I thought I'd give you a quick run-down of our day...
First, the day began with the best present ever!!!! I was presented with a hardbound book with pictures and letters/notes/poems from the students in the class. This was organized and put together by one of the student's family in our class and I don't have the words to express how special this gift is to me. THANK YOU all!!
After reading the book with the class, the students finished their amusement park maps and continued working on their Fly Up Day presentations and their Google Slides "Final Thoughts on Third Grade".
Before enjoying lunch and outdoor recess, each group shared their amusement park map with the class.
When the children returned from recess, the finished their Fly Up Day presentations, which I promptly embedded into my Emaze presentation which I will use when I meet next year's third graders (current second graders) on Monday. They also completed and then shared their Google Slides "Final Thoughts on Third Grade".
After that we shared homework writing journal entries. We did take a break during our journal sharing to enjoy a cool treat from one of our room parents...THANK YOU!! I also received ANOTHER amazing gift from the class, organized by our fabulous room mothers...they created a tree with fingerprints of each of our students and put in a beautiful picture frame that says, "Teachers Plant the Seed of Knowledge that Lasts a Lifetime".
It's been a fabulous day and an AWESOME year! I am one lucky teacher!
Friday, June 12, 2015
Thursday, June 11, 2015
Thrilling Thursday
This morning, after reading quietly or practicing keyboarding, we began our math block.
Students continued to work collaboratively on their amusement parks when they weren't meeting with me in small group.
During the small group, teacher-led instruction, we analyzed unlabeled bar graphs and matched them with the data table each represented. Then, the students constructed bar graphs to match a data table.
There is no math homework tonight BUT there is a writing homework journal entry due tomorrow!
After math the children enjoyed lunch and outdoor recess.
Following recess, reality hit me hard...I realized that there wasn't much instructional time left...so, the students were given the option to finish reading their novels or turn them in...they all returned the books. :-)
So, the students spent the first half of the afternoon working on their "Final Thoughts on Third Grade", Google Slide presentations, and their Fly Up Day presentations, informing the second graders about third grade. :-)
Around 1:15, we got together with the rest of the third grade team to sign yearbooks or memory pages. That ended with our final (I hope!) fire drill of the year.
Then the children ended their day with Mrs. Daniell in art.
Students continued to work collaboratively on their amusement parks when they weren't meeting with me in small group.
During the small group, teacher-led instruction, we analyzed unlabeled bar graphs and matched them with the data table each represented. Then, the students constructed bar graphs to match a data table.
There is no math homework tonight BUT there is a writing homework journal entry due tomorrow!
After math the children enjoyed lunch and outdoor recess.
Following recess, reality hit me hard...I realized that there wasn't much instructional time left...so, the students were given the option to finish reading their novels or turn them in...they all returned the books. :-)
So, the students spent the first half of the afternoon working on their "Final Thoughts on Third Grade", Google Slide presentations, and their Fly Up Day presentations, informing the second graders about third grade. :-)
Around 1:15, we got together with the rest of the third grade team to sign yearbooks or memory pages. That ended with our final (I hope!) fire drill of the year.
Then the children ended their day with Mrs. Daniell in art.
Wednesday, June 10, 2015
Wonderful WIMSical Wednesday
Today's spirit day is WIMSical Wednesday and there is a proud display of spirit wear, and blue and green clothing!! So proud to be a Wildcat!!
This morning, after reading quietly or practicing keyboarding skills, we began our math block. Students continued working on their amusement park when they weren't meeting with me in small group. During the small group instruction, we worked on interpreting data and representing it using a pictograph.
For HOMEWORK there is an assignment on Google Classroom, the homework page. Students will watch Khan Academy lessons about constructing and reading bar graphs (or charts). Also, there is a writing journal entry due Friday!
After math we took some time out to organize our Chrome book cart.
Then we enjoyed lunch and outdoor recess.
After recess we visited the kindergartners Heritage Museum and viewed many interesting artifacts symbolizing the many cultures in our school.
After we returned to class we began our literacy block.
