Fabulous Friday

As mentioned in yesterday's email updates, I am leaving during lunch today.  So, this post includes what I anticipate will happen this afternoon.  :-)

This morning the students read quietly or practiced keyboarding.  There is no more book exchange for the rest of the school year.  All books are due back to the media center now!

After the announcements, we voted on which movie to watch this afternoon, and then began our math quiz.

After the quiz, I went over each problem.  The quizzes have been graded and returned to students.  Look for them in home folders this evening.

Next we took a Go Noodle brain break.  Then the students finished any unfinished work from this past week and worked on their Powtoon presentations for their issue inquiry project.

The unfinished work included catching up on guided reading group assignments, completing word work tasks, redoing, or revising, their definitions and examples of interdependence and specialization after viewing the Econ and Me lesson, and the Powtoon presentation.

Following lunch and outdoor recess the children will shared homework writing journal entries.  Then they will watch, Wreck It, Ralph, as their class dojo reward.  Finally, they will participate in the whole school W.I.M.S. day celebration.

Have a great weekend!!

Thrilling Thursday - W.I.M.S. Day (aka Field Day)

This morning, after reading quietly or practicing keyboarding, we watched an introduction video, created by Mr. Benco, Mrs. Graf, and Mrs. Daniel, for our first ever W.I.M.S. day.  Then we went outside to participate in the morning activities.  We truly had a great time.

At 11:00 we headed in to enjoy lunch and outdoor recess.

After recess we returned to the classroom.  First we passed out some papers...information about next week's field trip to the National Zoo and a flyer for next week's book fair.

A note about the book fair...it opens on Monday.  We will go view the choices that day.  Students can then purchase books (it's buy one, get one free) on Tuesday, Wednesday, Thursday, or Friday, of next week.

Finally, we watched the Econ and Me lesson about interdependence and specialization, together, stopping to discuss various aspects along the way.

Now we are heading out to enjoy the rest of the W.I.M.S. day events.

Homework writing journals are due tomorrow and we will have a math quiz, too.  If students know the attributes of rectangles, squares, rhombuses, and quadrilaterals, they will do well!!

Wonderful Wednesday

All books are due back to the media center on Friday.  Please help your child locate any books and remind them to bring them back to school.  :-)

This morning, after reading quietly, exchanging books in the media center, or practicing keyboarding, we began our math rotations.  Since our math block was shortened yesterday, there wasn't any change in the rotations.

During the teacher-led, small group instruction, the students sorted pictures of various quadrilaterals according to their attributes.  As they worked, I asked them questions which led to the students explaining their thinking.

During math with a partner, the students engaged in math discourse as they matched riddles, to pictures and names of various quadrilaterals.

Finally, during the technology rotation, the students watched, and took notes on, different Learn Zillion lessons describing and sorting quadrilaterals according tot heir attributes.

For HOMEWORK there is an assignment on Google Classroom, the homework page.  There is a writing journal entry due Friday and we will have a math quiz that day, too.

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

Today all groups began with a guided reading group assignment.  Then they practiced their word work words by writing each one twice (Panthers and Tigers) or using 10 words in sentences (Leopards and Lions). Next the students watched the final Econ and Me lesson about Interdependence, and in their social studies journals, they identified the meaning and described an example of interdependence and specialization.  Finally the children began working on their Powtoon presentations for their inquiry projects.

Note:  Over the next couple of weeks, I will be meeting with reading groups AND conducting end of the year, informal, reading assessments.

Panthers:  Independently the students read chapters 2 and 3 and marked places they thought were funny, surprising, or confusing.  IN group we discussed the places they marked, as well as the events in each chapter.

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

Tigers:  Independently the students reread their book and, in their RRJ, identified the sequence of events using pictures and sentences.  In group we reviewed their sequences of events.  For HOMEWORK they need to reread their book, working on fluency.

Leopards:  Independently the students read chapters 3 and 4 and marked places they found funny, surprising, or confusing.  In group we attempted to discuss these chapters, using their markings, but it became clear the children had skimmed the chapters, not read them to comprehend the story.  The students said they wanted written tasks instead of group discussions.  This made me sad...For HOMEWORK the students need to reread chapters 3 and 4.

Lions: Independently the students read chapters 3 and 4 and marked place they thought were funny, surprising, or confusing.  In group we discussed these two chapters paying special attention to backing up our opinions with examples from the text.  For HOMEWORK the children need to reread chapters 3 and 4.

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

Tomorrow is our WIMS day, or field day.  Please dress your child appropriately for fun and messy activities!!

Terrific Tuesday

This morning, after reading quietly, exchanging books in the media center, or practicing keyboarding, we changed classroom jobs and then headed to the dual purpose room to find out about the Montgomery County Public Library Summer Reading Program.  Click here for more information about the program.

When we returned to class we began our math rotations.

During the small group, teacher-led, instruction we began sorting various quadrilaterals using a sorting diagram.  This helped us to visualize similarities and differences among the various types of figures.

During math with a partner, the students matched definitions and pictures of quadrilaterals with their names.  Of course, math discourse was expected.

Finally, during the technology rotation, the students viewed, and took notes in their math journals, lessons about describing and sorting quadrilaterals according to their attributes.

For HOMEWORK there is an assignment posted to Google Classroom, homework page.  Tonight the students will use the posted link to practice naming quadrilaterals.  There is a writing homework journal entry due Friday and we will have a math quiz on Friday.

After math we jumped right into our literacy block.

Today during independent work the students began with a guided reading task.  Then they practiced their word work words by doing a syllable sort (Tigers and Panthers) or Give Me a Clue with 10 more words (leopards and lions).  After that, the children had one last chance to view the Econ and Me lesson about production and to explain what a producer is, name the 3 types of natural resources and provide an example of each, and describe an economic problem the children faced in the video.  Additionally, they had one last  chance to complete a diagram  of the life cycle of either a newspaper or an aluminum can.  Finally, they were expected to view an example of a Powtoon presentation, created by a third grade teacher, for the issue inquiry project and then re-familiarize themselves with the app.

