This morning, before the announcements, I worked with several students who struggled on last week's math quiz. Then, after the announcements, we began our literacy block.
Today students began with a guided reading group activity. Then they finished revising and publishing their common good personal narrative using Google Docs. Next students glued two charts providing the meaning of common suffixes and prefixes, in to the RRJ. They used this chart to identify the meaning of 8 words from their guided reading books. Next the students practiced their word work words. The orange and pink groups wrote each word once, using one color for vowels and another for consonants. The other two groups used an online dictionary to do a meaning check for 10 of their word work words. Finally, students chose between completing unfinished work, practicing reading, practicing keyboarding, or exchanging books n the media center.
As they worked independently, I met with guided reading groups.
Orange: First, we reviewed the vowels and consonants. After that we reviewed and identified common and proper nouns. Next we reviewed prefixes and suffixes. Then the students received a new, nonfiction book, called, Pigs. After reviewing some of the text features, such as the table of contents and headings, we read the first section and identified the main idea. For HOMEWORK the children need to reread pages 25 in their guided reading book.
Pink: The students received new, nonfiction book, called Using Energy Wisely. They were told to read the back cover and list 3 ways we get energy and list any text features they see, with page numbers. In group we reviewed these two prereading activities. Then we discussed identifying the main idea in text. We talked about suing the heading, looking for repeated words and phrases, and revisiting the beginning and end of the section of text. Then we read the first section, pages 25 and identified the main idea together. For HOMEWORK the students needs to reread pages 25, and read pages 6 and 7.
Green: Independently the children reread "Across the Railroad Tracks" and identified the main idea in their RRJ. In group we began by sharing the words they identified for homework last night and then their main idea statements. Then we drew a line of learning, in their RRJ, and wrote a main idea statement together. After that, we identified key details that supported/elaborated the main idea. For HOMEWORK the students need to read the chapter, "A Letter" and write one question that their group mates can answer.
Blue: Independently the children reread chapter 8 and identified the main idea statement in their RRJ. I group we reviewed prefixes and suffixes, as well as, proper and common nouns. Then we shared the student's main idea statements and discussed them. Next, we drew a line of learning and wrote a main idea statement together. Finally, we identified relevant details to support/elaborate the main idea. For HOMEWORK the children need to read chapter 9 and write one question, about the chapter, on the sticky note, to ask their group mates.
We did take a Go Noodle brain break in the middle of our literacy block.
After our literacy block, the students enjoyed outdoor recess and lunch.
When we returned to class we began our math block. First, we reviewed last night's homework and then I explained today's rotations.
During the small group, teacherled instruction, we will continue to practice various strategies to subtract two 3digit numbers, within 1,000. Today we practiced using base ten blocks and number lines. We also checked our work using addition.
During math with a partner, the students practiced basic subtraction facts fluency by playing Subtraction War.
Finally, during the technology rotation, the children watched 2 Khan Academy lessons, solved 2 subtraction problems in their math journal, and then explained how they know when to decompose a ten.
Group 1: We practiced using base ten blocks and a number line to find the difference between two 3digit numbers when it was necessary to decompose a ten OR a hundred. We checked our work using addition.
Group 2: We practiced using base ten blocks and a number line to find the difference between two 3digit numbers when we had to decompose a ten AND a hundred. We checked our work using addition.
Group 3: We practiced using an algorithm, base ten blocks, and/or a number line to find the difference between two 3digit numbers when we had to decompose across a zero (304276). We checked our work using addition.
After math we voted for our SGA classroom rep and our K1 rep. Then the students ended their day in music with Mrs. Graf.
Wednesday, September 30, 2015
Tuesday, September 29, 2015
Terrific Tuesday
I am back from my trip to the Bahamas...I had a blast!!! Thanks for all of your support!
SO...this morning we took a few minutes to determine what the students had completed with the substitutes and what needed to be rolled over to today.
Then we began our literacy block.
All groups began with a guided reading assignment. After that, they used my feedback to make revisions to their common good personal narratives and published their final drafts using Google docs. Next they chose 10 of their word work words to write and illustrate. Finally, they chose between practicing their reading, practicing keyboarding, completing unfinished assignments, or exchanging books in the media center.
While the students worked on the above, I met with guided reading groups.
Orange: First we analyzed how base (or root) words could be changed by adding a prefix or suffix to it. Then we reviewed the story Ooka and the Honest thief and discussed examples of Ooka being a fair and unfair judge. Finally, we identified the central message in the story. This gave the students an experience with a Junior Great Books story. For HOMEWORK the children should read for 10 minutes, free choice. Also, have them review the vowels and their sounds.
Pink: Independently the students reread the story Ooka and the Honest Thief and then wrote about whether they thought Ooka was a fair or unfair judge. In group we began by analyzing how adding prefixes and/or suffixes can change the meaning o fa base or root word. Then we looked for examples in the story Ooka and the Honest Thief. After that, we discussed examples from the story where Ooka was a fair judge and when he was unfair. We also discussed the central message. This gave the group exposure to a Junior Great Books story. For HOMEWORK they need to read for 10 minute, free choice.
Green: Independently the students read the chapter, "The Accident" and attempted to identify the central message/main idea of the chapter on a sticky note. In group we analyzed how adding a prefix and/or suffix to a word can change the meaning of the root (or base) word. Then we identified examples from our book. After that we reviewed ways to identify the main idea/central message in text. We discussed using the chapter title (or heading), looking at the beginning and end of the section, thinking about how the section fits with the entire book (or article). Then we reviewed the chapter called, "The Accident" and identified the main idea or central message of it. For HOMEWORK the students need to read the chapter, "Across the Railroad Tracks" and identify 5 words with either prefixes and or suffixes on a sticky note.
Blue: Independently the students read chapter 7 and then attempted to identify the main idea, or central message, of the chapter. In group we began by analyzing how adding a prefix and/or suffix to a root word can change its meaning. After that we reviewed ways to identify the main idea/central message in text. We discussed using the chapter title (or heading), looking at the beginning and end of the section, thinking about how the section fits with the entire book (or article). After that we identified the main idea/central message of chapter 7. For HOMEWORK the students need to read chapter 8 and list 5 words, from the chapter, that have a suffix and/or prefix, on a sticky note.
After our literacy block, the students enjoyed outdoor recess and lunch.
When we returned to class, we began our math block. During the small group, teacherled instruction, we practiced decomposing tens and hundreds, as needed, to subtraction within 1,000. During math with a partner, the students played Addition War (like the card game) to increase basic facts fluency. Finally, during the technology rotation the students watched an Educreations lesson about Decomposing Numbers. Then they visited the site "Subtraction Speed Grid" to practice subtraction basic facts fluency.
Group 1: First we defined addition as part + part = whole and subtraction, its opposite, as whole take away part = part. Then we discussed that subtraction always begin with the whole, the largest number. After that, we used base ten blocks to recognize when we need to decompose a ten to make ones, or decompose a hundred, to make tens, in order to find the difference between two numbers.
Group 2: First we defined addition as part + part = whole and subtraction, its opposite, as whole take away part = part. Then we discussed that subtraction always begin with the whole, the largest number. After that, we used base ten blocks to recognize when we need to decompose a ten to make ones, or decompose a hundred, to make tens, in order to find the difference between two numbers.
Group 3: This group began with a three digit subtraction problem requiring decomposing (regrouping). The students shared their answers and we then solved the problem together, using two different strategies, to discover which was the correct difference.
There is reading, math, and writing homework on Google Classroom. There is also a Google Form, for the students to complete for the Wims Green Team, attached to the homework assignment.
After math we took a Go Noodle brain break and then turned our attention to social studies.
Today we read about an artist and a musician and identified actions they performed to support the common good. WE did several together nd then the students were to do one on their own, which will be graded.
SO...this morning we took a few minutes to determine what the students had completed with the substitutes and what needed to be rolled over to today.
Then we began our literacy block.
All groups began with a guided reading assignment. After that, they used my feedback to make revisions to their common good personal narratives and published their final drafts using Google docs. Next they chose 10 of their word work words to write and illustrate. Finally, they chose between practicing their reading, practicing keyboarding, completing unfinished assignments, or exchanging books in the media center.
While the students worked on the above, I met with guided reading groups.
Orange: First we analyzed how base (or root) words could be changed by adding a prefix or suffix to it. Then we reviewed the story Ooka and the Honest thief and discussed examples of Ooka being a fair and unfair judge. Finally, we identified the central message in the story. This gave the students an experience with a Junior Great Books story. For HOMEWORK the children should read for 10 minutes, free choice. Also, have them review the vowels and their sounds.
Pink: Independently the students reread the story Ooka and the Honest Thief and then wrote about whether they thought Ooka was a fair or unfair judge. In group we began by analyzing how adding prefixes and/or suffixes can change the meaning o fa base or root word. Then we looked for examples in the story Ooka and the Honest Thief. After that, we discussed examples from the story where Ooka was a fair judge and when he was unfair. We also discussed the central message. This gave the group exposure to a Junior Great Books story. For HOMEWORK they need to read for 10 minute, free choice.
Green: Independently the students read the chapter, "The Accident" and attempted to identify the central message/main idea of the chapter on a sticky note. In group we analyzed how adding a prefix and/or suffix to a word can change the meaning of the root (or base) word. Then we identified examples from our book. After that we reviewed ways to identify the main idea/central message in text. We discussed using the chapter title (or heading), looking at the beginning and end of the section, thinking about how the section fits with the entire book (or article). Then we reviewed the chapter called, "The Accident" and identified the main idea or central message of it. For HOMEWORK the students need to read the chapter, "Across the Railroad Tracks" and identify 5 words with either prefixes and or suffixes on a sticky note.
Blue: Independently the students read chapter 7 and then attempted to identify the main idea, or central message, of the chapter. In group we began by analyzing how adding a prefix and/or suffix to a root word can change its meaning. After that we reviewed ways to identify the main idea/central message in text. We discussed using the chapter title (or heading), looking at the beginning and end of the section, thinking about how the section fits with the entire book (or article). After that we identified the main idea/central message of chapter 7. For HOMEWORK the students need to read chapter 8 and list 5 words, from the chapter, that have a suffix and/or prefix, on a sticky note.
After our literacy block, the students enjoyed outdoor recess and lunch.
When we returned to class, we began our math block. During the small group, teacherled instruction, we practiced decomposing tens and hundreds, as needed, to subtraction within 1,000. During math with a partner, the students played Addition War (like the card game) to increase basic facts fluency. Finally, during the technology rotation the students watched an Educreations lesson about Decomposing Numbers. Then they visited the site "Subtraction Speed Grid" to practice subtraction basic facts fluency.
Group 1: First we defined addition as part + part = whole and subtraction, its opposite, as whole take away part = part. Then we discussed that subtraction always begin with the whole, the largest number. After that, we used base ten blocks to recognize when we need to decompose a ten to make ones, or decompose a hundred, to make tens, in order to find the difference between two numbers.