WHile I meet with groups the students will complete guided reading group assignments. Then they will finish their Google Slide presentation called, Final Thoughts from Third Grade. Finally, they will work in assigned groups to create a presentation, which I will use on Fly Up day, to inform next year's third graders about various topics they might be wondering about.
As the students worked on these tasks, I met with guided reading groups.
Panthers: We read and discussed chapter 10.
Tigers: The children reread pages 15-24 and identified the problem and solution in their RRJ. In group we read and discussed the section, including the problem and solution.
Leopards: The children read chapters 10 and 11 and matched the books with the robberies described in this section. In group we reviewed the text and discussed the burglaries that matched the missing books.
Lions: The children read chapters 15 and 16 and identified Harvey's "15 minutes of fame" and what Carlie hoped would be hers. They also explained how Carlie helped Harvey. In group we discussed these two chapters focusing on the children's 15 minutes of fame and Carlie's anger.
The students ended their day in PE with Mr. Benco.
This morning, after reading quietly or practicing keyboarding skills, we began our math block. Students continued working on their amusement park when they weren't meeting with me in small group. During the small group instruction, we worked on interpreting data and representing it using a pictograph.
For HOMEWORK there is an assignment on Google Classroom, the homework page. Students will watch Khan Academy lessons about constructing and reading bar graphs (or charts). Also, there is a writing journal entry due Friday!
After math we took some time out to organize our Chrome book cart.
Then we enjoyed lunch and outdoor recess.
After recess we visited the kindergartners Heritage Museum and viewed many interesting artifacts symbolizing the many cultures in our school.
After we returned to class we began our literacy block.
WHile I meet with groups the students will complete guided reading group assignments. Then they will finish their Google Slide presentation called, Final Thoughts from Third Grade. Finally, they will work in assigned groups to create a presentation, which I will use on Fly Up day, to inform next year's third graders about various topics they might be wondering about.
As the students worked on these tasks, I met with guided reading groups.
Panthers: We read and discussed chapter 10.
Tigers: The children reread pages 15-24 and identified the problem and solution in their RRJ. In group we read and discussed the section, including the problem and solution.
Leopards: The children read chapters 10 and 11 and matched the books with the robberies described in this section. In group we reviewed the text and discussed the burglaries that matched the missing books.
Lions: The children read chapters 15 and 16 and identified Harvey's "15 minutes of fame" and what Carlie hoped would be hers. They also explained how Carlie helped Harvey. In group we discussed these two chapters focusing on the children's 15 minutes of fame and Carlie's anger.
The students ended their day in PE with Mr. Benco.
Tuesday, June 9, 2015
Terrific Tuesday
This morning, after reading quietly or practicing keyboarding, the students continued working on their amusement parks and meeting with me in small groups. During the small group instruction we reviewed representing data using a pictograph and then practiced interpreting them.
For HOMEWORK there is an assignment on Google Classroom, the homework page. There are two links to help review pictographs. Also, there is one last writing homework journal entry due Friday...I am hoping students will choose to write about this past year.
After math we took a Go Noodle brain break and then began our literacy block.
Today students began with a guided reading task. Then they tried to complete their Powtoon presentation for their inquiry issue. After that, they added topics to the Padlet wall for Fly Up Day. Finally, they worked on a Google Slide presentation entitle, "Final Thoughts on Third Grade".
As the children worked on these assignments, I met with guided reading groups.
Panthers: In group we read chapter 9, stopping after a few paragraphs to review what had happened.
Following lunch and outdoor recess the students continued working independently while I met with more groups.
Tigers: Independently they reread pages 4-14 and in their RRJ they identified the problem and the Slacker's solution to it. They also explained their personal point of view as to whether or not their solution was a good choice. In group we discussed the problem (no clean clothes) and the solution (they bought new clothes). Finally, we judged whether the Slackers made the best choice.
Leopards: Independently the students read chapter 9 and , in their RRJ, listed the 5 books that were missing from the library, identified what the books had in common, and explained the new clue. In group we discussed this chapter and reviewed the new clue, rereading portions of the text as needed.