Panthers:  ( I was at a meeting for this group only.)  The students got a preview of their new book, a novel, called Frindle.  Then they read and discussed chapter 1.  For HOMEWORK they need to reread chapter 1.

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

Tigers:  Independently, the children reread their book and reviewed sections of text they marked as confusing or surprising.  In group we reviewed their markings and discussed the message of the story. Finally, we retold the story.  For HOMEWORK the children need to reread the story, working on fluency.

Leopards: Independently the children visited a web site of the author of their new book, a novel, Who Stole the Wizard of Oz.  They identified one fact they learned and a question they had.  In group we shared their facts and questions and then I gave a brief book introduction.  Then the children read chapter 1 and marked places they thought were surprising or confusing and listed unknown words.  Finally, we shared the palces the students marked and discussed chapter 1.  For HOMEWORK the students need to read chapter 2 and mark places the find funny, surprising, or confusing.

Lions:  Independently the students visited Betsy Byars' web site to gain some background knowledge about the author and the next book we will be reading, The Pinballs.  In group we shared the fun facts and questions they were wondering as they viewed the web site.  Then I gave a brief book introduction.  After that the students read chapter 1 and marked places they found funny, surprising, or confusing.  Finally, we discussed their markings, and the chapter in general.  For HOMEWORK the students need to read chapter 2 and mark places that are funny, surprising, or confusing.

F&P:  The children reread the book, Gabe and the New Teacher.  We discussed the mood of the story as silly and playful and the ending where Gabe hasn't changed mush, he is planning his next trick.  Then we completed a dictate writing pertaining to the message in the story.

The students ended their day with a visit from Ms. Snyder.  They identified some careers they wonder about on a Padlet wall.  Then they played a game where they identified jobs that fit certain characteristics.

TGIF!!!

This has been a long week...not sure why...the students have been great...but we are definitely ready for a long, three day weekend!!

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

During the teacher led, small group instruction, we focused on comparing various quadrilaterals using specific attributes.

During math with a partner, the children worked collaboratively to finish the activity from Wednesday.  First the solve 24 geometry task cards.  Then they scanned a QR code to access the answers and check their own work.  Finally, they posted, on a Padlet wall, what they already knew, what they learned, and questions they still had, after completing this activity.

Finally, during the technology rotation, students finished watching, and taking notes in their math journal, several Learn Zillion lessons about identifying and describing various quadrilaterals using their attributes.

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

While I met with guided reading groups the students worked independently.  First they completed an independent reading task.  Then they practiced their word work words.  Tigers and Panthers wrote each word once using one color for vowels and another for consonants.  Leopards and Lions completed Give Me a Clue using 10 of their words.  Next the children finished viewing the Econ and Me lesson about production and, in their social studies journal, they defined the word producer, listed the 3 types of resources, with an example of each, and describe a choice the children in the video had to make.  Finally, the students drew a diagram of either the life cycle of an aluminum can or a newspaper.

Panthers:  We read a Scholastic News article, online, about robots and compared and contrasted it to the Encyclopedia Britannica article we read earlier in the week.

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

Tigers:  Independently the students reread their book and reviewed the sections they marked as surprising or confusing in preparation for our group discussion.  In group we attempted to discuss the book using their marked sections of text but the students hadn't completed the independent work.  I sent them back to their seats.  :-(

Leopards:  Independently the children read a Scholastic News article about robots and then compared and contrasted it, using a Venn diagram in their RRJ, with the Encyclopedia Britannica article they read earlier this week.  In group we identified the main idea of the Scholastic article and then discussed the similarities and differences between the two.

Lions:  Independently the children read a Scholastic News article about robots and then compared and contrasted it, using a Venn diagram in their RRJ, with the Encyclopedia Britannica article they read earlier this week.  In group we identified the main idea of the Scholastic article and then discussed the similarities and differences between the two.

We ended our literacy block early to discuss the quality of work this week.  I'll leave it at that...

Then, after a fire drill, we shared homework writing journals.

Finally, we ended the day with a class meeting.  First we all shared what was on our minds...and boy, it was very clear why the children struggled with their assignments!  They were all thinking about a fun-filled weekend!!  Then we exchanged thank-yous and compliments.  Finally, we revisited the challenge of putting effort into our school work.

Enjoy the holiday weekend!  I KNOW next week will be better!

Thriving Thursday: Another Day, Another Test

It's that time of year...as we come closer to summer, we gather data to assess our instruction and prepare for next year.  So, with that in mind, today, after reading quietly, exchanging books in the media center, or practicing keyboarding, the students took the third installment of the MAP-R.  This is the computerized, self adjusting, READING test, that students take three times a year, beginning in third grade.

This assessment took the entire morning, and I am so proud of the entire class.  They put forth great effort.  The data shows a lot of growth, across the board, so it was quite fun to collect the scores!!  :-)

As a reward for their efforts, there is NO HOMEWORK this evening and we will NOT have a math quiz tomorrow.  Since we only had 2 math lessons, so far this week, and we have a short week next week, due to a holiday on Monday and field day on Thursday, we will have a quiz NEXT Friday, covering this week and next.

Following lunch and indoor recess, we voted on a class Dojo reward (movie afternoon-next Friday), and then began our literacy block.

Due to our visitors yesterday, we had a very short literacy block.  Therefore, there wasn't much change to the independent work assignments.

Today, the children began with a guided reading task.  Then all groups completed a header sort using their new word work words.  After that, the students viewed an Econ and Me lesson about production and, in their social studies journal, they explained what a producer is, list the three types of resources and give an example of each, and describe a choice the children had to make during the production process.  After that, they continued revising their inquiry project.  Finally, they viewed a diagram depicting the life cycle of a plastic bottle, and then created a diagram of the life cycle of either newspaper or an aluminum can.

Panthers:  The children turned the second heading from the EB: Robots article, into a green, right-there question.  Then they read the section of text and composed a main idea statement that answered the question.

