two inquiry projects, typing up the rough draft of the third inquiry paragraph, practicing the letters a, d, and g in cursive, watching the 4 "How It's Made Videos" and listening to the BES nominee, Martin and Mahalia.
While the students worked independently, I met with guided reading groups.
Tigers: We met and reviewed the cause and effect that they identified for homework last night. Then the children reread a portion of their text and identified another example of cause and effect on the t-chart in their RRJ. We will begin a new text on Monday.
Following lunch and indoor recess, the students continued working independently, while I met with more guided reading groups.
Panthers: On their own the children reread pages 7-8 and identified an example of cause and effect on a t-chart in their RRJ. In group we shared their examples of cause and effect and discussed challenges with their responses. Then the students created a new t-chart in their RRJ and we practiced identifying new examples of cause and effect, using page 10 in the text. For each paragraph I provided the cause and the students read to determine the effect.
Leopards: Independently the students reread pages 20 and 21 and added a new example of cause and effect to the t-chart in their RRJ. In group we shared the exciting/surprising facts they identified from their reading last night. Then we shared the examples of cause and effect they identified during independent work. After that we read the conclusion of their book and discussed what we learned from reading it. WE will begin a new book on Monday! :-)
Lions: Independently the students read pages 4 and 5 of their new book, Frederick Douglas: Forever Free, and identified an example of cause and effect to a new t-chart int heir RRJ. IN group we shared background knowledge the students had about Frederick Douglas and slavery in general. Then we shared their examples of cause and effect.
After our literacy block we shared the children's writing journal entries.
Finally, we had a formal class meeting. First, each student shared something they did over winter break. Then we exchanged thank-yous and compliments. Finally, we identified and discussed challenges within our class community. Some of these challenges included students feeling lonely or teased during recess and/or lunch. Together we brainstormed ways to deal with these frustrations.
Enjoy your weekend!!
Rotations were a bit different today because I had to give a group of students the third task for the compacted math assessment. Remember, this is a set of tasks that 5 students are working through to determine eligibility for the 4/5 compacted math class next year.
So, I met with my first group, as usual, and used Geoboards to determine fourths. Then the next group I pulled worked on the third task for the compacted math assessment portfolio. Unfortunately, I never got to the others. No worries, though, we will continue today's small group lesson on Monday!
While I met with small groups the students worked with a partner to complete the fraction vocabulary flapbook and then played a fraction bump game to practice identifying and naming unit fractions. The, during technology, the children played two fraction games, via the Internet, practicing identifying and naming unit fractions and iterations of fractions.
After math, since we ran a bit late, we moved onto our literacy block.
During independent work time the children will complete independent reading group activities. Then they complete work assigned earlier in the week. This includes; the final drafts of their first two inquiry projects, typing up the rough draft of the third inquiry paragraph, practicing the letters a, d, and g in cursive, watching the 4 "How It's Made Videos" and listening to the BES nominee, Martin and Mahalia.
While the students worked independently, I met with guided reading groups.
Tigers: We met and reviewed the cause and effect that they identified for homework last night. Then the children reread a portion of their text and identified another example of cause and effect on the t-chart in their RRJ. We will begin a new text on Monday.
Following lunch and indoor recess, the students continued working independently, while I met with more guided reading groups.
Panthers: On their own the children reread pages 7-8 and identified an example of cause and effect on a t-chart in their RRJ. In group we shared their examples of cause and effect and discussed challenges with their responses. Then the students created a new t-chart in their RRJ and we practiced identifying new examples of cause and effect, using page 10 in the text. For each paragraph I provided the cause and the students read to determine the effect.
Leopards: Independently the students reread pages 20 and 21 and added a new example of cause and effect to the t-chart in their RRJ. In group we shared the exciting/surprising facts they identified from their reading last night. Then we shared the examples of cause and effect they identified during independent work. After that we read the conclusion of their book and discussed what we learned from reading it. WE will begin a new book on Monday! :-)
Lions: Independently the students read pages 4 and 5 of their new book, Frederick Douglas: Forever Free, and identified an example of cause and effect to a new t-chart int heir RRJ. IN group we shared background knowledge the students had about Frederick Douglas and slavery in general. Then we shared their examples of cause and effect.
After our literacy block we shared the children's writing journal entries.
