This morning, after the announcements, we began our literacy block.
I modeled how to use the changes paragraph organizer to type up the second informational paragraph for the technology tools inquiry project.
After that, the students worked independently. First, all of the children used their organizers to type up their second paragraph. Then, some students completed the Root-O vocabulary activity. Finally, they worked on their holiday research project Google Slides presentation.
I did not meet with reading groups. Instead I worked with individual students. I helped students complete their second paragraphs and the vocabulary task.
After our literacy block the students enjoyed indoor recess and lunch.
After lunch we built and decorated rectilinear building out of graham crackers, vanilla icing, and candies.
Then the students chose to practice math skills using either Sumdog, Math Facts Pro, Multiplication Bump, or Toss It, Keep It.
I sincerely hope each of you has a happy and safe winter break!
I'll see you guys next year! ;-)
Wednesday, December 23, 2015
Tuesday, December 22, 2015
Terrific Tuesday
This morning, after the announcements, we began our literacy block. Today, during independent work time, the children reread their first informational paragraph for their inquiry project, checking that is makes sense, has correct spelling, and includes proper punctuation and capitalization. After that they continued reading about 5 winter holidays and creating a Google Slides Presentation to share their new knowledge.
As they worked I met with guided reading groups.
Orange: We read the "Deserts" paragraph, from the reading formative, and, together, determined the main idea and key details. We reviewed the main idea as being what the section of text is mostly about and the key details provide more information about it.
Pink: We took turns reading our first paragraph, from the inquiry project, out loud. We provided feedback and helped each other make improvements in our writing. We also reviewed capitalization and punctuation rules and how to use the thesaurus to find new ways to say a word.
Green: We took turns reading our first paragraph, from the inquiry project, out loud. We provided feedback and helped each other make improvements in our writing. We also reviewed capitalization and punctuation rules and how to use the thesaurus to find new ways to say a word.
Blue: First I did some informal reading assessment with individuals. Then we took turns reading our first paragraph, from the inquiry project, out loud. We provided feedback and helped each other make improvements in our writing. We also reviewed capitalization and punctuation rules and how to use the thesaurus to find new ways to say a word.
After our literacy block the students enjoyed outdoor recess and lunch.
When we returned to class the students took part in an equity survey, a tool for them to voice their opinion, about our school. Then we began our math block.
During the small group, teacher-led instruction, we went old school - paper and pencil. We practiced breaking apart rectilinear figures, and writing and solving equations to determine the area of each.
The third group worked on 2 different tasks. Some students completed the third activity for the compacted math assessment portfolio. The rest of the group practiced breaking apart rectilinear figures, and writing and solving equations to determine the area of each.
When the students were not participating in the small group instruction with me, they continued working on their Winter Wonderland activity by creating buildings in the shape of rectilinear figures, identify the area of each, and drawing a background.
After math we reviewed the definitions of human-made and natural features and then identified examples of each, that are present in our neighborhood.
As they worked I met with guided reading groups.
Orange: We read the "Deserts" paragraph, from the reading formative, and, together, determined the main idea and key details. We reviewed the main idea as being what the section of text is mostly about and the key details provide more information about it.
Pink: We took turns reading our first paragraph, from the inquiry project, out loud. We provided feedback and helped each other make improvements in our writing. We also reviewed capitalization and punctuation rules and how to use the thesaurus to find new ways to say a word.
Green: We took turns reading our first paragraph, from the inquiry project, out loud. We provided feedback and helped each other make improvements in our writing. We also reviewed capitalization and punctuation rules and how to use the thesaurus to find new ways to say a word.
Blue: First I did some informal reading assessment with individuals. Then we took turns reading our first paragraph, from the inquiry project, out loud. We provided feedback and helped each other make improvements in our writing. We also reviewed capitalization and punctuation rules and how to use the thesaurus to find new ways to say a word.
After our literacy block the students enjoyed outdoor recess and lunch.
When we returned to class the students took part in an equity survey, a tool for them to voice their opinion, about our school. Then we began our math block.
During the small group, teacher-led instruction, we went old school - paper and pencil. We practiced breaking apart rectilinear figures, and writing and solving equations to determine the area of each.
