Friday - A Day of Celebrations!!

This morning students had the chance to work on unfinished assignments or get help from me before our math quiz this afternoon.

Then, after the announcements, we celebrated Halloween with a fabulous parade and party.

After the party, the students, once again, had time to complete unfinished work and get help from me in preparation for the math quiz.

Next the children enjoyed outdoor recess and lunch.

When we returned to class, they took a math quiz covering division.

The quizzes have been graded and returned to students.  PLEASE look these over...especially the second word problem.  MANY students had the correct equation but their picture was not drawn according to the word problem...I made note of this on the quiz.  Today, they could still earn a P if the equation was correct, even if the picture was not.  Next time, however, the picture will have to accurately depict the wording in the problem.

After the quiz, students shared their homework writing journal entries.

Then we had our class Dojo reward, a camp out!  The children enjoyed smores and watched a movie.

Reminders:
Check the weekly newsletter for the field trip permission slip.
NO school for students this Monday.  It's a teacher work day.

Thrilling Thursday

This morning I was attending an in-house planning meeting.  So, the children worked with a substitute during their literacy block.

All students practiced their word work words and completed a informal assessment using context clues to identify the correct meaning of a word with multiple definitions and using identified key details to determine the main idea of text.  Then they completed the Google Slides presentation demonstrating their knowledge of goods and services provided by the government and businesses.

When I returned to class, after outdoor recess and lunch, we had an end of the marking period chat...in short, I explained that students need to demonstrate their understanding of topics and skills to me so that I Can grade them.  When they do not complete activities, they are not showing me their knowledge and then I can only give them an "N".

After our talk, we began our math block.

During the small group, teacher-led, instruction we continued to interpret and represent division situations.  Today, though, we worked with problems that told us how many were in each group, but didn't tell us the number of groups.

During math with a partner, the students used math vocabulary to explain how to represent and solve division situations.

Finally, during the technology rotation, the students worked on division fluency with the 2, 3, and 5 facts, using Dr. Kai's Mixup Gas.

We WILL have a quiz on division tomorrow.

Homework  tonight is posted on Google Classroom, per our usual routine.  A writing journal entry is due tomorrow and there is a math word problem.  Reading, however, is free choice...read whatever for however long you want.  :-)

In the middle of our math rotations the students went to math with Mrs. Daniell.

After math we passed out papers and got ready for dismissal.  Please check home folders--there are a lot of goodies in there this evening!!

Wonderful, Wet, Wednesday

Today the children wore their pajamas as a reminder to "Follow your Dreams, Make Healthy Choices".  Tomorrow students are encouraged to wear a super hero shirt or a cape to remember to "Be Strong" and say NO to drugs and other bad things.

Prior to the morning announcements I worked with students to represent and interpret division situations.  There was also a group who caught up on some unfinished work.

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

First they practiced their word work words using Look, Say, Cover, Write, Check.  Then they identified synonyms for overused words to  improve word choice.  Next they completed their Google Slides presentation for goods and services provided by the government and businesses.  After that they practiced writing the letters f, j, and p, in cursive.  If they finished early, they could write letters to friends and family who attend Wims ES using the Wee Deliver programs, read silently, or practice keyboarding.

Orange:  First we shared the main idea of page 18 which the students were supposed to write for homework last night.  Then we reviewed the main idea of each paragraph of Unhappy Penguins and used them to infer the main idea of the entire page.  After that we reviewed the patterns in their current word study and synonyms.  For HOMEWORK the students need to read page 19 and identify the main idea on a sticky note.

Pink:  We began by reviewing the main idea of page 19.  Then we used the main idea statements from each paragraph of Unhappy Penguins to infer the main idea for the entire page.  Then we reviewed their current word sort and synonyms for the word unhappy.  For HOMEWORK the children need to identify the main idea of page 20 on a sticky note.

Green:  First we shared the main idea statements that the students wrote for pages 2 and 3 last night.  Then I modeled, by thinking out loud, how I would have figured out the main idea for these two pages.  After that we used the main idea for each paragraph on Unhappy Penguins to determine and infer the main idea for the entire page.  For HOMEWORK the students need to read page 4 and identify the main idea on a sticky note.

Blue:  First we reviewed their main idea statements for page 6.  This led to an interesting discussion...we had 3 different main ideas but they all seemed to correctly identify what the page was mostly about.  After that we used the main idea statements for each paragraph of Unhappy Penguins to infer the main idea of the entire page.  For HOMEWORK the students need to read pages 8 and 9 and identify the main idea on a sticky note.

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

After lunch we took care of a few odds and ends...organizing baskets, handing out papers, etc. Students were also given 10 minutes to complete assignments that needed to be turned in ASAP.  Then we began our math block.

Today, during the small group, teacher-led, instruction we continued to represent and interpret division situations.  Part of the instruction included turning a division sentence into a multiplication equation and then using skip counting to find the unknown number.  We also practiced using the strategy of identifying the knowns and unknowns before drawing a picture and writing an equation.

During math with a partner the students played a toss and talk game focusing on division situations and engaged in math discourse using vocabulary from our word splash.

Finally, during the technology rotation the students played a game called Dr. Kai's Mixup Gas to practice finding the quotient of a division equation.

For HOMEWORK there is a division word problem on Google Classroom.

After math the students ended their day in music with Mrs. Graf.

Terrific Tuesday - Red Ribbon Week continues...

Today students wore team jerseys or sweats to school to remember that "Healthy Living is no Sweat" for Red Ribbon week.  Tomorrow students are encouraged to wear their pajamas to school to remember to "Follow your dreams and make healthy choices."

Before the morning announcements I helped several students complete unfinished work.

After the announcements we began our literacy block.  Before getting to independent work, we reviewed synonyms as words meaning almost the same thing and then identified how using words with more meaning can improve our writing.

While I met with reading groups the students completed their opinion paragraphs and turned them in.  Then they finished their thank you letters to Mr. Leggett.  After that they completed a written header sort using their new word work words.  Next they identified synonyms for the over-used words happy and think.  Then the students worked on their goods and services Google Slides presentation.  Finally they practiced writing the letters f, j, and p, in cursive.

Orange:  Unfortunately, the children didn't do their reading homework last night, so I gave them some time at the beginning of group.  Then we reviewed strategies for identifying the main idea in text (looking at the first and last sentence and thinking about what the paragraph is mostly about).  Next we identified the main idea of page 17.  After that, we practiced sorting our word work words, reviewing the patterns for the long/a/ and short /a/ sound.  Then we read a section of text, about penguins, and practiced identifying the main idea of the paragraph.  For HOMEWORK the children need to read page 18 and identify the main idea on a sticky note.

Pink:  We began group by reviewing the main idea of page 18, which they did for homework last night.  Then we practiced using the first and last sentence to identify the main idea in text.  After that we reviewed the focus of our word sort.  For HOMEWORK the children need to read page 19 and identify the main idea on a sticky note.

Green:  We began by reviewing and identifying the main idea of page 15 from homework last night. Then I collected their books. After that we continued to practice using the first and last sentence to identify the main idea of a section of text.  Then I passed out their new book, Whales. For HOMEWORK the students need to read pages 2 and 3 and use the first and last sentences AND the heading to help determine the main idea of this section of text.