Tigers:  The children read their new book, The Cat or Dog Debate, and marked places, using sticky notes, that surprised them with an exclamation point, and places that confused them or made them wonder with a question mark.

Leopards:  We met to go over the green, right-there questions they wrote using the last two headings in the EB: Robots article, and the main idea statements they composed after reading the text.

Lions:  We met to go over the green, right-there questions they wrote using the last two headings in the EB: Robots article, and the main idea statements they composed after reading the text.

F&P:  The children revisited their book, Gabe and the New Teacher, focusing on character traits to describe Gabe and the author's message. After they were finished we discussed the events in the story to determine the message of the book and then explained whether we would rather  be friends with a good sport or a sore loser.

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

Wonderful Wednesday - Ride of Hope

This morning, after reading quietly, exchanging books in the media center, or practicing keyboarding, we watched a video to learn about Ride of Hope.  This is a group of 48 bicyclists who ride from New York to Washington, DC, to raise money, and awareness, for missing children.  We were treated to a visit from them during our day, today.

After viewing the video and briefly discussing the group's purpose and journey, we began our math rotations.

Today, during the small group, teacher-led instruction we will focus on the similarities and differences between rhombuses, squares and rectangles.

During math with a partner, the students worked collaboratively, engaging in math discourse, to complete 24 geometry task cards.  Then they scanned a QR code to access the answers, and checked their own work.  Finally, they posted what they already knew, what they had learned, and what they still wondered, on a Padlet wall.

During the technology portion, the students continued watching, and taking notes in their math journals, Learn Zillion lessons about recognizing, identifying, and describing various quadrilaterals.

For HOMEWORK there is an assignment on Google Classroom, the homework page.  Students will practice identifying, sorting, and describing quadrilaterals, using a linked web site.  There is a writing homework journal entry due Friday.

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

Today, during independent work, the children began with a guided reading task.  Then all groups completed a header sort using their new word work words.  After that, the students viewed an Econ and Me lesson about production and, in their social studies journal, they explained what a producer is, list the three types of resources and give an example of each, and describe a choice the children had to make during the production process.  After that, they continued revising their inquiry project.  Finally, they viewed a diagram depicting the life cycle of a plastic bottle, and then created a diagram of the life cycle of either newspaper or an aluminum can.

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

Panthers:  We reviewed the green question they wrote using the header in the EB: Robots article and then the main idea statement that answered that question.  For HOMEWORK the students should reread the EB: Robot article.  There is a link on tonight's Google Classroom homework assignment.

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

Tigers:  Independently they previewed their new book.  In group I gave a thorough book introduction which included new vocabulary and the gist of the story.  Then began reading the book.

Around 12:30 we joined the rest of the school to greet the Ride of Hope participants, and listen to their message.  I tweeted out a few pictures.  It was such a great experience.

When we returned to the classroom, we participated in a whole group science lesson about the life cycle of a product, ways to reduce, reuse and recycle, and how technology has had a positive impact on our environment.

Then the children ended their day in PE.

Unfortunately, I did not meet with every reading group due to our exciting visit with the Ride of Hope group.

Terrific Tuesday

This morning, after reading quietly, exchanging books in the media center, or practicing keyboarding, the students took the third, and final, installment of the MAP-M test.  This is the computerized, self adjusting test that students take three times a year.  It doesn't effect their report card or placement for next year.  It is used to drive instruction and planning.

The MAP-M test took the entire morning.

After enjoying lunch and outdoor recess, the students came in, cooled off with a drink of water, and then we reviewed today's independent work tasks.

Today the students read an Encyclopedia Britannica article about robots.  First they  read through the entire article to get the gist.  Then, all groups  created a t-chart  in their RRJ. On one side the wrote  main idea questions using the headings of each section of the article.  On the other, they answered their question by stating the main idea of that section of text.  Panthers and Tigers did the first section, after the introduction, only.  Leopards and Lions completed each section.  After that, all students cut apart their new word work words and wrote their initials on the back of each.  Next the children watch an Econ and Me lesson about consumption.  IN their social studies journal they defined the idea of a consumer, listed three goods they consume, 2 services they consume, and 1 economic problem faced by the children in the video lesson.  Finally, students worked collaboratively, using my feedback and grading rubric, to revise their inquiry project.

As the children worked, I met with reading groups.

Panthers:  I modeled their new word work sort, defining each word as it was introduced.  This sort focuses on /er/, /ear/ - sounding like ur, /ear/, and /eer/.

Tigers:  I modeled their new word work sort focusing on long a spelled, a - consonant - e, ai, or -ay, and the short a sound spelled, cvc.  We practiced reading each word and defined any that were unknown.

Leopards:  I modeled their new word sort which focuses on the prefixes un- and re-.  We practiced reading each word, and covering the prefix to identify the base, or root, word.  We also defined each.  Finally, the oddballs helped us figure out how we can tell when these letters are prefixes or part of the actual base word.  After that, we reviewed the main idea questions they wrote using the headers in the EB article about robots, and shared the main idea statements we used to answer the questions.  During this time I shared how I used this strategy (turning the heading into a question to help me focus on a section of text) to help me study in college.  We also practiced reading the topic sentences to identify the main idea of a section, and then reading the rest of the paragraphs to ensure that what remained was details elaborating on the topic sentences.

Lions: I modeled their new word sort which focuses on the suffixes -or, -er, -ian, and -ist.  We identified these suffixes as those indicating someone or something that either does or is related to the base word.   After that, we reviewed the main idea questions they wrote using the headers in the EB article about robots, and shared the main idea statements we used to answer the questions.  During this time I shared how I used this strategy (turning the heading into a question to help me focus on a section of text) to help me study in college.  We also practiced reading the topic sentences to identify the main idea of a section, and then reading the rest of the paragraphs to ensure that what remained was details elaborating on the topic sentences.

F&P:  The students reread their book focusing on what we learn about Gabe's character.  Then we began discussing what we learned about Gabe and Miss Waters, as a result of Gabe's behavior.