Group 2: First we defined addition as part + part = whole and subtraction, its opposite, as whole take away part = part. Then we discussed that subtraction always begin with the whole, the largest number. After that, we used base ten blocks to recognize when we need to decompose a ten to make ones, or decompose a hundred, to make tens, in order to find the difference between two numbers.
Group 3: This group began with a three digit subtraction problem requiring decomposing (regrouping). The students shared their answers and we then solved the problem together, using two different strategies, to discover which was the correct difference.
There is reading, math, and writing homework on Google Classroom. There is also a Google Form, for the students to complete for the Wims Green Team, attached to the homework assignment.
After math we took a Go Noodle brain break and then turned our attention to social studies.
Today we read about an artist and a musician and identified actions they performed to support the common good. WE did several together nd then the students were to do one on their own, which will be graded.
Thursday, September 24, 2015
Thrilling Thursday
ReminderI will be out of school tomorrow and Monday. There will not be a blog post on those days. There will be a math quiz tomorrow covering addition of 3 digit numbers and explaining how you know when to compose a ten or hundred. Additionally, writing journal entries are due tomorrow.
On to today...
After reviewing our TASS skills, collaboration and analysis, we began our literacy block.
During independent work the students completed a guided reading activity. Next they practiced their word work words using the Look, Say, Cover, Write, Check, activity. Then they watched a lesson about the proper punctuation of dialogue and added 12 pieces of dialogue to their common good personal narrative rough draft. After that they chose an inquiry topic and listened to Ooka and the Honest Thief. Finally, they chose between practicing reading, practicing keyboarding, exchanging books in the media center, or completing unfinished work.
As they worked, I met with guided reading groups.
Orange: We reviewed the vowels and the 2 sounds each makes. Then we reviewed nouns. Next the students whisper read pages 3440 and listed nouns from the text. Then we sorted the nouns as to whether they were common or proper. Since we completed this book, I collected it. The students will be reading a Junior Great Books story, beginning tomorrow, and then we will read some informational text.
Pink: Independently the children read pages 3144 and listed unknown words, and page numbers, on a sticky note. In group we began by listing nouns from their book and identifying them as either common or proper nouns. Then we identified words and actions supporting the idea that Stink was excited to bring the newt home. I did collect books today, even though we weren't through the entire book. The students will be reading a Junior Great books story, beginning tomorrow, and then we will be reading some nonfiction text.
Green: Independently the children read the chapter, "The shoeshine Man" and, in their RRJ, explained how Sarah Ida felt at the end of her first day, using support from the text. In group, we identified examples of common and proper nouns from the text and then discussed how Sarah Ida felt at the end of her first day of work, using support from the text. Then students were given the opportunity to use our discussion, and the text, and revise their written answer, before handing it is for a grade.
Blue: Independently the students read chapter 4, The Reason, and listed the main events from the chapter, in their RRJ. In group we reviewed proper and common nouns, and the children identified 2 examples of each, from their text. Then we discussed the main events from chapter 4.
During the literacy block we squeezed in one Go Noodle brain break. After our literacy block, the students enjoyed outdoor recess and lunch.
When they returned to the classroom we created a word splash identifying math vocabulary to use in conjunction with addition and subtraction. Then we reviewed today's math rotations.
During the small group, teacherled instruction we reviewed rounding three digit numbers to the nearest ten. Then we practiced adding three digit numbers using various strategies. During math with a partner, the students engaged in math discourse, using our word splash, as they used the partial sums method to find the sum of 3 digit addition problems. Finally, during the technology rotation, students visited the Virtual Manipulatives web site and used the base ten blocks to model and find the sum of 3 digit addition problems.
Group 1: We reviewed rounding a 3 digit number to the nearest 10. Then we used partial sums and base ten blocks to find the sum of a three digit addition problem.
After round 1, the students went to art. When they returned we finished our math block.
Group 2: We reviewed rounding a 3 digit number to the nearest 10. Then we shared strategies to solve 3 digit addition problems and explained when and why we had to compose a ten or hundred.
Group 3: We reviewed rounding a 3 digit number to the nearest 10. Then we shared strategies to solve 3 digit addition problems and explained when and why we had to compose a ten or hundred. Finally, the students were challenged to create an addition problem, using 3 digit numbers, when you would need to compose a ten when finding the sum.
Unfortunately, we were unable to get to science due to many disruptions during small group instruction. PLEASE speak to your child about being responsible, respectful, and part of a team.
We will have a quiz tomorrow covering 3 digit addition, only. Also, there is a writing journal entry due tomorrow.
Homework and blog entries will resume as normal on Tuesday.
On to today...
After reviewing our TASS skills, collaboration and analysis, we began our literacy block.
During independent work the students completed a guided reading activity. Next they practiced their word work words using the Look, Say, Cover, Write, Check, activity. Then they watched a lesson about the proper punctuation of dialogue and added 12 pieces of dialogue to their common good personal narrative rough draft. After that they chose an inquiry topic and listened to Ooka and the Honest Thief. Finally, they chose between practicing reading, practicing keyboarding, exchanging books in the media center, or completing unfinished work.
As they worked, I met with guided reading groups.
Orange: We reviewed the vowels and the 2 sounds each makes. Then we reviewed nouns. Next the students whisper read pages 3440 and listed nouns from the text. Then we sorted the nouns as to whether they were common or proper. Since we completed this book, I collected it. The students will be reading a Junior Great Books story, beginning tomorrow, and then we will read some informational text.
Pink: Independently the children read pages 3144 and listed unknown words, and page numbers, on a sticky note. In group we began by listing nouns from their book and identifying them as either common or proper nouns. Then we identified words and actions supporting the idea that Stink was excited to bring the newt home. I did collect books today, even though we weren't through the entire book. The students will be reading a Junior Great books story, beginning tomorrow, and then we will be reading some nonfiction text.
Green: Independently the children read the chapter, "The shoeshine Man" and, in their RRJ, explained how Sarah Ida felt at the end of her first day, using support from the text. In group, we identified examples of common and proper nouns from the text and then discussed how Sarah Ida felt at the end of her first day of work, using support from the text. Then students were given the opportunity to use our discussion, and the text, and revise their written answer, before handing it is for a grade.
Blue: Independently the students read chapter 4, The Reason, and listed the main events from the chapter, in their RRJ. In group we reviewed proper and common nouns, and the children identified 2 examples of each, from their text. Then we discussed the main events from chapter 4.
During the literacy block we squeezed in one Go Noodle brain break. After our literacy block, the students enjoyed outdoor recess and lunch.
When they returned to the classroom we created a word splash identifying math vocabulary to use in conjunction with addition and subtraction. Then we reviewed today's math rotations.
During the small group, teacherled instruction we reviewed rounding three digit numbers to the nearest ten. Then we practiced adding three digit numbers using various strategies. During math with a partner, the students engaged in math discourse, using our word splash, as they used the partial sums method to find the sum of 3 digit addition problems. Finally, during the technology rotation, students visited the Virtual Manipulatives web site and used the base ten blocks to model and find the sum of 3 digit addition problems.
Group 1: We reviewed rounding a 3 digit number to the nearest 10. Then we used partial sums and base ten blocks to find the sum of a three digit addition problem.
After round 1, the students went to art. When they returned we finished our math block.
Group 2: We reviewed rounding a 3 digit number to the nearest 10. Then we shared strategies to solve 3 digit addition problems and explained when and why we had to compose a ten or hundred.
Group 3: We reviewed rounding a 3 digit number to the nearest 10. Then we shared strategies to solve 3 digit addition problems and explained when and why we had to compose a ten or hundred. Finally, the students were challenged to create an addition problem, using 3 digit numbers, when you would need to compose a ten when finding the sum.
Unfortunately, we were unable to get to science due to many disruptions during small group instruction. PLEASE speak to your child about being responsible, respectful, and part of a team.
We will have a quiz tomorrow covering 3 digit addition, only. Also, there is a writing journal entry due tomorrow.
Homework and blog entries will resume as normal on Tuesday.
Tuesday, September 22, 2015
Terrific Tuesday
This morning, as students practiced reading or keyboarding, I worked with several students to help them draft their personal narratives.
After the announcements, we reviewed Dojos, the Tass skills for the first marking period, and today's schedule.
Then we began our literacy block. First, I did a minilesson about punctuating dialogue. Then I reviewed today's independent tasks.
The students began with a guided reading assignment. Then they completed a header sort, with their word work cards, independently. Next the children watched a lesson, via the third grade web site, about proper punctuation of dialogue. They then used the flip chart, and the lesson to add 12 pieces of dialogue to their personal narrative. After that they chose an inquiry topic and listened to the story, Ooka and the Honest Thief. Finally, they chose between practicing their reading, exchanging books in the media center, practicing keyboarding, or completing unfinished work.
Orange: We began group by reviewing the vowels and consonants. Then we identified nouns as we began reading the third chapter, "The New House". I charted and sorted the nouns and we discovered that proper nouns are names on people, places and things. Finally, we used the text and illustrations to infer how Annie was feeling as she moved into her new house.
Pink: Independently the children read pages 1328 and wrote a prediction of what they think will happen next, justifying it with support from the text. When they got to group, we discussed pages 1328 and reviewed and identified nouns, from the text.
Green: Independently the students reread the chapter called, "On the Avenue", and confirmed their prediction from yesterday. In group we reviewed their lists of unknown words and identified nouns from the text. We also discussed the events in the chapter, "On the Avenue" and predicted, orally, what hill happen next, using the text to justify our thinking.
Blue: Independently the students reread chapter 4 and confirmed, in writing, their prediction from yesterday. In group we reviewed their lists of unknown words. Then we identified nouns from the text and sorted them as to whether they were proper or common nouns. As we discussed the chapter we inferred the feelings of Willy and Clifford Snyder using the text and illustrations.
We did get a few quick brain breaks in this morning, including a game of Simon Says and Head, Shoulders, Knees, and Toes.
After our literacy block the children enjoyed outdoor recess followed by lunch.
When the students returned to class we took the MAPM. This is the selfadjusting, computerized math assessment that is given three times a year. Just like the MAPR, this is not a grade on their report card. The purpose is to provide data to help drive my planning and instruction. This took the entire math block...and then some. :)
After the MAPM we turned our attention to Science. We reviewed words that describe the relationship between two objects and then explored how surface texture impacts the motion of an object. We learned that friction can slow down the movement and change the direction of an object.
There is NO homework this evening and NO school tomorrow, due to the Jewish holiday.
After the announcements, we reviewed Dojos, the Tass skills for the first marking period, and today's schedule.
Then we began our literacy block. First, I did a minilesson about punctuating dialogue. Then I reviewed today's independent tasks.
The students began with a guided reading assignment. Then they completed a header sort, with their word work cards, independently. Next the children watched a lesson, via the third grade web site, about proper punctuation of dialogue. They then used the flip chart, and the lesson to add 12 pieces of dialogue to their personal narrative. After that they chose an inquiry topic and listened to the story, Ooka and the Honest Thief. Finally, they chose between practicing their reading, exchanging books in the media center, practicing keyboarding, or completing unfinished work.