The third group worked on 2 different tasks. Some students completed the third activity for the compacted math assessment portfolio. The rest of the group practiced breaking apart rectilinear figures, and writing and solving equations to determine the area of each.
When the students were not participating in the small group instruction with me, they continued working on their Winter Wonderland activity by creating buildings in the shape of rectilinear figures, identify the area of each, and drawing a background.
After math we reviewed the definitions of human-made and natural features and then identified examples of each, that are present in our neighborhood.
Monday, December 21, 2015
Marvelous Monday
This morning, after the announcements, we began our literacy block.
This week, in lieu of our regular guided reading groups, the students will be reading about 5 winter holidays and creating a Google Slides presentation to share their new knowledge. So, I introduced the project, and resources, to the class before beginning our independent work time.
During independent work time today, the children completed unfinished work from last week. First, they had to complete and turn in the reading formative from Friday. After that they needed to finish the organizer for the second informational paragraph for the inquiry project. Next the students needed to write three sentences using common roots. Once all of these tasks, from last week, were done and turned in, the children began reading about the 5 winter holidays and creating a Google Slides Presentation.
During the time I typically meet with guided reading groups, I worked with individual students struggling with the inquiry project. Together we highlighted important information in text and then used the planning organizer to help us write the first informational paragraph. I also conducted the December informal reading assessments with children.
After our literacy block the students enjoyed outdoor recess and lunch.
When they returned to the classroom we began our math block.
This week we will review and practice determining the area of rectilinear, or composite, figures.
Today, I continued pulling groups to work on this skill. While working independently, the students began creating a Winter Wonderland Village.
The village will include at least 3 buildings which will be made using centimeter grid paper. Students will calculate the area of the rectilinear figures in their Winter Wonderland. On Wednesday they will choose one building to build and decorate using graham crackers, icing, and candy.
After math the students went to PE with Mr. Benco.
When they returned to class, Miss Snyder, and some other teachers, joined us to continue our class meeting from Friday. Today we identified scenarios as teasing, bullying, or just being mean. Then we defined those behaviors and decided, and discussed, if each behavior had been correctly identified.
Remember, there is NO formal homework this week. Students can practice facts using Mathfactspro.com and practice reading using MyON.
This week, in lieu of our regular guided reading groups, the students will be reading about 5 winter holidays and creating a Google Slides presentation to share their new knowledge. So, I introduced the project, and resources, to the class before beginning our independent work time.
During independent work time today, the children completed unfinished work from last week. First, they had to complete and turn in the reading formative from Friday. After that they needed to finish the organizer for the second informational paragraph for the inquiry project. Next the students needed to write three sentences using common roots. Once all of these tasks, from last week, were done and turned in, the children began reading about the 5 winter holidays and creating a Google Slides Presentation.
During the time I typically meet with guided reading groups, I worked with individual students struggling with the inquiry project. Together we highlighted important information in text and then used the planning organizer to help us write the first informational paragraph. I also conducted the December informal reading assessments with children.
After our literacy block the students enjoyed outdoor recess and lunch.
When they returned to the classroom we began our math block.
This week we will review and practice determining the area of rectilinear, or composite, figures.
Today, I continued pulling groups to work on this skill. While working independently, the students began creating a Winter Wonderland Village.
The village will include at least 3 buildings which will be made using centimeter grid paper. Students will calculate the area of the rectilinear figures in their Winter Wonderland. On Wednesday they will choose one building to build and decorate using graham crackers, icing, and candy.
After math the students went to PE with Mr. Benco.
When they returned to class, Miss Snyder, and some other teachers, joined us to continue our class meeting from Friday. Today we identified scenarios as teasing, bullying, or just being mean. Then we defined those behaviors and decided, and discussed, if each behavior had been correctly identified.
Remember, there is NO formal homework this week. Students can practice facts using Mathfactspro.com and practice reading using MyON.
Friday, December 18, 2015
Fabulous Friday
This morning, prior to the video announcements (a Friday treat each week), I worked with some children to practice determining the area of a rectilinear figure. The, after the announcements, we began our literacy block.