Blue:  We began group by sharing the main idea of page 21 from last night's homework.  I collected their books and handed out a new book, The Life and Times of Peanuts.  After that, we practiced identifying the main idea of a section of text by looking at the first and last sentences and thinking about what the paragraph was mostly about.  For HOMEWORK the students need to read pages 4, 5, and 6, and identify the main idea for page 6 only.

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

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

During the small group, teacher-led, instruction the students interpreted division situations and represented them with a model and an equation.  During math with a partner the students engaged in math discourse as they played multiplication bump using the basic 3s facts.  Finally, during the technology rotation, the children visited Camel Times Table to practice skip counting and relating it to multiplication facts.

There are two games (and a repeated lesson) posted on Google Classroom to practice solving division problems.

After math the children worked in their small groups to construct and test their Rube Goldberg machines.

Then, Ms. Snyder, our guidance counselor, came by to do a lesson about put downs and put ups, how words can make a person feel good...or not so good.

Marvelous Monday - Red Ribbon Week

Red Ribbon Week is this week.  We will have daily reminder for the students to say NO to drugs!  Today students were encouraged to wear red.  Tomorrow they are asked to wear sweats.

After the morning announcements we began our literacy block.

Today the students red their opinion paragraphs to a friend, made changes, and turned it in (online).  Then they cut apart their new word work words, wrote their initials on the back of each, and completed a header sort.  After that, they worked on the Goods and Services Google Slides presentations.  Next they wrote thank you notes to Mr. Leggett for his visit with us last week.  Finally, they practiced writing the letters f, p, and j, in cursive.

As they worked, I met with guided reading groups.

Orange:  We began with our new word work sort focusing on the long /a/ sound spelled a - consonant-e and -ai and the short /a/ sound.  After that we continued identifying the main idea of a paragraph using the fist and last sentences to help us.  For HOMEWORK the children need to read page 17 in their book and identify the main idea on a sticky note.

Pink:  We began group with our new word work sort which focuses on adding -ing to the end of a base word.  If the word ends in an -e, you drop the -e before adding -ing...if it doesn't end in -e, you do nothing, just add the -ing.  Next we continued identifying the main idea of a paragraph by looking at the first and last sentence and thinking about what the section of text is "mostly about".  For HOMEWORK the children need to read page 18, in their guided reading book, and identify the main idea on a sticky note.

Green:  We began group with our new word work sort which focuses on the long /o/ sound in the first or second syllable.  After that we continued using the first and last sentence , in a section of text, to identify the main idea.  For HOMEWORK the children need to read page 15 and identify the main idea of the page on a sticky note.

Blue:  We began group with our new word work sort which focuses on the prefixes in-, re-, ex, and de-.  After that we continued using the first and last sentence , in a section of text, to identify the main idea.  For HOMEWORK the children need to read page 21 and identify the main idea of the page on a sticky note.

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

When they returned to class we reviewed some of our emergency procedures to prepare for our scenario drill this afternoon.  This included what to do in the event of an earthquake, a tornado, a code blue, a code red, or a building evacuation.

After reviewing and practicing some of these scenarios, we began our math block.

This week we are focusing on representing and interpreting division situations.  So, in small group today we practiced modeling and representing division situations.  We also identified what each number in the equation represented.

During math with a partner the children played Multiplication Bump to increase their fluency with the 3's facts.

During the technology rotation the students played Camel Times Table, accessing it via the Third Grade Web Site, to practice skip counting.

For HOMEWORK the children will view a Khan Academy lesson and practice the skill using two links on Google Classroom.

Due to our scenario drill preparation, we did not get to science.  We will tomorrow!  :-)

Fabulous Friday

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

Last night I reviewed each student's opinion paragraph and left comments. S, today, after finishing their opinion paragraphs, the children were expected to use my comments to revise their writing.  After that, they completed the text features scavenger hunt.  Then students practiced writing r and s in cursive, if the haven't done so yet.  Finally, the students used resources provided online, through Google Classroom, to create a Google Slide presentation identifying 5 examples of goods and services provided by businesses and the government.

As the children worked, I met with reading groups.

Orange:  First we reviewed the main idea of page 15, which they identified for homework last night.  Then we took a word work quiz.  After that we practiced identifying the main idea in paragraphs by reading the paragraph, reviewing the first and last sentences, and deciding what the text was mostly about.

Pink:  First we reviewed the main idea of page 12.  Then we took our word work quiz.  After that we continued identifying the main idea in text by reading the paragraph, looking at the first and last sentences and thinking about what the section was mostly about.

Green:  First we reviewed the main idea on page 13.  Then I modeled, by thinking out loud how I would identify the main idea (read the entire paragraph, reread first and last sentences, think about which might be what the section is mostly about, then check to see if the other sentences explain or elaborate the main idea I selected).  After that we took our word work quiz.

Blue:  First we reviewed the main idea for page 19.  Then we took our word work quiz.  After that we practiced identifying the main idea in paragraphs by reading the paragraph, reviewing the first and last sentences, and deciding what the text was mostly about.

After our literacy block the students enjoyed outdoor recess followed by lunch.

After lunch we took our math quiz.  The students did very well!!  Please look for the graded quizzes in your child's folder this evening.

Next the students worked collaboratively, in their groups, to finish planning and begin building their Rube Goldberg machines.  The students worked well but, boy, was it loud!!!

We shared our homework writing journal entries after science. Then we ended the day with our class meeting.

First each person had the opportunity to share what was on their mind.  After that we exchanged thank yous and compliments.  Finally, we discussed the challenge of some of our classmates feeling left out or lonely during recess.  The students brainstormed and shared ideas of what we could do to help others feel better during recess.  Then I challenged the children to play with one new person during recess next week.

Thrilling Thursday - No Interruptions!!

This morning, prior to the morning announcements, I worked with a group of students to practice representing and interpreting multiplication situations.

Then, after the announcements, we began our literacy block.

Today the students began by using their notes and my screencast to complete the organizer for the opinion paragraph of the inquiry project.  Then they used the organizer to write the opinion paragraph.  After that the completed the text features scavenger hunt.  Next they practiced their word work words, either by writing them three times each (orange and pink) or doing Look, Say, Cover, Write Check using all of their words (green and blue).  Then students practiced writing r and s in cursive, if the haven't done so yet.  Finally, the students used resources provided online, through Google Classroom, to create a Google Slide presentation identifying 5 examples of goods and services provided by businesses and the government.

As the children worked, I met with reading groups.

Orange:  We began by reviewing the strategy of looking at the first and last sentences to help identify the main idea in text.  Then we shared our main idea statements from homework last night.  We noticed that even though they were worded differently, they all included the same ideas and were correct!  :-)  After that we continued practicing identifying the main idea in a paragraph when it was literally stated in the text.  Then the children identified the main idea in two paragraphs on their own.  For HOMEWORK the students need to read page 15 and write the main idea on the sticky note I provided.

