This morning, after reading quietly, or practicing keyboarding, we began our math rotations.
During the small group, teacherled, instruction we practiced reading and writing time to the nearest minute using an analog clock. A couple of groups began calculating elapsed time, too.
During math with a partner, the children used our word splash to engage in math discourse as they finished up the "flap" match ups, from earlier in the week, and played a version of Time Bump.
Finally, during the technology rotation, the students visited the math page on Google Classroom to get to a link for Padlet where they reflected on this week's learning and posted an, "I used to think...Now I know" statement about telling time to the nearest minute. Then the children practiced that skill using the site, Clockmaker.
For HOMEWORK there is an assignment on the Google Classroom homework page. I have two links for the students to use in order to prepare for tomorrow's math quiz on reading and writing time to the nearest minute using an analog clock. There is also a writing journal entry due tomorrow. Additionally, all groups should do a pretest using their word work words. We will have a miniquiz, using some of their words, in group tomorrow.
After math we took a Go Noodle brain break.
Then we reviewed today's independent work.
Students will begin with a guided reading group assignment. Then they will use my feedback to revise, and type into their Google Doc, the second paragraph of the inquiry project. Next they will play an affix matching game to practice comprehension of words with prefixes and suffixes and complete a follow up chart. Next, the children will practice their word work words by doing a buddy check with a partner. Finally, they will complete the chart showing how rice, vanilla, and chocolate go from being a natural resource to a usable product.
I will meet with guided reading groups as the students work on the above tasks.
Panthers: The students had a chance to review the feedback I provided for their second paragraph of the inquiry project and ask me questions. Then we shared the problems they identified for homework last night. After that, the students revisited the book to locate the solution to the problem they had on their post it note and wrote the solution on the opposite side of the postit. For HOMEWORK the students need to reread the book, The Legend of John Henry.
Tigers: Independently the children read pages 1012 and marked unknown words with a question mark. In group we reviewed the unknown words they identified and also practiced using the glossary to find the meaning of words in bold print. Then we reread pages 1012 and practiced retelling the story, one paragraph at a time. For HOMEWORK the children need to read pages 1315 and mark unknown words with a question mark.
Leopards: Independently the children reviewed the text and their notes and, in their RRJ, explained the role the Banza had in Cabree's life. In group we reviewed the theme/message that the children identified, for the Banza, last night for homework and then explained the role the Banza played in Cabree's life. Finally we listed criteria that we believe makes someone brave. For HOMEWORK the children need to reread The Banza and think about whether or not Cabree is brave.
Lions: Independently the children reviewed the text and their notes and, in their RRJ, explained the role the Banza had in Cabree's life. In group we reviewed the theme/message that the children identified, for the Banza, last night for homework and then explained the role the Banza played in Cabree's life. Finally we listed criteria that we believe makes someone brave. For HOMEWORK the children need to reread The Banza and think about whether or not Cabree is brave.
After meeting with the above groups I met with a few students to do some informal reading assessments for progress monitoring purposes.
I will resume meeting with the F&P group next week. :)
The students ended their day with Mrs. Daniell in art.
Thursday, April 30, 2015
Wednesday, April 29, 2015
Wonderful Wednesday
This morning after reading quietly, exchanging books in the media center, or practicing keyboarding, we began our math rotations.
During the small group, teacherled instruction we continued practicing reading and writing time to the nearest minute using analog clocks. One group began calculating elapsed time, too.
During math with a partner, the students engaged in math discourse, as they drew matching times on an analog clock to those on digital clocks.
Finally, during the technology portion the students practice matching times on analog and digital clocks using the web site, Time Matching Game.
For HOMEWORK there is an assignment posted on Google Classroom, the homework page. Tonight students will match times shown on analog clocks to those on digital clocks, using a linked web site. There is also a writing journal entry due Friday.
After math we took a Go Noodle brain break.
Then I reviewed the expectations for the second paragraph of the issues inquiry project and showed the children where they could access the model paper, using the third grade web site.
Today's independent work included a guided reading group assignment. Then students finished drafting the second paragraph of the issues inquiry project. After that, they watched a Learn Zillion lesson about adverbs, twice, and complete a follow up activity. Next they did a word work activity. Finally, they posted a reflection on the habitat research presentation on Padlet, an Internet site, and worked on identifying how rice, vanilla, and chocolate go from being a natural resource to a usable product.
As the students worked I met with small groups.
Panthers: They reread their story and we reviewed words they had marked as unknown or tricky. After that we practiced answering text dependent questions and identifying the page in which we located the response. For HOMEWORK the students need to reread the book and, on a sticky note, identify the main problem in it.
Following lunch and outdoor recess the students continued their independent work and I met with more small groups.
Tigers: Independently the students reread pages 39 and, in their RRJ, what problem the goose solved for the giant. I gave them a chance to complete this assignment in group since they weren't finished. Once they were done I reviewed their responses with them individually. Then we reread pages 69 and practiced retelling each page. For HOMEWORK the children need to reread pages 39 and complete a free choice word work activity.
Leopards: Independently the students reviewed The Banza and listed the events on their Google Slides document. In group we reviewed and revised the lists of events and added the character's reactions to them. For HOMEWORK the students need to reread The Banza and identify the theme, or message, of the story, on a sticky note. The also need to complete a word work activity of their own choice.
Lions: Independently the students reviewed The Banza and listed the events on their Google Slides document. In group we reviewed and revised the lists of events and added the character's reactions to them. For HOMEWORK the students need to reread The Banza and identify the theme, or message, of the story, on a sticky note. The also need to complete a word work activity of their own choice.
After literacy, we reviewed the reflections that each student posted on Padlet.
Then the children ended their day in PE with Mr. Benco.
During the small group, teacherled instruction we continued practicing reading and writing time to the nearest minute using analog clocks. One group began calculating elapsed time, too.
During math with a partner, the students engaged in math discourse, as they drew matching times on an analog clock to those on digital clocks.
Finally, during the technology portion the students practice matching times on analog and digital clocks using the web site, Time Matching Game.
For HOMEWORK there is an assignment posted on Google Classroom, the homework page. Tonight students will match times shown on analog clocks to those on digital clocks, using a linked web site. There is also a writing journal entry due Friday.
After math we took a Go Noodle brain break.
Then I reviewed the expectations for the second paragraph of the issues inquiry project and showed the children where they could access the model paper, using the third grade web site.
Today's independent work included a guided reading group assignment. Then students finished drafting the second paragraph of the issues inquiry project. After that, they watched a Learn Zillion lesson about adverbs, twice, and complete a follow up activity. Next they did a word work activity. Finally, they posted a reflection on the habitat research presentation on Padlet, an Internet site, and worked on identifying how rice, vanilla, and chocolate go from being a natural resource to a usable product.
As the students worked I met with small groups.
Panthers: They reread their story and we reviewed words they had marked as unknown or tricky. After that we practiced answering text dependent questions and identifying the page in which we located the response. For HOMEWORK the students need to reread the book and, on a sticky note, identify the main problem in it.
Following lunch and outdoor recess the students continued their independent work and I met with more small groups.
Tigers: Independently the students reread pages 39 and, in their RRJ, what problem the goose solved for the giant. I gave them a chance to complete this assignment in group since they weren't finished. Once they were done I reviewed their responses with them individually. Then we reread pages 69 and practiced retelling each page. For HOMEWORK the children need to reread pages 39 and complete a free choice word work activity.
Leopards: Independently the students reviewed The Banza and listed the events on their Google Slides document. In group we reviewed and revised the lists of events and added the character's reactions to them. For HOMEWORK the students need to reread The Banza and identify the theme, or message, of the story, on a sticky note. The also need to complete a word work activity of their own choice.
Lions: Independently the students reviewed The Banza and listed the events on their Google Slides document. In group we reviewed and revised the lists of events and added the character's reactions to them. For HOMEWORK the students need to reread The Banza and identify the theme, or message, of the story, on a sticky note. The also need to complete a word work activity of their own choice.
After literacy, we reviewed the reflections that each student posted on Padlet.
Then the children ended their day in PE with Mr. Benco.
Tuesday, April 28, 2015
Terrific Tuesday
This morning after reading quietly, exchanging books in the media center, or practicing keyboarding, we began our math rotations.
During the small group, teacherled, instruction, we practice reading and writing time using an analog clock. Math with a partner had the children using math discourse, to create flaps, to math the times on analog and digital clocks. Finally, during the technology portion, students finished watching the Learn Zillions lessons from yesterday, and then visited the Telling Time Basketball site to practice reading time on an analog clock.
For HOMEWORK there is an assignment posted on Google Classroom. The children will click on the posted link to visit a site where they will practice telling time using an analog clock. There is also a homework writing journal entry due Friday.
After math we took a Go Noodle brain break and then began our literacy block.
During independent work time the students will complete guided reading group assignments. Then they will watch an Educreations lesson, I created, about writing the informative paragraph explaining arguments FOR their issue and draft their own paragraph in their packet. After that, students will complete an assigned word work activity. Next they will read 3 Encyclopedia Britannica articles about 3 natural resources (rice, vanilla and chocolate) and complete a chart identifying how each is transformed into usable products.
As the students work, I will meet with small groups.
Panthers: First I collected their summaries for the Three Little Pigs. Then we reviewed characteristics of a tall tale and I handed out the book, The Legend of John Henry. After that the students read up to the end of page 6 and orally recalled the events they had read. For HOMEWORK the children need to read the rest of the book, pages 715, marking unknown words with a question mark.
Following lunch and outdoor recess the children continued working independently and I met with more groups.
Tigers: Independently the students wrote summaries of Jack's Tale in their RRJs. In group we discussed the idea of point of view and then I introduced their new book, A Giant's Tale. This is the same story as Jack's Tale but told from the Giant's point of view. Next we reviewed vocabulary necessary to read and comprehend the text. Finally, after the students did a picture walk, we began reading and retelling the story, 2 pages at a time. For HOMEWORK the students need to read pages 6, 7, 8, and 9, and practice retelling what happened, in their own words, at the end of each page. They also need to do a word work activity that they choose.
Leopards: Independently the students reread The Banza and marked places in the text where they were surprised with an "S" and place they were confused with a "C". In group we shared and discussed the places they marked. We also talked about why Teegra gave Cabree the Banza which led to discourse as to whether or not the Banza is magical. For HOMEWORK this evening the students need to reread the Banza and underline/highlight text that supports that the Banza helped to save Cabree.
Lions: Independently the students reread The Banza and marked places in the text where they were surprised with an "S" and place they were confused with a "C". In group we shared and discussed the places they marked. We also talked about why Teegra gave Cabree the Banza. For HOMEWORK the students need to reread The Banza and think about; What motivated Teegra to give Cabree the Banza? How did the Banza save Cabree?