THERE IS NO HOMEWORK TONIGHT as a reward for working hard on the MAP-M.

Marvelous Monday

This morning the students read quietly or practiced keyboarding.  Then we changed classroom jobs and began our math rotations.

This week we will be drawing, sorting, classifying, and describing different categories of quadrilaterals.

During the small group, teacher-led instruction we reviewed solving word problems involving the addition and subtraction of time, and liquid volume and mass.  Then we practiced identifying and defining rhombuses.

During math with a partner the students utilized an online at dictionary to draw and define various subgroups of quadrilaterals.  They were also expected to engage in math discourse as they compared and contrasted the various types.

Finally, during the technology portion, the students viewed Learn Zillion lessons, and took notes in their math journals, about the various attributes f shapes and identifying rhombuses, rectangles, and squares.

For HOMEWORK there are two lessons, about quadrilaterals, linked to the Google Classroom homework page, for students to view.  There is also a writing homework journal entry due Friday.

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

During independent work the students completed guided reading assignments.  Then they watched an Econ and Me lesson about Opportunity Cost.  After viewing the lesson, they explained opportunity cost, identified an economic problem the children faced, named a decision made by the children and its opportunaity cost, in their social studies journal.  Finally, students worked collaboratively, to revise and edit their inquiry projects.  They used the exact rubric I will use to grade their writing.

One note:  Although I had the materials prepared, I completely forgot to include the new word work unit in today's plans.  OOPS!  We will begin our new word work unit tomorrow!!

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

Panthers:  The students used the sections of text marked in their books, and our discussions from last week, to identify and explain, in writing, two examples that support the theme of courage, in Passage to Freedom.

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

Tigers:  Independently the children watched a Brain Pop Jr. lesson about main idea and in their RRJ they finished the statement, "  I used to think...., but now I know...."  Then they visited the online site Study Zone: Main Idea to practice identifying the main idea of a paragraph.  In group  we identified the main idea and supporting details for their Amelia Earhart book.  Then I collected the books.  For HOMEWORK they need to read for 10 minutes, free choice.

Leopards:  Independently the children read the last chapter, twice.  The first time to get the gist of it, and then to determine the main idea and supporting details.  I group we discussed what we could learn from the book and Deborah Sampson's life.  Then I collected the books.  For HOMEWORK the students need to read for 10 minutes, free choice.

Lions: Independently the children read the last chapter, twice.  The first time to get the gist of it, and then to determine the main idea and supporting details.  I group we discussed what we could learn from the book and Deborah Sampson's life.  Then I collected the books.  For HOMEWORK the students need to read for 10 minutes, free choice.

F&P:  I did a thorough book introduction for their new book and then the children read it independently to find out what type of teacher Miss Waters will be and whether or not Gabe learns a lesson.

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

Fabulous Friday - Interims

This morning, after reading quietly, exchanging books in the media center, or practicing keyboarding, we reviewed last night's math homework.  Then the children took their weekly math formative (quiz).  The quizzes have been scored and returned to the children.  Look for them in your child's home folder this evening.

Once everyone was finished, I reviewed the answers to each problem on the quiz.  Then we took a Go Noodle brain break.

Next we began our literacy block.  During independent work time the children will complete guided reading tasks.  Then they will finish watching the Econ and Me lesson about scarcity and identify the meaning of scarcity, 3 resources the children used to build the clubhouse, 2 limited resources, and 1 choice they had to make.  Finally, they will use the feedback I provided on their opinion rough draft, and revise and type their fourth paragraph onto their Google doc.

Panthers:  We began with a word work quiz.  Then we shared some of the places the children marked showing courage for homework last night.  Finally, I modeled, in writing, how to name and explain an example of courage, from the text.

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

Tigers:  Independently the students watched a Brain Pop Jr. lesson about Main Idea.  Then they reread the pages between the red post-it notes, and wrote the main idea of each page on a sticky note.  In group we took a word work quiz, first.  Then we reviewed the main idea for each of the pages between the red post-it notes.

Leopards:  Independently the students went to a web site to practice identifying the main idea of a paragraph.  Then they reread pages 52-59 and identified the main idea and 2 supporting details for each chapter.  In group we took a short word work quiz and then reviewed the main idea and supporting details for each chapter.

Lions:  Independently the students went to a web site to practice identifying the main idea of a paragraph.  Then they reread pages 52-59 and identified the main idea and 2 supporting details for each chapter.  In group we took a short word work quiz and then reviewed the main idea and supporting details for each chapter.

After our literacy block we shard homework writing journal entries.  Then we had our weekly class meeting.  We began with a group share.  Students shared advice they would give to next year's third graders.  After that we exchanged compliments and thank yous.  Finally, we discussed challenges.  We revisited the recess issues and students reported an improvement over the past week.  WOO HOO!  We also discussed choosing friends and playmates wisely.

At the end of the day I distributed interim progress reports.  These are yours to keep.  They are NOT report cards.

Have a great weekend!

Thrilling Thursday - Chorus Concert!

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

During the small group, teacher-led, instruction, we represented and solved word problems involving mass in measured in grams and kilograms.  One focus was the understanding that kilo means one thousand.  So, one kilogram is equal to one thousand grams.

During math with a partner, the students chose between two games.  Race to Midnight provided practice calculating elapsed time.  Race to the Resort worked on basic fact fluency involving division.  AS always, engaging in math discourse was the expectation.

Finally, during the technology the students chose between two web sites, both working on measuring liquid volume and logic skills.

For HOMEWORK there is an assignment on Google Classroom, the homework page.  We will have a quiz tomorrow covering word problems involving liquid volume and mass.  Also, there is a writing journal entry due tomorrow.

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

Today the children began with an independent guided reading task.  Then, all groups did a buddy check using their word work words.  Next students completed the opinion paragraph rough draft using the Educreations lesson.  Finally, the students viewed an Econ and Me lesson about scarcity and, in their social studies journal, they defined scarcity, identified 3 resources, 2 limited resources and 1 choice the children had to make.