Finally, we had a formal class meeting. First, each student shared something they did over winter break. Then we exchanged thank-yous and compliments. Finally, we identified and discussed challenges within our class community. Some of these challenges included students feeling lonely or teased during recess and/or lunch. Together we brainstormed ways to deal with these frustrations.
Enjoy your weekend!!
Thursday, January 8, 2015
Thriving Thursday
This morning, after practicing keyboarding skills or reading quietly, we heard about a new project that will be headed up by the WWES SGA. Students will be making valentines to deliver to a nursing home or
After that we began our math rotations. When working in small group instruction, students used pattern blocks to identify and name unit fractions. During math with a partner, students identified the meanings of vocabulary for the fractions unit and then drew illustrations for each. Finally, during the technology rotation, the children watch a strand of 4 lessons, using Learn Zillion, entitled, "Understand a Fraction 1/b as Part of a Whole Partitioned into b Equal Parts".
For HOMEWORK there is an assignment on Google Classroom, the homework page. We will NOT have a formative (quiz) tomorrow.
After taking a Go Noodle brain break, we reviewed today's literacy block tasks.
Students will first complete an independent guided reading task. After that, they will use my written feedback to finalize the first two paragraphs (informative) of the inquiry project. Then, they will add their opinion paragraph to their Google doc BUT this is still in rough draft form. Next, they will practice writing the letters a, d and g, in cursive. Afterwards, they will view the 4 , "How It's Made..." videos thinking about how heating and cooling processes change a material into a usable object. Next, they will listen to the BES nominee, Martin and Mahalia, and rate it on their sheet. Finally, they will complete any unfinished work and practice reading and/or keyboarding.
While the students worked independently, I met with guided reading groups.
Tigers: The children whisper read pages 13-15 as I listened in and provided support as needed. After that, we used real life examples to understand cause (why) and effect (what happened). Next we used our book to identify an example of cause and effect. I gave the students the cause, they explained the effect. For HOMEWORK the students will reread their entire book and try to identify one cause and effect on the t-chart we began in class. We will review these tomorrow...so, encourage your child to take a risk and do their best, but not to worry if they aren't confident in this skill...try it and we will discuss what they did well and learn from their mistakes!!
Following lunch and indoor recess the students continued working independently while I met with more guided reading groups.
Panthers: The children read pages 7-9 and listed unknown words before meeting with me. When we got together as a group, we reviewed the meanings and pronunciations of the words they identified as unknown. After that, the students whisper read pages 7-9, with specific questions in mind, to focus their understanding. Finally, we reviewed the cause and effect examples, from page 6, that the children identified for homework last night. For HOMEWORK the students need to reread pages 7-9.
Leopards: Independently, the students reread page 16 and identified an example of cause and effect on the t-chart in their RRJ. In group we shared and discussed the cause and effects the students identified independently. Then the students read the first paragraph on page 17 and added a new cause and effect to their t-chart. Finally, we shared and discussed their answers. For HOMEWORK the students will read pages 19-23 and identify one surprising or interesting fact and one question they have on the sticky note I provided.
Lions: Independently the students reread pages 22-24 and added an example of cause and effect to their t-charts. In group we discussed the examples of cause and effect they identified independently. All of the students were able to identify an example of cause and effect. Some of the group, however, need to work on their wording. For HOMEWORK the students need to read for 15 minutes, free choice. We will begin a new book tomorrow!! :-)
After our literacy block, we began comparing cities long ago and today. First we observed some photographs of the ruins in Zimbabwe and identified geographic characteristics. Then we did the same with the more modern city of Harare, Zimbabwe. After that we discussed what geographic characteristics might encourage people to move near the more modern city.
The students ended their day in art with Mrs. Daniell.
After that we began our math rotations. When working in small group instruction, students used pattern blocks to identify and name unit fractions. During math with a partner, students identified the meanings of vocabulary for the fractions unit and then drew illustrations for each. Finally, during the technology rotation, the children watch a strand of 4 lessons, using Learn Zillion, entitled, "Understand a Fraction 1/b as Part of a Whole Partitioned into b Equal Parts".
For HOMEWORK there is an assignment on Google Classroom, the homework page. We will NOT have a formative (quiz) tomorrow.
After taking a Go Noodle brain break, we reviewed today's literacy block tasks.