F&P: The students reread the section about the dog Roselle and then we discussed what she did to become a hero. After that we shared what all three dogs, in the book, have in common and what all heroes have in common. Finally, we discussed how each hero was different. Afterwards, I explained to the group that we had just compared and contrasted the dogs!
After our literacy block we finished sharing the student's habitat presentations.
Finally, at the end of our day, I introduced Padlet to the class. We will be using this site, tomorrow, to post our reflections as to how our knowledge has changed since completing the habitat research and presentations.
During the small group, teacherled, instruction, we practice reading and writing time using an analog clock. Math with a partner had the children using math discourse, to create flaps, to math the times on analog and digital clocks. Finally, during the technology portion, students finished watching the Learn Zillions lessons from yesterday, and then visited the Telling Time Basketball site to practice reading time on an analog clock.
For HOMEWORK there is an assignment posted on Google Classroom. The children will click on the posted link to visit a site where they will practice telling time using an analog clock. There is also a homework writing journal entry due Friday.
After math we took a Go Noodle brain break and then began our literacy block.
During independent work time the students will complete guided reading group assignments. Then they will watch an Educreations lesson, I created, about writing the informative paragraph explaining arguments FOR their issue and draft their own paragraph in their packet. After that, students will complete an assigned word work activity. Next they will read 3 Encyclopedia Britannica articles about 3 natural resources (rice, vanilla and chocolate) and complete a chart identifying how each is transformed into usable products.
As the students work, I will meet with small groups.
Panthers: First I collected their summaries for the Three Little Pigs. Then we reviewed characteristics of a tall tale and I handed out the book, The Legend of John Henry. After that the students read up to the end of page 6 and orally recalled the events they had read. For HOMEWORK the children need to read the rest of the book, pages 715, marking unknown words with a question mark.
Following lunch and outdoor recess the children continued working independently and I met with more groups.
Tigers: Independently the students wrote summaries of Jack's Tale in their RRJs. In group we discussed the idea of point of view and then I introduced their new book, A Giant's Tale. This is the same story as Jack's Tale but told from the Giant's point of view. Next we reviewed vocabulary necessary to read and comprehend the text. Finally, after the students did a picture walk, we began reading and retelling the story, 2 pages at a time. For HOMEWORK the students need to read pages 6, 7, 8, and 9, and practice retelling what happened, in their own words, at the end of each page. They also need to do a word work activity that they choose.
Leopards: Independently the students reread The Banza and marked places in the text where they were surprised with an "S" and place they were confused with a "C". In group we shared and discussed the places they marked. We also talked about why Teegra gave Cabree the Banza which led to discourse as to whether or not the Banza is magical. For HOMEWORK this evening the students need to reread the Banza and underline/highlight text that supports that the Banza helped to save Cabree.
Lions: Independently the students reread The Banza and marked places in the text where they were surprised with an "S" and place they were confused with a "C". In group we shared and discussed the places they marked. We also talked about why Teegra gave Cabree the Banza. For HOMEWORK the students need to reread The Banza and think about; What motivated Teegra to give Cabree the Banza? How did the Banza save Cabree?
F&P: The students reread the section about the dog Roselle and then we discussed what she did to become a hero. After that we shared what all three dogs, in the book, have in common and what all heroes have in common. Finally, we discussed how each hero was different. Afterwards, I explained to the group that we had just compared and contrasted the dogs!
After our literacy block we finished sharing the student's habitat presentations.
Finally, at the end of our day, I introduced Padlet to the class. We will be using this site, tomorrow, to post our reflections as to how our knowledge has changed since completing the habitat research and presentations.
Monday, April 27, 2015
Marvelous Monday
This morning, after reading quietly, exchanging books in the media center, or practicing keyboarding, we changed classroom jobs and began math rotations.
This week we will focus on telling time to the minute during our math block.
During the small group, teacherled, instruction today we focused on the essential understandings including 1 hour = 60 minutes, 1 minute = 60 seconds, 1 day = 24 hours, AM/PM, the longer hand is the minute hand and the short hand is the hour hand, quarter after, half past, quarter of/til, etc.
During math with a partner the students played Multiplication War or Multiplication Mind Reader to practice their basic multiplication facts. I didn't want them practicing telling time until I had met with all groups.
Finally, during the technology rotation, the students watched 3 Learn Zillion lessons and took notes in their math journals. The lessons focused on reading and writing time using an analog clock.
For HOMEWORK there is an assignment on Google Classroom, the homework page.
After math we took a Go Noodle brain break and then began our literacy block.
Today, during independent work time, the students will complete guided reading group tasks and finish typing their introduction paragraph, with revisions, into a Google doc. After that they will watch a Learn Zillion lesson about adjectives and complete a follow up activity. Then they will put finishing touches on their habitats Google Slides presentation and complete a word work activity.
One notestudents were given a cursive practice packet today. This is optional. All letters have been taught. This packet is to practice and refine their cursive handwriting. Students were told they would work on it during independent work, free choice, time, before morning announcements or at home. The packets must be completed, correctly, before they will be allowed to write in cursive in school.
As the students worked on their independent tasks, I met with reading groups.
Panthers: The students reread The 3 Little Pigs at the beginning or our group. Then we reviewed that a summary only includes the important information needed to understand the story and reviewed the summary of the first half of the story that we wrote together, in group, last week. After that, the children worked together to summarize the second half of the story. Finally, I reviewed the summary, out loud, for the second half of the story. For HOMEWORK the children will finish writing a summary of the book using our discussion in group and their book.
Following lunch and outdoor recess the students continued working independently and I met with more groups.
Tigers: Independently the children reread Jack's Tale and marked, with sticky notes, the most important events in the story. Once in group we reviewed the difference between retelling and summarizing a story. Then we orally summarized the story. Next we reviewed the story and marked, with numbers, the events we included in our oral summary. Finally, I summarized the story, again, out loud, suing the events we marked. For HOMEWORK the children need to reread the book, Jack's Tale.
Leopards: The students were sent a Google Slides for their next folktale, The Banza. Independently, in their Google Slides, they wrote about a time they faced a fear and then they listened to the story, The Banza, and listed questions they had, about the story, i their Google Slide. In group we shared the times they faced their fears and then listed questions they had as they listened to The Banza. For HOMEWORK they need to reread The Banza, thinking about the questions we listed during group.
Lions: The students were sent a Google Slides for their next folktale, The Banza. Independently, in their Google Slides, they wrote about a time they faced a fear and then they listened to the story, The Banza, and listed questions they had, about the story, i their Google Slide. In group we shared the times they faced their fears and then listed questions they had as they listened to The Banza. For HOMEWORK they need to reread The Banza, thinking about the questions we listed during group.
F&P: We began group with word work. We sorted words according to long and short /e/ sounds. Then the students reread sections of Dog Heroes and identified what made each dog a hero.
After our literacy block we began sharing the children's Google Slides habitat presentations where they identified which plants and animals live in each habitat and how they use their environment to grow and survive.
Finally, the students ended their day in music with Mrs. Graf.
This week we will focus on telling time to the minute during our math block.
During the small group, teacherled, instruction today we focused on the essential understandings including 1 hour = 60 minutes, 1 minute = 60 seconds, 1 day = 24 hours, AM/PM, the longer hand is the minute hand and the short hand is the hour hand, quarter after, half past, quarter of/til, etc.
During math with a partner the students played Multiplication War or Multiplication Mind Reader to practice their basic multiplication facts. I didn't want them practicing telling time until I had met with all groups.
Finally, during the technology rotation, the students watched 3 Learn Zillion lessons and took notes in their math journals. The lessons focused on reading and writing time using an analog clock.
For HOMEWORK there is an assignment on Google Classroom, the homework page.
After math we took a Go Noodle brain break and then began our literacy block.
Today, during independent work time, the students will complete guided reading group tasks and finish typing their introduction paragraph, with revisions, into a Google doc. After that they will watch a Learn Zillion lesson about adjectives and complete a follow up activity. Then they will put finishing touches on their habitats Google Slides presentation and complete a word work activity.
One notestudents were given a cursive practice packet today. This is optional. All letters have been taught. This packet is to practice and refine their cursive handwriting. Students were told they would work on it during independent work, free choice, time, before morning announcements or at home. The packets must be completed, correctly, before they will be allowed to write in cursive in school.
As the students worked on their independent tasks, I met with reading groups.
Panthers: The students reread The 3 Little Pigs at the beginning or our group. Then we reviewed that a summary only includes the important information needed to understand the story and reviewed the summary of the first half of the story that we wrote together, in group, last week. After that, the children worked together to summarize the second half of the story. Finally, I reviewed the summary, out loud, for the second half of the story. For HOMEWORK the children will finish writing a summary of the book using our discussion in group and their book.
Following lunch and outdoor recess the students continued working independently and I met with more groups.
Tigers: Independently the children reread Jack's Tale and marked, with sticky notes, the most important events in the story. Once in group we reviewed the difference between retelling and summarizing a story. Then we orally summarized the story. Next we reviewed the story and marked, with numbers, the events we included in our oral summary. Finally, I summarized the story, again, out loud, suing the events we marked. For HOMEWORK the children need to reread the book, Jack's Tale.
Leopards: The students were sent a Google Slides for their next folktale, The Banza. Independently, in their Google Slides, they wrote about a time they faced a fear and then they listened to the story, The Banza, and listed questions they had, about the story, i their Google Slide. In group we shared the times they faced their fears and then listed questions they had as they listened to The Banza. For HOMEWORK they need to reread The Banza, thinking about the questions we listed during group.
Lions: The students were sent a Google Slides for their next folktale, The Banza. Independently, in their Google Slides, they wrote about a time they faced a fear and then they listened to the story, The Banza, and listed questions they had, about the story, i their Google Slide. In group we shared the times they faced their fears and then listed questions they had as they listened to The Banza. For HOMEWORK they need to reread The Banza, thinking about the questions we listed during group.
F&P: We began group with word work. We sorted words according to long and short /e/ sounds. Then the students reread sections of Dog Heroes and identified what made each dog a hero.
After our literacy block we began sharing the children's Google Slides habitat presentations where they identified which plants and animals live in each habitat and how they use their environment to grow and survive.
Finally, the students ended their day in music with Mrs. Graf.
Friday, April 24, 2015
Fabulous Friday
It's so nice to have a full class today!!!
This morning, after reading quietly, exchanging books in the media center, or practicing keyboarding, the students took their math quiz. These have been scored and will come home this evening in your child's home folder. The students did quite well! :)
After math we did a Go Noodle brain break and then began our literacy block a bit early!!