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

Panthers:  We reviewed the important parts that the children marked for homework last night.  As we discussed these sections of text, we began to identify the main message and theme of the text.  For HOMEWORK the students are expected to reread the book and mark sections of text that show courage.

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

Tigers:  Independently the students reread between the red post-it notes and wrote the main idea, for each page, on a sticky note.  In group we reviewed text they marked as confusing or surprising for homework last night and the main idea for each page.   For HOMEWORK the students need to read between the red post -it notes, which is the rest of the book.  They should mark parts that surprised them with an exclamation point and areas that confused them with a question mark.

Leopards:  Independently the children reread pages 46-51.  In their RRJ they identified the main idea and 2-3 supporting details for each chapter.  In group we began sharing their main idea and supporting details but it became clear they need help.  So, we reviewed strategies to help identify the main idea, including; look at the heading or title, look for repeated words, look at the beginning and end of the chapter or section of text.  Then we drew a line of learning in their RRJ and together identified the main idea for each chapter.  For HOMEWORK the children need to read pages 52-59 and mark the most important parts with a star or asterisk.

Lions: Independently the children reread pages 46-51.  In their RRJ they identified the main idea and 2-3 supporting details for each chapter.  In group, we reviewed strategies to help identify the main idea, including; look at the heading or title, look for repeated words, look at the beginning and end of the chapter or section of text.  After that the children shared the main ideas they identified during independent work...they were okay but needed improvement.  So, then we drew a line of learning in their RRJ and together identified the main idea for each chapter.  For HOMEWORK the children need to read pages 52-59 and mark the most important parts with a star or asterisk.

F&P:  We focused on word work today.  Students identified words that change the spelling in order to make them plural.

After our literacy block we enjoyed the Spring Instrumental Music and Choral Concert.

Wonderful Wednesday

This morning, after reading quietly, exchanging books in the media center, or practicing keyboarding, we reviewed last night's math homework and then began our math rotations.

During the small group, teacher-led, instruction we reviewed adding and subtracting time and representing and solving word problems involving liquid volume.  Then we shifted our focus to representing and solving word problems involving mass.

During math with a partner, the children chose between two games.  The first game practiced calculating the addition and subtraction of time.  The second game practiced basic fact fluency using division.  Obviously, students were expected to engage in math discourse with their partner!!

Finally, during the technology rotation, the students finished viewing the Learn Zillions lesson about liquid volume and mass.  (Some were directly instructed to rewatch the lessons!!)  Then they visited the Liquid Measure Game, using the third grade web site, to practice measuring liquid volume.

For HOMEWORK there is an assignment on Google Classroom, the homework page.  Students will view 2 linked Khan academy lessons about mass and then practice their new knowledge using a third link.  There is also a writing journal entry due Friday.

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

We began the literacy block discussing how students should utilize video lessons and take responsibility for their learning.  Then I modeled watching the Educreations lesson about the opinion paragraph and using it to draft my own.

Then we reviewed today's independent tasks.

Students began with guided reading group assignments and then all groups did a header sort with their own word work words.  After that, the children rewatched the Educreations lesson about drafting the opinion paragraph and then used it to write their own.  Finally, the students watched the first lesson of a program called Econ and Me and, in their social studies journal, they defined scarcity, and identified 3 resources, 2 scarce resources, and 1 choice the children in the video had to make.

Following lunch and outdoor recess, the students worked on the above assignments while I met with guided reading groups.

Panthers:  The students read to identify supporting details for the main idea that Mr. Sugihara wrote hundreds of visas himself.  Then the students read to identify supporting details for the main idea that the Sugihara's left Lithuania.  For HOMEWORK the students need to reread the entire book and mark important parts of the text with a star.

Tigers:  Independently the children reread the text between the two red post-its and wrote the most important fact/event, for each page, on a yellow sticky note and pt it on that page.  In group we reviewed identifying the most important fact/event for each page.  For HOMEWORK the students need to read between the two red sticky notes and mark places that are surprising with an exclamation mark and places that are confusing with  a question mark.

Leopards:  Independently the students reread pages 37-45 and then, in their RRJ, they explained, using details from the book, whether or not they thought Deborah regretted her decision to become a soldier.  In group we reviewed the places they marked as surprising and confusing i these two chapters.  For HOMEWORK the children are expected to read pages 46-51 and mark the most important parts with a star or asterisk.

Lions:  Independently the students reread pages 37-45 and then, in their RRJ, they explained, using details from the book, whether or not they thought Deborah regretted her decision to become a soldier.  In group we reviewed the places they marked as surprising and confusing in these two chapters.  For HOMEWORK the children are expected to read pages 46-51 and mark the most important parts with a star or asterisk.

Unfortunately, due to the unplanned writing lesson this morning and some challenges after recess, I did not get a chance to meet with the F&P group.

So, after the literacy block, the students ended their day in PE with Mr. Benco.

Terrific Tuesday

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

During the small group, teacher-led, instruction we worked on representing and solving word problems involving liquid volume.

During math with a partner, the children finished solving the Maddy's lunch, elapsed time word problem, and then watched the Educreations lesson to ensure they solved it correctly and clarify any confusion.  Then, with their partner, they played an elapsed time board game, engaging in math discourse.

Finally, during the technology portion the students watched two Learn Zillion lessons about measuring and estimating mass, and took notes in their math journals.

For HOMEWORK there is an assignment on Google Classroom, the homework page.  There is a writing journal entry due Friday.

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

During the independent work time the children will begin by completing a guided reading task.  Then they will practice their word work words using an assigned activity.  After that, they will finish revising and typing their third paragraph into their Google Docs.  Then they will watch an Educreations lesson, teaching them how to draft their fourth paragraph, an opinion, twice.  As they view it the second time, they will pause it at various points to work on drafting their own.  Finally, they will watch a Discovery Educations lesson about Economics and take notes, in their social studies journal, using a 3-2-1 format.