Orange: We began group by reviewing the vowels and consonants. Then we identified nouns as we began reading the third chapter, "The New House". I charted and sorted the nouns and we discovered that proper nouns are names on people, places and things. Finally, we used the text and illustrations to infer how Annie was feeling as she moved into her new house.
Pink: Independently the children read pages 1328 and wrote a prediction of what they think will happen next, justifying it with support from the text. When they got to group, we discussed pages 1328 and reviewed and identified nouns, from the text.
Green: Independently the students reread the chapter called, "On the Avenue", and confirmed their prediction from yesterday. In group we reviewed their lists of unknown words and identified nouns from the text. We also discussed the events in the chapter, "On the Avenue" and predicted, orally, what hill happen next, using the text to justify our thinking.
Blue: Independently the students reread chapter 4 and confirmed, in writing, their prediction from yesterday. In group we reviewed their lists of unknown words. Then we identified nouns from the text and sorted them as to whether they were proper or common nouns. As we discussed the chapter we inferred the feelings of Willy and Clifford Snyder using the text and illustrations.
We did get a few quick brain breaks in this morning, including a game of Simon Says and Head, Shoulders, Knees, and Toes.
After our literacy block the children enjoyed outdoor recess followed by lunch.
When the students returned to class we took the MAPM. This is the selfadjusting, computerized math assessment that is given three times a year. Just like the MAPR, this is not a grade on their report card. The purpose is to provide data to help drive my planning and instruction. This took the entire math block...and then some. :)
After the MAPM we turned our attention to Science. We reviewed words that describe the relationship between two objects and then explored how surface texture impacts the motion of an object. We learned that friction can slow down the movement and change the direction of an object.
There is NO homework this evening and NO school tomorrow, due to the Jewish holiday.
Monday, September 21, 2015
Marvelous Monday
By definition, any Monday, after the Skins win, is marvelous!!!
This morning, after reading quietly, practicing keyboarding, or working with me on writing, we had a talk about asking for help. Many students are not completing their independent work in a timely manner AND not asking for help. This is not ok. So, I explained that is it okay to ask for help but it is never okay to avoid work. I told the class that once they request help, it becomes my problem to find time and a method to help them understand the assignments.
After our chat, we began our literacy block.
Today's tasks began with a guided reading assignment asking the students to make a prediction and justify it using support from their book. Next, they had to cut apart, and put initials on the back of, their word work cards. Then they had to complete their personal narrative rough draft, if they haven't done so. Then they had to choose a topic for their inquiry project. Next they listened to the Junior Great Books story, Ooka and the Honest Thief. Finally, if they had any time left, they could choose between reading to themselves, reading with a partner, listening to reading, practicing keyboarding, finishing unfinished work, or exchanging books in the media center.
Orange: We began with word work. First we reviewed the vowels and then I introduced the first lesson for their word work; short versus long vowel sounds CVC, CVCe (C=consonant, V=vowel). I modeled doing a header sort and the students copied it into their word work journal. After that the students reread chapter 2, Blotchy, with a partner. Then they made a prediction and used the text to justify it. For HOMEWORK the students need to read chapter 3 and list unknown words on a sticky note.
Pink: Independently, the children read the first chapter in their new book and listed unknown words on a sticky note. They also cut apart, and put their initials on the back of, their word work cards. In group we began by doing a header sort with their word work cards and reviewing the meaning of any words that were confusing. Then we reviewed the first chapter in their new book, Stink. For HOMEWORK the students need to reread up to page 10 and write a prediction, of what will happen next, on the sticky note.
Green: Independently the students cut apart, and wrote their initials on the back of, their word work cards. Then they reread the chapter called, "A Game", and wrote a prediction. Finally, they justified their prediction with support from the text. In group we began by completing a header sort, together. Then we reviewed unknown words, the main event and the end of the chapter "A Game". For HOMEWORK the students need to read the chapter, "On the Avenue" and list unknown words.
Guided reading groups took longer today since we began word work. The students enjoyed outdoor recess and lunch after the green group met. When we returned to class, I met with the blue group.
Blue: Independently the students cut apart, and put initials on the back of, their word work cards. Then they reread chapter 3 and made a prediction of what will happen next and justified it using the text. When we got to group completed a header sort together and discussed the meaning of the prefixes (un, in, dis, mis) and the words. Then we discussed chapter 3 and the predictions the wrote. For HOMEWORK the students need to read chapter 4, list unknown words, and think about their predictions.
After I met with the blue group, the students went to PE, with Mr. Benco.
When we returned to class, we began our math block.
This week we will focus on using various strategies to add 3 digit numbers within 1,000. Today we used the partial sums model which relies on expanded notation. When working with me we discussed having to compose a ten or hundred. During math with a partner, the students engaged in math discourse as they used expanded form to add three digit numbers. During the technology rotation, students visited the web site, Virtual Manipulatives, to practice modeling 3 digit addition problems using base ten blocks, and identifying the sum.
Group 1: We reviewed rounding 3 digit numbers to the nearest 10. Then we used base 10 blocks to model addition problems with 2 3digit addends and identify when it is necessary to compose a ten.
Group 2: We used base ten blocks to identify when we need to compose a ten when finding the sum of 3 digit addition problems.
Group 3: We analyzed an addition problem and identified where or not we needed to compose a ten.
Check for homework on the Google Classroom homework page. :)
This morning, after reading quietly, practicing keyboarding, or working with me on writing, we had a talk about asking for help. Many students are not completing their independent work in a timely manner AND not asking for help. This is not ok. So, I explained that is it okay to ask for help but it is never okay to avoid work. I told the class that once they request help, it becomes my problem to find time and a method to help them understand the assignments.
After our chat, we began our literacy block.
Today's tasks began with a guided reading assignment asking the students to make a prediction and justify it using support from their book. Next, they had to cut apart, and put initials on the back of, their word work cards. Then they had to complete their personal narrative rough draft, if they haven't done so. Then they had to choose a topic for their inquiry project. Next they listened to the Junior Great Books story, Ooka and the Honest Thief. Finally, if they had any time left, they could choose between reading to themselves, reading with a partner, listening to reading, practicing keyboarding, finishing unfinished work, or exchanging books in the media center.
Orange: We began with word work. First we reviewed the vowels and then I introduced the first lesson for their word work; short versus long vowel sounds CVC, CVCe (C=consonant, V=vowel). I modeled doing a header sort and the students copied it into their word work journal. After that the students reread chapter 2, Blotchy, with a partner. Then they made a prediction and used the text to justify it. For HOMEWORK the students need to read chapter 3 and list unknown words on a sticky note.
Pink: Independently, the children read the first chapter in their new book and listed unknown words on a sticky note. They also cut apart, and put their initials on the back of, their word work cards. In group we began by doing a header sort with their word work cards and reviewing the meaning of any words that were confusing. Then we reviewed the first chapter in their new book, Stink. For HOMEWORK the students need to reread up to page 10 and write a prediction, of what will happen next, on the sticky note.
Green: Independently the students cut apart, and wrote their initials on the back of, their word work cards. Then they reread the chapter called, "A Game", and wrote a prediction. Finally, they justified their prediction with support from the text. In group we began by completing a header sort, together. Then we reviewed unknown words, the main event and the end of the chapter "A Game". For HOMEWORK the students need to read the chapter, "On the Avenue" and list unknown words.
Guided reading groups took longer today since we began word work. The students enjoyed outdoor recess and lunch after the green group met. When we returned to class, I met with the blue group.
Blue: Independently the students cut apart, and put initials on the back of, their word work cards. Then they reread chapter 3 and made a prediction of what will happen next and justified it using the text. When we got to group completed a header sort together and discussed the meaning of the prefixes (un, in, dis, mis) and the words. Then we discussed chapter 3 and the predictions the wrote. For HOMEWORK the students need to read chapter 4, list unknown words, and think about their predictions.
After I met with the blue group, the students went to PE, with Mr. Benco.
When we returned to class, we began our math block.
This week we will focus on using various strategies to add 3 digit numbers within 1,000. Today we used the partial sums model which relies on expanded notation. When working with me we discussed having to compose a ten or hundred. During math with a partner, the students engaged in math discourse as they used expanded form to add three digit numbers. During the technology rotation, students visited the web site, Virtual Manipulatives, to practice modeling 3 digit addition problems using base ten blocks, and identifying the sum.
Group 1: We reviewed rounding 3 digit numbers to the nearest 10. Then we used base 10 blocks to model addition problems with 2 3digit addends and identify when it is necessary to compose a ten.
Group 2: We used base ten blocks to identify when we need to compose a ten when finding the sum of 3 digit addition problems.
Group 3: We analyzed an addition problem and identified where or not we needed to compose a ten.
Check for homework on the Google Classroom homework page. :)
Friday, September 18, 2015
TGIF!!
This morning the entire class participated in the MAPR. This is a computerized, selfadjusting, reading assessment that is given 3 times a year beginning in third grade. The assessment is used as a data point to help with planning and instruction. The scores are broken down into strands that indicate students reading strengths and ares of challenges. The assessment took the entire morning.
Based on this data, and my observations during reading groups and from written work, some guided reading groups adjustments will be made.
After enjoying a much needed outdoor recess and lunch, we returned to class and took our first math quiz. These have been graded and returned to students. Please look for them in home folders this evening.
Next we visited Mrs. Allaire in the media center to learn about our inquiry project for the first marking period. We will be researching an organization that helps the common good.
When we returned to class, the students had the chance to share their homework writing journal entries, by reading them out loud to the class.
Finally, we ended the day with our weekly class meeting. First we shared one thing most people do not know about ourselves, to further build relationships within our class community. Then we exchanged thank yous and compliments. Finally, we identified some class jobs and discussed classroom representatives for SGA. Students who were interested took a form that needs to be returned to school NO LATER THAN Tuesday, September 22.
Based on this data, and my observations during reading groups and from written work, some guided reading groups adjustments will be made.
After enjoying a much needed outdoor recess and lunch, we returned to class and took our first math quiz. These have been graded and returned to students. Please look for them in home folders this evening.
Next we visited Mrs. Allaire in the media center to learn about our inquiry project for the first marking period. We will be researching an organization that helps the common good.
When we returned to class, the students had the chance to share their homework writing journal entries, by reading them out loud to the class.
Finally, we ended the day with our weekly class meeting. First we shared one thing most people do not know about ourselves, to further build relationships within our class community. Then we exchanged thank yous and compliments. Finally, we identified some class jobs and discussed classroom representatives for SGA. Students who were interested took a form that needs to be returned to school NO LATER THAN Tuesday, September 22.
Thursday, September 17, 2015
Thriving Thursday
This morning, after reading quietly, practicing keyboarding, or completing unfinished work, we reviewed the TASS skills for the marking period and awarded Dojo prizes. Then we began our literacy block.
As we reviewed today's independent work, I reminded the class that they must follow the directions and expectations on the daily flip chart and use the models, too. Additionally, I told them it is their job to ask for help if they are confused, stuck, etc.
The reason for this discussion was because many students are not completing their independent work in a timely manner and not asking for help. As this is the end of the third week, I will be cracking down and contacting home if it becomes a pattern.