Lions: Independently the students read chapters 13 and 14, and in their RRJ, they explained why the kids went to the library and why Harvey decided to tell the truth. In group we discussed these two chapters including why the children were opening up to each other and what Harvey discovered about his mother.
After our literacy block, we shared the Powtoon presentations that the students created for their inquiry projects. They were FABULOUS!!!! PLEASE have your child show you them....they are posted in Google Classroom on the literacy page.
Please remind your child to empty backpacks and home folders each night!!
Tomorrow's spirit day is WIMSical Wednesday....wear WIMS gear or blue and green, our school colors!
For HOMEWORK there is an assignment on Google Classroom, the homework page. There are two links to help review pictographs. Also, there is one last writing homework journal entry due Friday...I am hoping students will choose to write about this past year.
After math we took a Go Noodle brain break and then began our literacy block.
Today students began with a guided reading task. Then they tried to complete their Powtoon presentation for their inquiry issue. After that, they added topics to the Padlet wall for Fly Up Day. Finally, they worked on a Google Slide presentation entitle, "Final Thoughts on Third Grade".
As the children worked on these assignments, I met with guided reading groups.
Panthers: In group we read chapter 9, stopping after a few paragraphs to review what had happened.
Following lunch and outdoor recess the students continued working independently while I met with more groups.
Tigers: Independently they reread pages 4-14 and in their RRJ they identified the problem and the Slacker's solution to it. They also explained their personal point of view as to whether or not their solution was a good choice. In group we discussed the problem (no clean clothes) and the solution (they bought new clothes). Finally, we judged whether the Slackers made the best choice.
Leopards: Independently the students read chapter 9 and , in their RRJ, listed the 5 books that were missing from the library, identified what the books had in common, and explained the new clue. In group we discussed this chapter and reviewed the new clue, rereading portions of the text as needed.
Lions: Independently the students read chapters 13 and 14, and in their RRJ, they explained why the kids went to the library and why Harvey decided to tell the truth. In group we discussed these two chapters including why the children were opening up to each other and what Harvey discovered about his mother.
After our literacy block, we shared the Powtoon presentations that the students created for their inquiry projects. They were FABULOUS!!!! PLEASE have your child show you them....they are posted in Google Classroom on the literacy page.
Please remind your child to empty backpacks and home folders each night!!
Tomorrow's spirit day is WIMSical Wednesday....wear WIMS gear or blue and green, our school colors!
Monday, June 8, 2015
Maryland Monday...The End is Near...Mixed Feelings
Well, today marks the beginning of the end...and, as I told the children, I have mixed feelings! I won't lie...summer break is filled with long days at the pool and fun weeks at Deep Creek Lake playing on the water. It's always a good time!! HOWEVER, this has been a VERY special year and I adore this wonderful group of students, so, I am not quite ready to let them go! Next Monday will be difficult for me!
Today was also the first spirit day during our end of the year spirit week and it was Maryland Day.
After reading quietly or practicing keyboarding, we changed classroom jobs for the final time this year. Then I introduced a final project...students will be working collaboratively to create an amusement park. After assigning groups, the students visited 3 different amusement parks and took notes on admission prices, rides and games, and other facilities at each park. Then they determined a name for their park, admission prices, and chose a location.
When they weren't working on this task, they met with me, in small group, and represented data by creating a pictograph using a Google Slide presentation.
For HOMEWORK there is an assignment on Google Classroom, the homework page. The students will watch a lesson and complete a practice activity using two links attached to the post. There is also a writing journal entry due Friday...I'd love for it to be a reflection of this past year.
Our math block took the entire morning, so we headed to lunch and recess.
Following lunch and outdoor recess, we began our literacy block.
While I met with reading groups, the students worked on guided reading group tasks. Then they continued working on the Powtoon presentations for their inquiry issue. After that, they added topics to our Padlet wall that they thought second graders should learn about during Fly Up Day, next Monday. Next, they began working on a Google Slide activity entitled, Final Thoughts on Third Grade.
Panthers: We discussed chapters 7 and 8. First, we talked about how Ms. Granger felt about the word "frindle". Next, we discussed the consequences of using the word "frindle". Finally, the children shared their point of view...what did they think about Nick encouraging the use of the word "frindle".