We began literacy block with me modeling how to create a new Google doc and type in the issues introduction paragraph using the expected format. Then I reviewed how to access a link in Google Classroom, the literacy page, to vote for the BlackEyed Susan book of the children's choice.
Today, during independent work time, the children will complete an independent guided reading group assignment. Then they will revise and type their issue inquiry introduction paragraph onto a Google doc. Next they will complete a word work activity, finish their habitat Google Slides presentation, and practice the letters G, S, and L, in cursive. Finally, the children will read more BlackEye Susan nominees and vote for their favorite book.
While the children work independently, I will meet with small groups.
Panthers: The children reread their book and then we reviewed the tricky or unknown words they identified for homework Wednesday night. We concentrated on identifying known parts of words to decode them. Next we discussed the difference between retelling and summarizing a story. Finally, together, we wrote a summary, for the first half of the story, in their RRJ.
Following lunch and outdoor recess, the students continued working independently while I met with more groups.
Tigers: The students were supposed to reread their book and, in their RRJ, explain how the giant broke his leg and the impact this had on the end of the story. When they came to group, they had not completed the activity. So, I sat with them and provided support, guiding the students to answer both parts of the question and rereading the text to determine the correct answers.
Leopards: Independently the students watched a video lesson, using popular songs, to learn about metaphors (and similes, too). In group we discussed what a metaphor is and shared some from the video lesson, discussing what information we gained fro the metaphor itself. Finally, we discussed the metaphor, She was pure light." from the story White Wave.
Lions: Independently the students watched a video lesson, using popular songs, to learn about metaphors (and similes, too). In group we discussed what a metaphor is and shared some from the video lesson, discussing what information we gained fro the metaphor itself. Finally, we discussed the metaphor, She was pure light." from the story White Wave, and brainstormed the meaning behind the title, White Wave.
F&P: We completed a dictated writing exercise. The students did very well! :)
After our literacy block we shared homework writing journal entries and then had a class meeting.
We began our class meeting with a group share. Students chose between something they learned when they went to work with a parent yesterday OR asking me a question about my job. My children chose the latter and asked some very thought provoking questions! I was impressed.
After that we shared compliments and thank yous.
Next, we moved on to challenges. First, we discussed a recess issue involving the game Knock Out. I didn't have answers for the class but promised I would look into it. After that, we had a discussion about students whispering and giggling in front of other students. Some expressed feeling uncomfortable and not feeling like they belong. We spent some time on this topic with students sharing their feelings and what they wish would change. Hopefully, we will see improvement immediately! Nobody should feel unwanted or unworthy. I applaud the children who took risks and shared their inner feelings.
This morning, after reading quietly, exchanging books in the media center, or practicing keyboarding, the students took their math quiz. These have been scored and will come home this evening in your child's home folder. The students did quite well! :)
After math we did a Go Noodle brain break and then began our literacy block a bit early!!
We began literacy block with me modeling how to create a new Google doc and type in the issues introduction paragraph using the expected format. Then I reviewed how to access a link in Google Classroom, the literacy page, to vote for the BlackEyed Susan book of the children's choice.
Today, during independent work time, the children will complete an independent guided reading group assignment. Then they will revise and type their issue inquiry introduction paragraph onto a Google doc. Next they will complete a word work activity, finish their habitat Google Slides presentation, and practice the letters G, S, and L, in cursive. Finally, the children will read more BlackEye Susan nominees and vote for their favorite book.
While the children work independently, I will meet with small groups.
Panthers: The children reread their book and then we reviewed the tricky or unknown words they identified for homework Wednesday night. We concentrated on identifying known parts of words to decode them. Next we discussed the difference between retelling and summarizing a story. Finally, together, we wrote a summary, for the first half of the story, in their RRJ.
Following lunch and outdoor recess, the students continued working independently while I met with more groups.
Tigers: The students were supposed to reread their book and, in their RRJ, explain how the giant broke his leg and the impact this had on the end of the story. When they came to group, they had not completed the activity. So, I sat with them and provided support, guiding the students to answer both parts of the question and rereading the text to determine the correct answers.
Leopards: Independently the students watched a video lesson, using popular songs, to learn about metaphors (and similes, too). In group we discussed what a metaphor is and shared some from the video lesson, discussing what information we gained fro the metaphor itself. Finally, we discussed the metaphor, She was pure light." from the story White Wave.
Lions: Independently the students watched a video lesson, using popular songs, to learn about metaphors (and similes, too). In group we discussed what a metaphor is and shared some from the video lesson, discussing what information we gained fro the metaphor itself. Finally, we discussed the metaphor, She was pure light." from the story White Wave, and brainstormed the meaning behind the title, White Wave.
F&P: We completed a dictated writing exercise. The students did very well! :)
After our literacy block we shared homework writing journal entries and then had a class meeting.
We began our class meeting with a group share. Students chose between something they learned when they went to work with a parent yesterday OR asking me a question about my job. My children chose the latter and asked some very thought provoking questions! I was impressed.
After that we shared compliments and thank yous.
Next, we moved on to challenges. First, we discussed a recess issue involving the game Knock Out. I didn't have answers for the class but promised I would look into it. After that, we had a discussion about students whispering and giggling in front of other students. Some expressed feeling uncomfortable and not feeling like they belong. We spent some time on this topic with students sharing their feelings and what they wish would change. Hopefully, we will see improvement immediately! Nobody should feel unwanted or unworthy. I applaud the children who took risks and shared their inner feelings.
Thursday, April 23, 2015
Take Your Child to Work  Thursday
Crazy day today!! We only had NINE students in class today!!
We took advantage of the reduced class size to work on various skills!!
In math we split into two groups...boys versus girls. The children rotated between working with me, in small group, and working with partners to build multiplication fluency.
When working with me, we completed a warm up with problems similar to those on tomorrow's math quiz. Then we used our addition and multiplication skills to solve some number puzzles.
Students not working with me chose between the Internet number puzzle, Ken Ken, a Clip and Cover game, or Multiplication War.
We WILL have a math quiz tomorrow and there is a writing homework journal entry due then, too.
After math we took a Go Noodle brain break.
Next we began our literacy block. However, due to the number of students who are absent, we made a few changes to the independent work assignments.
So, today students focused on completing the introduction paragraph for the issues inquiry project and the habitat Google Slide presentation. Then they read various BlackEyed Susan nominee books and ranked them on the capture sheet.
As the students worked, I met with guided reading groups.
Panthers: We reviewed unknown and tricky words that the children identified for homework last night. Then we discussed the difference between retelling and summarizing a story. After that I modeled writing a summary for pages 38.
After enjoying lunch and outdoor recess, the students continued working on their independent tasks and I met with more small groups.
Tigers: We reviewed the difference between retelling a story and summarizing it. Then the students reread Jack's Tale and marked events, with a post it note, that they felt needed to be part of a summary. Then we began writing a summary together. We will finish our summary tomorrow in group.
Leopards: Today, in group, we wrote a summary of White Wave, together. The students copied it into their RRJ. We discussed why certain events were included or left out of the summary.
Lions: Today the students read a model summary of White Wave and we discussed what they noticed. What had I included that they didn't and vice versa. Then the children copied it into their RRJ to use as a resource.
After our literacy block we read a few BlackEyed Susan nominees out loud. The the students ended their day in art with Mrs. Daniell.
Wednesday, April 22, 2015
Wonderful Wednesday
Happy Earth Day!
This morning, after reading quietly, exchanging books in the media center, or practicing keyboarding, we reviewed last night's math homework and then began our math rotations.
During the small group, teacherled, instruction, we practiced using our basic multiplication facts to solve for unknowns, in all positions, in multiplication and division equations. We also represented and solved multistep word problems using equations with variables.
During math with a partner, the children played a clip and cover game to increase their multiplication fluency. If they finished early they were allowed to play Multiplication Mind Readers or Multiplication War to help memorize the basic multiplication facts.
Finally, during the technology portion, the children worked on basic fact fluency, and reasoning, using the Internet game, Ken Ken.
For HOMEWORK there is a word problem on Google Classroom, the homework page. As side note, there will be a math quiz on Friday and a writing journal entry is due then, too!
After math we took a Go Noodle brain break and reviewed some of our expectations (put papers where they belong, clean up after yourselves, use materials in a respectful manner, do not use the school elevator, etc.). Then we began our literacy block.
Today, during independent work, the students completed an independent guided reading group activity. Then they watched an Educreations lesson, twice, and write the introduction paragraph for the issues inquiry project. After that they completed a word work activity. Next they used their notes gathered about 6 habitats to create a Google Slides presentation informing about how plants and animals grow and survive in 4 habitats of their choice. After that, students practiced writing G, S, and L, in cursive and viewed a Cashville Kidz video about budgets.
As the students worked, I met with small groups.
Panthers: First the students shared their summaries, from last night's homework, in group. Then we drew a line of learning and I modeled how I would write a summary of pages 38. The students copied it under their own. For HOMEWORK the students need to complete one word work activity of their choice and read pages 915, marking any unknown words with a question mark.
Following lunch and outdoor recess the students continued working independently while I met with more groups.
Tigers: Independently the students read pages 1215 and highlighted words with the long e sound. In group we reread these pages, reviewing the words with long e sounds. Then we reread the same pages, stopping after every 2 to retell what we had just read. This is still quite challenging for the group. For HOMEWORK the children need to reread their book and retell the story to an adult. They also need to complete a word work activity, but it's free choice.
Leopards: Independently the students reread White Wave and wrote a summary of the story in their RRJ. In group, the students copied an openended, interpretive question into their RRJ and took 5 minutes to answer it. Then we discussed the question. For HOMEWORK he students need to read for 10 minutes and complete a word work activity...both are free choice!
Lions: Independently the students reread White Wave and wrote a summary of the story in their RRJ. In group, the students copied an openended, interpretive question into their RRJ and took 5 minutes to answer it. Then we discussed the question. For HOMEWORK he students need to read for 10 minutes and complete a word work activity...both are free choice!
F&P: First we reviewed pages 14 and 15 in A Dragon on the Roof and identified and discussed examples of Gaudi thinking every part of a building is important and making people think about nature. Next I did a thorough book introduction for our next book, a nonfiction book called, Dog Heroes. Finally the students read the book to themselves thinking about what makes each dog in the book a hero and what heroes have in common.
The children ended their day in PE with Mr. Benco.
This morning, after reading quietly, exchanging books in the media center, or practicing keyboarding, we reviewed last night's math homework and then began our math rotations.
During the small group, teacherled, instruction, we practiced using our basic multiplication facts to solve for unknowns, in all positions, in multiplication and division equations. We also represented and solved multistep word problems using equations with variables.
During math with a partner, the children played a clip and cover game to increase their multiplication fluency. If they finished early they were allowed to play Multiplication Mind Readers or Multiplication War to help memorize the basic multiplication facts.