Today the children will begin with an independent reading group assignment. Then they will complete their personal narrative rough draft and watch a Learn Zillion lesson about adding dialogue to a personal narrative, taking notes in a 321 format in their writing journal. This is the LAST day to write the rough draft. After that, they will practice writing h and k in cursive. Then they will choose between reading to themselves, reading with a partner, listening to reading, practicing keyboarding, visiting the media center, or finishing unfinished work.
As they work, I will meet with guided reading groups.
Orange: We reviewed y at the end of a word sounding like /e/. Then we discussed the idea of "breaking out" in blotches before reading the chapter, "Blotchy". Then we read and discussed the chapter. After that we practiced answering the question, "What did Henry do to help Annie", orally. Finally, the children answered this question, in writing, independently, in their reading journal. For HOMEWORK the students need to reread the chapter, "Blotchy".
Pink: Independently the students reread between the purple sticky notes and in their RRJ they described what Katje did that caused Rosie to send more boxes. Once in group we reviewed the students' lists of unknown words from homework. After that we discussed that when 2 vowels are next to each other (walking) the first one does the talking (says its name) Then we shared their journal responses. Finally, the children continued reading, stopping along the way to retell the events in the story.
Then we ran into an issue...the students, after reading four pages, couldn't respond to my straight forward, literal question.. The students admitted they were struggling with comprehending the text. SO, I collected the books and we will begin a new one tomorrow.
For HOMEWORK they need to read for 10 minutes, free choice.
Green: Independently the students reread the chapter, "Rossi" and in their RRJ identified what was important to Sarah Ida and described two actions that support this. In group we reviewed unknown words and using the name strategy when we come across proper nouns in text. Then we discussed money being important to Sarah Ida and whether or not we would want her as a friend. For HOMEWORK the students need to read the third chapter, "A Game?" and list unknown words on the sticky note.
Blue: Independently the students reread chapter 2 and in their RRJ explained what Willy thinks his grandfather is worried about and what actions he takes to fix this problem. Once in group we reviewed the lists of unknown words from last night's homework and then discussed the chapter. Included in our discussion was what Willy thought the problem was, what actions he took and how he must have felt when he found out that wasn't the problem after all. For HOMEWORK the children will read chapter 3 and list unknown words along with page numbers.
Oops! Once again, I forgot to include a brain break during the morning. After our literacy block the students enjoyed outdoor recess, followed by lunch.
When we returned to class we had another talk about the need to use the flip chart and to ask questions if you are confused or unsure of what to do. Then we began our math block.
Today we will continue rounding 3 digit numbers to the nearest 100 and 10 in preparation for our first QUIZ, tomorrow. During math with a partner, the students will create 3 digit numbers using their digit cards and round those numbers to the nearest 100 and then the nearest 10. They will use math vocabulary, from our word splash, to engage in math discourse with their partner. Finally, during the technology rotation the students will finish taking notes on the Learn Zillion lesson and then practice rounding numbers to the tens and hundreds using the ABCya web site.
We will have a math QUIZ tomorrow covering rounding three digit numbers to the nearest hundred and the nearest ten.
ALL math groups practiced rounding 3 digit numbers to the nearest 100 and the nearest 10, and explaining how they used place value to do so.
In between our first and second rotations we went to art.
Today was a flyer distribution day. SO, after math, we passed out papers and then it was time for dismissal.
No worries...we will get to science and social studies once we get our literacy and math blocks running smoothly. It's a process! :)
As we reviewed today's independent work, I reminded the class that they must follow the directions and expectations on the daily flip chart and use the models, too. Additionally, I told them it is their job to ask for help if they are confused, stuck, etc.
The reason for this discussion was because many students are not completing their independent work in a timely manner and not asking for help. As this is the end of the third week, I will be cracking down and contacting home if it becomes a pattern.
Today the children will begin with an independent reading group assignment. Then they will complete their personal narrative rough draft and watch a Learn Zillion lesson about adding dialogue to a personal narrative, taking notes in a 321 format in their writing journal. This is the LAST day to write the rough draft. After that, they will practice writing h and k in cursive. Then they will choose between reading to themselves, reading with a partner, listening to reading, practicing keyboarding, visiting the media center, or finishing unfinished work.
As they work, I will meet with guided reading groups.
Orange: We reviewed y at the end of a word sounding like /e/. Then we discussed the idea of "breaking out" in blotches before reading the chapter, "Blotchy". Then we read and discussed the chapter. After that we practiced answering the question, "What did Henry do to help Annie", orally. Finally, the children answered this question, in writing, independently, in their reading journal. For HOMEWORK the students need to reread the chapter, "Blotchy".
Pink: Independently the students reread between the purple sticky notes and in their RRJ they described what Katje did that caused Rosie to send more boxes. Once in group we reviewed the students' lists of unknown words from homework. After that we discussed that when 2 vowels are next to each other (walking) the first one does the talking (says its name) Then we shared their journal responses. Finally, the children continued reading, stopping along the way to retell the events in the story.
Then we ran into an issue...the students, after reading four pages, couldn't respond to my straight forward, literal question.. The students admitted they were struggling with comprehending the text. SO, I collected the books and we will begin a new one tomorrow.
For HOMEWORK they need to read for 10 minutes, free choice.
Green: Independently the students reread the chapter, "Rossi" and in their RRJ identified what was important to Sarah Ida and described two actions that support this. In group we reviewed unknown words and using the name strategy when we come across proper nouns in text. Then we discussed money being important to Sarah Ida and whether or not we would want her as a friend. For HOMEWORK the students need to read the third chapter, "A Game?" and list unknown words on the sticky note.
Blue: Independently the students reread chapter 2 and in their RRJ explained what Willy thinks his grandfather is worried about and what actions he takes to fix this problem. Once in group we reviewed the lists of unknown words from last night's homework and then discussed the chapter. Included in our discussion was what Willy thought the problem was, what actions he took and how he must have felt when he found out that wasn't the problem after all. For HOMEWORK the children will read chapter 3 and list unknown words along with page numbers.
Oops! Once again, I forgot to include a brain break during the morning. After our literacy block the students enjoyed outdoor recess, followed by lunch.
When we returned to class we had another talk about the need to use the flip chart and to ask questions if you are confused or unsure of what to do. Then we began our math block.
Today we will continue rounding 3 digit numbers to the nearest 100 and 10 in preparation for our first QUIZ, tomorrow. During math with a partner, the students will create 3 digit numbers using their digit cards and round those numbers to the nearest 100 and then the nearest 10. They will use math vocabulary, from our word splash, to engage in math discourse with their partner. Finally, during the technology rotation the students will finish taking notes on the Learn Zillion lesson and then practice rounding numbers to the tens and hundreds using the ABCya web site.
We will have a math QUIZ tomorrow covering rounding three digit numbers to the nearest hundred and the nearest ten.
ALL math groups practiced rounding 3 digit numbers to the nearest 100 and the nearest 10, and explaining how they used place value to do so.
In between our first and second rotations we went to art.
Today was a flyer distribution day. SO, after math, we passed out papers and then it was time for dismissal.
No worries...we will get to science and social studies once we get our literacy and math blocks running smoothly. It's a process! :)
Wednesday, September 16, 2015
Wonderful Wednesday
This morning, after reading quietly, practicing keyboarding, or completing unfinished work, we discussed homework via Google Classroom. Then we began our literacy block.
Today the students will begin with a read to self assignment from their guided reading group. After that, they will use the Educreations lesson to complete the rough draft of their personal narrative. Then they will watch a Learn Zillion lesson about adding dialogue to a personal narrative, twice. The second time they watch it they will take notes in a 321 format (3 new ideas, 2 ideas that are review, 1 common mistake). After that they will practice writing the letters h and k in cursive. Finally, they will choose between practicing their reading (by themselves, via the Chrome Book, with a partner), practicing keyboarding, exchanging books in the media center, or finishing unfinished work.
While the students work, I will meet with guided reading groups.
Orange: We reviewed the characteristics of realistic fiction. Then we made inferences using pages 49. Finally, we read the rest of the chapter and continued to make inferences. After that, we discussed how Henry was feeling and wrote about it in the reading journal. For HOMEWORK the children need to reread pages 513.
Pink: Independently, the students were supposed to reread the first 3 pages and write about how Katje felt when she got the box and what they think she will do next. After 30 minutes, when the students came to group, only 2 students had completed the assignment. Most had not even started it. So we had a discussion....okay, maybe a lecture. :) After that, we got down to work. We reviewed the questions they were supposed to answer independently and crafted a written response, together, that they copied into their journal. They were supposed to compare this to what they did by themselves...but since many hadn't done it, that was hard to do. After that we shared their questions from homework and read the next 4 pages to discover what was in the box. Finally, we discussed what we can infer about Katje since she shared her chocolate. For HOMEWORK the students are to read the pages between the purple sticky notes and list any unknown words on their yellow sticky note.
Green: Independently, the children reread the first chapter and, in their RRJ, wrote about what they could infer about Sarah Ida's feelings and predicted how his will influence the next events in the book. In group we reviewed their lists of unknown words and then the students drew a line of learning under their written response from today's independent work, and together we wrote a model answer. Then the students compared the two to see what they did well and what needs to be improved. For HOMEWORK the students need to read the second chapter, "Rossi", and list unknown words on the sticky note.
Blue: Independently the students reread chapter 1 and, in their RRJ, they explained how Willy was feeling and how those feelings influences his actions in the chapter. In group we reviewed their lists of unknown words and then, together, wrote a response to their independent work questions. The students copied this model response into their RRJ, under a line of learning, and compared and contrasted it to their own. For HOMEWORK the children will read chapter 2 and list unknown words on the sticky note.
After our literacy block the students enjoyed outdoor recess and lunch.
When we returned to the classroom we addressed some poor behavior choices, changed some seats, and distributed baskets to some students. When the new baskets I ordered come in, all students will get one.
After that we began our math block.
During the small group, teacherled instruction we practiced rounding 3 digit numbers to the nearest 100 and 10. During math with a partner the students engaged in math discourse, using a word splash hanging in the room, as they created 3 digit numbers (using digit cards) and rounded them to the nearest 10, using a number line.
Group 1: We reviewed rounding 3 digit numbers to the nearest 100 and then I introduced the strategy to round 3 digit numbers to the nearest 10. We practiced this using a couple of numbers. Students identified the trickiest part and I, hopefully, made it easier with a n explanation! :)
Group 2: We reviewed rounding 3 digit numbers to the nearest ten. Students identified the trickiest part and I, hopefully, made it easier with an explanation! :)
Group 3: We reviewed rounding 3 digit numbers to the nearest 10 and identified and discussed the tricky parts.
For HOMEWORK there is a rounding problem on the homework page of Google Classroom.
After math we distributed flyers. Today and tomorrow the students will be bringing home a lot of papers. We have been told this will not be the norm. So, please bare with us! :)
Then the children ended their day in music with Mrs. Graf.