Lions: We discussed chapters 9, 10, 11, and 12. First we talked about why the Masons never adopted children. Then we discussed how the children are changing, particularly Carlie, and why.
Leopards: We met and talked about chapters 7 and 8. During our discussion we identified new clues and connections that became apparent in these two chapters.
Tigers: We met and reviewed their lists of unknown words.
Before heading to music, the students were told to take home their word work journals and their science/social studies journals and keep them there. I will be sending home materials a little each day to avoid the typical overwhelming, stuffed backpack on the last day of school! :-)
The children ended their day in music with Mrs. Graf.
Today was also the first spirit day during our end of the year spirit week and it was Maryland Day.
After reading quietly or practicing keyboarding, we changed classroom jobs for the final time this year. Then I introduced a final project...students will be working collaboratively to create an amusement park. After assigning groups, the students visited 3 different amusement parks and took notes on admission prices, rides and games, and other facilities at each park. Then they determined a name for their park, admission prices, and chose a location.
When they weren't working on this task, they met with me, in small group, and represented data by creating a pictograph using a Google Slide presentation.
For HOMEWORK there is an assignment on Google Classroom, the homework page. The students will watch a lesson and complete a practice activity using two links attached to the post. There is also a writing journal entry due Friday...I'd love for it to be a reflection of this past year.
Our math block took the entire morning, so we headed to lunch and recess.
Following lunch and outdoor recess, we began our literacy block.
While I met with reading groups, the students worked on guided reading group tasks. Then they continued working on the Powtoon presentations for their inquiry issue. After that, they added topics to our Padlet wall that they thought second graders should learn about during Fly Up Day, next Monday. Next, they began working on a Google Slide activity entitled, Final Thoughts on Third Grade.
Panthers: We discussed chapters 7 and 8. First, we talked about how Ms. Granger felt about the word "frindle". Next, we discussed the consequences of using the word "frindle". Finally, the children shared their point of view...what did they think about Nick encouraging the use of the word "frindle".
Lions: We discussed chapters 9, 10, 11, and 12. First we talked about why the Masons never adopted children. Then we discussed how the children are changing, particularly Carlie, and why.
Leopards: We met and talked about chapters 7 and 8. During our discussion we identified new clues and connections that became apparent in these two chapters.
Tigers: We met and reviewed their lists of unknown words.
Before heading to music, the students were told to take home their word work journals and their science/social studies journals and keep them there. I will be sending home materials a little each day to avoid the typical overwhelming, stuffed backpack on the last day of school! :-)
The children ended their day in music with Mrs. Graf.
Friday, June 5, 2015
TGIF
This morning, after reading quietly or practicing keyboarding, the students took a math quiz covering the area and perimeter of rectangles. After the quiz, we reviewed each item and I answered any questions. These have been scored and returned to students. Look for them in home folders this evening.
After math we took a Go Noodle brain break.
Then we began our literacy block.
The students began with guided reading group tasks. Then they took an online word work quiz, which I created using Engrade Pro. This is an exciting took that can help grade student work. I can't wait to see how well it worked!! Next the children finished explain the process of decomposition, suing words and pictures. Finally, they continued working on their Powtoon presentation for their inquiry issue.
As the children worked, I met with individual students to continue my end of the year, informal, reading assessments.
Following lunch and outdoor recess, the students continued working independently, while I completed assessing students.
Side note: Bad news - I didn't meet with guided reading groups again....Good news - I finished assessing students, so I will meet with groups next week.
Below you will find the independent guided reading groups tasks that the children completed today.
Tigers: The children reread their new book and listed, or drew pictures of, the main events in the story.
Panthers: The children read chapter 8 and wrote a summary of it in their RRJ.
Leopards: The children read chapter 8, marking places that were surprising or confusing. Then, in their RRJ, they explained new clues and connections from this chapter.
Lions: The children read chapters 11 and 12, marking places that were surprising or confusing. Then, in their RRJ, they explained if any of the children, from the story, are changing and used examples to elaborate their thoughts.