Pink:  We began by reviewing the strategy of looking at the first and last sentences to help identify the main idea in text.  Then we shared our main idea statements from homework last night.  The children struggled and it appeared it was because they didn't use the strategy we practiced in class.  After that we continued practicing identifying the main idea in a paragraph when it was literally stated in the first or last sentence.  Then the children identified the main idea in two paragraphs on their own.  For HOMEWORK the students need to read page 12 and write the main idea on the sticky note I provided.

After the pink group we took a Go Noodle brain break...and then got back to work!

Green:  We began by reviewing the strategy of looking at the first and last sentences to help identify the main idea in text.  Then we shared our main idea statements from homework last night.   After that we continued practicing identifying the main idea in a paragraph when it was literally stated in the first or last sentence.  Then the children identified the main idea in two paragraphs on their own.  For HOMEWORK the students need to read page 13 and write the main idea on the sticky note I provided.

Blue:  We began by reviewing the strategy of looking at the first and last sentences to help identify the main idea in text.  Then we shared our main idea statements from homework last night.   After that we continued practicing identifying the main idea in a paragraph when it was literally stated in the first or last sentence.  Then the children identified the main idea in two paragraphs on their own.  For HOMEWORK the students need to read page 19 and write the main idea on the sticky note I provided.

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

When they returned to class we began our math block.

During the small group, teacher-led, instruction we focused on drawing pictures and writing equations that represent and solve multiplication situations (number of sides on 6 triangles, number of days in 3 weeks, etc.).  During math with a partner, the students used pictures of Halloween symbols to create arrays and then write an equation that matches it.  Finally, during the technology rotation the students used That's a Fact to begin memorizing the basic multiplication facts up to 5.

In between the second and third math rotations the children went to art with Mrs. Daniell.  When they returned we finished our math block.

All groups worked on what was described above.  The third group, though, completed a magic square activity, to extend their thinking, at the end of their small group time.

After math we had science.

Today the students collaborated, in small groups, to identify something (a problem) they want their Rube Goldberg machine to solve (or do).  Then they brainstormed materials they might use to construct it.  Finally, they drew a diagram of what they plan to build.  It was GREAT listening to their discussions and watching them work in teams.

Don't forget:
math quiz tomorrow
journal entry due tomorrow

Wonderful Wednesday - Bus Evacuation

This morning, before the announcements, I worked with two groups of students.  One group practiced drawing a picture and writing an equation for a multiplication situation.  The other group watched the Discovery Education lesson about government and answered questions on the capture sheet.

After the announcements, we began our literacy block. As I reviewed their independent tasks, I did a mini-lesson about goods and services provided by businesses and the government.

Today the students began by using their notes and my screencast to complete the organizer for the opinion paragraph of the inquiry project.  After that the completed the text features scavenger hunt.  Next they practiced their word work words, either by writing them three times each (orange and pink) or doing a meaning check for the rest of their words (green and blue).  Then students practiced writing r and s in cursive, if the haven't done so yet.  Finally, the students used resources provided online, through Google Classroom, to create a Google Slide presentation identifying 5 examples of goods and services provided by businesses and the government.

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

However, we did stop for a bus evacuation drill from 10:15-10:45.

Orange:  Together we practiced identifying the main idea of a paragraph by looking at the first and last sentence and determining what the text was mostly about.  For HOMEWORK the students need to read page 12 in Healthy Eating, and looking at the first and last sentences on that page, identify the main idea on the sticky note I provided.

Pink:  We began by reviewing their lists of unknown words from homework two nights ago.  Then we used an online dictionary to determine the meaning of the word "mines" as used on page 4.  After that, we practiced identifying the main idea of a paragraph by looking at the first and last sentence and determining what the text was mostly about.  For HOMEWORK the students need to read page 9 in Monster Machines, and looking at the first and last sentences on that page, identify the main idea on the sticky note I provided.

Green:  We practiced identifying the main idea of a paragraph by looking at the first and last sentence and determining what the text was mostly about.  For HOMEWORK the students need to read page 14 in Energy fro Heat, and looking at the first and last sentences on that page, identify the main idea on the sticky note I provided.

The students enjoyed outdoor recess and lunch after I met with the green group.

When we returned to class, most students continued working on their independent literacy tasks while I met with my last guided reading group.

Blue:  We reviewed their lists of unknown words from pages 4-15.  We also discussed using the glossary to identify the meaning of bold print words in the text.  After that, we practice identifying the main idea of a paragraph by looking at the first and last sentence and determining what the text was mostly about.  For HOMEWORK the children need to reread page 12 and identify the main idea on the stticky note I provided.

After I met with the blue group, we began our math block.

During the small group, teacher-led, instruction we focused on drawing pictures and writing equations that represent and solve multiplication situations (number of sides on 6 triangles, number of days in 3 weeks, etc.).  During math with a partner, the students used pictures of Halloween symbols to create arrays and then write an equation that matches it.  Finally, during the technology rotation the students used That's a Fact to begin memorizing the basic multiplication facts up to 5.

For HOMEWORK the children should write an equation to solve the problem on Google classroom AND explain what each of the numbers in their equation represents.

After math we viewed some videos of actual third graders and the Rube Goldberg machines they created.  Tomorrow the students will meet with their groups to begin designing one.

Finally, the children ended their day in music with Mrs. Graf.

Terrific Tuesday - A Very Special Visitor

THis morning, prior to the announcements, I worked with some students to finish their informative paragraphs and to answer the questions on the Government capture sheet.  All other students reading quietly or practiced keyboarding.

After the announcements we began our literacy block.  First, I reviewed the expectations for the opinion paragraph.  Then we reviewed the difference between a fact and an opinion.  Then I modeled how to complete the organizer for the paragraph and showed the students a finished opinion paragraph.

After that, the children began their independent work.

Today students were expected to complete their informative paragraph, if they haven't done so.  Then, all students watched a screencast showing how to complete the opinion paragraph. You can view it here.  After that, the children worked on the text feature scavenger hunt, using their guided reading book.  Next they practiced their word work words by writing them three times each, or completing a meaning check for 10 more words.  Finally, if they had time, they practiced writing the letters r and s in cursive.

I met with some of the groups, but not all, due to our very special visitor.

Orange:  We did some word work looking at the two sounds the letter g makes.  Then we identified text features in their book.

After the orange group, we all went to the media center to greet our very special visit, Mr. Ike Leggett, the County Executive.  He spoke to us about the keys of success and then answered many questions.

After that, we returned to class and took a Go Noodle brain break.  Next the students continued working in dependently and I met with some individual students working on the inquiry project and other points of confusion and frustration.

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

When we returned to class we began our math block.

When working with me, the students worked on representing and interpreting multiplication situations.  During math with a partner, the students used our newly created word splash to engage in math discourse as they created multiplication equations, by rolling dice, then drew an array and identified the product.  Finally, during the technology rotation, the students viewed another lesson, about multiplication, via Khan Academy and then practiced the skill using a game on that site.

Group 1:  First we practiced drawing pictures to represent multiplication equations and identify the product.  Then we discovered that any number times 1 equals itself and any number times 0 equals zero.  Finally, we practiced those understandings.