As the students worked on the above tasks, I met with guided reading groups.

Panthers:  First we reviewed Japan's answer to Mr. Sugihara's request for hundreds of visas.  Then we read on to find out what he would do that would directly disobey the Japanese government.  For HOMEWORK the students need to reread the book up to the red post-it note.

Following lunch and outdoor recess the students continued working in their independent tasks and I met with more reading groups.

Tigers:  Independently the students reread up to the red post-it note in their RRJ and then, in their RRJ used two examples from the book to describe how Amelia was caring.  They also used 10 more of their word work words in sentences.  In group, we reviewed the student's RRJ responses and then I modeled writing a well composed response that the students copied into their RRJ, under a line of learning.  For HOMEWORK the students need to read the text between the two red post-it notes and list any unknown words on the yellow sticky note.

Leopards:  Independently the children reread pages 30-36.  Then using a posted definition of persistence, the students wrote about whether or not they thought Deborah was persistent, using at least 2 examples from the book to support their response.  They also used ten more of their word work words in Give Me a Clue. We began group by sharing some of their Give Me a Clue entries and then discussed Deborah's persistence, revisiting sections to prove our points.  For HOMEWORK the students need to read pages 37-45 and mark places they were surprised with an exclamation point and places they were confused with a question mark.

Lions:  Independently the children reread pages 30-36.  Then using a posted definition of persistence, the students wrote about whether or not they thought Deborah was persistent, using at least 2 examples from the book to support their response.  They also used ten more of their word work words in Give Me a Clue. We began group by sharing some of their Give Me a Clue entries and then discussed Deborah's persistence, revisiting sections to prove our points.  For HOMEWORK the students need to read pages 37-45 and mark places they were surprised with an exclamation point and places they were confused with a question mark.

F&P:  First we did some word work.  We learned that vowels followed by a double consonant typically make the short sound and when there is only one they make the long sound.  We practiced using this rule to decode words from the text, Thin Ice.  After that, the students reread the book and thought about how Rosa's feeling changed from the beginning to the end of the book.  Finally, we discussed these changes.

After our literacy block we had a heart-to-heart talk about being responsible, doing the assigned tasks, and putting effort into school work.  Unfortunately, many students are skipping over the video lessons and attempting to complete written work without the information needed to do so in the correct manner.

We ended the day with a reading of the story, Abuela's Weave, and a discussion of the limited resources and choices the producers made in the book.

Marvelous Monday

This morning, the children came in and read quietly, exchanged books in the media center, or practiced keyboarding.  After the announcements, we changed classroom jobs.  Then we began our math rotations.

During the small group, teacher-led instruction, we reviewed measuring liquid volume in liters or milliliters.  Then we practiced solving word problems involving liquid volume.  We also practiced solving word problems involving the subtraction of time during the warm up.

During math with a partner, the children engaged in math discourse as they completed their zoo itinerary, calculating the elapsed time at each stop.  Then they solved an elapsed time word problem, using two different strategies, and watched an Educreations lesson to see if they were correct or to clarify any confusing parts.

Finally, during the technology portion, the students watched two Learn Zillion lessons about estimating and measuring liquid volume.

For HOMEWORK there is an assignment on Google Classroom, the homework page.  Students will view two Khan Academy lessons about liquid volume and then put their knowledge to work using a third link to some practice liquid volume word problems.  There is also a writing entry due Friday.

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

First I reviewed today's independent work activities.  Students will begin with a guided reading assignment and then complete a word work task.  After that they will revise their third paragraph for the issue inquiry project, using my feedback, and type it on to their Google doc.  Finally, they will watch a video lesson about specialization and trade and take notes in their social studies journal using a 3-2-1 format.

As the children work on the above assignments, I will meet with guided reading groups.

Panthers:  The children reread up to the sticky note in their book and we predicted what the people want to talk to Mr. Sugihara about, considering he is a diplomat.  After reviewing some key vocabulary words, including visas and Nazi, the children read to find out what they people wanted from Mr. Sugihara.  For HOMEWORK the children need to read the next two pages to find out what Japan says to Mr. Sugihara's request for hundreds of visas.

Following lunch and outdoor recess the students continued working on their independent work and i met with more groups.

Tigers:  Independently the students reread up to the book mark in their Amelia Earhart biography.  Then, in their RRJ, given a definition of a tomboy, they decided whether or not Amelia Earhart was a tomboy and provided 2 examples from the book to support their thinking.  They also wrote sentences using 10 of their word work words.  In group we shared their answers.  Then we drew a line of learning in their RRJ and constructed a model response together.  Then we continued reading the next three pages in the book, stopping at the end of each to discuss what we had just read.  For HOMEWORK the students need to reread their book up to the red post it note.

Leopards:  Independently the children read pages 15-29 and marked, using post its, places in the text that proved Deborah was a risk taker.  They also did Give Me a Clue using 10 of their word work words.  In group I began by modeling a response to last week's BCR; On a scale from great to horrible, how would you rate Deborah's childhood?  I focused on naming 2 examples of support and explaining how they connect to your rating and pronoun/antecedent agreement.  After that, we shared and discussed places the children marked, from today's reading, that demonstrated that Deborah was a risk taker.  For HOMEWORK the children need to read pages 30-36 and mark places that shows Deborah is persistent.

Lions:  Independently the children read pages 15-29 and marked, using post its, places in the text that proved Deborah was a risk taker.  They also did Give Me a Clue using 10 of their word work words.  In group I began by modeling a response to last week's BCR; On a scale from great to horrible, how would you rate Deborah's childhood?  I focused on naming 2 examples of support and explaining how they connect to your rating and pronoun/antecedent agreement.  After that, we shared and discussed places the children marked, from today's reading, that demonstrated that Deborah was a risk taker.  For HOMEWORK the children need to read pages 30-36 and mark places that shows Deborah is persistent.

F&P:  First I did a through book introduction for their new book, Thin Ice.  Then the children whisper read the text as I leaned in to listen.

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

Fabulous Friday!!