Today the students will begin with a read to self assignment from their guided reading group. After that, they will use the Educreations lesson to complete the rough draft of their personal narrative. Then they will watch a Learn Zillion lesson about adding dialogue to a personal narrative, twice. The second time they watch it they will take notes in a 321 format (3 new ideas, 2 ideas that are review, 1 common mistake). After that they will practice writing the letters h and k in cursive. Finally, they will choose between practicing their reading (by themselves, via the Chrome Book, with a partner), practicing keyboarding, exchanging books in the media center, or finishing unfinished work.
While the students work, I will meet with guided reading groups.
Orange: We reviewed the characteristics of realistic fiction. Then we made inferences using pages 49. Finally, we read the rest of the chapter and continued to make inferences. After that, we discussed how Henry was feeling and wrote about it in the reading journal. For HOMEWORK the children need to reread pages 513.
Pink: Independently, the students were supposed to reread the first 3 pages and write about how Katje felt when she got the box and what they think she will do next. After 30 minutes, when the students came to group, only 2 students had completed the assignment. Most had not even started it. So we had a discussion....okay, maybe a lecture. :) After that, we got down to work. We reviewed the questions they were supposed to answer independently and crafted a written response, together, that they copied into their journal. They were supposed to compare this to what they did by themselves...but since many hadn't done it, that was hard to do. After that we shared their questions from homework and read the next 4 pages to discover what was in the box. Finally, we discussed what we can infer about Katje since she shared her chocolate. For HOMEWORK the students are to read the pages between the purple sticky notes and list any unknown words on their yellow sticky note.
Green: Independently, the children reread the first chapter and, in their RRJ, wrote about what they could infer about Sarah Ida's feelings and predicted how his will influence the next events in the book. In group we reviewed their lists of unknown words and then the students drew a line of learning under their written response from today's independent work, and together we wrote a model answer. Then the students compared the two to see what they did well and what needs to be improved. For HOMEWORK the students need to read the second chapter, "Rossi", and list unknown words on the sticky note.
Blue: Independently the students reread chapter 1 and, in their RRJ, they explained how Willy was feeling and how those feelings influences his actions in the chapter. In group we reviewed their lists of unknown words and then, together, wrote a response to their independent work questions. The students copied this model response into their RRJ, under a line of learning, and compared and contrasted it to their own. For HOMEWORK the children will read chapter 2 and list unknown words on the sticky note.
After our literacy block the students enjoyed outdoor recess and lunch.
When we returned to the classroom we addressed some poor behavior choices, changed some seats, and distributed baskets to some students. When the new baskets I ordered come in, all students will get one.
After that we began our math block.
During the small group, teacherled instruction we practiced rounding 3 digit numbers to the nearest 100 and 10. During math with a partner the students engaged in math discourse, using a word splash hanging in the room, as they created 3 digit numbers (using digit cards) and rounded them to the nearest 10, using a number line.
Group 1: We reviewed rounding 3 digit numbers to the nearest 100 and then I introduced the strategy to round 3 digit numbers to the nearest 10. We practiced this using a couple of numbers. Students identified the trickiest part and I, hopefully, made it easier with a n explanation! :)
Group 2: We reviewed rounding 3 digit numbers to the nearest ten. Students identified the trickiest part and I, hopefully, made it easier with an explanation! :)
Group 3: We reviewed rounding 3 digit numbers to the nearest 10 and identified and discussed the tricky parts.
For HOMEWORK there is a rounding problem on the homework page of Google Classroom.
After math we distributed flyers. Today and tomorrow the students will be bringing home a lot of papers. We have been told this will not be the norm. So, please bare with us! :)
Then the children ended their day in music with Mrs. Graf.
Tuesday, September 15, 2015
Terrific Tuesday  The Beginning of Reading Groups
This morning, after reading quietly, practicing keyboarding, or completing unfinished work, we reviewed the TASS skills for this marking period (collaboration and analysis) and reviewed today's independent work tasks for our literacy block.
I didn't change any of the assignments from Friday since the students needed more time. So...they began by listening to My Rotten Redheaded Older Brother, copying the before questions tchart into their reading journal, and answering those questions, using the text. Then they used their graphic organizer and my Educreations lesson to write the rough draft for their personal narrative about a time they helped the common good. After that, they completed any cursive practice sheets they had in their folder. Finally, they chose between practicing their reading or keyboarding, or visiting the media center.
While the students worked I met with reading groups!!!
Orange: First we set up their word work journals. Then we identified the characteristics of realistic fiction. Finally we began reading the book, Henry and Mudge and Annie's Good Move. FOr HOMEWORK the children need to reread pages 59.
Pink: First we set up their word work journals. Then we discussed the characteristics of realistic fiction. After that, we read the first page of Boxes for Katje and identified support that helped us infer the town was very poor. For HOMEWORK the children need to read the next two pages and write one question they are wondering on the sticky note I provided.
Green: First we set up word work journals. Then we discussed the characteristics of realistic fiction. For HOMEWORK the children need to read the first chapter, "Palmville", in The Shoeshine Girl, and list any unknown words and the page number, on the sticky note I provided.
After the green reading group, the students enjoyed outdoor recess and lunch. When we returned to the classroom, I met with the blue group, while the other students continued working on their independent work for literacy block.
Blue: First we set up word work journals. Then we discussed the characteristics of realistic fiction and I introduced their first novel, Stone Fox. For HOMEWORK the children will read chapter 1 and write down any unknown words, and its page number, on the sticky note I provided.
After we finally got through our literacy block, we took a Go Noodle brain break and then began our mth block.
Today,during the small group, teacherled instruction in math, we reviewed rounding three digit numbers to the nearest hundred. Then we continued working on rounding 2 and 3 digit numbers to the nearest ten. During math with a partner, the children engaged in math discourse (using a word splash hanging in our room) as they created 2 digit numbers (using their digit cards) and used a number line to round to the nearest ten.
Group 1: We reviewed rounding to the nearest hundred. Then we began rounding to the nearest ten, first with 2 digit numbers and then with 3.
Group 2: We reviewed rounding 3 digit numbers to the nearest hundred and 2 digit numbers to the nearest 10. Then we began rounding 3 digit numbers to the nearest ten.
Group 3: We reviewed rounding 3 digit numbers to the nearest hundred and the nearest ten.
For HOMEWORK the children will use the link on the Google Classroom homework page to play a game practicing rounding to the nearest ten.
We ended the day with a science lesson. Today we used specific vocabulary to describe the relationship between 2 objects and then to the change in relationship between two objects.
I didn't change any of the assignments from Friday since the students needed more time. So...they began by listening to My Rotten Redheaded Older Brother, copying the before questions tchart into their reading journal, and answering those questions, using the text. Then they used their graphic organizer and my Educreations lesson to write the rough draft for their personal narrative about a time they helped the common good. After that, they completed any cursive practice sheets they had in their folder. Finally, they chose between practicing their reading or keyboarding, or visiting the media center.
While the students worked I met with reading groups!!!
Orange: First we set up their word work journals. Then we identified the characteristics of realistic fiction. Finally we began reading the book, Henry and Mudge and Annie's Good Move. FOr HOMEWORK the children need to reread pages 59.
Pink: First we set up their word work journals. Then we discussed the characteristics of realistic fiction. After that, we read the first page of Boxes for Katje and identified support that helped us infer the town was very poor. For HOMEWORK the children need to read the next two pages and write one question they are wondering on the sticky note I provided.
Green: First we set up word work journals. Then we discussed the characteristics of realistic fiction. For HOMEWORK the children need to read the first chapter, "Palmville", in The Shoeshine Girl, and list any unknown words and the page number, on the sticky note I provided.
After the green reading group, the students enjoyed outdoor recess and lunch. When we returned to the classroom, I met with the blue group, while the other students continued working on their independent work for literacy block.
Blue: First we set up word work journals. Then we discussed the characteristics of realistic fiction and I introduced their first novel, Stone Fox. For HOMEWORK the children will read chapter 1 and write down any unknown words, and its page number, on the sticky note I provided.
After we finally got through our literacy block, we took a Go Noodle brain break and then began our mth block.
Today,during the small group, teacherled instruction in math, we reviewed rounding three digit numbers to the nearest hundred. Then we continued working on rounding 2 and 3 digit numbers to the nearest ten. During math with a partner, the children engaged in math discourse (using a word splash hanging in our room) as they created 2 digit numbers (using their digit cards) and used a number line to round to the nearest ten.
Group 1: We reviewed rounding to the nearest hundred. Then we began rounding to the nearest ten, first with 2 digit numbers and then with 3.
Group 2: We reviewed rounding 3 digit numbers to the nearest hundred and 2 digit numbers to the nearest 10. Then we began rounding 3 digit numbers to the nearest ten.
Group 3: We reviewed rounding 3 digit numbers to the nearest hundred and the nearest ten.
For HOMEWORK the children will use the link on the Google Classroom homework page to play a game practicing rounding to the nearest ten.
We ended the day with a science lesson. Today we used specific vocabulary to describe the relationship between 2 objects and then to the change in relationship between two objects.
Friday, September 11, 2015
Fabulous Friday!!
This morning, after reading quietly or practicing keyboarding, we reviewed our morning routine and TASS skills for the marking period. Then we began our literacy block.
First I explained how I use screencasting to personalize instruction. Throughout the year, I will create lessons using Educreations. The students will view these lessons as any times as needed to understand the skill or task. I create many screencasts to help with writing. The children are encouraged to view these lessons as they write, pausing along the way. We watched a screencast of my personal narrative rough draft together so they could ask questions as to how to use it to help them be successful.
After that, we discussed how asking questions can help a reader comprehend text. Then we used the front cover and title of the book, My Rotten Redheaded Older Brother, to create some "before" reading questions. We also reviewed that good readers have questions as they read. These too aid our understanding of a text.
During independent work time the children listened to the story, My Rotten Redheaded Older Brother, and answered our "before" reading questions, using the text, on a chart in their RRJ. Then they worked on their personal narrative. Some students had to complete their graphic organizer first. Then they all rewatched my Educreations lesson and began drafting their own paragraph in their writing journal. After that, they finished any cursive sheets from earlier in the week. Finally, they were able to choose between practicing reading, practicing keyboarding, or visiting the media center.
As the students worked, I continued with my informal reading assessments. We also took a Go Noodle brain break halfway through our independent work block.
After our literacy block the children enjoyed outdoor recess followed by lunch. When we returned to class we began our math block.
During the small group, teacherled instruction we worked on rounding numbers to the nearest 100. During math with a partner the students used their digit cards to create 3 digit numbers and then constructed number lines to identify benchmark numbers and round it to the nearest 100. Finally, during the technology rotation the students revisited the Learn Zillion lesson about identifying benchmark numbers and finished taking notes in their math journals. Then they visited the Learn Alberta web site to practice place value and number forms.
Group 1: We practiced using number lines or the box method to identify benchmark number and round 3 digit numbers to the nearest 100.
Group 2: We practiced using number lines to round 3 digit numbers to the nearest hundred. Then we began using number lines to round two digit numbers to the nearest ten.
Group 3: We practiced using number lines to round 3 digit numbers to the nearest hundred. Then we began using number lines to round two digit numbers to the nearest ten.