Group 2:  First we practiced drawing pictures to represent multiplication equations and identify the product. Then the students drew a representation and wrote an equation to find the solution to a multiplication word problem.  Next we discovered that any number times 1 equals itself and any number times 0 equals zero.  Finally, we practiced those understandings.

Group 3:  First the students drew a representation and wrote an equation to find the solution to a multiplication word problem.  Next we discovered that any number times 1 equals itself and any number times 0 equals zero.  Finally, we practiced those understandings.

There is homework posted in Google Classroom this evening!

After math we selected playing cards to form random groups for our next science project.  Then we began reviewing the expectations.  The children will collaborate to create a Rube Goldberg machine to solve a problem that they identify.

That's as far as we got...LOL...because Mrs. Allaire visited us to talk about the Black Eyed Susan award and reading 8 of the books so that we can participate in the voting.   After that she read one of the books to us.

Marvelous Monday

This morning, before the announcements, I worked with students to complete the capture sheet for the Discovery Education Government lesson.

Then, after the announcements, we began our literacy block.

Today, students will complete, and turn in, their informational paragraph for their inquiry project.  They will use the organizer to type up the paragraph.  Then they will read it to a friend and make revisions.  After that, they will complete the text feature scavenger hunt to identify how they help readers understand non-fiction text.  After that, they will practice their word work words by writing them using one color for vowels and another for consonants, or doing a meaning check.  Finally, they will practice writing the letters r and s in cursive.

As they worked I met with guided reading groups.  Additionally, Mrs. Allaire stopped in to help students write their informational paragraphs.

Orange:  In group we reviewed text features.  Then we pulled up an online book, about gravity, and identified text features that are used in online text.  After that we read 3 different sections of the online book and identified, and listed, key details for each section.  We discussed the importance of using the heading to determine the key details.  For HOMEWORK the children need to read pages 2-9 in the book, Healthy Eating, and list unknown words on the sticky note I provided.

Pink:  In group we reviewed text features.  Then we pulled up an online book, about gravity, and identified text features that are used in online text.  After that we read 3 different sections of the online book and identified, and listed, key details for each section.  We discussed the importance of using the heading to determine the key details.  For HOMEWORK the students need to read pages 4-11 and list unknown words, and page numbers, on the sticky note I provided.

Green:  We used the online text, All About Gravity, available through PK physical science to compare and contract online text features to those available in a paper copy of a book.  After that, we practiced using an online dictionary to identify the correct meaning of words according to the context of the section of text.  Next we read a section and used the heading, the topic of the book, and bold print words, to identify the main idea.  For HOMEWORK the students need to read pages 8-15 in Energy from Heat, and list unknown words, and page numbers, on the sticky note.

Blue:  We used the online text, All About Gravity, available through PK physical science to compare and contract online text features to those available in a paper copy of a book.  After that, we practiced using an online dictionary to identify the correct meaning of words according to the context of the section of text.   For HOMEWORK the students need to reread pages 4-15, and list unknown words, and pages numbers, on the sticky note I provided.

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

After lunch we began our math block.

During the teacher led, small group instruction we practiced representing multiplication situations using arrays and repeated addition problems.  During math with a partner, students engaged in math discourse as they rolled two dice, created an array using the numbers on the die, then wrote a repeated addition and a multiplication sentence to match the array.  Finally,  during the technology rotation, the students watched two short lessons, from Khan Academy, about multiplication, and then used their new skills as they played two games from the site.

Group 1:  We began by using tile squares to create array representing given multiplication sentences.  Then the students created an array and wrote a multiplication sentence to solve a word problem.

Group 2:   We began group with a multiplication word problem.  The students were challenged to use counters (square tiles) to represent the problem.  Then we wrote equations to determine the total number.  Finally, we analyzed what each number in our multiplication equation represented.  We repeated this scenario for a second word problem.

After group 2 met, the students went to PE with Mr. Benco.  When they returned to class, we continued with our math block.

Group 3:  We began by using tiles to represent a multiplication situation and then write an equation to match it.  Then we analyzed the equation  and explained what each number represented. After that, I presented a word problem and the children used white boards and markers to draw a representation and write an equation.  Again we analyzed what the numbers meant.

There is a word problem on Google Classroom, the homework page.  Students should draw an array and write an equation to match it.

After our math block we reviewed the various levels of government and read about Ike Leggett, the Montgomery County Executive who will be visiting us tomorrow.

Then we turned our attention to science.  We began by watching a video of a Rube Goldberg machine, a deliberately over-engineered machine.  This week the students will design and construct one using a series of pushes and pulls.

Thrilling Thursday

This morning, right after the announcements, we went to an assembly about bullying.  When the students returned to class, they continued working on their informational paragraphs and text feature scavenger hunts.  I was at an in-house meeting.  But, when I returned to the room, I provided individual support with using the organizers, that we worked on yesterday, in small groups, to write the informational paragraph.  I did not meet with reading groups.

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

When they returned to class, they took a quiz covering the area of a rectangle.  The students did very well!  These have been graded and returned to the children.  Look for them in home folders this evening.

After math, the students went to art with Mrs. Daniell.

When they returned,  we watched the Discovery Education video about government, together.  As we watched, I created a word bank for the students to use as they responded to questions on their capture sheet.

This was short and sweet...looks like we didn't do much, but I promise we did!  :-)

Wonderful Wednesday

This morning, after the announcements, we began our literacy block.  I explained to the class that I am aware that many students need help with their inquiry project.  Therefore, when I meet with reading groups we will focus on that.

While I meet with groups the students worked on their inquiry projects independently.  Then they completed a text feature scavenger hunt, using their guided reading book, which focused on how common text features help the reader comprehend non-fiction.  Next they practiced their word work words by writing them using one color for vowels and another for consonants, or by doing a meaning check.  Finally, they answered questions about our government as they viewed a Discovery Education lesson.

Orange:  We met and I gave them support as they completed the organizer for their inquiry informational paragraph.

Pink:  We met and I provided support as they completed their organizers.

After meeting with the orange  and pink groups, I realized it would be more efficient to meet with the students according to their inquiry topic, as opposed to their guided reading group.

So, I then spent the rest of the literacy block working with the various topic groups and helping them complete their organizers.

After our literacy block the students enjoyed outdoor recess and lunch.  When they returned to class we began our math block.

Today, during the small group, teacher-led, instruction.  We reviewed representing and determining the area of a rectangle using addition sentences.  Then we learned about the relationship between repeated addition and multiplication.  During math with a partner the children continued to roll two dice and construct a rectangle using those dimensions.  Then they wrote a repeated addition sentence to represent the area of that rectangle.  Finally, during the technology rotation, the students viewed two lessons from Khan Academy about determining the area of a rectangle.  Then they practiced those skills using a game on Khan Academy.

Group 1, 2, and 3:  We practiced tiling rectangles with 1 inch squares.  Then we wrote repeated addition sentences to represent the tiling, or the area, of the rectangle.  Finally, we made the connection to multiplication.

We WILL have a math QUIZ tomorrow covering representing and measuring the area of a rectangle using addition sentences.