Students will first complete an independent guided reading task. After that, they will use my written feedback to finalize the first two paragraphs (informative) of the inquiry project. Then, they will add their opinion paragraph to their Google doc BUT this is still in rough draft form. Next, they will practice writing the letters a, d and g, in cursive. Afterwards, they will view the 4 , "How It's Made..." videos thinking about how heating and cooling processes change a material into a usable object. Next, they will listen to the BES nominee, Martin and Mahalia, and rate it on their sheet. Finally, they will complete any unfinished work and practice reading and/or keyboarding.
While the students worked independently, I met with guided reading groups.
Tigers: The children whisper read pages 13-15 as I listened in and provided support as needed. After that, we used real life examples to understand cause (why) and effect (what happened). Next we used our book to identify an example of cause and effect. I gave the students the cause, they explained the effect. For HOMEWORK the students will reread their entire book and try to identify one cause and effect on the t-chart we began in class. We will review these tomorrow...so, encourage your child to take a risk and do their best, but not to worry if they aren't confident in this skill...try it and we will discuss what they did well and learn from their mistakes!!
Following lunch and indoor recess the students continued working independently while I met with more guided reading groups.
Panthers: The children read pages 7-9 and listed unknown words before meeting with me. When we got together as a group, we reviewed the meanings and pronunciations of the words they identified as unknown. After that, the students whisper read pages 7-9, with specific questions in mind, to focus their understanding. Finally, we reviewed the cause and effect examples, from page 6, that the children identified for homework last night. For HOMEWORK the students need to reread pages 7-9.
Leopards: Independently, the students reread page 16 and identified an example of cause and effect on the t-chart in their RRJ. In group we shared and discussed the cause and effects the students identified independently. Then the students read the first paragraph on page 17 and added a new cause and effect to their t-chart. Finally, we shared and discussed their answers. For HOMEWORK the students will read pages 19-23 and identify one surprising or interesting fact and one question they have on the sticky note I provided.
Lions: Independently the students reread pages 22-24 and added an example of cause and effect to their t-charts. In group we discussed the examples of cause and effect they identified independently. All of the students were able to identify an example of cause and effect. Some of the group, however, need to work on their wording. For HOMEWORK the students need to read for 15 minutes, free choice. We will begin a new book tomorrow!! :-)
After our literacy block, we began comparing cities long ago and today. First we observed some photographs of the ruins in Zimbabwe and identified geographic characteristics. Then we did the same with the more modern city of Harare, Zimbabwe. After that we discussed what geographic characteristics might encourage people to move near the more modern city.
The students ended their day in art with Mrs. Daniell.
Wednesday, January 7, 2015
And we're back....again! :-)
Welcome to winter!! While I do enjoy the occasional snow day, I certainly hope this winter is not a repeat of last...the continual start and stop of instruction was enough to drive me crazy!! I DO like my routine!!
So, with our first official snow day yesterday and a 2 hour delay today, we had to make some adjustments to our schedule.
Our day began, oddly enough, with lunch! :-)
When we returned to class, we reviewed the independent tasks for today's literacy block.
Students began by completing individual reading group tasks. Then they worked on publishing the final drafts of paragraphs 1 and 2 of their inquiry project, using my written feedback. After that, they practiced writing the letters f, p and j, in cursive. Next, they watched 4 different, "How It's Made..." videos and thought about what material it began as, what heating and cooling processes were used, and what was the end result, usable object. After that, the children listened to the BES nominee, Martin and Mahalia, and rated it on their sheet. Finally, they completed any unfinished work assignments and practiced reading to themselves, with a partner, or listening on the Internet.
Tigers: We reviewed the homework from Monday night and worked on revising their answers to be in complete sentences, using key words from the question. Next we reviewed common spelling patterns for the long /e/ sound. Then we read pages 13-15 and highlighted words with the long /e/ sound. For HOMEWORK the children need to reread pages 13-15, twice, working on fluency.
Panthers: Independently the students read page 6 and wrote, and answered, a green, "right there" question. In group we shared their questions and answers....GREAT news...every student was successful!!!! I explained to the students that is why we repeat lessons and tasks!! What was once a challenge has become easier!! :-) Next, we reviewed the concept of cause (why) and effect (what happened). We revisited the text and, together, identified examples of cause and effect. We added these to the t-charts in out RRJ. For HOMEWORK the students will reread page 6 and add one example of cause and effect to the t-chart in their RRJ.