After our math block we discussed the need to use the flip chart as a reminder of what the children are expected to be doing. Additionally, I reminded them that I expect them to be responsible and put effort into their work.
Then I introduced the homework writing journal. Every Friday the children will bring in a piece of writing, in their homework writing journal and share it with the class. The students have glued these directions into the front of the journal. The first assignment is due next Friday, September 18.
As we were reviewing the expectations for the homework writing journal we had a fire drill.
When we returned we began the crumpled butterfly activity. The children drew and decorated a butterfly that was special to them. Then, during the group share of our class meeting, the students shared their butterfly, explaining why it was special. Next, I told them to crumple it up. They were shocked! After, I asked them to smooth it out...but, of course, there were crinkles that remained. I explained that this is what happens when we say unkind words and act in a rude or disrespectful manner towards another person. You can apologize and make things kind of better but there will always be some remnants of pain or hurt that remains. We discussed how what we say or do, just like the crinkled paper, can be mended some, but never completely erased. I encouraged the children to keep their butterfly as a reminder!
Have a great three day weekend!
First I explained how I use screencasting to personalize instruction. Throughout the year, I will create lessons using Educreations. The students will view these lessons as any times as needed to understand the skill or task. I create many screencasts to help with writing. The children are encouraged to view these lessons as they write, pausing along the way. We watched a screencast of my personal narrative rough draft together so they could ask questions as to how to use it to help them be successful.
After that, we discussed how asking questions can help a reader comprehend text. Then we used the front cover and title of the book, My Rotten Redheaded Older Brother, to create some "before" reading questions. We also reviewed that good readers have questions as they read. These too aid our understanding of a text.
During independent work time the children listened to the story, My Rotten Redheaded Older Brother, and answered our "before" reading questions, using the text, on a chart in their RRJ. Then they worked on their personal narrative. Some students had to complete their graphic organizer first. Then they all rewatched my Educreations lesson and began drafting their own paragraph in their writing journal. After that, they finished any cursive sheets from earlier in the week. Finally, they were able to choose between practicing reading, practicing keyboarding, or visiting the media center.
As the students worked, I continued with my informal reading assessments. We also took a Go Noodle brain break halfway through our independent work block.
After our literacy block the children enjoyed outdoor recess followed by lunch. When we returned to class we began our math block.
During the small group, teacherled instruction we worked on rounding numbers to the nearest 100. During math with a partner the students used their digit cards to create 3 digit numbers and then constructed number lines to identify benchmark numbers and round it to the nearest 100. Finally, during the technology rotation the students revisited the Learn Zillion lesson about identifying benchmark numbers and finished taking notes in their math journals. Then they visited the Learn Alberta web site to practice place value and number forms.
Group 1: We practiced using number lines or the box method to identify benchmark number and round 3 digit numbers to the nearest 100.
Group 2: We practiced using number lines to round 3 digit numbers to the nearest hundred. Then we began using number lines to round two digit numbers to the nearest ten.
Group 3: We practiced using number lines to round 3 digit numbers to the nearest hundred. Then we began using number lines to round two digit numbers to the nearest ten.
After our math block we discussed the need to use the flip chart as a reminder of what the children are expected to be doing. Additionally, I reminded them that I expect them to be responsible and put effort into their work.
Then I introduced the homework writing journal. Every Friday the children will bring in a piece of writing, in their homework writing journal and share it with the class. The students have glued these directions into the front of the journal. The first assignment is due next Friday, September 18.
As we were reviewing the expectations for the homework writing journal we had a fire drill.
When we returned we began the crumpled butterfly activity. The children drew and decorated a butterfly that was special to them. Then, during the group share of our class meeting, the students shared their butterfly, explaining why it was special. Next, I told them to crumple it up. They were shocked! After, I asked them to smooth it out...but, of course, there were crinkles that remained. I explained that this is what happens when we say unkind words and act in a rude or disrespectful manner towards another person. You can apologize and make things kind of better but there will always be some remnants of pain or hurt that remains. We discussed how what we say or do, just like the crinkled paper, can be mended some, but never completely erased. I encouraged the children to keep their butterfly as a reminder!
Have a great three day weekend!
Thursday, September 10, 2015
Thriving Thursday
This morning, after reading quietly or practicing keyboarding, we had a discussion about the school expectations; being respectful, responsible, and part of a team. This was a result of issues we have had with not following directions, laughing at and during a teacher's instruction, talking back to adults, etc. We also reviewed the school's behavior flow chart.
Then we began our literacy block. First we reviewed how good readers use the text and their background knowledge to make inferences as they read. Then we reviewed the concept of the common good (social studies) and I modeled how to pick a topic, rehearse my ideas verbally, and then complete a planning sheet to prepare for writing.
Next I reviewed and modeled today's independent tasks for our literacy block. First the students will "read" the wordless picture book, Pancakes for Breakfast, twice. The first time for enjoyment. The second time they will complete a chart in their reading journal, on one side identifying what they see in the illustrations and on the other what they can infer. They will chart three inferences they make.
After that, they selected a topic from their list and rehearsed their ideas orally with a partner (collaboration). Then they completed the planning sheet in preparation for writing about a time they helped the common good.
Once they completed those tasks, they practiced writing the letters, i, t, u, w, e, l, and b, in cursive.
Finally, they chose to practice their reading, practice keyboarding, or exchange books in the media center.
While they worked independently, I continued my informal reading assessments. We did take a Go Noodle brain break midway through the independent work block.
After enjoying outdoor recess and lunch, we had a discussion about being responsible. I stressed the importance of using the flip chart to remember what they should be doing and how to set up and complete the work correctly. Additionally, I explained the importance of asking question when they are confused. I told them it is their job to stop my teaching and ask questions and it is my job to find a way to explain it in a manner in which they can comprehend.
During this time, I also gave them assigned seats on the carpet. I truth, I hate doing this, but I am hoping this will improve behavior and attention during my direct instruction.
Next, I reviewed and modeled today's math rotations. During the teacher led small group instruction we will continue rounding 3 digit numbers to the nearest 100. During math with a partner, the students will create 3 digit numbers, using their digit cards, and then practice constructing a number line, with benchmark numbers, to round the number to the nearest 100. Finally, during the technology rotation, students will finish viewing the Learn Zillion lesson, about creating numbers lines and identifying benchmark numbers, and taking notes in their math journal, using the format in our daily flip chart. I did spend some time modeling, again, how to watch the lesson and take notes.
As the children worked, I met with small groups.
Group 1: We practiced making number lines, identifying benchmark numbers, and determining whether to round up or down, using different 3 digit numbers.
After Group 1, the children went to art. When they returned we continued with math rotations.
Group 2: We practiced making number lines, identifying benchmark numbers, and determining whether to round up or down, using three digit numbers. We also reviewed the box method to round to the nearest hundred. Then students practiced using the strategy that works best for them.
Group 3: We began by rounding three digit numbers to the nearest hundred. Then we extended our learning to round 4 digit numbers to the nearest hundred.
Unfortunately, due to behavior chats and practicing routines we ran out of time for a formal science or social studies lesson. I'm sure we will get to this next week! :)
There is a homework post on the Google Classroom homework page.
Then we began our literacy block. First we reviewed how good readers use the text and their background knowledge to make inferences as they read. Then we reviewed the concept of the common good (social studies) and I modeled how to pick a topic, rehearse my ideas verbally, and then complete a planning sheet to prepare for writing.
Next I reviewed and modeled today's independent tasks for our literacy block. First the students will "read" the wordless picture book, Pancakes for Breakfast, twice. The first time for enjoyment. The second time they will complete a chart in their reading journal, on one side identifying what they see in the illustrations and on the other what they can infer. They will chart three inferences they make.
After that, they selected a topic from their list and rehearsed their ideas orally with a partner (collaboration). Then they completed the planning sheet in preparation for writing about a time they helped the common good.
Once they completed those tasks, they practiced writing the letters, i, t, u, w, e, l, and b, in cursive.
Finally, they chose to practice their reading, practice keyboarding, or exchange books in the media center.
While they worked independently, I continued my informal reading assessments. We did take a Go Noodle brain break midway through the independent work block.
After enjoying outdoor recess and lunch, we had a discussion about being responsible. I stressed the importance of using the flip chart to remember what they should be doing and how to set up and complete the work correctly. Additionally, I explained the importance of asking question when they are confused. I told them it is their job to stop my teaching and ask questions and it is my job to find a way to explain it in a manner in which they can comprehend.
During this time, I also gave them assigned seats on the carpet. I truth, I hate doing this, but I am hoping this will improve behavior and attention during my direct instruction.
Next, I reviewed and modeled today's math rotations. During the teacher led small group instruction we will continue rounding 3 digit numbers to the nearest 100. During math with a partner, the students will create 3 digit numbers, using their digit cards, and then practice constructing a number line, with benchmark numbers, to round the number to the nearest 100. Finally, during the technology rotation, students will finish viewing the Learn Zillion lesson, about creating numbers lines and identifying benchmark numbers, and taking notes in their math journal, using the format in our daily flip chart. I did spend some time modeling, again, how to watch the lesson and take notes.
As the children worked, I met with small groups.
Group 1: We practiced making number lines, identifying benchmark numbers, and determining whether to round up or down, using different 3 digit numbers.
After Group 1, the children went to art. When they returned we continued with math rotations.
Group 2: We practiced making number lines, identifying benchmark numbers, and determining whether to round up or down, using three digit numbers. We also reviewed the box method to round to the nearest hundred. Then students practiced using the strategy that works best for them.
Group 3: We began by rounding three digit numbers to the nearest hundred. Then we extended our learning to round 4 digit numbers to the nearest hundred.
Unfortunately, due to behavior chats and practicing routines we ran out of time for a formal science or social studies lesson. I'm sure we will get to this next week! :)
There is a homework post on the Google Classroom homework page.
Wednesday, September 9, 2015
Wonderful Wednesday
This morning after reading quietly or practicing keyboarding we began our literacy block. First we discussed the meanings of personal narrative and common good. I explained that our first writing piece will be a story about a time they (personal) helped the common good (others). Then I provided a couple of examples of times I have helped the common good. After that we reviewed what it means to infer and how we can make inferences based on a character's actions.
Next I reviewed and modeled today's independent work assignments.
First the students will listen to the story Crow Boy, at least once. After that, through Google Classroom, the literacy page, the student's wrote about the problem in the story and an inference they could make. Next, the children watched a video about a baseball team who had helped the common good. Then they added topics to their list that they began yesterday in their writing journal. The additions were supposed to reflect times they have helped the common good. Once they were done with their writing, the children practiced writing the letters l and b in cursive. Finally, they got to choose between reading silently, reading with a partner, listening to reading, practicing keyboarding, or visiting the media center.
As the students worked, I continued my informal reading assessments with individual students. I did stop the students halfway through the block to do a Go Noodle brain break. Additionally, we stopped so that I could model how to word the response to the Crow Boy prompt. Then I instructed the children to go back and revise their answers.
After our literacy block the students enjoyed outdoor recess and lunch.