Today, while I worked with guided reading groups, the students began by working on a reading formative. They had to read informational text and write two green questions and the matching answers, on one side. On the other, they identified the main idea and 2-3 key details from informational text. Then they completed the paragraph 2 organizer. Today I provided my model example as a Google document, in Google Classroom, and as a hard copy piece of paper, and encouraged them to use it! Finally, the children wrote three sentences using a word with a common root.
Orange: I collected their guided reading books and we took a word work quiz. After that, I provided some scaffolding for their reading formative.
Pink: I collected their guided reading books and we took a word work quiz. Then I did some informal reading testing with a few students.
Green: I collected their guided reading books and we took a word work quiz. Then I did some informal reading testing with a few students.
Blue: I collected their guided reading books and we took a word work quiz. Then I did some informal reading testing with a few students.
After our literacy block the students enjoyed outdoor recess and lunch.
When the students returned to class we took a math quiz. A few students did quite well, many did not, though. This didn't surprise me because it has been a challenging week...there has been a lot of disrespect and little effort put into academics.
After our quiz we shared homework writing journals.
We ended our day with a very important class meeting. We began with a group share, where each person had a chance to share what was on their mind. Then we exchanged thank yous and compliments. Finally, we addressed the challenges in our classroom. Using a PDSA (plan - do - study - act) model we determined the problem (a general lack of respect) and came up with a plan...we will treat others as we want to be treated. Then we decide what we will do. The students came up with a great list. We will not laugh at others, we will be nice (actions and words), we will include others and listen to others, we will keep our hands and feet to ourselves, we will respect other people's property, and we will only speak about ourselves.
We decided to take the weekend to reflect on this and will revisit it during an extra class meeting Monday afternoon.
Today, while I worked with guided reading groups, the students began by working on a reading formative. They had to read informational text and write two green questions and the matching answers, on one side. On the other, they identified the main idea and 2-3 key details from informational text. Then they completed the paragraph 2 organizer. Today I provided my model example as a Google document, in Google Classroom, and as a hard copy piece of paper, and encouraged them to use it! Finally, the children wrote three sentences using a word with a common root.
Orange: I collected their guided reading books and we took a word work quiz. After that, I provided some scaffolding for their reading formative.
Pink: I collected their guided reading books and we took a word work quiz. Then I did some informal reading testing with a few students.
Green: I collected their guided reading books and we took a word work quiz. Then I did some informal reading testing with a few students.
Blue: I collected their guided reading books and we took a word work quiz. Then I did some informal reading testing with a few students.
After our literacy block the students enjoyed outdoor recess and lunch.
When the students returned to class we took a math quiz. A few students did quite well, many did not, though. This didn't surprise me because it has been a challenging week...there has been a lot of disrespect and little effort put into academics.
After our quiz we shared homework writing journals.
We ended our day with a very important class meeting. We began with a group share, where each person had a chance to share what was on their mind. Then we exchanged thank yous and compliments. Finally, we addressed the challenges in our classroom. Using a PDSA (plan - do - study - act) model we determined the problem (a general lack of respect) and came up with a plan...we will treat others as we want to be treated. Then we decide what we will do. The students came up with a great list. We will not laugh at others, we will be nice (actions and words), we will include others and listen to others, we will keep our hands and feet to ourselves, we will respect other people's property, and we will only speak about ourselves.
We decided to take the weekend to reflect on this and will revisit it during an extra class meeting Monday afternoon.
Thursday, December 17, 2015
Thrilling Thursday
After the morning announcements we had a discussion about making good choices and being respectful to adults and each other. Then we began our literacy block.
WHile I met with guided reading groups the students began with a reading group assignment. All groups turned a heading in to a question and then used the text to answer it. After that, they continued working on their inquiry project, either completing paragraph 1 or finishing the organizer for the second paragraph. Once that was done, they chose three common roots and wrote sentences using words formed with them, demonstrating understanding of their meaning. Students who completed these tasks went on to practice their word work words, and the letters H, K, and X, in cursive.