Finally, during the technology portion, the children worked on basic fact fluency, and reasoning, using the Internet game, Ken Ken.
For HOMEWORK there is a word problem on Google Classroom, the homework page. As side note, there will be a math quiz on Friday and a writing journal entry is due then, too!
After math we took a Go Noodle brain break and reviewed some of our expectations (put papers where they belong, clean up after yourselves, use materials in a respectful manner, do not use the school elevator, etc.). Then we began our literacy block.
Today, during independent work, the students completed an independent guided reading group activity. Then they watched an Educreations lesson, twice, and write the introduction paragraph for the issues inquiry project. After that they completed a word work activity. Next they used their notes gathered about 6 habitats to create a Google Slides presentation informing about how plants and animals grow and survive in 4 habitats of their choice. After that, students practiced writing G, S, and L, in cursive and viewed a Cashville Kidz video about budgets.
As the students worked, I met with small groups.
Panthers: First the students shared their summaries, from last night's homework, in group. Then we drew a line of learning and I modeled how I would write a summary of pages 38. The students copied it under their own. For HOMEWORK the students need to complete one word work activity of their choice and read pages 915, marking any unknown words with a question mark.
Following lunch and outdoor recess the students continued working independently while I met with more groups.
Tigers: Independently the students read pages 1215 and highlighted words with the long e sound. In group we reread these pages, reviewing the words with long e sounds. Then we reread the same pages, stopping after every 2 to retell what we had just read. This is still quite challenging for the group. For HOMEWORK the children need to reread their book and retell the story to an adult. They also need to complete a word work activity, but it's free choice.
Leopards: Independently the students reread White Wave and wrote a summary of the story in their RRJ. In group, the students copied an openended, interpretive question into their RRJ and took 5 minutes to answer it. Then we discussed the question. For HOMEWORK he students need to read for 10 minutes and complete a word work activity...both are free choice!
Lions: Independently the students reread White Wave and wrote a summary of the story in their RRJ. In group, the students copied an openended, interpretive question into their RRJ and took 5 minutes to answer it. Then we discussed the question. For HOMEWORK he students need to read for 10 minutes and complete a word work activity...both are free choice!
F&P: First we reviewed pages 14 and 15 in A Dragon on the Roof and identified and discussed examples of Gaudi thinking every part of a building is important and making people think about nature. Next I did a thorough book introduction for our next book, a nonfiction book called, Dog Heroes. Finally the students read the book to themselves thinking about what makes each dog in the book a hero and what heroes have in common.
The children ended their day in PE with Mr. Benco.
Tuesday, April 21, 2015
Terrific Tuesday
This morning, after reading quietly, exchanging books in the media center, or practicing keyboarding skills, we reviewed last night's math homework and then began our math rotations.
During the small group, teacherled, math instruction, we focused on solving multistep word problems by identifying the knowns and unknowns, writing equations with variables and then solving them.
Students began math with a partner by correcting and finishing yesterday's "Find the Pairs" activity. Many students put answers that didn't meet the requirements of the problem, so they had to redo them. After that, the children played Multiplication Mind Reader or Multiplication War to build fluency with their multiplication facts.
Finally, during the technology rotation, students worked on memorizing the basic multiplication and division facts using the site, "That's a Facts".
For HOMEWORK there is a word problem on Google Classroom, the homework page, and there is a writing journal entry due Friday.
After math we took a Go Noodle brain break and then began our literacy block.
First students will complete an independent guided reading group assignment. Then they will watch an Educreations lesson where I explain and model writing the introduction paragraph for the issue inquiry project. After viewing the lesson, the children will draft their own introduction. Next the students will complete an assigned word work task. Then they will begin creating a Google Slides presentation. Using their habitat notes, in their science journal, they will create a presentation showing which plants and animals grow and live in each of four habitats, and HOW they do so. Finally, they will practice writing G, S, and L, in cursive.
Panthers: WE met and I handed out new books, The Three Little Pigs: The Wolf's Story. We previewed the front and back covers and the title to identify information we could use to predict what the story is about. Then we reviewed some important vocabulary. Finally, the students whisper read up to page 8. For HOMEWORK they need to reread up to page 8 and write a summary of what they read in their RRJ...no more than 5 sentences.
Following lunch and outdoor recess the students continued their independent work while I met with more small groups.
Tigers: The students received new books and independently read it, marking any unknown or tricky words with a question mark. In group we reviewed the unknown words they had marked. Then I modeled how to read two pages of text and retell, sing my own words, to make sure I understood what I had read. Then we practiced, as a group, reading a couple of pages, stopping, and retelling what we had read in our own words. For HOMEWORK the children need to reread up through page 11, stopping every two pages to retell, in their own words, what they have read. They also need to do Look, Say, Cover, Write, Check, with their new word work words.
Leopards: The students reread White Wave, and marked places where Kuo Ming made a good choice, with a G, and a bad choice, with a B. In group, we discussed the portions they had marked with a G or a B to get a deeper understanding of the story. For HOMEWORK the children need to reread White Wave and then orally summarize the story for an adult. A summary should tell enough information to help someone who has never read the story understand it but not so much detail that they end up retelling it.
Lions: The students reread White Wave, and marked places where Kuo Ming made was respectful, with an R, and disrespectful, with a D. In group, we discussed the portions they had marked with an R or a D to get a deeper understanding of the story. For HOMEWORK the children need to reread White Wave and then orally summarize the story for an adult. A summary should tell enough information to help someone who has never read the story understand it but not so much detail that they end up retelling it.
F&P: The children began group by rereading the book, A Dragon on the Roof: The Surprising Achitecture of Antoni Gaudi. After that we discussed the key understandings from the text and then the children searched the text to locate reasons the author gave as to why Gaudi's creations were important.
After our literacy block, we took some time to discuss challenges with the Habitat presentations and then focused on social studies and our study of economics.
Today we reviewed the terms consumer and financial. We also reviewed the idea of a financial plan and learned about fixed expenses. Finally, the students worked in small groups to devise a financial plan based on scenarios presented on "decision cards". The groups presented their plans to the class.
During the small group, teacherled, math instruction, we focused on solving multistep word problems by identifying the knowns and unknowns, writing equations with variables and then solving them.
Students began math with a partner by correcting and finishing yesterday's "Find the Pairs" activity. Many students put answers that didn't meet the requirements of the problem, so they had to redo them. After that, the children played Multiplication Mind Reader or Multiplication War to build fluency with their multiplication facts.
Finally, during the technology rotation, students worked on memorizing the basic multiplication and division facts using the site, "That's a Facts".
For HOMEWORK there is a word problem on Google Classroom, the homework page, and there is a writing journal entry due Friday.
After math we took a Go Noodle brain break and then began our literacy block.
First students will complete an independent guided reading group assignment. Then they will watch an Educreations lesson where I explain and model writing the introduction paragraph for the issue inquiry project. After viewing the lesson, the children will draft their own introduction. Next the students will complete an assigned word work task. Then they will begin creating a Google Slides presentation. Using their habitat notes, in their science journal, they will create a presentation showing which plants and animals grow and live in each of four habitats, and HOW they do so. Finally, they will practice writing G, S, and L, in cursive.
Panthers: WE met and I handed out new books, The Three Little Pigs: The Wolf's Story. We previewed the front and back covers and the title to identify information we could use to predict what the story is about. Then we reviewed some important vocabulary. Finally, the students whisper read up to page 8. For HOMEWORK they need to reread up to page 8 and write a summary of what they read in their RRJ...no more than 5 sentences.
Following lunch and outdoor recess the students continued their independent work while I met with more small groups.
Tigers: The students received new books and independently read it, marking any unknown or tricky words with a question mark. In group we reviewed the unknown words they had marked. Then I modeled how to read two pages of text and retell, sing my own words, to make sure I understood what I had read. Then we practiced, as a group, reading a couple of pages, stopping, and retelling what we had read in our own words. For HOMEWORK the children need to reread up through page 11, stopping every two pages to retell, in their own words, what they have read. They also need to do Look, Say, Cover, Write, Check, with their new word work words.
Leopards: The students reread White Wave, and marked places where Kuo Ming made a good choice, with a G, and a bad choice, with a B. In group, we discussed the portions they had marked with a G or a B to get a deeper understanding of the story. For HOMEWORK the children need to reread White Wave and then orally summarize the story for an adult. A summary should tell enough information to help someone who has never read the story understand it but not so much detail that they end up retelling it.
Lions: The students reread White Wave, and marked places where Kuo Ming made was respectful, with an R, and disrespectful, with a D. In group, we discussed the portions they had marked with an R or a D to get a deeper understanding of the story. For HOMEWORK the children need to reread White Wave and then orally summarize the story for an adult. A summary should tell enough information to help someone who has never read the story understand it but not so much detail that they end up retelling it.
F&P: The children began group by rereading the book, A Dragon on the Roof: The Surprising Achitecture of Antoni Gaudi. After that we discussed the key understandings from the text and then the children searched the text to locate reasons the author gave as to why Gaudi's creations were important.
After our literacy block, we took some time to discuss challenges with the Habitat presentations and then focused on social studies and our study of economics.
Today we reviewed the terms consumer and financial. We also reviewed the idea of a financial plan and learned about fixed expenses. Finally, the students worked in small groups to devise a financial plan based on scenarios presented on "decision cards". The groups presented their plans to the class.
Monday, April 20, 2015
Mushy Monday
Let's hope that these April showers bring some May flowers!!
Students read quietly, exchanged books in the media center, or practiced keyboarding, this morning. Then we changed classroom jobs and began our math rotations.
During the small group, teacherled rotation, we will continue focusing on multiplication fluency and solving multistep word problems by identifying knowns and unknowns and writing equations. Today we solve a word problem involving more than one unknown by breaking it down step by step.
During math with a partner the students used math discourse to identify pairs of numbers meeting a set of criteria. After that they played Multiplication Mind Reader or Multiplication War to practice basic fact fluency.
Finally, during the technology portion, the children visited That's a Fact to work on memorization of the basic multiplication and division facts.
For HOMEWORK there is a multistep word problem posted on Google Classroom, the homework page. Also there is a writing journal entry due Friday!
After math we took a Go Noodle brain break. Then we reviewed today's independent work assignments.
All groups will begin by listening to the folktale White Wave. This is a Junior Great Books story that lends itself to great, indepth discussion and higher order thinking. Some groups will then identify the main characters, problem, and solution in their RRJ. Others will list the events in the plot. After that, all groups will cut apart, and put their initials on the back of, their new word work cards. Then students will finish taking notes for their inquiry issue. Next, the children will finish taking notes, in their science journals, on the 6 habitats. FInally, they will practice writing the letters G, S, and L, in cursive.