When we returned to the classroom we reviewed the school expectations. In particular the children are struggling with following first time directions, not just with me but in the lunchroom and at specials.
After our chat, I reviewed last night's math homework. Then I explained and modeled today's math rotations. During the teacher led small group instruction we worked on using number lines to identify benchmark numbers in order to round three digit numbers to the nearest 100. DUring math with a partner the students used their digit cards to create 3 digit numbers. Then, in their mth journal, they identified each number as odd or even and wrote each in expanded form. FInally, during the technology rotation, the children viewed the Learn Zillion lesson about identifying benchmark numbers using a number line. AS they watched they took notes in their math journal.
Math Groups:
Group 1: We reviewed place value and expanded form during our warm up. Then we learned how to draw number lines to identify benchmark numbers and the mid point. Finally, we used the midpoint, and the tens column, to determine whether the number rounds up or down.
Group 2: We reviewed expanded form and drawing number lines to identify benchmark numbers during the warm up. After observing their work, I clarified some points of confusion and taught them to use the midpoint to decide whether to round up or down. We did a few practice examples and reviewed them in group.
Group 3: During the warm up the children reviewed using a number line to round 3 digit numbers to the nearest 100. There was a lot of confusion. So, we stopped and reviewed the strategy. Then we practiced using it a couple of times.
After math, I told the children about their homework and handed out applications for the Wee Deliver program. Then we packed up and headed to music.
Next I reviewed and modeled today's independent work assignments.
First the students will listen to the story Crow Boy, at least once. After that, through Google Classroom, the literacy page, the student's wrote about the problem in the story and an inference they could make. Next, the children watched a video about a baseball team who had helped the common good. Then they added topics to their list that they began yesterday in their writing journal. The additions were supposed to reflect times they have helped the common good. Once they were done with their writing, the children practiced writing the letters l and b in cursive. Finally, they got to choose between reading silently, reading with a partner, listening to reading, practicing keyboarding, or visiting the media center.
As the students worked, I continued my informal reading assessments with individual students. I did stop the students halfway through the block to do a Go Noodle brain break. Additionally, we stopped so that I could model how to word the response to the Crow Boy prompt. Then I instructed the children to go back and revise their answers.
After our literacy block the students enjoyed outdoor recess and lunch.
When we returned to the classroom we reviewed the school expectations. In particular the children are struggling with following first time directions, not just with me but in the lunchroom and at specials.
After our chat, I reviewed last night's math homework. Then I explained and modeled today's math rotations. During the teacher led small group instruction we worked on using number lines to identify benchmark numbers in order to round three digit numbers to the nearest 100. DUring math with a partner the students used their digit cards to create 3 digit numbers. Then, in their mth journal, they identified each number as odd or even and wrote each in expanded form. FInally, during the technology rotation, the children viewed the Learn Zillion lesson about identifying benchmark numbers using a number line. AS they watched they took notes in their math journal.
Math Groups:
Group 1: We reviewed place value and expanded form during our warm up. Then we learned how to draw number lines to identify benchmark numbers and the mid point. Finally, we used the midpoint, and the tens column, to determine whether the number rounds up or down.
Group 2: We reviewed expanded form and drawing number lines to identify benchmark numbers during the warm up. After observing their work, I clarified some points of confusion and taught them to use the midpoint to decide whether to round up or down. We did a few practice examples and reviewed them in group.
Group 3: During the warm up the children reviewed using a number line to round 3 digit numbers to the nearest 100. There was a lot of confusion. So, we stopped and reviewed the strategy. Then we practiced using it a couple of times.
After math, I told the children about their homework and handed out applications for the Wee Deliver program. Then we packed up and headed to music.
Tuesday, September 8, 2015
Terrific TuesdayWeek 2 Begins!
I was so excited to see everyone this morning!!!
After reading quietly or practicing keyboarding skills, we reviewed our morning routine, the behavior expectations, and our TASS skills for this marking period. Then we began our reading block.
First, we defined the word infer, using dictionary.com. Then we identified how we use our background knowledge and illustrations to "read" a wordless picture book using inference skills. After that, I reviewed and modeled today's independent work tasks for our literacy block.
The students will begin by "reading" the wordless picture book, Free Fall, by David Weisner, with a partner. They will discuss how the character's actions influence the events in the story. Next they will watch two Learn Zillion lessons about understanding a narrative prompt and brainstorming a list of narrative writing topics. Students were told they might need to watch the lessons more than once and/or pause and rewind certain section to ensure comprehension. This is one way to personalize the instruction. Once they feel they are ready, they will brainstorm a list of narrative writing topics in their own writing journal. After that, they will practice writing the letters u, w, and e, in cursive. Finally, they will have free choice to read silently by themselves, read with a partner, listen to reading, practice keyboarding, or visit the media center.
Before working independently we too a Go Noodle brain break. AS the children worked, I continued my informal reading assessments.
Prior to enjoying recess and lunch, we debriefed from our literacy block.
Once we returned to the classroom from lunch, we discussed what to do when the students get work back that has feedback from me. We talked about noticing what they did correctly, what they need to work on, and to ask me if they don't understand the feedback.
After that we reviewed how math rotations work and I introduced and modeled today's activities.
While working with me, some groups will review place value and expanded form. All groups will work on rounding 3 digit numbers to the nearest 100.
During guided practice the children will finish cutting apart their digit cards and then use them to create 2 and 3 digit numbers and identify those as being odd or even, in their math journal.
Finally, during the technology rotation the students will watch a Learn Zillion lesson about patterns in an addition table. As they watched the lesson, they took notes, on each section, in their math journal.
Group 1: We reviewed place value and practiced writing 3 digit numbers in expanded form (ex. 365= 300+60+5). then we worked on identifying benchmark numbers to round a three digit number to the nearest 100.
Group 2: We quickly reviewed place value and expanded form. Then we practiced identifying benchmark numbers and using them to round 3 digit numbers to the nearest 100.
Group 3: As a warm up the children wrote a three digit number in expanded form and rounded a 3 digit number to the nearest 100. Then they shared their strategy with the group. Their responses were all over the place...some on target, others not. So, I stopped and shared my strategy for identifying benchmark numbers and deciding whether to round up or down with them. Then we practiced it.
After our math block, we took a Go Noodle brain break and then reviewed homework.
I sent an email explaining homework to parents.
After reading quietly or practicing keyboarding skills, we reviewed our morning routine, the behavior expectations, and our TASS skills for this marking period. Then we began our reading block.
First, we defined the word infer, using dictionary.com. Then we identified how we use our background knowledge and illustrations to "read" a wordless picture book using inference skills. After that, I reviewed and modeled today's independent work tasks for our literacy block.
The students will begin by "reading" the wordless picture book, Free Fall, by David Weisner, with a partner. They will discuss how the character's actions influence the events in the story. Next they will watch two Learn Zillion lessons about understanding a narrative prompt and brainstorming a list of narrative writing topics. Students were told they might need to watch the lessons more than once and/or pause and rewind certain section to ensure comprehension. This is one way to personalize the instruction. Once they feel they are ready, they will brainstorm a list of narrative writing topics in their own writing journal. After that, they will practice writing the letters u, w, and e, in cursive. Finally, they will have free choice to read silently by themselves, read with a partner, listen to reading, practice keyboarding, or visit the media center.
Before working independently we too a Go Noodle brain break. AS the children worked, I continued my informal reading assessments.
Prior to enjoying recess and lunch, we debriefed from our literacy block.
Once we returned to the classroom from lunch, we discussed what to do when the students get work back that has feedback from me. We talked about noticing what they did correctly, what they need to work on, and to ask me if they don't understand the feedback.
After that we reviewed how math rotations work and I introduced and modeled today's activities.
While working with me, some groups will review place value and expanded form. All groups will work on rounding 3 digit numbers to the nearest 100.
During guided practice the children will finish cutting apart their digit cards and then use them to create 2 and 3 digit numbers and identify those as being odd or even, in their math journal.
Finally, during the technology rotation the students will watch a Learn Zillion lesson about patterns in an addition table. As they watched the lesson, they took notes, on each section, in their math journal.
Group 1: We reviewed place value and practiced writing 3 digit numbers in expanded form (ex. 365= 300+60+5). then we worked on identifying benchmark numbers to round a three digit number to the nearest 100.
Group 2: We quickly reviewed place value and expanded form. Then we practiced identifying benchmark numbers and using them to round 3 digit numbers to the nearest 100.
Group 3: As a warm up the children wrote a three digit number in expanded form and rounded a 3 digit number to the nearest 100. Then they shared their strategy with the group. Their responses were all over the place...some on target, others not. So, I stopped and shared my strategy for identifying benchmark numbers and deciding whether to round up or down with them. Then we practiced it.
After our math block, we took a Go Noodle brain break and then reviewed homework.
I sent an email explaining homework to parents.
Friday, September 4, 2015
TGIF  We Made It!!
We have had an amazing first week in third grade!!! Things are really coming together!! :)
THis morning we had our first assembly. It was a PBIS assembly to help teach us about the Wilson Wims ES expectations; be responsible, be respectful, be part of a team. At the beginning of it, the school was presented with a bronze banner, the highest you can earn in your first year, for being an outstanding PBIS school.
When we returned to class, I reviewed and modeled today's independent work. Students will finish their goal setting kites from yesterday. Then they will rewatch Enemy Pie and, in their reading journal, they will identify and explain the most important part of the story. This will serve as a baseline writing piece. After that, the children will practice writing the letters "i" and "t" in cursive. Finally, they will choose between visiting the media center, practicing keyboarding, reading to themselves, reading with a partner, or listening to reading.
We did take a Go Noodle brain break in between explaining the independent work and getting started on it! :)
Prior to going to outdoor recess and lunch, we debriefed from our independent work block. I addressed any questions and concerns.
After lunch, we returned to class, and I explained how math rotations work. Then I showed the children today's math block flipchart and explained the activities.
When working with me we organized logins and I handed out math folders and math journals.
During math with a partner the students cut out their digit cards, put their initials on the back, and placed them in a baggy. These should be kept in school, in their math folders, all year. If they had time, they used the digit cards to create 2 and 3 digit numbers and then identify whether each was odd or even. This was recorded in their math journal.
Finally, during the technology rotation, the students received their Sumdog logins and explored the site.
After our math block we had our first formal class meeting. We will be having weekly meetings on Friday afternoons. First we reviewed the purpose for the meetings (children to have a voice in the classroom, build relationships and trust) and the ground rules (listen to everyone, accept others ideas, no putdowns). Next we began with our group share. Each child had a chance to ask me a question...if they chose not to, they just said "pass". Next we exchanged compliments and thank yous. Finally, during the challenges portion, I introduced the issue bin and the reflection station. The issue bin is a place for students to write notes on postits if they need help, or my attention, when I am with a small group or individual students. The reflection station is a place they can go if they need to calm down or regroup.
There will not be a weekly newsletter this week, due to Back to School Night. I will let you know next week if homework starts on Tuesday or the following Monday.
Have a great weekend!!