Orange: We practiced identifying facts in text and writing a green question to match. For HOMEWORK the children need to reread the entire book, working on fluency and stamina.
Pink: Independently the children turned the heading on page 14 into a question and then used the text to answer it. In group we shared these questions and answers. Then we read and evaluated paragraphs to identify the most important sentence in each. By combining these two strategies, we determined the main idea of the section of text. For HOMEWORK the children need to reread the entire book, working on stamina and fluency.
Green: Independently the students turned the heading on page 22 into a question and then used the text, in that section, to answer it. In group we shared their questions. Then we determined the most important sentence in each paragraph of this section. Finally we used the heading and the identified sentences to determine the main idea of this section of text. For HOMEWORK the children need to reread pages 18-23.
Blue: Independently the children turned the heading on pages 21 into a question and then used the text to answer it. In group we shared their questions. Then we began to determine the most important sentence in each paragraph. Unfortunately, we ran out of time. For HOMEWORK the students need to reread pages 21-30.
After our literacy block the students enjoyed indoor recess and lunch.
After recess we began our math block.
During the small group, teacher-led, instruction, the first two groups reviewed determining the area of complex figures by breaking it apart into smaller rectangles. The final group worked on the third compacted math task.
During math with a partner, the children worked collaboratively, engaging in math discourse, to determine the area of various rooms on a floor plan of a house.
During the technology rotation the children used Math Facts Pro to increase their basic fact fluency.
We went to art during the second rotation. When we returned, the group, as a whole was completely unfocused and not following directions. After several failed attempts to deliver meaningful instruction in small group, I collected papers and returned the class to their seats.
At that time, the children practiced math skills using Sumdog and pulled a group of 4 students to work on the compacted math task.
HOMEWORK is posted in Google Classroom. We will have a formative covering determining the area of rectangles.
Also, interim reports are coming home this evening. These are yours to keep.
WHile I met with guided reading groups the students began with a reading group assignment. All groups turned a heading in to a question and then used the text to answer it. After that, they continued working on their inquiry project, either completing paragraph 1 or finishing the organizer for the second paragraph. Once that was done, they chose three common roots and wrote sentences using words formed with them, demonstrating understanding of their meaning. Students who completed these tasks went on to practice their word work words, and the letters H, K, and X, in cursive.
Orange: We practiced identifying facts in text and writing a green question to match. For HOMEWORK the children need to reread the entire book, working on fluency and stamina.
Pink: Independently the children turned the heading on page 14 into a question and then used the text to answer it. In group we shared these questions and answers. Then we read and evaluated paragraphs to identify the most important sentence in each. By combining these two strategies, we determined the main idea of the section of text. For HOMEWORK the children need to reread the entire book, working on stamina and fluency.
Green: Independently the students turned the heading on page 22 into a question and then used the text, in that section, to answer it. In group we shared their questions. Then we determined the most important sentence in each paragraph of this section. Finally we used the heading and the identified sentences to determine the main idea of this section of text. For HOMEWORK the children need to reread pages 18-23.
Blue: Independently the children turned the heading on pages 21 into a question and then used the text to answer it. In group we shared their questions. Then we began to determine the most important sentence in each paragraph. Unfortunately, we ran out of time. For HOMEWORK the students need to reread pages 21-30.
After our literacy block the students enjoyed indoor recess and lunch.
After recess we began our math block.
During the small group, teacher-led, instruction, the first two groups reviewed determining the area of complex figures by breaking it apart into smaller rectangles. The final group worked on the third compacted math task.
During math with a partner, the children worked collaboratively, engaging in math discourse, to determine the area of various rooms on a floor plan of a house.
During the technology rotation the children used Math Facts Pro to increase their basic fact fluency.
We went to art during the second rotation. When we returned, the group, as a whole was completely unfocused and not following directions. After several failed attempts to deliver meaningful instruction in small group, I collected papers and returned the class to their seats.
At that time, the children practiced math skills using Sumdog and pulled a group of 4 students to work on the compacted math task.
HOMEWORK is posted in Google Classroom. We will have a formative covering determining the area of rectangles.
Also, interim reports are coming home this evening. These are yours to keep.