AS the students work independently, I will meet with guided reading groups.
Panthers: In group I introduced their new word work cards and modeled sorting the words based upon the long vowel patterns. Then we defined any unknown words. After group, the children listened to White Wave and identified the main characters, problem and solution in their RRJ. For HOMEWORK the children need to reread or relisten to White Wave and do a header sort using their new word work words.
Following lunch and outdoor recess, the students continued working independently, while I met with more groups.
Tigers: Independently the students listened to White Wave and identified the main characters, problem and solution in their RRJ. In group we sorted our new word work words according to short e and long e vowel patterns. We also discussed any tricky words. After that we reviewed the main characters, problem and solution in White Wave. For HOMEWORK the children will do a header sort with their new word work words and listen to White Wave again.
Leopards: Independently the students listened to White Wave and identified the events in the plot. In group I modeled sorting their new word work words and we discussed any unknown or tricky words. Then we discussed the main characters, problem, solution, and plot in White Wave and sequenced and highlighted the events that happened after White Wave left. For HOMEWORK the children need to do a header sort with their new word work words and reread White Wave paying close attention to the highlighted sections.
Lions: Independently the children listened to the folktale White Wave and identified events in the plot. In group they completed a checkin, reviewtype quiz covering the prefixes we have worked with during our word sorts thus far. Then I modeled their new word sort and we reviewed tricky or unknown words. This sort focuses on the suffixes y, ly, and ily. After that we discussed the main characters, problem and solution in White Wave and also sequenced the events that occurred after White Wave left. For HOMEWORK the children will do a header sort with their new word work words and reread White Wave marking places in the story that they have questions about with a ?.
F&P: The students warmed up by whisper reading Pool Trouble. Then I did an indepth book introduction for their new text, A Dragon on the Roof: The Surprising Architecture of Antoni Gaudi. After that, the children whisper read the story.
The students ended their day in music with Mrs. Graf (formerly known as Ms. Guerra).
Students read quietly, exchanged books in the media center, or practiced keyboarding, this morning. Then we changed classroom jobs and began our math rotations.
During the small group, teacherled rotation, we will continue focusing on multiplication fluency and solving multistep word problems by identifying knowns and unknowns and writing equations. Today we solve a word problem involving more than one unknown by breaking it down step by step.
During math with a partner the students used math discourse to identify pairs of numbers meeting a set of criteria. After that they played Multiplication Mind Reader or Multiplication War to practice basic fact fluency.
Finally, during the technology portion, the children visited That's a Fact to work on memorization of the basic multiplication and division facts.
For HOMEWORK there is a multistep word problem posted on Google Classroom, the homework page. Also there is a writing journal entry due Friday!
After math we took a Go Noodle brain break. Then we reviewed today's independent work assignments.
All groups will begin by listening to the folktale White Wave. This is a Junior Great Books story that lends itself to great, indepth discussion and higher order thinking. Some groups will then identify the main characters, problem, and solution in their RRJ. Others will list the events in the plot. After that, all groups will cut apart, and put their initials on the back of, their new word work cards. Then students will finish taking notes for their inquiry issue. Next, the children will finish taking notes, in their science journals, on the 6 habitats. FInally, they will practice writing the letters G, S, and L, in cursive.
AS the students work independently, I will meet with guided reading groups.
Panthers: In group I introduced their new word work cards and modeled sorting the words based upon the long vowel patterns. Then we defined any unknown words. After group, the children listened to White Wave and identified the main characters, problem and solution in their RRJ. For HOMEWORK the children need to reread or relisten to White Wave and do a header sort using their new word work words.
Following lunch and outdoor recess, the students continued working independently, while I met with more groups.
Tigers: Independently the students listened to White Wave and identified the main characters, problem and solution in their RRJ. In group we sorted our new word work words according to short e and long e vowel patterns. We also discussed any tricky words. After that we reviewed the main characters, problem and solution in White Wave. For HOMEWORK the children will do a header sort with their new word work words and listen to White Wave again.
Leopards: Independently the students listened to White Wave and identified the events in the plot. In group I modeled sorting their new word work words and we discussed any unknown or tricky words. Then we discussed the main characters, problem, solution, and plot in White Wave and sequenced and highlighted the events that happened after White Wave left. For HOMEWORK the children need to do a header sort with their new word work words and reread White Wave paying close attention to the highlighted sections.
Lions: Independently the children listened to the folktale White Wave and identified events in the plot. In group they completed a checkin, reviewtype quiz covering the prefixes we have worked with during our word sorts thus far. Then I modeled their new word sort and we reviewed tricky or unknown words. This sort focuses on the suffixes y, ly, and ily. After that we discussed the main characters, problem and solution in White Wave and also sequenced the events that occurred after White Wave left. For HOMEWORK the children will do a header sort with their new word work words and reread White Wave marking places in the story that they have questions about with a ?.
F&P: The students warmed up by whisper reading Pool Trouble. Then I did an indepth book introduction for their new text, A Dragon on the Roof: The Surprising Architecture of Antoni Gaudi. After that, the children whisper read the story.
The students ended their day in music with Mrs. Graf (formerly known as Ms. Guerra).
Friday, April 17, 2015
Fabulous Friday!!
This morning, after reading quietly, exchanging books in the media center, or practicing keyboarding skills, we reviewed last night's word problem and then took our weekly math quiz. Look for the graded quizzes in your child's home folder this evening.
After the quiz we enjoyed an assembly about bullying. The show had a great message and was quite entertaining!!
After the assembly, the children enjoyed lunch and outdoor recess.
Then we went to the media center where Mrs. Allaire did a lesson about taking notes on both sides, the pros and cons, of our issues.
When we returned to class, we had 30 minutes for our literacy block. Needless to say, I had to make some adjustments.
I decided to use the time to do some informal reading assessments with a few students. While I did this, the rest of the class finished taking notes on both sides of their inquiry project issue. Then they worked on gathering notes on the 6 habitats, in their science journal.
After literacy we shared homework writing journals.
We ended the day with a class meeting. We actually did two group shares. First the students shared one thing they did over Spring Break. Then they had a chance to share what was on their mindalways a favorite of mine! :) After that, we exchanged thank yous and compliments. Then we reviewed this morning's antibullying assembly. Finally, I shared a story called, "A Torn Heart" about a child having a rough day. As the child encountered various difficulties, I ripped pieces of a paper heart off, simulating what happens to a persons self esteem as they go through the day being criticized and put down.
After the quiz we enjoyed an assembly about bullying. The show had a great message and was quite entertaining!!
After the assembly, the children enjoyed lunch and outdoor recess.
Then we went to the media center where Mrs. Allaire did a lesson about taking notes on both sides, the pros and cons, of our issues.
When we returned to class, we had 30 minutes for our literacy block. Needless to say, I had to make some adjustments.
I decided to use the time to do some informal reading assessments with a few students. While I did this, the rest of the class finished taking notes on both sides of their inquiry project issue. Then they worked on gathering notes on the 6 habitats, in their science journal.
After literacy we shared homework writing journals.
We ended the day with a class meeting. We actually did two group shares. First the students shared one thing they did over Spring Break. Then they had a chance to share what was on their mindalways a favorite of mine! :) After that, we exchanged thank yous and compliments. Then we reviewed this morning's antibullying assembly. Finally, I shared a story called, "A Torn Heart" about a child having a rough day. As the child encountered various difficulties, I ripped pieces of a paper heart off, simulating what happens to a persons self esteem as they go through the day being criticized and put down.
Thursday, April 16, 2015
Thrilling Thursday  Group Picture Day
This morning, after reading quietly, exchanging books in the media center, or practicing keyboarding, we reviewed last night's math word problem and then began our math rotations.
During the small group, teacherled instruction, we continued representing word problems, using equations with variables, and solving them. Students practiced the basic multiplication facts, during math with a partner, by playing a new card game called Multiplication Mind Readers. Finally, the children practiced solving word problems using the site, Grand Slam Math, during the technology portion.
For HOMEWORK there is a word problem on Google Classroom, the homework page. Also, there is a writing journal entry due Friday and we will have a MATH QUIZ on Friday covering multistep word problems.
After math we took a GO Noodle brain break and then began our literacy block.
First I introduced our new science project. In class, the children will be researching 6 habitats using Brain Pop Jr., Encyclopedia Britannica, and Pebble Go. They will be taking notes, using a format modeled in our daily flip chart, in their science journal. Then, they will choose 4 habitats and create a Google Slide presentation to identify how plants and animals grow and survive within each.
Today, as I meet with small groups, the children will complete an independent guided reading task, finish taking notes on their inquiry project issue, practice their word words using an assigned activity, and begin researching the 6 habitats.
Panthers: The students chose a discussion card and, with a partner, revisited the text to locate the answer. Then, together, we reviewed last night's homework question. After that we orally discussed one of the partner's questions which was why did Persephone not want to live in the underworld. Independently the children will write a response to this question, in their RRJ using both our discussion and the book. For HOMEWORK the students will reread the book and highlight long I and long O words.
Following lunch and outdoor recess we got our class picture taken, and resumed independent work and small group instruction.
Tigers: Independently the children reread their book and identified and numbered 3 events leading from the problem to the solution. In group we reviewed the plot (events leading from the problem to the solution). Then we reviewed what, in nature, this myth explains and brainstormed another idea for a story explaining how animals got certain features. For HOMEWORK the children need to reread the book and illustrate page 19.
Leopards: Independently the students identified the moral, lesson, or theme of their story and used details to explain their thinking. In group, the students partnered up to answer a discussion question using their book. Then each group of partners shared their questions and responses with the entire reading group. For HOMEWORK the students need to reread their book, thinking about why the wizard grants the wish.
Lions: Independently the students reread pages 1417 and wrote a summary in their RRJ. Once in group we reviewed the chapter and identified the theme of the story. For HOMEWORK the students need to read pages 18 and 19.
F&P: The students reread Pool Trouble and decided whether or not they liked the ending. Then we shared their thoughts. After that, instead of beginning the next book, I met with individuals to do some informal reading assessments. I want to see if their comprehension is improving.
The students ended their day in art with Mrs. Daniell.
During the small group, teacherled instruction, we continued representing word problems, using equations with variables, and solving them. Students practiced the basic multiplication facts, during math with a partner, by playing a new card game called Multiplication Mind Readers. Finally, the children practiced solving word problems using the site, Grand Slam Math, during the technology portion.
For HOMEWORK there is a word problem on Google Classroom, the homework page. Also, there is a writing journal entry due Friday and we will have a MATH QUIZ on Friday covering multistep word problems.
After math we took a GO Noodle brain break and then began our literacy block.