After math we continued our science lesson from yesterday.  The students tested various surfaces to deter,mine how it affects the speed of a ball.  After they explored the different surfaces and recorded their observations, we shared our findings and identified reasons we may have had different results.

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

Terrific Tuesday

This morning, prior to the announcements, I worked with some individuals to help them with their informational paragraphs for their inquiry projects.

After the announcements we began our literacy block.  Before beginning independent work, we reviewed rules for capitalization and punctuation, as well as, how to use spell check.  Additionally, I spent time answering questions and addressing concerns about the informational paragraph for the inquiry project.

As I met with reading groups the students completed the organizer for their inquiry informational paragraph and began writing their paragraph.  Then they practiced their word work words.  Orange and pink groups wrote their words once, using one color for vowels and another for consonants.  The green and blue groups completed a meaning check for 10 of their words.  Next, the students watched a video about government and answered questions on a capture sheet.

Orange:  We reviewed the vowels and the two sounds each makes.  Then the students received a new book called, Healthy Eating.  They previewed the book and identified a text feature.  Together we began a chart in the RRJ listing text features and how they help us.  For HOMEWORK the students need to list 5 text features from their guided reading book on the sticky note I provided.

Pink:  We began by gluing in two types of question starters into their RRJ.  Then we reviewed how asking questions, before and during reading, can help us better comprehend what we are reading.  Next, the students received their new book, Monster Machines, and previewed it, identifying text features along the way.  Then we created a chart in their RRJ listing text features and how they help us.  For HOMEWORK the students need to identify and list 5 text features, from their book, onto the sticky note I provided.

Green:  We began by gluing in two types of question starters into their RRJ.  Then we reviewed how asking questions, before and during reading, can help us better comprehend what we are reading.   Then we created a chart in their RRJ listing text features and how they help us.  For HOMEWORK the students need to add 3 text features, from their book, to the chart in their RRJ and explain how they help us as good readers.

Blue:  We began by gluing in two types of question starters into their RRJ.  Then we reviewed how asking questions, before and during reading, can help us better comprehend what we are reading.   Then we created a chart in their RRJ listing text features and how they help us.  For HOMEWORK the students need to add 3 text features, from their book, to the chart in their RRJ and explain how they help us as good readers.

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

When they returned to class we began our math block.

During the small group, teacher-led, instruction, we used tile squares measuring 1 sq.inch to cover and measure the area of a rectangle.  Then we wrote addition sentences to represent either the rows or columns and identify the area.  During math with a partner, the students engaged in math discourse as they rolled two dice and constructed a rectangle with rows and columns matching the numbers rolled.  Next they wrote an addition sentence to represent and identify the area.  Finally, during the technology portion, the children visited the site, Virtual Manipulatives, and using the centimeter grid background, they constructed rectangles, wrote an addition sentence to represent it and calculated the area.

There is an attachment on Google Classroom with 3 rectangles.  Students will write an addition sentence to represent and identify the area of each rectangle.

After math we took a Go Noodle brain break (we did on this morning, too) and then began science.

In science we worked collaboratively to build ramps and identify how different surface types impact the speed an object (ball) travels.  We began this experiment today and will continue tomorrow.

Marvelous Monday

This morning, after the announcements, we began our literacy block.  Our focus this week will be completing the informational paragraph for the inquiry project.

During independent work time today the students began with a guided reading group assignment. Then they began the inquiry assignment in Google Classroom.  First, they watched a screen cast instructing and modeling how to draft their informational paragraph.  After that, they completed an organizer, using their notes, to plan their informational paragraph.  Next, they used their organizer to draft the informational paragraph.  Once students completed the entire task (which may not have been today) they practiced their word work words by writing them using one color for vowels and another for consonants (orange and pink) or doing a meaning check (green and blue).  Finally, they viewed a Discovery Education video about government and answered questions on a capture sheet.

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

Orange:  The students reread pages 2-13, and then went on to read pages 14 and 15.  Then we reviewed cause and effect and identified an example in their book.  Finally, we discussed different types of questions, those that can be answered directly, i the text, and those that require us reading the text and using what we know in our minds.  For HOMEWORK the students need to reread the entire book to work on reading stamina.

Pink:  Independently the students read pages 12-15 and listed unknown words on a sticky note.  In group we reviewed their unknown words and identified tricky parts and practiced blending sounds.  Then we reviewed cause and effect and identified two examples from the text.  For HOMEWORK the students need to reread their entire book to build reading stamina.

Green:  Independently the children reviewed their new book, Energy from Heat, and read pages 2-7, listing unknown words on a sticky note.  I group we reviewed their lists of unknown words.  Then we discussed asking questions as a strategy to improve comprehension.  I introduced different types of questions, but we focused on turning the heading in to a literal, right-there question.  Then we read the section of text to identify the answer to our question.  For HOMEWORK the students need to reread pages 2-7, in Energy from Heat.

Blue:  Independently previewed their new book, Our Water Supply, and then read pages 4-9 and identified an example of cause and effect, in their RRJ, from this section.  In group we reviewed cause and effect and shared their examples.  Then I introduced different types of questions and we practiced turning the headings from pages 4-9 into literal questions.  Then we found the answers in the text.  For HOMEWORK the students need to read pages 10-15.

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

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

This week we will begin measuring area by counting the squares in a rectangle.  While working with me, i small group, we practiced covering the inside of a rectangle using centimeter grid paper.  Then we wrote addition sentences to calculate the area of the rectangle.  During math with a partner, the students practiced 3 digit subtraction by creating problems using their digit cards, and then engaging in math discourse, with their partner, solved the problem in their math journal.  Finally, during the technology rotation, the students watched a Learn Zillion lesson about measuring the area of a rectangle by counting squares.  As they viewed it they took notes in their math journal.  Those who finished early visited the site, Area Explorers, and practiced counting squares to measure the area of a figure.

For HOMEWORK there are two rectangles on an attachment to Google Classroom.  Students need to write an addition sentence to calculate the measurement of the area for each rectangle.  This is what we did in small group today.

Unfortunately, we ran out of time and didn't get to science or social studies today.

Fantastic Friday

This morning, prior to the announcements, I worked with a couple of students to practice subtraction across zeroes.

After our streamed announcements, we began our literacy block.  I spent some time reviewing how to read my feedback on the Google Sides note taking presentations, for the inquiry project, and then revisit the web site to add to their notes.  Then I reviewed today's independent work tasks.

All  groups began with an independent guided reading task.  Then they worked on finishing their notes for their inquiry projects using my feedback.  After that, the students practiced their word work words by completing Look, Say, Cover, Write, Check, for each word.  Finally, they watched a Discovery Education video about government and completed a capture sheet.

While they worked I met with guided reading groups.

Orange:  The students reread pages 2-13 and wrote a main idea statement for page 13.  Then we shared their main idea statements and identified relevant details, from the text, to support them.

Pink:  Independently the students read pages 8-11 and identified an example of cause and effect from that section.  In group we reviewed their lists of unknown words from homework last night.  Then we reviewed cause (why) and effect (what happened) and shared the examples they identified.