Wednesday, December 16, 2015
Wonderful Wednesday
This morning, after the announcements, we began our literacy block.
First I modeled how to use the research organizer to complete the planning sheet for the second informational paragraph. This paragraph names and explains two of the changes, or evolutions, for the technology tool. Then I modeled how to use one of the words, with a common root, in a meaningful sentences. After that, I reviewed and explained today's independent work task list.
While I met with guided reading groups, the students began with a reading group assignment. Then they worked on their inquiry project, by writing the first informational paragraph and then completing the organizer for the second paragraph. Next they chose 3 common roots, identified a word that includes it, and wrote a meaningful sentence, demonstrating they understand its meaning. Students who completed these tasks early used ten of their word work words in meaningful sentences and practiced writing the letters N, M, and W, in cursive.
Orange: First the children reread selected pages from their book and identified a fact from marked pages. As they did this I wrote green questions to match the facts. Then I read my green questions and the students identified its matching fact. As we did this we identified common words in the questions and facts. Then I provided a fact and they wrote a green, matching question. For HOMEWORK the children need to reread pages 14-24 and identify 2 important facts on sticky note-one fact per sticky note.
Pink: Independently the children reread pages 12 and 13, identified a fact, and wrote a matching green question to go with it. In group we shared these questions and answered using the facts from the text. For HOMEWORK the students need to read pages 14 and 15, identify one fact and write a green question to go with it.
Green: Independently the students reread pages 22 and 23 and, in their RRJ, they wrote a fact from the text and created a green question that matched it. In group we shared the questions written buy the children and then answered them, using facts from the text. For HOMEWORK the students need to reread pages 22 and 23 and list repeated words on a sticky note.
Blue: Independently the students read pages 18-20 and, in their RRJ, they listed verbs ending in -ed and explained why these words are important to the text. In group we discussed identifying the main idea of a section of text by looking at repeated words and the heading. For HOMEWORK the children need to reread pages 21-23 and list repeated and bold print words on a sticky note.
After our literacy block the children enjoyed outdoor recess and lunch.
When they returned to class we began our math block.
During the small group, teacher-led, instruction we continued determining the area of complex figures by breaking them into smaller rectangles.
During math with a partner, the students worked collaboratively, engaging in math discourse, to determine the area of complex figures on a worksheet.
Finally, during the technology rotation, the students worked on basic fact fluency using Math Fact Pro.
HOMEWORK is posted on Google Classroom.
The children ended their day in music with Mrs. Graf.
First I modeled how to use the research organizer to complete the planning sheet for the second informational paragraph. This paragraph names and explains two of the changes, or evolutions, for the technology tool. Then I modeled how to use one of the words, with a common root, in a meaningful sentences. After that, I reviewed and explained today's independent work task list.
While I met with guided reading groups, the students began with a reading group assignment. Then they worked on their inquiry project, by writing the first informational paragraph and then completing the organizer for the second paragraph. Next they chose 3 common roots, identified a word that includes it, and wrote a meaningful sentence, demonstrating they understand its meaning. Students who completed these tasks early used ten of their word work words in meaningful sentences and practiced writing the letters N, M, and W, in cursive.
Orange: First the children reread selected pages from their book and identified a fact from marked pages. As they did this I wrote green questions to match the facts. Then I read my green questions and the students identified its matching fact. As we did this we identified common words in the questions and facts. Then I provided a fact and they wrote a green, matching question. For HOMEWORK the children need to reread pages 14-24 and identify 2 important facts on sticky note-one fact per sticky note.
Pink: Independently the children reread pages 12 and 13, identified a fact, and wrote a matching green question to go with it. In group we shared these questions and answered using the facts from the text. For HOMEWORK the students need to read pages 14 and 15, identify one fact and write a green question to go with it.
Green: Independently the students reread pages 22 and 23 and, in their RRJ, they wrote a fact from the text and created a green question that matched it. In group we shared the questions written buy the children and then answered them, using facts from the text. For HOMEWORK the students need to reread pages 22 and 23 and list repeated words on a sticky note.