After our literacy block we shared homework writing journal entries.
Then we had a fire drill.
When we returned from the fire drill we had our weekly class meeting. We began with a group share that allowed students to describe what was on their mind. After that, we exchanged compliments and thank yous. Finally, we discussed challenges.
During the challenge section we discussed name calling, and problems during recess involving the game, Knock Out.
At the end of our class meeting, I shared a few activities that I had planned to do next week. I was seeking ideas, suggestions, and feedback, to help me plan.
Don't forget that we are having an SGA sponsored spirit week next week. Monday is Maryland Day.
Have a great weekend!!
After math we took a Go Noodle brain break.
Then we began our literacy block.
The students began with guided reading group tasks. Then they took an online word work quiz, which I created using Engrade Pro. This is an exciting took that can help grade student work. I can't wait to see how well it worked!! Next the children finished explain the process of decomposition, suing words and pictures. Finally, they continued working on their Powtoon presentation for their inquiry issue.
As the children worked, I met with individual students to continue my end of the year, informal, reading assessments.
Following lunch and outdoor recess, the students continued working independently, while I completed assessing students.
Side note: Bad news - I didn't meet with guided reading groups again....Good news - I finished assessing students, so I will meet with groups next week.
Below you will find the independent guided reading groups tasks that the children completed today.
Tigers: The children reread their new book and listed, or drew pictures of, the main events in the story.
Panthers: The children read chapter 8 and wrote a summary of it in their RRJ.
Leopards: The children read chapter 8, marking places that were surprising or confusing. Then, in their RRJ, they explained new clues and connections from this chapter.
Lions: The children read chapters 11 and 12, marking places that were surprising or confusing. Then, in their RRJ, they explained if any of the children, from the story, are changing and used examples to elaborate their thoughts.
After our literacy block we shared homework writing journal entries.
Then we had a fire drill.
When we returned from the fire drill we had our weekly class meeting. We began with a group share that allowed students to describe what was on their mind. After that, we exchanged compliments and thank yous. Finally, we discussed challenges.
During the challenge section we discussed name calling, and problems during recess involving the game, Knock Out.
At the end of our class meeting, I shared a few activities that I had planned to do next week. I was seeking ideas, suggestions, and feedback, to help me plan.
Don't forget that we are having an SGA sponsored spirit week next week. Monday is Maryland Day.
Have a great weekend!!
Thursday, June 4, 2015
Thriving Thursday
This morning, after reading quietly or practicing keyboarding, we began our math rotations.
During the small group, teacher-led, instruction we reviewed identifying the perimeter of rectangles with missing side lengths and then explored constructing rectangles with the same area but different perimeters.
During math with a partner, the students finished the flap activity, they began yesterday, where the identified the missing side length and perimeter of three polygons. Then they watched an Educreations lesson to check their work. Once they finished this, they logged into a new teacher portal web site to access two new perimeter activities.
Finally, during the technology portion, the students viewed and took notes on two Learn Zillion lessons about rectangles with the same area but different perimeters, and rectangles with the same perimeter but different areas.
For HOMEWORK there is an assignment posted to Google Classroom, the homework page. There is a writing journal entry due tomorrow and we will have a quiz covering perimeter and area.
Math ran over today, so we headed straight to lunch and recess.
After recess the students worked independently while I met with individual students to do informal reading assessments. I had so much testing to do so I didn't meet with guided reading groups. Each group did have an independent assignment, though.
After completing their reading group task, the students viewed 2 video resources about the process of decomposition of organic materials. Then they describe the process, using words and pictures, in their science journal. Finally, the children continued working on their Powtoon presentations for their issue.
Tigers: The students received a new book and read through it, listing unknown words on a sticky note.
Panthers: The children read chapter 7 and wrote a summary in their RRJ.
Leopards: The children read 2 chapters (8 and 9?), marking places that were surprising with an exclamation mark, and places that were confusing with a question mark. Then, in their RRJ, they explained what they learned about Miss Tobias.