Leopards: Independently the students read pages 16 - 18 and listed any unknown words. In group we began by reviewing their examples of cause and effect that they identified for homework last night. Then we reviewed their lists of unknown words and applied some of our word works rules to identify the pronunciations and meanings. For HOMEWORK the students will reread pages 16-18.
Lions: Independently the students reread pages 20 and 21 and added another example of cause and effect to the t-chart in their RRJ. In group we shared their examples of cause and effect from Monday night's homework and from today's independent work. For HOMEWORK the students will read pages 22-24.
After literacy block, we revisited our focus for this science unit; how heating and cooling processes change the observable properties of materials to create usable objects. Then, as a class, we began viewing one of the "How It's Made..." videos that they have been assigned to watch during literacy block. As we watched it, I paused the video to point out the starting material, the processes it went through and WHY they were applied. I was modeling how to pause the video and think about what I was learning....and even rewinding it when I needed to clarify information that I didn't hear or didn't understand.
The students ende their day in PE with Mr. Benco.
We did not have math today. There is no math homework.
Every child does have reading homework and a writing journal entry is due Friday. :-)
So, with our first official snow day yesterday and a 2 hour delay today, we had to make some adjustments to our schedule.
Our day began, oddly enough, with lunch! :-)
When we returned to class, we reviewed the independent tasks for today's literacy block.
Students began by completing individual reading group tasks. Then they worked on publishing the final drafts of paragraphs 1 and 2 of their inquiry project, using my written feedback. After that, they practiced writing the letters f, p and j, in cursive. Next, they watched 4 different, "How It's Made..." videos and thought about what material it began as, what heating and cooling processes were used, and what was the end result, usable object. After that, the children listened to the BES nominee, Martin and Mahalia, and rated it on their sheet. Finally, they completed any unfinished work assignments and practiced reading to themselves, with a partner, or listening on the Internet.
Tigers: We reviewed the homework from Monday night and worked on revising their answers to be in complete sentences, using key words from the question. Next we reviewed common spelling patterns for the long /e/ sound. Then we read pages 13-15 and highlighted words with the long /e/ sound. For HOMEWORK the children need to reread pages 13-15, twice, working on fluency.
Panthers: Independently the students read page 6 and wrote, and answered, a green, "right there" question. In group we shared their questions and answers....GREAT news...every student was successful!!!! I explained to the students that is why we repeat lessons and tasks!! What was once a challenge has become easier!! :-) Next, we reviewed the concept of cause (why) and effect (what happened). We revisited the text and, together, identified examples of cause and effect. We added these to the t-charts in out RRJ. For HOMEWORK the students will reread page 6 and add one example of cause and effect to the t-chart in their RRJ.
Leopards: Independently the students read pages 16 - 18 and listed any unknown words. In group we began by reviewing their examples of cause and effect that they identified for homework last night. Then we reviewed their lists of unknown words and applied some of our word works rules to identify the pronunciations and meanings. For HOMEWORK the students will reread pages 16-18.
Lions: Independently the students reread pages 20 and 21 and added another example of cause and effect to the t-chart in their RRJ. In group we shared their examples of cause and effect from Monday night's homework and from today's independent work. For HOMEWORK the students will read pages 22-24.
After literacy block, we revisited our focus for this science unit; how heating and cooling processes change the observable properties of materials to create usable objects. Then, as a class, we began viewing one of the "How It's Made..." videos that they have been assigned to watch during literacy block. As we watched it, I paused the video to point out the starting material, the processes it went through and WHY they were applied. I was modeling how to pause the video and think about what I was learning....and even rewinding it when I needed to clarify information that I didn't hear or didn't understand.
The students ende their day in PE with Mr. Benco.
We did not have math today. There is no math homework.
Every child does have reading homework and a writing journal entry is due Friday. :-)
Monday, January 5, 2015
And we're back!!!!! Happy 2015! :-)
While I had a wonderful break with my own children, it was so great to see my "other" kids this morning! I have missed them a lot!!
After reading quietly, exchanging books in the media center, or practicing keyboarding skills, we changed classroom jobs and began our math rotations.