Blue: Independently the students read pages 18-20 and, in their RRJ, they listed verbs ending in -ed and explained why these words are important to the text. In group we discussed identifying the main idea of a section of text by looking at repeated words and the heading. For HOMEWORK the children need to reread pages 21-23 and list repeated and bold print words on a sticky note.
After our literacy block the children enjoyed outdoor recess and lunch.
When they returned to class we began our math block.
During the small group, teacher-led, instruction we continued determining the area of complex figures by breaking them into smaller rectangles.
During math with a partner, the students worked collaboratively, engaging in math discourse, to determine the area of complex figures on a worksheet.
Finally, during the technology rotation, the students worked on basic fact fluency using Math Fact Pro.
HOMEWORK is posted on Google Classroom.
The children ended their day in music with Mrs. Graf.
Tuesday, December 15, 2015
Terrific Tuesday
This morning, prior to the announcements, some students took the math quiz they missed on Friday and a few worked with me to determine the area of a complex, or rectilinear, figure. After the announcements, we began our literacy block.
Today, as I met with guided reading groups, the students began by reading a portion of their text, identifying a fact, and writing a green question to go with it. After that, they used their paragraph 1 organizer, and my feedback, to write their informational paragraph. Then they identified the meaning and 2 examples of common roots we use in words. Students who finished early used 10 more of their word work words in sentences and practiced writing the letters N, M, and W, in cursive.
Orange: The students began group by rereading the first half of their book. After that we reviewed asking and answering questions as something good readers do automatically to better understand text. Then we reviewed vocabulary for the second half of their book. Next we began reading the rest of the text, stopping to identify facts and write green questions, for each page. For HOMEWORK the students need to reread pages 12-24.
Pink: Independently the students read pages 10 and 11, identified a fact from the text and wrote a green question that matched it. In group the students read the second half of their book, pages 10-15 and then we reviewed their lists of unknown words from homework. After that we shared and attempted to answer the questions they wrote for the facts on pages 10 and 11. Many are still struggling with this. For HOMEWORK the children need to reread pages 10-15.
Green: Independently the students reread pages 12-23. Then they identified a fact from pages 12-13 and wrote a green question to match it. In group the students reread pages 12-23. Then we shared their questions and attempted to answer them using the text. For HOMEWORK the children need to reread pages 12-23.
Blue: Independently the students reread pages 18-30. Then they revisited pages 18 and 19, and identified a fact and wrote a green question that the fact would answer. In group we shared the student's green questions. Then we worked on turning the heading on page 18 into a question. For HOMEWORK the students need to reread pages 18-30.
After our literacy block the children enjoyed outdoor recess and lunch.
When they returned to class we began our math block.
During the small group, teacher-led, instruction, the students practiced skip counting to solve multiplication equations. Then we reviewed calculating the area of a rectangle. Finally, we used multiplication and addition to find the area of a complex, or rectilinear, figure.
During math with a partner the students played multiplication war to increase basic fact fluency.
During the technology rotation the children watched a screen cast reviewing yesterday's small group instruction and then completed a follow up worksheet. After that they practiced math skills of their choosing, but on their level, using Sumdog.
HOMEWORK is posted on Google Classroom.
After math we took a much needed GO Noodle brain break and then began our first social studies lesson for this semester.
First I drew circles to explain the scope of where we live, from smallest to larger outer layers (Clarksburg, Montgomery County, Maryland, United States of America, North America, Earth). Then the children were split into groups and given cards with pictures and definitions of various characteristics which geographers use to distinguish areas from one another. The groups were instructed to sort the cards, given two rules; no groups of one and they had to have a reason that cards were grouped together.
After sharing their groups, we then reorganized the cards into natural (or physical) features and human-made features. Finally, we discussed the concepts of natural and man-made features.
Today, as I met with guided reading groups, the students began by reading a portion of their text, identifying a fact, and writing a green question to go with it. After that, they used their paragraph 1 organizer, and my feedback, to write their informational paragraph. Then they identified the meaning and 2 examples of common roots we use in words. Students who finished early used 10 more of their word work words in sentences and practiced writing the letters N, M, and W, in cursive.