This morning, after reading quietly, exchanging books in the media center, or practicing keyboarding, we took a math quiz covering the addition and subtraction of time, or elapsed time.  Most students did well!  These have been scored.  Look for them in your child's home folder this evening.

After the quiz, I reviewed it by solving each problem .  Then we took a Go Noodle brain break.

Next we reviewed the independent tasks for today's literacy and then got to work!  :-)

Today students will begin with a guided reading group activity.  Then they will complete an assignment to practice their word work words.  After that they will finish writing the rough draft for the third paragraph of the issues inquiry project.  Finally, they will use information from non-fiction text to explain why they think it is better to be either a banked or unbanked consumer.

Panthers:  We reread and retold the first two pages of their book.  Then we continued reading, stopping at the end of each page to retell what had happened on our own words.

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

Tigers:  Independently the students reread the first three pages of the Amelia Earhart biography.  Then, in group, they reread the pages, again, marking evidence that showed that Amelia wasn't like the other girls.  Finally, the children read the next two pages looking for evidence showing how Amelia first felt about planes and how she viewed herself.

Leopards:  Independently the students read the first two chapters in their new book, The Secret Soldier, and, in their RRJ, using a scale from great to horrible, rated the main character, Deborah's, childhood and explained their rating using evidence from the text.  In group we reviewed and discussed Deborah's childhood.

Lions:   Independently the students read the first two chapters in their new book, The Secret Soldier, and, in their RRJ, using a scale from great to horrible, rated the main character, Deborah's, childhood and explained their rating using evidence from the text.  In group we reviewed and discussed Deborah's childhood.

After our literacy block we shared homework writing journals and had Show and Tell.  The Show and Tell was a reward for earning 10 class Dojos.

Finally, we ended the day with a class meeting.  During group share the children stated one thing that would frustrate them, if they were a teacher.  After that, we exchanged thank yous and compliments.  Finally, the children had a chance to express challenges they face here at school.  There was a lot of talk about  teasing and bullying.  It made me quite sad.  I told several students to come speak to me, directly, the next time this happens.

Thrilling Thursday...Bye, Bye PARCC!

Today is our final day of PARCC testing for this school year!  WOO HOO!!!!!

After the children read quietly or practiced keyboarding, we learned about some fun end of the year, SGA sponsored spirit day from our class representative.  Then we had a little talk about Internet safety and sharing documents with others via Google Chrome.  Basically, I have instructed students NOT to share any documents at all for any reason.

After that, we began our math rotations.  During the small group, teacher-led instruction, we used algorithms and number lines to solve word problems involving the addition and subtraction of time.  Today's focus was on what was tricky for the children as they solved each problem.  DUring  math with a parnter, the children used a map of the National Zoo to plan an itinerary for our field trip in zoo.  Students had to schedule the start and end time for each exhibit, calculate an elapsed time, and include a 30 minute lunch.  Finally, during the technology rotation, the children visited the site, Roboclock 3, to calculate elapsed time.

There is no formal homework this evening.  We WILL have a quiz on word problems involving elapsed time (addition and subtraction of time).  I have posted some links on Google Classroom, the homework page, to help students prepare.

After math we took a Go Noodle brain break and then reviewed the literacy independent work tasks.  Unfortunately, due to a few interruptions to our schedule, then it was time for lunch and outdoor recess.

After recess, the children took the End of Year PARCC for language arts and reading.

We are now officially done with PARCC testing for third grade!  Can I get a WOO HOO????

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

Wonderful Wednesday

Today we have a break from PARCC testing.  So, we are back to our regular routine.  :-)

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

During the small group, teacher-led instruction, we focused on solving word problems involving the addition and subtraction of time, otherwise known as elapsed time.  Today we focused on picking the most efficient strategy to use for each problem.

During math with a partner, the students worked together, using math discourse, to complete the elapsed time task cards from Monday.  Then they viewed an Educreations lesson in which I review how to answer each of the 20 problems.  If they finished early they played Time Bump.

Finally, during the technology portion, students revisited Sumdog and continued calculating future time using a digital clock.

There is no homework this week due to PARCC testing.  However, students can get extra elapsed time practice if they visit Sumdog.com.  There is an optional homework writing entry due Friday...but it is optional!!

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

All groups began with a guided reading group assignment.  After that they practiced their word work words by doing a header sort (tigers and panthers) or a meaning check using 10 words (lions and leopards).  Next, the students used the Educreations lesson posted on the third grade web site, and their own research notes, to draft a paragraph informing about arguments against their issue.

As the children worked, I met with guided reading groups.

Panthers:  We began group by discussing World War II and people who helped the Jewish people escape from Hitler.  Then we discussed the title of their new book, A Passage to Freedom.  This is a biography about a Japanese diplomat who helped Jewish people in Lithuania during World War II.  Then we read the first two pages and retold each page in our own words.

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

Tigers:  Independently the students wrote three green questions that they are wondering and think might be answered in their new book, A Picture Book of Amelia Earhart.  In group we reviewed that green questions are those that are answered directly, in one place, in the text.  Then we shared the questions the children had written.

Leopards:  Independently the students read about the Revolutionary War via a link in Google Classroom, the literacy page, and completed an organizer to help them reflect on their new knowledge.  We began group by sorting their new word work words and discussing the meaning of any unknown words.  Then we reviewed how and why the Revolutionary War began as it is the setting of their new book.  Finally, I introduced their next book, a biography, called, The Secret Soldier.  This is a story about Deborah Sampson who dressed as a boy in order to fight in the Revolutionary War.

Lions:  Independently the students read about the Revolutionary War via a link in Google Classroom, the literacy page, and completed an organizer to help them reflect on their new knowledge.  We began group by sorting their new word work words and discussing the meaning of any unknown words.  Then we reviewed how and why the Revolutionary War began as it is the setting of their new book.  Finally, I introduced their next book, a biography, called, The Secret Soldier.  This is a story about Deborah Sampson who dressed as a boy in order to fight in the Revolutionary War.