First I introduced our new science project. In class, the children will be researching 6 habitats using Brain Pop Jr., Encyclopedia Britannica, and Pebble Go. They will be taking notes, using a format modeled in our daily flip chart, in their science journal. Then, they will choose 4 habitats and create a Google Slide presentation to identify how plants and animals grow and survive within each.
Today, as I meet with small groups, the children will complete an independent guided reading task, finish taking notes on their inquiry project issue, practice their word words using an assigned activity, and begin researching the 6 habitats.
Panthers: The students chose a discussion card and, with a partner, revisited the text to locate the answer. Then, together, we reviewed last night's homework question. After that we orally discussed one of the partner's questions which was why did Persephone not want to live in the underworld. Independently the children will write a response to this question, in their RRJ using both our discussion and the book. For HOMEWORK the students will reread the book and highlight long I and long O words.
Following lunch and outdoor recess we got our class picture taken, and resumed independent work and small group instruction.
Tigers: Independently the children reread their book and identified and numbered 3 events leading from the problem to the solution. In group we reviewed the plot (events leading from the problem to the solution). Then we reviewed what, in nature, this myth explains and brainstormed another idea for a story explaining how animals got certain features. For HOMEWORK the children need to reread the book and illustrate page 19.
Leopards: Independently the students identified the moral, lesson, or theme of their story and used details to explain their thinking. In group, the students partnered up to answer a discussion question using their book. Then each group of partners shared their questions and responses with the entire reading group. For HOMEWORK the students need to reread their book, thinking about why the wizard grants the wish.
Lions: Independently the students reread pages 1417 and wrote a summary in their RRJ. Once in group we reviewed the chapter and identified the theme of the story. For HOMEWORK the students need to read pages 18 and 19.
F&P: The students reread Pool Trouble and decided whether or not they liked the ending. Then we shared their thoughts. After that, instead of beginning the next book, I met with individuals to do some informal reading assessments. I want to see if their comprehension is improving.
The students ended their day in art with Mrs. Daniell.
Wednesday, April 15, 2015
Wonderful Wednesday
This morning after reading quietly or practicing keyboarding skills we briefly discussed yesterday's KeepaCube experiment. Many students indicated they were surprised with their results. What surprised me was some were surprised that their KeepaCube worked while others were surprised it didn't work!!
After our debriefing we began our math rotations.
During the small group, teacherled instruction we continued to work on solving multi step word problems. Math with a partner had the students playing Multiplication War working towards basic fact fluency. Finally, the students visited the site Word Problems with Katie to practice solving word problems.
For HOMEWORK there is a word problem posted on the Google Classroom homework page. Also, there is a writing journal entry due Friday and we will have a math quiz on Friday.
After math we took a GO Noodle brain break before beginning our literacy block.
We began literacy by sharing examples of effort, motivation and persistence in the tales Jack and the Giant Barbecue and The Fisherman and the Turtle. The students had a chance to revise their matrices during this time.
Then, while I met with guided reading groups, the students worked independently. First they completed independent guided reading group tasks. After that they compared and contrasted Jack and the Fisherman, in their RRJ, using details and examples from the matrix we reviewed in class today. Next, the students continued taking notes on their inquiry issue. After that they will complete a word work activity and then finish identifying the meaning and an example of opportunity cost.
Panthers: The students reviewed the story, Persephone: A Greek Myth. Then we orally discussed some comprehension questions. For HOMEWORK the children need to reread the book and, on a sticky note, answer, why was it cold for so long.
Following lunch and outdoor recess the students continued working independently while I met with more groups.
Tigers: Independently the children read the rest of their book and checked to see if the prediction they wrote for home work was correct. In group, after reviewing the end of the book, we shared and discussed their predictions. We also identified the theme of the story. Then we discussed the story elements and located and labelled the problem with a "P". For HOMEWORK the children will reread the story and located and label the solution with an "S".
Leopards: Independently the children revisited their story and located and labelled the problem (P) and solution (S). In group we reviewed the problem and solution. Then we discussed how King Midas reacted to the problem and used that to determine the message/theme of the myth. For HOMEWORK the children need to reread their book.
Lions: Independently the students reread pages 1113 and wrote a summary in their RRJ. In group we reviewed and summarized the chapter. Then we identified the most important part of this section. For HOMEWORK the students need to read pages 1417 and underline words referring to the who, what, where, when, and why. They can also put a question mark by tricky words.
F&P: We began group by recognizing how knowing vowel patterns can help us decode multisyllabic words. Then we reread the story Pool Trouble and marked examples of effort, persistence, and motivation, with sticky notes. Finally we discussed examples of these traits from the book.
After literacy block we briefly read about various habitats around the world. This was to gain background knowledge as we begin learning how plants and animals grow and survive in various habitats in science.
The students ended their day in PE with Mr. Benco.
Spring picture day is tomorrow!! Look for the information in home folders this evening!!
After our debriefing we began our math rotations.
During the small group, teacherled instruction we continued to work on solving multi step word problems. Math with a partner had the students playing Multiplication War working towards basic fact fluency. Finally, the students visited the site Word Problems with Katie to practice solving word problems.
For HOMEWORK there is a word problem posted on the Google Classroom homework page. Also, there is a writing journal entry due Friday and we will have a math quiz on Friday.
After math we took a GO Noodle brain break before beginning our literacy block.
We began literacy by sharing examples of effort, motivation and persistence in the tales Jack and the Giant Barbecue and The Fisherman and the Turtle. The students had a chance to revise their matrices during this time.
Then, while I met with guided reading groups, the students worked independently. First they completed independent guided reading group tasks. After that they compared and contrasted Jack and the Fisherman, in their RRJ, using details and examples from the matrix we reviewed in class today. Next, the students continued taking notes on their inquiry issue. After that they will complete a word work activity and then finish identifying the meaning and an example of opportunity cost.
Panthers: The students reviewed the story, Persephone: A Greek Myth. Then we orally discussed some comprehension questions. For HOMEWORK the children need to reread the book and, on a sticky note, answer, why was it cold for so long.
Following lunch and outdoor recess the students continued working independently while I met with more groups.
Tigers: Independently the children read the rest of their book and checked to see if the prediction they wrote for home work was correct. In group, after reviewing the end of the book, we shared and discussed their predictions. We also identified the theme of the story. Then we discussed the story elements and located and labelled the problem with a "P". For HOMEWORK the children will reread the story and located and label the solution with an "S".
Leopards: Independently the children revisited their story and located and labelled the problem (P) and solution (S). In group we reviewed the problem and solution. Then we discussed how King Midas reacted to the problem and used that to determine the message/theme of the myth. For HOMEWORK the children need to reread their book.
Lions: Independently the students reread pages 1113 and wrote a summary in their RRJ. In group we reviewed and summarized the chapter. Then we identified the most important part of this section. For HOMEWORK the students need to read pages 1417 and underline words referring to the who, what, where, when, and why. They can also put a question mark by tricky words.
F&P: We began group by recognizing how knowing vowel patterns can help us decode multisyllabic words. Then we reread the story Pool Trouble and marked examples of effort, persistence, and motivation, with sticky notes. Finally we discussed examples of these traits from the book.
After literacy block we briefly read about various habitats around the world. This was to gain background knowledge as we begin learning how plants and animals grow and survive in various habitats in science.
The students ended their day in PE with Mr. Benco.
Spring picture day is tomorrow!! Look for the information in home folders this evening!!
Tuesday, April 14, 2015
Terrific Tuesday  Report Card Day!!
This morning after reading quietly, exchanging books in the media center, or practicing keyboarding, we reviewed last night's word problem and then began our math rotations.
During the small group, teacherled math instruction, we continued solving multistep word problems focusing on the knowns and unknowns and identifying what the question was asking.
During math with a partner the students played multiplication war focusing on memorizing the basic facts with an emphasis on fluency and speed.
Finally, during technology the students had a choice...they could solve word problems and then watch videos modeling how to solve them, using the same web site as yesterday, or they could visit Math Hoops and solve mutli step word problems. Either way, the children practiced solving word problems involving all operations.
For HOMEWORK there is an assignment posted on Google Classroom. There is a writing journal entry due Friday and students will identify equations needed to solve word problems using a link posted to the assignment.
After math we took a Go Noodle brain break. Then we began our literacy block.
First, we discussed the concept of persistence, motivation, and effort. Then I explained that they will be using these traits when they compare the main characters from The Fisherman and the Turtle and Jack and the Giant Barbecue...something I had failed to mention yesterday...OOPS!
During independent work time the students will begin with a guided reading task. Then they will rewatch both the Jack and the Giant Barbecue and The Fisherman and the Turtle videos and complete a matrix providing examples of persistence, motivation, and efforts, from both tales. After that the children will complete a word work assignment. Finally, they will watch a video about Opportunity Cost, for social studies, and define the concept and provide an example in their social studies journals.
Panthers: We met and reviewed the unknown words the students had circled for homework last night. The I gave a brief overview of the story. After that we discussed how visualizing what we read can increase our comprehension. Then, we read a section of the text, stopping at the end of page 6, to visualize what we read. For HOMEWORK the students are expected to reread their story and stopping at the end of each page to visualize what they read.
Following lunch and indoor recess we took a break to visit the media center where Mrs. Allaire taught a lesson about note taking. The students began reading about both sides of their issues and taking notes using facts, details, and definitions.
When we returned to class the students continued with their independent work and I met with ore small groups.
Tigers: The children received new books called, How Zebras Got Their Stripes, and they previewed the title and front cover to predict what this tale will be about. In group we reviewed and revised their predictions. Then we went over vocabulary specific to the book. Finally, the children read up to page 9 and predicted what will happen next. For HOMEWORK the children will reread up to page 9 and write a prediction, on the sticky note, of what will happen next.
Leopards: The children read pages 915, highlighting tricky words and noting places they visualized what they were reading. In group we reviewed the tricky words and then revisited the book sharing the visualizations the students made. Finally, we discussed how visualization can help us continue to be good readers. For HOMEWORK the students need to reread their book.
Lions: Independently the students read the first two chapters of the book and wrote a summary in their RRJ. In group we began by sharing the questions they wrote for homework last night, after reading the prologue. Then some students shared the summaries they wrote and we discussed whether or not we would want to be on a ship captained by Odysseus. For HOMEWORK the students need to read pages 1113.
F&P: Today we focused on writing about reading. The students used the places they marked in the Ben Carson book yesterday to write about 2 important decision he made and explain why each was important to his success. As they wrote I leaned in and helped them write clearly using details to elaborate their thinking.
We ended the day by testing our KeepaCube to see how well they kept an ice cube from melting.
ALL students are coming home with many flyers this evening. PLEASE look them over!!
Report cards are coming home...SIGN the envelope and return the EMPTY, SIGNED envelope to school tomorrow. Keep everything inside the envelope, including the report card, at home!!