Green:  Independently reread their entire book, working on stamina, and identified the main idea and 2-3 relevant details for the book.  In group we began by sharing their main idea statements.  Then we drew a line of learning and wrote one together.  After that the students identified and shared relevant details from the text.  I collected their books.  We will begin a new one on Monday.

Blue:  Independently the students reread their entire book, working on stamina, and identified the main idea and relevant details, for the book, in their RRJ.  In group we reviewed how to identify the main idea and relevant details from an entire book.  We also looked at the text structure and identified how to tell how many paragraphs  are on a page.  Then we shared and discussed their main idea and relevant details for the book.  I collected their books and they will get a new one on Monday.

After our literacy block the students enjoyed outdoor recess followed by lunch.

When we returned to class we took our math quiz.  These have been scored and returned to students. Overall the students did very well!!!  Look for them in home folders this evening.

After our quiz, we finally finished exploring how gravity affects the motion of objects.  Earlier in the week the students predicted how gravity would affect the motion of a ball, a feather, an index card, and a cube.  Today they tested and recorded their observations.  Then we discussed why objects fell in different paths and at seemingly different speeds.  We learned that air resistance and surface area affects gravity's impact on the motion of objects.

Next we took a much needed Go Noodle brain break.

Then we shared homework writing journal entries.

We ended the day with our weekly class meeting.  WE began by sharing how we are feeling--many are happy!!  Some are annoyed with chronic behavior problems...  Then we exchanged thank yous and compliments!  It was a great way to end the week!!

Thriving Thursday

This morning, prior to the morning announcements, I worked with a small group to practice subtracting across zeroes, within 1,000.

After the announcements we began our literacy block.  Before beginning independent work, I spent time talking about the inquiry project.  First, I explained to the class that I had spent time last night reviewing each student's Google Slides presentation capturing their research notes.  I provided feedback electronically for each.  After that, I shared the rubric for the final project.  I also showed them a model informative paragraph.  I wanted the children to see what they will need to do using their research notes.

Next I reviewed today's independent work tasks.  All groups began by reading a short story called, "The Helpless Helper".  They  also identified the main idea and 2-3 supporting (or relevant) details from this text.  After that, they used my feedback to add additional facts, details, and definitions to their Google Slides notes presentation.  Then they wrote and draw 10 more of their word work words.  Finally, the children watched a video about government and completed a capture sheet to demonstrate their new understandings.

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

Orange:  The students read The Helpless Helper and we discussed the problem and solution.  We also identified the meaning of the title.  Independently, the children reread the story and identified the main idea and 2-3 relevant details.  For HOMEWORK the students need to reread pages 2-13 of the book, Pigs.

Pink:  Independently the children read a story called The Helpless Helper and identified the main idea and 2-3 relevant details from the text.  In group they read pages 2-6 of The Economy and marked an example of cause and effect using sticky notes.  Then  we identified conjunctions as words that join ideas together to create complex and compound sentences.  We identified a couple of examples in our text.  Next, we shared the children's examples of cause and effect. This proved to be a challenge, so we revisited page 6 together to identify some examples.  For HOMEWORK the children will read pages 8-11 and list unknown words on a sticky note.

Green:  Independently the children read a story called The Helpless Helper and identified the main idea and 2-3 relevant details from the text.   In group they read pages 9-15 and then revisited page 12 to identify an example of cause and effect.  Before discussing the example we identified conjunctions as words that join two ideas together to form a complex or compound sentence.  Then we shared their examples of cause and effect.  For HOMEWORK the students need to reread pages 9-15.

Blue:  Independently the children read a story called The Helpless Helper and identified the main idea and 2-3 relevant details from the text. In group they reread pages 10-19 and marked an example of cause and effect using a sticky note. Before sharing examples of cause and effect from the text, we identified conjunctions as words that join two or more ideas together to form a complex or compound sentence.  Then we shared examples of cause and effect from the text.  For HOMEWORK the children need to reread the entire book, How We Use Energy, to build reading stamina.

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

When we returned to class we began our math block.

Students working with me reviewed subtraction within 1,000 across zeroes.   During math with a partner, the students will engage in math discourse, using our word splash, as they play Under the Sea Subtraction Bump to increase basic subtraction fact fluency.  Finally, during the technology rotation, the children will rewatch the Khan Academy lesson that they viewed for homework last night and then play a game from that site for practice.

Group 1:  We began with a math talk focusing on the problems, 9 + 1, 9 + 7 + 1, and 1 + 6 + 9.  Then we reviewed and practiced subtraction across zeroes and checking our answer using addition.

Group 2:  We began with a math talk focusing on the problems, 9 + 1, 9 + 7 + 1, and 1 + 6 + 9.  Then we reviewed and practiced subtraction across zeroes and checking our answer using addition.

Group 3:  We began with a math talk focusing on the problems, 19 + 2, 19 + 5, and 19 + 12.  Then we reviewed and practiced subtracting across zeroes and checking it with addition. After that we shared strategies for finding the unknown in the problem, 389 + ? = 563.

Unfortunately, we ran out of time and did not get to science.

There will be a math QUIZ tomorrow covering subtraction, within 1,000, across zeroes.

Wonderful Wednesday - Walk to SChool Day

This morning the staff met students outside to join them in their walk to school.

Once we got inside I met with several individuals to practice subtraction within 1,000, and identifying affixes, and their meanings, in words.

Then, after the announcements, we began our literacy block.

Today students began with an independent guided reading group task focusing on cause and effect.  After that, the chose 10 of their word work words to write and draw.  Next they continued identifying facts, details, and definitions, from research, to answer their questions about their inquiry topic.  After that, the students watched a Discovery Education video about government and answered questions on a capture sheet.  Finally, the chose between practicing reading, practicing keyboarding, exchanging books in the media center, or completing unfinished tasks.

Just a note:  Students are expected to be able to read for 30-40 minutes uninterrupted by the end of the year.  I will be expecting students to build reading stamina in class during independent work time.

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

Orange:  The students reread pages 2-13 and then, on a sticky note, identified the main idea of page 13.  Next we reviewed the vowels and their 2 sounds, as well as, common and proper nouns.  Then we discussed how to identify the main idea of text using the heading and each students shared their main idea statement.  After that we read pages 14 and 15 and identified an example of cause and effect.  For HOMEWORK the children need to reread pages 2-15.

Pink:  Independently the students reread pages 2-5 and attempted to identify an example of cause and effect on a sticky note.  Once in group the children read pages 2-6 and identified the main idea, from page 6, on a sticky note.  Then we reviewed how to determine the main idea using the heading and shared their main idea statements.  After that, we reviewed cause and effect and shared their examples.  For HOMEWORK the children need to reread pages 2-6.

Green:  Independently the students reread pages 6-8 and identified an example of cause and effect on a sticky note.  In group the students reread pages 6-8 and identified the main idea on a sticky note.  Then we discussed the importance of using the heading to help identify the main idea.  After writing a main idea statement together, we practiced finding relevant details in the text.  Finally we shared their examples of cause and effect, from the text.  For HOMEWORK the students need to reread pages 2-8.