F&P:  We began group by revisiting Dog Heroes.  Students reread page 16 and identified the author's point of view as to whether or not dogs can really be heroes and then explained whether or not they agree with it.  After that we did some word work focusing on homophones as words that sound the same but have different spellings and meanings.

After our literacy block we identified why it's a good idea to save money in a bank and we identified the characteristics of banked and unbanked consumers.

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

Terrific Tuesday...EOY PARCC

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

During the small group, teacher-led instruction we continued to solve word problems involving the addition and subtraction of time, or elapsed time.  We practiced using number lines and algorithms to determine the answers.

During math with a partner the students worked together, engaging in math discourse, to solve an elapsed time word problem using two different strategies.  Once they were done, they watched an Educreations lesson where I modeled solving the problem.  Students were able to check their work or get help from this video while I was with a small group.

Finally, during the technology the students visited Sumdog and practiced solving duration word problems.

Once again, due to testing, there is no homework this week.

Following math we took a Go Noodle brain break.  Then we moved onto our literacy block.

Since our literacy block was, once again, reduced to 30 minutes, due to PARCC testing, the students did rainbow words using their new word work words and then worked on constructing their third paragraph for the issues inquiry project using their own notes and the Educreations lesson that I posted to the third grade web site.

I was able to meet with one guided reading group.

Tigers:  We sorted their new word work words and reviewed the pronunciation and meaning of each.  After that we discussed the literary genre of biography and previewed their next book which is a biography about Ameilia Earhart.

Following lunch and outdoor recess we took a bathroom and drink break and then began PARCC testing.  Today , the students completed the end of year math assessment.

After PARCC, the students worked on a very special activity for someone very special in their lives.  :-)

Back to our regular routine for tomorrow!!

Marvelous Monday - EOY PARCC

Today, tomorrow, and Thursday, the students will participate in the end of year PARCC testing.  Testing will take place after recess all three afternoons.  There will not be any changes to our lunch, recess, or specials schedules.

On to our day...

This morning after reading quietly, exchanging books in the media center, or practicing keyboarding, we changed classroom jobs and began math rotations.

This week we will be focusing on solving word problems involving the addition and subtraction of time....otherwise known as, elapsed time.

So, during the small group, teacher-led instruction, we used algorithms and number lines to calculate elapsed time.  Then, during math with a partner, the students engaged in math discourse to calculate elapsed time as they worked their way through 20 different task cards.  Finally, during the technology portion, the children visited the site, Cyberchase - Can You Fill It? to work with measuring capacity and then visited the site, Mathman, to calculate elapsed time.

Due to PARCC, there is NO homework this week!!

After math we took a Go Noodle brain break and then we discussed our literacy block, which will be shortened due to PARCC testing.

Today and tomorrow, the children will focus on cutting apart and sorting new word work words, and watching an Educreations lesson for the third paragraph of the issues inquiry project and then drafting their own.  This is an informative paragraph naming and explaining arguments AGAINST their issue.

I will meet with as many guided reading groups as I can...but our literacy block today will only be a half an hour long.  :-)

Panthers:  We met and I modeled sorting their new word work words.  We discussed homophones, as there are many in this sort, and r controlled vowels.  Then we discussed the literary genre of biographies.

Following lunch and outdoor recess we participated in PARCC testing.  Today we took unit 1 of the End of the Year Mathematics assessment.  We will complete the End of the Year Mathematics assessment tomorrow afternoon.

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

Fantastic Friday!

This morning, after reading quietly, exchanging books in the media center, or practicing keyboarding skills, the children took their math quiz.  These have been scored.  Look for them in your child's home folder this evening.

After the quiz, I took time to go over the ES opportunity.  Many did not answer the question directly.

Next we did a quick lesson about measuring liquid volume using liters.  Using the internet, we pulled up some pictures of a 2 liter soda bottle, a liter of water, and a quart of milk.  Students learned that one liter is equivalent to a quart plus a cup of milk.  Additionally, they were instructed to use 2 liter bottles of soda, a liter bottle of water, or the quart (plus a cup) of milk, as benchmark when trying to estimate liquid volume.

After math we took a Go Noodle brain break with the children practicing yoga.

The we reviewed today's independent work assignments AND I did a mini lesson breaking apart my model paragraph and instructing the students as to how and why I constructed and included each sentence.

Today the students did a guided reading group task and finished revising and typing the second paragraph of their issue inquiry project.  Then the students  finished their vocabulary chart, using the meaning of affixes to comprehend new words, and the science chart, explaining how natural resources are made into usable products.  If there was time leftover, students practiced reading, writing, keyboarding, or cursive.

I met with guided reading groups while the students worked independently.

Panthers:  First we took a mini word work quiz.  Then the children reread, The Legend of John Henry, and thought about the theme of the book.  Finally, we discussed possible themes for the tall tale.

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

Tigers:  Independently the students reread pages 13-15 and either listed or drew pictures of the main events in that section of text.  We began group with a quick word work quiz.  Then we reviewed pages 13-15 and used the important events to retell that portion of the text.

Leopards:  Independently, in their RRJ,  the students used the criteria, we agreed upon in group yesterday to explain why they felt Cabree was brave.  In group we took a mini word work quiz and then discussed Cabree's actions that met our criteria for being brave.

Lions:  Leopards:  Independently, in their RRJ,  the students used the criteria, we agreed upon in group yesterday to explain why they felt Cabree was brave.  In group we took a mini word work quiz and then discussed Cabree's actions that met our criteria for being brave.

After our literacy block the students had a chance to share their homework writing journal entries with the class.

Then we ended our day with our weekly class meeting.  We began with a group share where each student told us what was on their mind.  Then we exchanged compliments and thank yous.  Finally we discussed some challenges.

During the challenge section we discussed a student moving and talked about the need to remain responsible, respectful, and part of our team, as summer approaches.  Finally, I read a story titled, The Invisible Boy, and we reflected on changes the characters in the book could have made to make Brain feel less invisible.