Another item of interest...a fundraiser, featuring YOUR child's art work, is coming home tonight...look for it!!!
There is also information about summer school and other activities coming home tonight,
During the small group, teacherled math instruction, we continued solving multistep word problems focusing on the knowns and unknowns and identifying what the question was asking.
During math with a partner the students played multiplication war focusing on memorizing the basic facts with an emphasis on fluency and speed.
Finally, during technology the students had a choice...they could solve word problems and then watch videos modeling how to solve them, using the same web site as yesterday, or they could visit Math Hoops and solve mutli step word problems. Either way, the children practiced solving word problems involving all operations.
For HOMEWORK there is an assignment posted on Google Classroom. There is a writing journal entry due Friday and students will identify equations needed to solve word problems using a link posted to the assignment.
After math we took a Go Noodle brain break. Then we began our literacy block.
First, we discussed the concept of persistence, motivation, and effort. Then I explained that they will be using these traits when they compare the main characters from The Fisherman and the Turtle and Jack and the Giant Barbecue...something I had failed to mention yesterday...OOPS!
During independent work time the students will begin with a guided reading task. Then they will rewatch both the Jack and the Giant Barbecue and The Fisherman and the Turtle videos and complete a matrix providing examples of persistence, motivation, and efforts, from both tales. After that the children will complete a word work assignment. Finally, they will watch a video about Opportunity Cost, for social studies, and define the concept and provide an example in their social studies journals.
Panthers: We met and reviewed the unknown words the students had circled for homework last night. The I gave a brief overview of the story. After that we discussed how visualizing what we read can increase our comprehension. Then, we read a section of the text, stopping at the end of page 6, to visualize what we read. For HOMEWORK the students are expected to reread their story and stopping at the end of each page to visualize what they read.
Following lunch and indoor recess we took a break to visit the media center where Mrs. Allaire taught a lesson about note taking. The students began reading about both sides of their issues and taking notes using facts, details, and definitions.
When we returned to class the students continued with their independent work and I met with ore small groups.
Tigers: The children received new books called, How Zebras Got Their Stripes, and they previewed the title and front cover to predict what this tale will be about. In group we reviewed and revised their predictions. Then we went over vocabulary specific to the book. Finally, the children read up to page 9 and predicted what will happen next. For HOMEWORK the children will reread up to page 9 and write a prediction, on the sticky note, of what will happen next.
Leopards: The children read pages 915, highlighting tricky words and noting places they visualized what they were reading. In group we reviewed the tricky words and then revisited the book sharing the visualizations the students made. Finally, we discussed how visualization can help us continue to be good readers. For HOMEWORK the students need to reread their book.
Lions: Independently the students read the first two chapters of the book and wrote a summary in their RRJ. In group we began by sharing the questions they wrote for homework last night, after reading the prologue. Then some students shared the summaries they wrote and we discussed whether or not we would want to be on a ship captained by Odysseus. For HOMEWORK the students need to read pages 1113.
F&P: Today we focused on writing about reading. The students used the places they marked in the Ben Carson book yesterday to write about 2 important decision he made and explain why each was important to his success. As they wrote I leaned in and helped them write clearly using details to elaborate their thinking.
We ended the day by testing our KeepaCube to see how well they kept an ice cube from melting.
ALL students are coming home with many flyers this evening. PLEASE look them over!!
Report cards are coming home...SIGN the envelope and return the EMPTY, SIGNED envelope to school tomorrow. Keep everything inside the envelope, including the report card, at home!!
Another item of interest...a fundraiser, featuring YOUR child's art work, is coming home tonight...look for it!!!
There is also information about summer school and other activities coming home tonight,
Monday, April 13, 2015
We're Back!!!!!
I sincerely hope that everyone had a wonderful Spring Break and enjoyed the spectacular weather this past weekend!!
This morning, after reading quietly, exchanging books in the media center, or practicing keyboarding, we changed classroom jobs, and shared a few of our Spring Break adventures. Then, we began our math rotations.
During the small group, teacherled instruction, we practiced representing word problem with equations, using a variable to represent the unknown, and then solving those equations. Some of the items we focused on were identifying the question that the problem was asking and identifying known and unknown information.
During math with a partner, the students played a card game called Multiplication Chance to work towards the memorization of the basic multiplication facts.
Finally, during the technology portion, the students accessed word problems, through Google Classroom's math page, and practiced writing equations, using a variable to represent the unknown, and solving them. Then they watched a video to see how an expert would represent and solve the problem. Students were instructed to bring any questions to small group for us to discuss.
For HOMEWORK there is a multistep word problem on the Google Classroom homework page. Also, a writing journal entry is due Friday.
After math we took a Go Noodle brain break and then began our literacy block.
First we reviewed the characteristics of a myth using the Google Slide presentation I sent to all students before Spring Break. Then I reviewed today's independent work assignment and created some model slides for students to use as a reference.
Today students will begin with a guided reading assignment. Then they will watch the tale, The Fisherman and the Turtle and rewatch Jack and the Giant Barbecue. Then, in their RRJ, they will compare and contrast the main characters from each tale. After that, the students will complete an assigned word work activity. Finally, they will watch a video about opportunity cost (social studies  economics) and, in their social studies journal, they will define opportunity cost and provide an example to demonstrate their understanding of the concept.
As the children work on these tasks, I will meet with small groups.
Panthers: We met and Students received a copy of the myth, Persephone: A Greek Myth. We reviewed the characteristics of a myth and then went over vocabulary related to this tale. For HOMEWORK the students need to read the myth, Persephone: A Greek Myth and circle unknown words.
Following lunch and outdoor recess, the students continued working on their assignments and I met with more groups.
Tigers: Independently, the children previewed a myth called, How Butterflies Began, and thought about what characteristics made this a myth. In group we reread the myth together, discussing and visualizing each paragraph as we read. Then we discussed the theme of the tale. For HOMEWORK the children need to reread the myth.
Leopards: Independently the students read the myth, A Golden Tragedy, highlighting tricky words and noting anything they visualized. Once in group I read a book introduction and then reviewed pertinent vocabulary. Then we reread up to page 9, together, discussing visualizations and the problem. For HOMEWORK the students need to reread up to page 9.
Lions: Independently the students read the prologue in their new book, Odysseus and the Bag of Winds. Once in group we discussed why Odysseus is one of the biggest heroes in Greek mythology. Then I introduced the book to students by reading an overview of it and we reviewed pertinent vocabulary. For HOMEWORK the students need to reread the prologue.
F&P: The students reread Calling Dr. Carson and we discussed Ben Carson's need to overcome his temper. Then students revisited the book and marked, with sticky notes, important decisions he had to make to become a neurosurgeon. Then I did a book introduction for their next text, Pool Trouble. Finally, the students read the book to find out how they solved the problem (there is a skunk at the city pool) and whether it worked.
The children ended their day in music.
This morning, after reading quietly, exchanging books in the media center, or practicing keyboarding, we changed classroom jobs, and shared a few of our Spring Break adventures. Then, we began our math rotations.
During the small group, teacherled instruction, we practiced representing word problem with equations, using a variable to represent the unknown, and then solving those equations. Some of the items we focused on were identifying the question that the problem was asking and identifying known and unknown information.
During math with a partner, the students played a card game called Multiplication Chance to work towards the memorization of the basic multiplication facts.
Finally, during the technology portion, the students accessed word problems, through Google Classroom's math page, and practiced writing equations, using a variable to represent the unknown, and solving them. Then they watched a video to see how an expert would represent and solve the problem. Students were instructed to bring any questions to small group for us to discuss.
For HOMEWORK there is a multistep word problem on the Google Classroom homework page. Also, a writing journal entry is due Friday.
After math we took a Go Noodle brain break and then began our literacy block.
First we reviewed the characteristics of a myth using the Google Slide presentation I sent to all students before Spring Break. Then I reviewed today's independent work assignment and created some model slides for students to use as a reference.
Today students will begin with a guided reading assignment. Then they will watch the tale, The Fisherman and the Turtle and rewatch Jack and the Giant Barbecue. Then, in their RRJ, they will compare and contrast the main characters from each tale. After that, the students will complete an assigned word work activity. Finally, they will watch a video about opportunity cost (social studies  economics) and, in their social studies journal, they will define opportunity cost and provide an example to demonstrate their understanding of the concept.
As the children work on these tasks, I will meet with small groups.
Panthers: We met and Students received a copy of the myth, Persephone: A Greek Myth. We reviewed the characteristics of a myth and then went over vocabulary related to this tale. For HOMEWORK the students need to read the myth, Persephone: A Greek Myth and circle unknown words.
Following lunch and outdoor recess, the students continued working on their assignments and I met with more groups.
Tigers: Independently, the children previewed a myth called, How Butterflies Began, and thought about what characteristics made this a myth. In group we reread the myth together, discussing and visualizing each paragraph as we read. Then we discussed the theme of the tale. For HOMEWORK the children need to reread the myth.
Leopards: Independently the students read the myth, A Golden Tragedy, highlighting tricky words and noting anything they visualized. Once in group I read a book introduction and then reviewed pertinent vocabulary. Then we reread up to page 9, together, discussing visualizations and the problem. For HOMEWORK the students need to reread up to page 9.
Lions: Independently the students read the prologue in their new book, Odysseus and the Bag of Winds. Once in group we discussed why Odysseus is one of the biggest heroes in Greek mythology. Then I introduced the book to students by reading an overview of it and we reviewed pertinent vocabulary. For HOMEWORK the students need to reread the prologue.
F&P: The students reread Calling Dr. Carson and we discussed Ben Carson's need to overcome his temper. Then students revisited the book and marked, with sticky notes, important decisions he had to make to become a neurosurgeon. Then I did a book introduction for their next text, Pool Trouble. Finally, the students read the book to find out how they solved the problem (there is a skunk at the city pool) and whether it worked.
The children ended their day in music.
Thursday, April 2, 2015
Thrilling Thursday
Today is the final day before Spring Break!! There is definitely excitement in the air! :)
Students came in and read quietly, exchanged books i the media center, or practiced keyboarding. After that, we took our math quiz (formative). The children did quite well! I was very pleased. Please note there was not an opportunity to earn an ES on this week's quiz. There will be one on the next one.
After our quiz we participated in a bus evacuation drill. Then the students completed a survey that provided information about how they best learn. The staff will be evaluating these responses and taking them into consideration as we plan our instruction. How cool is that? The children get to tell us how they learn and what gets in the way of their learning.
After the survey we had our first unannounced fire drill. Then, we finally began our literacy block.
Today students will complete an independent guided reading group assignment, finish any unfinished work, such as the financial plan for $20, or cursive practice papers, and then they will work on becoming experts on a communicable disease and create a way to present the information to the class.