THis morning we had our first assembly. It was a PBIS assembly to help teach us about the Wilson Wims ES expectations; be responsible, be respectful, be part of a team. At the beginning of it, the school was presented with a bronze banner, the highest you can earn in your first year, for being an outstanding PBIS school.
When we returned to class, I reviewed and modeled today's independent work. Students will finish their goal setting kites from yesterday. Then they will rewatch Enemy Pie and, in their reading journal, they will identify and explain the most important part of the story. This will serve as a baseline writing piece. After that, the children will practice writing the letters "i" and "t" in cursive. Finally, they will choose between visiting the media center, practicing keyboarding, reading to themselves, reading with a partner, or listening to reading.
We did take a Go Noodle brain break in between explaining the independent work and getting started on it! :)
Prior to going to outdoor recess and lunch, we debriefed from our independent work block. I addressed any questions and concerns.
After lunch, we returned to class, and I explained how math rotations work. Then I showed the children today's math block flipchart and explained the activities.
When working with me we organized logins and I handed out math folders and math journals.
During math with a partner the students cut out their digit cards, put their initials on the back, and placed them in a baggy. These should be kept in school, in their math folders, all year. If they had time, they used the digit cards to create 2 and 3 digit numbers and then identify whether each was odd or even. This was recorded in their math journal.
Finally, during the technology rotation, the students received their Sumdog logins and explored the site.
After our math block we had our first formal class meeting. We will be having weekly meetings on Friday afternoons. First we reviewed the purpose for the meetings (children to have a voice in the classroom, build relationships and trust) and the ground rules (listen to everyone, accept others ideas, no putdowns). Next we began with our group share. Each child had a chance to ask me a question...if they chose not to, they just said "pass". Next we exchanged compliments and thank yous. Finally, during the challenges portion, I introduced the issue bin and the reflection station. The issue bin is a place for students to write notes on postits if they need help, or my attention, when I am with a small group or individual students. The reflection station is a place they can go if they need to calm down or regroup.
There will not be a weekly newsletter this week, due to Back to School Night. I will let you know next week if homework starts on Tuesday or the following Monday.
Have a great weekend!!
Thursday, September 3, 2015
Day 4: Thriving Thursday!
It was awesome seeing so many of you last night!!! I hope you found my presentation useful and informative. If you have any lingering questions, feel free to email me.
This morning the students began practicing keyboarding using Typing Club. Each morning, for morning work, the children will choose between keyboarding, reading silently, or exchanging books in the media center. After the announcements we reviewed our morning routine and the TASS skills for this morning period.
After that, I introduced explained and demonstrated my expectations for setting up paper...where to put the title, their name, and the date. Then we took a spelling inventory. I will analyze these to create spelling groups.
Next we moved onto independent work for our literacy block. This was our first chance to practice this, so the tasks were pretty basic. First, the students read to themselves, silently, for 15 minutes. Then, using a tchart we worked on together and a model I created for them, the children made kites identifying 1 behavior and 2 academic goals they are setting for themselves. After that, they listened to the story, Enemy Pie, using Storyline Online. Finally, they had free choice where they could pick reading to themselves, reading with a partner, practicing keyboarding using Typing Club, or listen to a story using Storyline Online.
As the children worked on these assignments, I had a meeting, in the building, to attend. When I returned to class I continued with my informal reading assessments.
After our literacy block, the students enjoyed indoor recess, followed by lunch.
When they returned from lunch, we began a math preassessment. I will use this to create initial math groups. During the asssessment we went to art with Mrs. Daniell, and upon their return, they completed it.
Finally, we ended the day by identifying the need to know the rules/expectations during in task or in a particular setting. I put the children into groups, gave each group 2 dice and told them to play the game...I never gave them rules! After struggling for a few minutes, the groups created their own game...but I went around and changed the rules on them! :) Finally, we debriefed and discussed how they felt as they attempted to play my game...their responses included nervous and frustrated.
There is no homework this evening. I plan to begin homework on Tuesday of next week.
This morning the students began practicing keyboarding using Typing Club. Each morning, for morning work, the children will choose between keyboarding, reading silently, or exchanging books in the media center. After the announcements we reviewed our morning routine and the TASS skills for this morning period.
After that, I introduced explained and demonstrated my expectations for setting up paper...where to put the title, their name, and the date. Then we took a spelling inventory. I will analyze these to create spelling groups.
Next we moved onto independent work for our literacy block. This was our first chance to practice this, so the tasks were pretty basic. First, the students read to themselves, silently, for 15 minutes. Then, using a tchart we worked on together and a model I created for them, the children made kites identifying 1 behavior and 2 academic goals they are setting for themselves. After that, they listened to the story, Enemy Pie, using Storyline Online. Finally, they had free choice where they could pick reading to themselves, reading with a partner, practicing keyboarding using Typing Club, or listen to a story using Storyline Online.
As the children worked on these assignments, I had a meeting, in the building, to attend. When I returned to class I continued with my informal reading assessments.
After our literacy block, the students enjoyed indoor recess, followed by lunch.
When they returned from lunch, we began a math preassessment. I will use this to create initial math groups. During the asssessment we went to art with Mrs. Daniell, and upon their return, they completed it.
Finally, we ended the day by identifying the need to know the rules/expectations during in task or in a particular setting. I put the children into groups, gave each group 2 dice and told them to play the game...I never gave them rules! After struggling for a few minutes, the groups created their own game...but I went around and changed the rules on them! :) Finally, we debriefed and discussed how they felt as they attempted to play my game...their responses included nervous and frustrated.
There is no homework this evening. I plan to begin homework on Tuesday of next week.
Wednesday, September 2, 2015
Day 3...Back to School Night!
First things first, Back to School night is this evening, beginning at 6:30. I hope to see you all here!!
This morning the students finished their Instagram pictures and sentences. Then we reviewed the morning routines and learned about the expectations when borrowing books from the classroom library. In short, if they want to read my books they need to put them away in the proper place. :) We also identified Dojo rewards for individual and class Dojos.
After that, several students had the chance to share their "All About Me" bags. It was fun to learn new things about each other.
Next we took a Go Noodle brain break.
Then we reviewed our TASS skills (collaborate and analyze).
Today we began identifying behavior expectations for Read to Self, Read with a Partner, and Listen to Reading. These are components of the Daily 5 which we will incorporate into our literacy block. Once we established these, the students bookmarked the Wims web site and the Third Grade web site on their Chrome Books. Then they used the Third Grade web site to get to the Storyline Online web site and listen to the story, Catching the Moon.
After listening to the story individually, we relistened as a class and defined and identified examples of personal and academic goals.
By this time the students were ready to enjoy outdoor recess and lunch.
When we returned to the classroom, after lunch, we reviewed lunch procedures and expectations. We also defined body language and practiced identifying how different nonverbal behaviors might be interpreted.
Then we shared more "All About Me" bags.
Finally, the children completed their "All About Me", Google Slide presentation, which you will view this evening. Then they ended their day in music, while I attended my weekly collaborative planning meeting.
NO HOMEWORK!!
This morning the students finished their Instagram pictures and sentences. Then we reviewed the morning routines and learned about the expectations when borrowing books from the classroom library. In short, if they want to read my books they need to put them away in the proper place. :) We also identified Dojo rewards for individual and class Dojos.
After that, several students had the chance to share their "All About Me" bags. It was fun to learn new things about each other.
Next we took a Go Noodle brain break.
Then we reviewed our TASS skills (collaborate and analyze).
Today we began identifying behavior expectations for Read to Self, Read with a Partner, and Listen to Reading. These are components of the Daily 5 which we will incorporate into our literacy block. Once we established these, the students bookmarked the Wims web site and the Third Grade web site on their Chrome Books. Then they used the Third Grade web site to get to the Storyline Online web site and listen to the story, Catching the Moon.
After listening to the story individually, we relistened as a class and defined and identified examples of personal and academic goals.
By this time the students were ready to enjoy outdoor recess and lunch.
When we returned to the classroom, after lunch, we reviewed lunch procedures and expectations. We also defined body language and practiced identifying how different nonverbal behaviors might be interpreted.
Then we shared more "All About Me" bags.
Finally, the children completed their "All About Me", Google Slide presentation, which you will view this evening. Then they ended their day in music, while I attended my weekly collaborative planning meeting.
NO HOMEWORK!!
Tuesday, September 1, 2015
Day 2...Another Great One!
This morning, after the morning announcements, we reviewed our morning routine and dismissal plans. Then we went over the TASS (thinking and academic success skills) for the first marking period; collaboration and analysis. Next we reviewed the new behavior flow chart. I will go over this at Back to School Night. Then we took a much needed, Go Noodle, brain break.
Following our brain break, the students joined 3 different groups on Google Classroom. Google Classroom is a learning platform that is a paperless way to create and distribute assignments. The three groups that the students joined today were literacy, math, and homework. Homework will be posted via Google Classroom nightly, beginning next week.
Then the children began working on an "All About Me", Google Slide presentation,which was distributed through the literacy group on Google Classroom, to share with parents on Back to School Night. As the students worked, we gathered in our "meeting place" to learn how to perform basic computer literacy tasks, such as, changing the font, aligning text, adding pictures, etc.
By the time 11:35 rolled around, the class was definitely ready for outdoor recess and lunch!!
When the students returned to the classroom we began sharing the index cards they decorated yesterday with things they like, things that are fun, things they don't like, and things that annoy them. This was another opportunity to get to know each other better.
Next the children continued working on their "All About Me", Google Slides presentation while I met with individual students to conduct some informal reading assessments. While I did gather data regarding decoding and oral comprehension, this also provided a chance to spend some time oneonone with the children.
After that, the students watched an orientation video for our school media center and we discussed class expectations for individual visits.
Finally, we shared the rest of the index cards (see above) and reviewed dismissal procedures.
Remember...the All About Me bags are due tomorrow...and Back to School Night is tomorrow at 6:30pm.
Following our brain break, the students joined 3 different groups on Google Classroom. Google Classroom is a learning platform that is a paperless way to create and distribute assignments. The three groups that the students joined today were literacy, math, and homework. Homework will be posted via Google Classroom nightly, beginning next week.
Then the children began working on an "All About Me", Google Slide presentation,which was distributed through the literacy group on Google Classroom, to share with parents on Back to School Night. As the students worked, we gathered in our "meeting place" to learn how to perform basic computer literacy tasks, such as, changing the font, aligning text, adding pictures, etc.
By the time 11:35 rolled around, the class was definitely ready for outdoor recess and lunch!!
When the students returned to the classroom we began sharing the index cards they decorated yesterday with things they like, things that are fun, things they don't like, and things that annoy them. This was another opportunity to get to know each other better.
Next the children continued working on their "All About Me", Google Slides presentation while I met with individual students to conduct some informal reading assessments. While I did gather data regarding decoding and oral comprehension, this also provided a chance to spend some time oneonone with the children.
After that, the students watched an orientation video for our school media center and we discussed class expectations for individual visits.
Finally, we shared the rest of the index cards (see above) and reviewed dismissal procedures.
Remember...the All About Me bags are due tomorrow...and Back to School Night is tomorrow at 6:30pm.
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