Lions: The children read 2 chapters (10 and 11?), marking places that were surprising with an exclamation mark, and places that were confusing with a question mark. Then, in their RRJ they explained why the Masons never had children of their own.
After our literacy block, the students headed to art with Mrs. Daniell.
During the small group, teacher-led, instruction we reviewed identifying the perimeter of rectangles with missing side lengths and then explored constructing rectangles with the same area but different perimeters.
During math with a partner, the students finished the flap activity, they began yesterday, where the identified the missing side length and perimeter of three polygons. Then they watched an Educreations lesson to check their work. Once they finished this, they logged into a new teacher portal web site to access two new perimeter activities.
Finally, during the technology portion, the students viewed and took notes on two Learn Zillion lessons about rectangles with the same area but different perimeters, and rectangles with the same perimeter but different areas.
For HOMEWORK there is an assignment posted to Google Classroom, the homework page. There is a writing journal entry due tomorrow and we will have a quiz covering perimeter and area.
Math ran over today, so we headed straight to lunch and recess.
After recess the students worked independently while I met with individual students to do informal reading assessments. I had so much testing to do so I didn't meet with guided reading groups. Each group did have an independent assignment, though.
After completing their reading group task, the students viewed 2 video resources about the process of decomposition of organic materials. Then they describe the process, using words and pictures, in their science journal. Finally, the children continued working on their Powtoon presentations for their issue.
Tigers: The students received a new book and read through it, listing unknown words on a sticky note.
Panthers: The children read chapter 7 and wrote a summary in their RRJ.
Leopards: The children read 2 chapters (8 and 9?), marking places that were surprising with an exclamation mark, and places that were confusing with a question mark. Then, in their RRJ, they explained what they learned about Miss Tobias.
Lions: The children read 2 chapters (10 and 11?), marking places that were surprising with an exclamation mark, and places that were confusing with a question mark. Then, in their RRJ they explained why the Masons never had children of their own.
After our literacy block, the students headed to art with Mrs. Daniell.
Wednesday, June 3, 2015
Wonderful Wednesday
We enjoyed a wonderful field trip to the National Zoo yesterday. All of the animals were out and about and many were quite active. Best of all, our children were extremely well behaved. It was a great day. Thanks to all of our chaperones!!
This morning, after reading quietly or practicing keyboarding, we began out math rotations.
During the small group, teacher-led, instruction we calculated the perimeter of rectangles, including those with missing side lengths. Students brought their Chromebooks to group so we could all view the same Google Slide presentation. What a fun way to learn!!
During math with a partner the students completed a lift the flap activity where they identified missing side lengths of a polygon and then the perimeter. After completing the three polygons, they viewed an Educreations lesson to see if their answers were correct or to better understand how to solve each problem. As always, math discourse was expected.
Finally, during the technology portion, the students watched and took notes on two Learn Zillions lessons about identifying missing side lengths and the perimeter of polygons.
For HOMEWORK there is an assignment in Google Classroom, the homework page. There is a link to practice problems for identifying the perimeter of polygons. Also, a homework writing journal entry is due Friday.
After math we took a Go Noodle brain break and then began our literacy block.
Today, during independent work, the students began with guided reading group assignments. Then they completed the Econ and Me lesson about interdependence and specialization. After that, they viewed a Magic School Bus video about decomposition. Then they revisited the segment about the decomposition process, and in their science journal, used words and pictures to explain it. Next they continued working on their Powtoon presentation representing their inquiry issue.
Prior to lunch, I focused on meeting with individual students to conduct informal, end of the year, reading assessments.
Following lunch and recess, the students continued working independently, while I completed more assessments and met with guided reading groups.
Panthers: Independently the students read chapter 6, marking places with LOL that they thought were funny. Then, in their RRJ, they wrote about Nick's motivation to create a new word for "pen". In group we discussed the funny parts of the chapter and Nick's motivation for turning a pen into a "frindle".
Tigers: Independently the children reread their book and listed, or drew pictures, of the main events in sequential order. Then they reread the book to make sure they didn't leaver any out. In group, we did some word work with the -oi and -oy vowel patterns. Then we reviewed the main events in the story, Looking for Big Foot.