I will be touching base with all reading groups to wrap up the folk tales we read this week. When we return from Spring Break we will focus on myths.
Following lunch and outdoor recess I met with guided reading groups while the children worked on their independent work.
Panthers: We shared and discussed the places they marked, in their book, that demonstrated/supported the theme of perseverance.
Tigers: Independently the children reread Prince Cinders and, in their RRJ, identified the problem and solution in the folk tale. In group we drew a line of learning (actually began a new page) and rewrote the problem and solution together. Then we analyzed how Prince Cinders reacted to the problem and discussed what the theme of the book might be.
Leopards: Independently the students reread chapters 3 and 4 and wrote down the events, in their RRJ, from these two chapters. In group we began reviewing these events but it felt like I was pulling teeth. :) So, we had a discussion about needing to read, and possibly reread, until they could close their books and tell the gist of what happened in the text. Some students will have to read the assignment once, while others will need to read it more than once. However, when they get to group they each need to be able to discuss/retell the assigned portion of text. Then I gave the children time to reread chapter 3. After that the students told the gist of that chapter. We repeated this with the last chapter in the book. Finally we discussed the theme of the book.
Lions: Independently the students reread Lon Popo and had the chance to revise their RRJ entry identifying the theme of the book and 2 key details to support it. In group, the students turned in their RRJs and I collected the books. Then we briefly discussed the theme and key details.
After our literacy block we shared homework writing entries. Then we did a quick group share to see what everyone is doing over Spring Break.
The students ended their day in art with Mrs. Daniel.
Have a wonderful break!!
Students came in and read quietly, exchanged books i the media center, or practiced keyboarding. After that, we took our math quiz (formative). The children did quite well! I was very pleased. Please note there was not an opportunity to earn an ES on this week's quiz. There will be one on the next one.
After our quiz we participated in a bus evacuation drill. Then the students completed a survey that provided information about how they best learn. The staff will be evaluating these responses and taking them into consideration as we plan our instruction. How cool is that? The children get to tell us how they learn and what gets in the way of their learning.
After the survey we had our first unannounced fire drill. Then, we finally began our literacy block.
Today students will complete an independent guided reading group assignment, finish any unfinished work, such as the financial plan for $20, or cursive practice papers, and then they will work on becoming experts on a communicable disease and create a way to present the information to the class.
I will be touching base with all reading groups to wrap up the folk tales we read this week. When we return from Spring Break we will focus on myths.
Following lunch and outdoor recess I met with guided reading groups while the children worked on their independent work.
Panthers: We shared and discussed the places they marked, in their book, that demonstrated/supported the theme of perseverance.
Tigers: Independently the children reread Prince Cinders and, in their RRJ, identified the problem and solution in the folk tale. In group we drew a line of learning (actually began a new page) and rewrote the problem and solution together. Then we analyzed how Prince Cinders reacted to the problem and discussed what the theme of the book might be.
Leopards: Independently the students reread chapters 3 and 4 and wrote down the events, in their RRJ, from these two chapters. In group we began reviewing these events but it felt like I was pulling teeth. :) So, we had a discussion about needing to read, and possibly reread, until they could close their books and tell the gist of what happened in the text. Some students will have to read the assignment once, while others will need to read it more than once. However, when they get to group they each need to be able to discuss/retell the assigned portion of text. Then I gave the children time to reread chapter 3. After that the students told the gist of that chapter. We repeated this with the last chapter in the book. Finally we discussed the theme of the book.
Lions: Independently the students reread Lon Popo and had the chance to revise their RRJ entry identifying the theme of the book and 2 key details to support it. In group, the students turned in their RRJs and I collected the books. Then we briefly discussed the theme and key details.
After our literacy block we shared homework writing entries. Then we did a quick group share to see what everyone is doing over Spring Break.
The students ended their day in art with Mrs. Daniel.
Have a wonderful break!!
Wednesday, April 1, 2015
Wonderful Wednesday
This morning, after reading quietly, exchanging books in the media center, or practicing keyboarding, we voted on a class Dojo reward. The children chose to use the Chromebooks during our next indoor recess.
After that we began our math block. First, I reviewed one of the problems from last night's homework. I showed the children how to break the word problem apart and solve one part at a time.
Then we began our math rotations.
During the small group, teacherled, instruction we focused on solving multi step word problems by focusing on what the questions is asking, drawing pictures, and writing equations using variables to represent unknowns.
During math with a partner the children played a card game called Multiplication Chance. Players divided a deck of cards equally and then each turned over two cards. They each multiplied their cards to find the product. Then one child rolled a die. If the number rolled was even, the player with the lower product won the cards. If it was odd, the player with the higher product won the cards. The winner was the student who ended up with all of the cards at the end of the game.
Finally, during the technology rotation, the students visited the Thinking Blocks site to practice solving word problems involving multiplication and division.
For HOMEWORK there is a word problem on Google Classroom, the homework page, and a link for additional practice. We WILL have a quiz tomorrow covering word problems. There is a writing homework journal entry due tomorrow, too!
After math we took a Go Noodle brain break.
Then I did a couple of quick mini lessons before beginning our literacy block.
First, as part of our health education, I explained that a communicable disease is an illness that is contagious and can be spread from person to person via germs including bacteria, viruses, protozoa, and fungi.
Then, I reviewed the components of a financial plan...income, spending, saving, and donation. I also provided a model of how to set up a financial plan.
During independent work time today the students will begin with a guided reading group task. Then they will explore the topic choices for our next inquiry project using SIRS Discovery. Once they choose a topic they will complete a Google Form indicating their choice to me. Next the children will compete a word work assignment. Then they will redo their financial plan using the resources I provided. After that they will select a communicable disease and create a song, poem, poster, or Google Slide presentation, to inform about the transmission, signs, symptoms, treatment, and prevention of it.
WHile the students work on these assignments, I will meet with guided reading groups.
Panthers: The students reread their book and then we discussed what the author was trying to tell us through the story. We discussed trickery, good vs. evil, and patience. For HOMEWORK the children need to reread the story and mark parts in the story which demonstrated patience. They were told to cut the large sticky note into small pieces and put a P on each. Then they were to place the stickies on the pages where they felt patience was represented. I modeled an example for them.
Following lunch and outdoor recess the children continued working independently, while I met with mroe small groups.
Tigers: Independently the children reread Prince Cinders and identified the theme in their RRJ. Once in group, it became apparent that they were a bit rusty with the concept of theme. So, we reviewed theme as being something the author wants us to know or learn about through the story...it is inferred and can be applied elsewhere. Then we reread the story and discussed the main character's problem. For HOMEWORK the children need to reread the book, Prince Cinders.
Leopards: Independently the students read through their new book, Aladdin and the Wonderful Lamp and then listed unknown words. In group we reviewed the pronunciation and meaning of the unknown words and then retold the events in the first two chapters. For HOMEWORK the students need to reread chapters 3 and 4.
Lions: The children reread Lon Popo and identified the theme and 2 key details, from the book, to support it. In group we reviewed the concept of theme and discussed how analyzing how the main character reacts to the problem in the book can help us determine the theme. Then we talked about how Shang reacted to finding out that Popo was actually a wolf.
F&P: We reviewed the concept of theme and looked at how Dr. Carson reacted to the struggles he faced in life in order to determine the theme, or author's message, in the book.
Students wrapped up their day in PE, with Mr. Benco.
After that we began our math block. First, I reviewed one of the problems from last night's homework. I showed the children how to break the word problem apart and solve one part at a time.
Then we began our math rotations.
During the small group, teacherled, instruction we focused on solving multi step word problems by focusing on what the questions is asking, drawing pictures, and writing equations using variables to represent unknowns.
During math with a partner the children played a card game called Multiplication Chance. Players divided a deck of cards equally and then each turned over two cards. They each multiplied their cards to find the product. Then one child rolled a die. If the number rolled was even, the player with the lower product won the cards. If it was odd, the player with the higher product won the cards. The winner was the student who ended up with all of the cards at the end of the game.
Finally, during the technology rotation, the students visited the Thinking Blocks site to practice solving word problems involving multiplication and division.
For HOMEWORK there is a word problem on Google Classroom, the homework page, and a link for additional practice. We WILL have a quiz tomorrow covering word problems. There is a writing homework journal entry due tomorrow, too!
After math we took a Go Noodle brain break.
Then I did a couple of quick mini lessons before beginning our literacy block.
First, as part of our health education, I explained that a communicable disease is an illness that is contagious and can be spread from person to person via germs including bacteria, viruses, protozoa, and fungi.
Then, I reviewed the components of a financial plan...income, spending, saving, and donation. I also provided a model of how to set up a financial plan.
During independent work time today the students will begin with a guided reading group task. Then they will explore the topic choices for our next inquiry project using SIRS Discovery. Once they choose a topic they will complete a Google Form indicating their choice to me. Next the children will compete a word work assignment. Then they will redo their financial plan using the resources I provided. After that they will select a communicable disease and create a song, poem, poster, or Google Slide presentation, to inform about the transmission, signs, symptoms, treatment, and prevention of it.
WHile the students work on these assignments, I will meet with guided reading groups.
Panthers: The students reread their book and then we discussed what the author was trying to tell us through the story. We discussed trickery, good vs. evil, and patience. For HOMEWORK the children need to reread the story and mark parts in the story which demonstrated patience. They were told to cut the large sticky note into small pieces and put a P on each. Then they were to place the stickies on the pages where they felt patience was represented. I modeled an example for them.
Following lunch and outdoor recess the children continued working independently, while I met with mroe small groups.
Tigers: Independently the children reread Prince Cinders and identified the theme in their RRJ. Once in group, it became apparent that they were a bit rusty with the concept of theme. So, we reviewed theme as being something the author wants us to know or learn about through the story...it is inferred and can be applied elsewhere. Then we reread the story and discussed the main character's problem. For HOMEWORK the children need to reread the book, Prince Cinders.
Leopards: Independently the students read through their new book, Aladdin and the Wonderful Lamp and then listed unknown words. In group we reviewed the pronunciation and meaning of the unknown words and then retold the events in the first two chapters. For HOMEWORK the students need to reread chapters 3 and 4.
Lions: The children reread Lon Popo and identified the theme and 2 key details, from the book, to support it. In group we reviewed the concept of theme and discussed how analyzing how the main character reacts to the problem in the book can help us determine the theme. Then we talked about how Shang reacted to finding out that Popo was actually a wolf.
F&P: We reviewed the concept of theme and looked at how Dr. Carson reacted to the struggles he faced in life in order to determine the theme, or author's message, in the book.
Students wrapped up their day in PE, with Mr. Benco.
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