Blue:  Independently the children read pages 10-15 and identified an example of cause and effect, from that section, on a sticky note.  In group they reread these pages and wrote a main idea statement.  Then we shared main idea statements and I modeled, by thinking out loud, how I came up with my main idea statement.  Finally, we reviewed cause and effect and shared their examples from the text.  For HOMEWORK students need to read pages 16-19.

After our literacy block the children enjoyed outdoor recess followed by lunch.

When we returned to class we changed classroom jobs (finally) and began our math block.  During the small group, teacher-led, instruction we practiced finding the difference between 3 digit numbers, within 1,000.  During math with a partner, the students used our classroom word splash to engage in math discourse as they played Four in a Row, a math game working on basic subtraction fact fluency.  Finally, during the technology rotation the students revisited Tic Tac Toe at Funbrain.com to practice solving 3 digit subtraction problems within 1,000.

Group 1:  We practiced subtracting across zeroes and then the students completed an exit card with one problem on it so I could assess my instruction.

Group 2:  We began group with an "exit card" where students solved a subtraction problem, across zeroes, and checked it using addition.  Then, after reviewing the exit card problem, I presented them with the equation, 703-266 = 563, and asked them is this was correct, why or why not?

Group 3: We began group with an "exit card" where students solved a subtraction problem, across zeroes, and checked it using addition.  Then, after reviewing the exit card problem, I presented them with the equation, 703-264 = 541, and asked them is this was correct, why or why not?

There is a Khan Academy lesson to watch linked to the homework page on Google Classroom.

After math we reviewed what we know about gravity (it's a force that pulls objects towards the center of the earth).  Then the students worked collaboratively in groups to predicate how gravity will affect the motion of 4 objects (rubber ball, cube, index card, and feather).  Tomorrow they will test and observe what actually happens.

Finally, the students ended their day inn music with Mrs. Graf.

Terrific Tuesday

This morning, prior to the announcements, I worked with students to practice subtraction within  1,000, and identifying words with affixes.

After the morning announcements, we began our literacy block.  Before reviewing today's independent work tasks, I modeled how to add research questions to the Google Slides document.  Then I showed the students how to use the web site, for my topic, to identify facts, details, and definitions, pertaining to my research questions, and add the notes to the slides.  After that I went over today's tasks.

First, students completed guided reading assignments.  Then they watched a lesson about cause and effect and completed a cause and effect chart that  was handed in and graded.  Next, the students completed a header sort, in their word work journal, for their new words.  After that, the students continued identifying facts, details, and definitions, that answer their research questions for their inquiry project.  They added these notes to their Google Slides presentation.  Finally, the children watched a Discovery Education video about government and completed a capture sheet that will be graded for social studies.

As the students worked I met with individual students to complete some updated, informal reading assessments.

Orange:  I pulled this group together to go over their tasks and write individual checklists for each student.

Pink:  These students received a new guided reading book.  Then they previewed the book, read pages 2-3 and identified the meaning of an economy in their RRJ.

Green:  The students reread pages 3-5 and then identified the main idea and 2-3 relevant details, from the section, in their RRJ.  In group we reviewed common and proper nouns, and identified a couple from our reading book.  Then we reviewed cause and effect and identified examples from pages 3-5.  For HOMEWORK the children need to read pages 6-8.

Blue:  Independently the students reread pages 6-9 and identified the main idea and 2-3 relevant details in their RRJ.  In group I collected these assignments to provide feedback and grade.  Then we reviewed cause and effect, and identified some examples from their guided reading book, pages 6-9.  For HOMEWORK the students need to read pages 10-15.

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

When we returned to class we began our math block.

During the small group, teacher-led, rotation the students will practice subtracting within 1,000, across zeroes.  During math with a aprtner, the students engaged in math discourse, using our class word slash, as they played games focusing on fluency with the basic subtraction facts.  Finally, during the technology rotation, the students practiced subtracting within 1,000, using a white board, and paying Tic Tac Toe on the Funbrain.com site.

Group 1:  We began with a math talk sharing ways to solve the following problems mentally: 8 + 2, 8 + 4 + 2, 2 + 3 + 8.  Then the students worked with a partner to solve a 3 digit subtraction problem with a zero in the tens column and check their answer using addition.

Group 2:  We began with a math talk sharing ways to solve the following problems mentally: 8 + 2, 8 + 4 + 2, 2 + 3 + 8.  Then the students worked with a partner to solve a 3 digit subtraction problem with a zero in the tens column and check their answer using addition.

Group 3: We began with a math talk sharing ways to solve the following problems mentally: 8 + 2, 8 + 4 + 2, 2 + 3 + 8.  Then the students worked with a partner to solve a 3 digit subtraction problem with a zeroes in the ones and tens column and check their answer using addition.

For HOMEWORK there is a question on Google Classroom....the students need to solve it AND explain how understanding the relationship between hundreds, tens, and ones, help them to find the difference.

After math we had science.  Today we reviewed what we knew about gravity and then the students worked in groups, collaboratively, to predict how gravity will affect the motion of a cube, a rubber ball, an index card, and a feather.

We ended the day with a lesson with our guidance counselor, Ms. Snyder.  Students were shown how they can contact her for help and support.  Then she read a book called, What if Everybody Did that?  Finally the children created a page mimicking the book.

We definitely had a busy but productive day.

Marvelous Monday

The Redskins won.  The sun is shining.  What better way to begin this week???

This morning, prior to the announcements, I pulled some students to practice adding and subtracting within 1,000.

After the announcements we began our literacy block.

Today students began with a guided reading assignment that includes watching video lessons about identifying the main idea in text and then had them read a section of their guided reading book and write the main idea in their RRJ.  Next, students who were behind in their work  finished publishing their personal narrative and completed their affix chart.  Both of these are graded assignments.  All other students  cut out their new word work words, wrote their initials on the back of each, and began a header sort.  Then they  continued researching to identify facts, details, and definitions, that answer their questions about their inquiry topic.  Finally, if there was time, they watched a lesson about government and the election process, and answered questions on a capture sheet.

As they worked, I met with guided reading groups.

Orange:  We began by doing a header sort, in group, and identifying rules for each category.  After that the students reread pages 2-9.  Then we reviewed how to identify the main idea.  We read pages 10-11 and, together, identified the main idea.  Finally, I introduced the concept of cause and effect using everyday ideas such as, the cause was it rained, the effect was we had indoor recess.  For HOMEWORK the students need to reread pages 2-11.

Pink:  Independently the students watched 2 short videos about identifying the main idea in text.  Then they reread pages 12-15 and identified the main idea in their RRJ.  In group we began with a header sort of their new word work words (vowel patterns in one syllable words).  Then we reread pages 12-15 and reviewed ways to identify the main idea in text.  After that, we identified the main idea of pages 12-15 together and located relevant details in the text.  For HOMEWORK the students need to reread the entire book.

Green:  Independently the students watched 2 video lessons about identifying the main idea in text.  Then they read page 2 of their new book, A Citizen of the United States, and identified the main idea in their RRJ.  We began group by completing a header sort for their new word work words focusing on long -i patterns in accented syllables.  Then we reviewed how to identify the main idea in text and shared their main idea statements from page 2.  Finally, I introduced the concept of cause and effect using everyday ideas such as; cuase - it rained, effect - we had indoor recess.  For HOMEWORK the students need to read pages 3-5 in their new book.