Orange: The students began group by rereading the first half of their book. After that we reviewed asking and answering questions as something good readers do automatically to better understand text. Then we reviewed vocabulary for the second half of their book. Next we began reading the rest of the text, stopping to identify facts and write green questions, for each page. For HOMEWORK the students need to reread pages 12-24.
Pink: Independently the students read pages 10 and 11, identified a fact from the text and wrote a green question that matched it. In group the students read the second half of their book, pages 10-15 and then we reviewed their lists of unknown words from homework. After that we shared and attempted to answer the questions they wrote for the facts on pages 10 and 11. Many are still struggling with this. For HOMEWORK the children need to reread pages 10-15.
Green: Independently the students reread pages 12-23. Then they identified a fact from pages 12-13 and wrote a green question to match it. In group the students reread pages 12-23. Then we shared their questions and attempted to answer them using the text. For HOMEWORK the children need to reread pages 12-23.
Blue: Independently the students reread pages 18-30. Then they revisited pages 18 and 19, and identified a fact and wrote a green question that the fact would answer. In group we shared the student's green questions. Then we worked on turning the heading on page 18 into a question. For HOMEWORK the students need to reread pages 18-30.
After our literacy block the children enjoyed outdoor recess and lunch.
When they returned to class we began our math block.
During the small group, teacher-led, instruction, the students practiced skip counting to solve multiplication equations. Then we reviewed calculating the area of a rectangle. Finally, we used multiplication and addition to find the area of a complex, or rectilinear, figure.
During math with a partner the students played multiplication war to increase basic fact fluency.
During the technology rotation the children watched a screen cast reviewing yesterday's small group instruction and then completed a follow up worksheet. After that they practiced math skills of their choosing, but on their level, using Sumdog.
HOMEWORK is posted on Google Classroom.
After math we took a much needed GO Noodle brain break and then began our first social studies lesson for this semester.
First I drew circles to explain the scope of where we live, from smallest to larger outer layers (Clarksburg, Montgomery County, Maryland, United States of America, North America, Earth). Then the children were split into groups and given cards with pictures and definitions of various characteristics which geographers use to distinguish areas from one another. The groups were instructed to sort the cards, given two rules; no groups of one and they had to have a reason that cards were grouped together.
After sharing their groups, we then reorganized the cards into natural (or physical) features and human-made features. Finally, we discussed the concepts of natural and man-made features.
Monday, December 14, 2015
Marvelous Monday
This morning, after the announcements, we began our literacy block.
First, I modeled how to use my feedback, which I provided on each student's paragraph 1 organizer, to write the first informational paragraph for the inquiry project. After that I modeled how to define and identify examples of common root used in words.
WHile I met with guided reading groups the students focused on the following activities. First they identified a fact from their own guided reading book and wrote a green question it would answer. Then they used the feedback I provided and their paragraph organizer to write the first informational paragraph for their inquiry project. After that they identified the meaning and 2 examples of 9 common root words, using a resource I handed out through Google Classroom. Students who completed these tasks continued on to use 10 of their word work words in meaningful sentences and practice the letters N, M, and W, in cursive.
Orange: First the students whisper read pages 4-11. Then I modeled identifying a fact, from the text, and writing a "green" question that it would answer. We put these on charts in our RRJ. Then the children identified a fact, from their book, and attempted to write a question it would answer. Let's just say we will continue working on this. ;-) For HOMEWORK the children need to reread pages 4-11.
Pink: Independently the students reread pages 8 and 9, identified a fact from these pages on the chart in their RRJ, and wrote a green question it would answer. In group we shared their facts and questions. For HOMEWORK the students need to read pages 10-15 and list unknown words on a sticky note.
Green: Independently the students reread pages 8 and 9, identified a fact from these pages on the chart in their RRJ, and wrote a green question to go with it. In group we shared their facts and questions. Then we reviewed vocabulary for the rest of the book, pages 12-23. For HOMEWORK the students need to read pages 12-23.
Blue: Independently the students reread pages 14 and 15, identified a fact from these pages on the chart in the RRJ, and wrote a green question to go with it. In group we shared their facts and questions and then reviewed vocabulary for the second half of their book. For HOMEWORK the students need to read pages 18-30.