Leopards: Independently the students read chapter 5 and marked places where something strange happened with an "S". Then, in their RRJ, they explained whether or not the chapter of the title, "Strange Visit", was a good one. In group we reviewed the places they marked as strange and discussed the chapter in general.
Lions: Independently the students read chapters 7 and 8, and marked places that surprised them with an exclamation point, and confused them with a question mark. Then, in their RRJ, they identified which of the 3 children they would most likely want as a friend and explained why. In group, we shared the places they marked and discussed the two chapters. Then we briefly shared which character they might choose as a a friend.
After literacy we took some time to review the process of decomposition.
Then the students ended their day in PE with Mr. Benco.
This morning, after reading quietly or practicing keyboarding, we began out math rotations.
During the small group, teacher-led, instruction we calculated the perimeter of rectangles, including those with missing side lengths. Students brought their Chromebooks to group so we could all view the same Google Slide presentation. What a fun way to learn!!
During math with a partner the students completed a lift the flap activity where they identified missing side lengths of a polygon and then the perimeter. After completing the three polygons, they viewed an Educreations lesson to see if their answers were correct or to better understand how to solve each problem. As always, math discourse was expected.
Finally, during the technology portion, the students watched and took notes on two Learn Zillions lessons about identifying missing side lengths and the perimeter of polygons.
For HOMEWORK there is an assignment in Google Classroom, the homework page. There is a link to practice problems for identifying the perimeter of polygons. Also, a homework writing journal entry is due Friday.
After math we took a Go Noodle brain break and then began our literacy block.
Today, during independent work, the students began with guided reading group assignments. Then they completed the Econ and Me lesson about interdependence and specialization. After that, they viewed a Magic School Bus video about decomposition. Then they revisited the segment about the decomposition process, and in their science journal, used words and pictures to explain it. Next they continued working on their Powtoon presentation representing their inquiry issue.
Prior to lunch, I focused on meeting with individual students to conduct informal, end of the year, reading assessments.
Following lunch and recess, the students continued working independently, while I completed more assessments and met with guided reading groups.
Panthers: Independently the students read chapter 6, marking places with LOL that they thought were funny. Then, in their RRJ, they wrote about Nick's motivation to create a new word for "pen". In group we discussed the funny parts of the chapter and Nick's motivation for turning a pen into a "frindle".
Tigers: Independently the children reread their book and listed, or drew pictures, of the main events in sequential order. Then they reread the book to make sure they didn't leaver any out. In group, we did some word work with the -oi and -oy vowel patterns. Then we reviewed the main events in the story, Looking for Big Foot.
Leopards: Independently the students read chapter 5 and marked places where something strange happened with an "S". Then, in their RRJ, they explained whether or not the chapter of the title, "Strange Visit", was a good one. In group we reviewed the places they marked as strange and discussed the chapter in general.
Lions: Independently the students read chapters 7 and 8, and marked places that surprised them with an exclamation point, and confused them with a question mark. Then, in their RRJ, they identified which of the 3 children they would most likely want as a friend and explained why. In group, we shared the places they marked and discussed the two chapters. Then we briefly shared which character they might choose as a a friend.
After literacy we took some time to review the process of decomposition.
Then the students ended their day in PE with Mr. Benco.
Monday, June 1, 2015
Marvelous Monday
This morning, after reading quietly or practicing keyboarding, we changed classroom jobs and then began our math rotations.
This week, in math, we will be identifying the perimeter or figures and then distinguishing between the area and perimeter of rectilinear shapes.
During the small group, teacher-led, instruction we reviewed calculating the area of a rectangle and then learned to add the side lengths to determine the perimeter of a figure. During math with a partner, the students played multiplication war to reinforce basic facts fluency. Finally, during the technology portion, the children viewed and took notes on Learn Zillion lessons about finding the perimeter of various polygons.
For HOMEWORK there is an assignment on Google Classroom, the homework page. There are three links; two Khan academy lessons and one Khan Academy practice activity. Also, a homework writing journal entry is due Friday.