Blue:  Independently the students watched 2 videos about identifying the main idea in text.  Then they read pages 3-5 in their new book, How We Use Energy, and identify the main idea in their RRJ.  We began group by doing a header sort for their new word work words.  Then we shared their main ideas for pages 3-5 in their books and identified relevant details.`  For HOMEWORK the students need to read pages 6-9.

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

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

During the small group, teacher-led rotation, the students will subtract numbers, within 1,000, when  there are zeroes in the ones and/or tens column.  During math with a partner, the children will engage in math discourse, using our word splash, as they play Subtraction Bump and improve their basic fact fluency.  Finally, during the technology rotation, the children watched a Khan Academy lesson about subtracting across zeroes and then practiced this skill using a game on their site.

For HOMEWORK the students need to re-watch the Khan Academy lesson and then solve a problem.  Both are part of the Google Classroom homework post.

After math we had a brief science lesson in which we defined and identified examples of gravity.

Then we ended the day with a Popsicle party the students earned for a class Dojo reward.

Fabulous Friday - Early Dismissal

This morning, prior to the announcements, I worked with some students to practice identifying the difference between to 3-digit numbers when it was necessary to decompose tens and hundreds.

Then, after the announcements, we began our literacy block.

Today, while I worked with guided reading groups, the students identified the main idea of an assigned section of text in their guided reading book.  After that, they finished publishing their common good personal narratives.  This was their last chance--these will be graded today!  Next the children completed their affix chart, demonstrating they could use the meaning of a prefix or suffix to identify the change in the meaning of the root word.  Finally, the students continued researching to identify facts, details and definitions that answered their questions about their inquiry topic.

Orange:  We began group with the students "sharing" their common good personal narratives with me so that I could print them off and provide feedback.  Then the students whisper read pages 2-7.  After that, we reviewed strategies for identifying the main idea in text.  Then we read pages 8 and 9.  Next the students, independently, wrote a main idea statement for that section.  Finally, we took a word work quiz on 10 of their words.

Pink:  Independently the students reread pages 8-11 and wrote a main idea statement in their RRJ.  In group we began by "sharing" their common good personal narrative with me, so that I can grade it and provide feedback. Then we reviewed the two ways to make cleaner electricity, as discussed in their guided reading book.  Finally, we took a word work quiz on 10 of their words.  The students did not do well on this...so, I checked their word work journals and saw that they have not been practicing their words in class, as assigned.

Green:  Independently the students reread, "The Package" and wrote a main idea statement, along with 1-2 relevant details, in their RRJ.  In group we began by "sharing" their common good personal narratives with me so that I can grade them and provide feedback.  After that we shared their questions they wrote for homework last night.  I Collected their books and they will begin a new one on Monday.  We took a quiz on 10 of their word work words.  Finally, we discussed how Sarah Ida changed in the book, Shoeshine Girl.

Blue:  Independently the students reread chapter 10 and identified the main idea and 1-2 relevant details in their RRJ.  In group we began by sharing their common good personal narratives so that I can grade them and provide feedback.  Then the children shared/asked the questions they wrote for chapter 9.  Next, we discussed the ending and the theme (although I didn't use that word) of the book.  I collected their books.  We will begin a new one on Monday.  Finally, we took a word work quiz for 5 of their words.

After our literacy block, the children ate lunch.

When we returned to the classroom, the students took their math quiz.  These have been graded and returned to students.  Please look for them in the home folder this evening.

Have a great weekend!!

Thriving Thursday

This morning, prior to the announcements, I worked with students who needed practiced with addition of 3 digit numbers within 1,000.

After the announcements, we began our literacy block.

Today students worked on identifying the main idea of a section of text in their guided reading book.  Then they finished publishing their common good personal narrative using Google Docs.  After that they used the meaning of common suffixes and/or prefixes to identify the meaning of words from their guided reading books.  Next, the orange and pink  groups practiced writing their word work words twice, while the other two groups did a meaning check for 10 more of their word work words.  Finally, the students continued researching their inquiry topic to locate facts, details, and definitions that answered the questions they identified in their Google Slides organizer.

While the students worked I met with reading groups.

Orange:  I was at a meeting, in the building.  SO, with the para-educator, the students reviewed prefixes and suffixes.  Then they whisper read up to page 6.  After that, they reviewed how to identify the main idea in text.  Finally they read pages 6 and 7 and wrote a main idea statement for that section.  For HOMEWORK the students need to reread pages 2-7.

Pink:  Independently the students read pages 6 and 7 and identified the main idea, in writing, in their RRJ.  In group we began by reviewing common and proper nouns, as well as, how the meaning of a root word can be changed by adding a prefix and/or suffix.  Next we reviewed how to identify the main idea in text and the students shared their statements.  Then we drew a line of learning and wrote one together.  After that we identified relevant details that supported our main idea.  For HOMEWORK the students need to read pages 8-11 and list 2 ways to make cleaner electricity, o the sticky note I provided.

Green:  Independently the students reread the chapter, "A Letter" and wrote a main idea statement, for the chapter, in their RRJ.  In group we reviewed common and proper nouns and the strategies to identify the main idea of text.  After that the students asked, and answered, the questions they wrote for homework last night.  Then we shared their main idea statements.  Then we drew a line of learning and wrote a model, main idea statement, together.  Then we identified relevant details from the text.  For HOMEWORK the students need to read "The Package and write one question, on a sticky note, to ask their group mates.

Blue:  Independently the students reread chapter 9 and wrote a main idea statement in their RRJ.  Due to my meeting, I was unable to meet with this group today.  I will certainly get to them tomorrow.  For HOMEWORK they should read chapter 10.

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

When we returned to class we began our math block.   During the small group, teacher-led, instruction we practiced using strategies to solve 3 digit subtraction problems requiring the decomposition of both a hundred and a ten.  During math with a partner the children worked towards fluency with the basic subtraction facts as they played Subtraction Bump.  Of course, they were expected to use our word splash and engage in math discourse.  Finally, during the technology rotation,

Group 1:  We began with a math talk solving 7+3, then 7+5+3, and finally, 7+6+3.  Then we practiced solving subtraction problems, requiring decomposing both a hundred and a ten, using number lines.  Then we solved the same problems using just the algorithm.

After our first rotation, the students went to art with Mrs. Daniell.

Group 2:  We began with a math talk solving 7+3, then 7+5+3, and finally, 7+6+3.  Then we practiced solving subtraction problems, requiring decomposing both a hundred and a ten, using number lines.  Then we solved the same problems using just the algorithm.

Group 3:  We began with a math talk solving 7+3, then 7+5+3, and finally, 7+6+3.  Then we practiced solving subtraction problems, requiring decomposing both a hundred and a ten, using number lines.  Then we solved the same problems using just the algorithm.

Unfortunately we ran out of time...my goal next week is to transition smoothly, so we don't waste time, and get to our science and social studies instruction!