While working with the teacher during small group instruction we began by reviewing the concept that a fraction represents the number of parts in relationship to the parts of a whole not a specific amount or value. So, one-half will not always be the same amount, it depends upon the size of the whole. After that we used pattern blocks to identify and name fractional parts of a whole.
During math with a partner the students created unit fractions by rolling a die to identify the denominator. Then they wrote the fraction and drew a representation of it in their math journal. Students who wanted to be challenged could use two dice. The larger number would be the denominator and the smaller one became the numerator. Again, they wrote the fraction and drew a representation in their math journal.
Finally, during the technology rotation, the students watched the first three parts of the Lear Zillion: Understand Fractions lesson that is linked to the third grade web site.
For HOMEWORK the students have an assignment posted on the homework page of Google Classroom. They will re-watch (or watch) the 3 Learn Zillion lessons that were assigned during our technology portion of math rotations. They will also indicate one new idea they learned in the comment section.
After math we took a Go Noodle brain break and then moved on to our literacy block.
While I meet with small groups the students will work on individual guided reading group assignments and revising the first and second paragraphs of the inquiry project using my written feedback. After that, they will practice writing the letters f, j and p, in cursive, and listen to, and rate, the BES nominee, Martin & Mahalia. After that they will complete any unfinished work and practiced reading by themselves, with a partner, or by listening to it using the Internet.
Tigers: We began by reviewing common spelling patterns that produce the long /e/ sound. Then we began reading Step 4, pages 10 and 11, and highlighting words with the long /e/ sound. Then we worked together to write a "right there" question for page 10 and one for page 11. For HOMEWORK the students need to reread pages 10 and 11 and answer the 2 questions we wrote in class on the a t-chart in their RRJ.
Following lunch and indoor recess the students continued working independently while I met with more guided reading groups.
Leopards: Independently the students reread pages 12-15 and wrote a right there question to ask their group mates. In group we shared their questions and practiced answering them in complete sentences. Next we reviewed cause (why) and effect (what happened). The students created a t-chart in their RRJ and we identified an example from pages 12-15.
Panthers: This group got new books today. So, independently, they read pages 4 and 5 and wrote a "right there" question for each page (2 total) on a t-chart in their RRJ. In group we whisper read pages 4 and 5. Then we shared their questions and practiced answering them in complete sentences. For HOMEWORK the students need to reread pages 4 and 5, working on fluency.
Lions: Independently the students reread pages 16-21 and wrote a right there question to ask their group mates. In group we shared the student's questions and practiced answering in complete sentences. Then we reviewed the concept of cause (why) and effect (what happened). Finally, the students reread pages 16 and 127 and identified an example of cause and effect, from the text, on a chart in their RRJ. For HOMEWORK the students will reread pages 18 and 19 and add another example of cause and effect to the t-chart in their RRJ.
After our literacy block we revisited changes to observable properties of materials when either a heating or cooling process was applied. Then I explained what they will be working on this week. During their independent work time, the children will watch a few videos showing how materials are turned into various usable objects through the application of heating and cooling processes. They will then select an object and explain what processes were applied to a material in order to create it.
The children ended their day in music with Ms. Guerra.
Panthers: This group got new books today. So, independently, they read pages 4 and 5 and wrote a "right there" question for each page (2 total) on a t-chart in their RRJ. In group we whisper read pages 4 and 5. Then we shared their questions and practiced answering them in complete sentences. For HOMEWORK the students need to reread pages 4 and 5, working on fluency.
Lions: Independently the students reread pages 16-21 and wrote a right there question to ask their group mates. In group we shared the student's questions and practiced answering in complete sentences. Then we reviewed the concept of cause (why) and effect (what happened). Finally, the students reread pages 16 and 127 and identified an example of cause and effect, from the text, on a chart in their RRJ. For HOMEWORK the students will reread pages 18 and 19 and add another example of cause and effect to the t-chart in their RRJ.
After our literacy block we revisited changes to observable properties of materials when either a heating or cooling process was applied. Then I explained what they will be working on this week. During their independent work time, the children will watch a few videos showing how materials are turned into various usable objects through the application of heating and cooling processes. They will then select an object and explain what processes were applied to a material in order to create it.
The children ended their day in music with Ms. Guerra.
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