After math we took a Go Noodle brain break and then had an impromptu discussion about tomorrow's field trip to the zoo.
Then we began our literacy block.
Today students worked on guided reading group assignments. Then they rewatched the Econ and Me lesson about interdependence and, in their social studies journal, defined and described an example of specialization and interdependence. After that they continued working on their Powtoon presentation for the issue inquiry project.
During this time I continued informal reading assessments.
As the end of the year approaches, guided reading books are supposed to stay in our building. So, you should not see them coming home.
Following lunch and outdoor recess the students continued working on the above tasks and I continued informal reading assessments and met with groups.
Tigers: The students received a new book, read through it and listed unknown words. In group I did a book introduction and as the children listened they checked off any of the words on their list that they heard in my talk. Then the students reread portions of the book to determine what Professor Piffle packs for his journey, what he finds along the way, and what is funny about the ending.
Panthers: Independently the students read chapter 4 and marked places, with an F, where Nick is frustrated. Then they read chapter 5 and marked places, with an N, where Nick is nervous, and, with an A, where Mrs. Granger is annoyed. In group we reviewed the places they marked and the events of the two chapters. We focused on the fact that Nick was frustrated that he had to do an extra report for homework and it was his own fault.
Leopards: The students reread chapter three listing suspects and clues int heir RRJ. Then they reread chapter 4 and crossed off suspects that could be eliminated. In group we discussed the list of suspects and who they crossed off. Finally the students revisited chapter 4 to identify what Becky and her brother plan to do next.
Lions: Independently the children read chapters 5 and 6, marking places where a character was dishonest, with a D, and places a character was kind, with a K. In group we used these markings to discuss the two chapters.
The children ended their day in music with Mrs. Graf.
This week, in math, we will be identifying the perimeter or figures and then distinguishing between the area and perimeter of rectilinear shapes.
During the small group, teacher-led, instruction we reviewed calculating the area of a rectangle and then learned to add the side lengths to determine the perimeter of a figure. During math with a partner, the students played multiplication war to reinforce basic facts fluency. Finally, during the technology portion, the children viewed and took notes on Learn Zillion lessons about finding the perimeter of various polygons.
For HOMEWORK there is an assignment on Google Classroom, the homework page. There are three links; two Khan academy lessons and one Khan Academy practice activity. Also, a homework writing journal entry is due Friday.
After math we took a Go Noodle brain break and then had an impromptu discussion about tomorrow's field trip to the zoo.
Then we began our literacy block.
Today students worked on guided reading group assignments. Then they rewatched the Econ and Me lesson about interdependence and, in their social studies journal, defined and described an example of specialization and interdependence. After that they continued working on their Powtoon presentation for the issue inquiry project.
During this time I continued informal reading assessments.
As the end of the year approaches, guided reading books are supposed to stay in our building. So, you should not see them coming home.
Following lunch and outdoor recess the students continued working on the above tasks and I continued informal reading assessments and met with groups.
Tigers: The students received a new book, read through it and listed unknown words. In group I did a book introduction and as the children listened they checked off any of the words on their list that they heard in my talk. Then the students reread portions of the book to determine what Professor Piffle packs for his journey, what he finds along the way, and what is funny about the ending.
Panthers: Independently the students read chapter 4 and marked places, with an F, where Nick is frustrated. Then they read chapter 5 and marked places, with an N, where Nick is nervous, and, with an A, where Mrs. Granger is annoyed. In group we reviewed the places they marked and the events of the two chapters. We focused on the fact that Nick was frustrated that he had to do an extra report for homework and it was his own fault.
Leopards: The students reread chapter three listing suspects and clues int heir RRJ. Then they reread chapter 4 and crossed off suspects that could be eliminated. In group we discussed the list of suspects and who they crossed off. Finally the students revisited chapter 4 to identify what Becky and her brother plan to do next.
Lions: Independently the children read chapters 5 and 6, marking places where a character was dishonest, with a D, and places a character was kind, with a K. In group we used these markings to discuss the two chapters.
The children ended their day in music with Mrs. Graf.
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