After our literacy block the children enjoyed outdoor recess and lunch.
When we returned to the classroom we began our math block. This week we will work on determining the area of a rectilinear, or complex, figure. So, I began by quickly showing the children an example of a complex figure and how I could break it apart into rectangles. I also modeled playing Multiplication War.
During the small group, teacher-led, instruction, we began by practicing skip counting by 3s and 6s. Then we identified the area of a rectangle by breaking it apart into two smaller rectangles. After that we broke apart a complex (or rectilinear) figure into smaller rectangles to determine its area.
During math with a partner the students played Multiplication War, similar to the well-known card game, to practice and memorize the basic facts.
Finally, during the technology rotation, the students watched, and took notes in their math journal, two lesson about determining the area of a complex figure.
HOMEWORK is posted on Google Classroom.
In the middle of the second math rotation, the students went to PE with Mr. Benco. We finished math when we returned to class.
First, I modeled how to use my feedback, which I provided on each student's paragraph 1 organizer, to write the first informational paragraph for the inquiry project. After that I modeled how to define and identify examples of common root used in words.
WHile I met with guided reading groups the students focused on the following activities. First they identified a fact from their own guided reading book and wrote a green question it would answer. Then they used the feedback I provided and their paragraph organizer to write the first informational paragraph for their inquiry project. After that they identified the meaning and 2 examples of 9 common root words, using a resource I handed out through Google Classroom. Students who completed these tasks continued on to use 10 of their word work words in meaningful sentences and practice the letters N, M, and W, in cursive.
Orange: First the students whisper read pages 4-11. Then I modeled identifying a fact, from the text, and writing a "green" question that it would answer. We put these on charts in our RRJ. Then the children identified a fact, from their book, and attempted to write a question it would answer. Let's just say we will continue working on this. ;-) For HOMEWORK the children need to reread pages 4-11.
Pink: Independently the students reread pages 8 and 9, identified a fact from these pages on the chart in their RRJ, and wrote a green question it would answer. In group we shared their facts and questions. For HOMEWORK the students need to read pages 10-15 and list unknown words on a sticky note.
Green: Independently the students reread pages 8 and 9, identified a fact from these pages on the chart in their RRJ, and wrote a green question to go with it. In group we shared their facts and questions. Then we reviewed vocabulary for the rest of the book, pages 12-23. For HOMEWORK the students need to read pages 12-23.
Blue: Independently the students reread pages 14 and 15, identified a fact from these pages on the chart in the RRJ, and wrote a green question to go with it. In group we shared their facts and questions and then reviewed vocabulary for the second half of their book. For HOMEWORK the students need to read pages 18-30.
After our literacy block the children enjoyed outdoor recess and lunch.
When we returned to the classroom we began our math block. This week we will work on determining the area of a rectilinear, or complex, figure. So, I began by quickly showing the children an example of a complex figure and how I could break it apart into rectangles. I also modeled playing Multiplication War.
During the small group, teacher-led, instruction, we began by practicing skip counting by 3s and 6s. Then we identified the area of a rectangle by breaking it apart into two smaller rectangles. After that we broke apart a complex (or rectilinear) figure into smaller rectangles to determine its area.
During math with a partner the students played Multiplication War, similar to the well-known card game, to practice and memorize the basic facts.
Finally, during the technology rotation, the students watched, and took notes in their math journal, two lesson about determining the area of a complex figure.
HOMEWORK is posted on Google Classroom.
In the middle of the second math rotation, the students went to PE with Mr. Benco. We finished math when we returned to class.
Friday, December 11, 2015
Fabulous Friday
TGIF! This has been a crazy week full of changes. I am glad to see it come to an end! :-)
This morning, I had to give the In View retest to a group of third graders. So the rest of our classroom was split into two groups and went to either Mrs. Beshore's room or Mrs. Sligh's room. There they listened to a story and worked on a free writing activity using Powtoon or Google Slides.
When they returned to class we took a Go Noodle brain break and then began a shortened literacy block.
While I met with a reading group (that's all we had time for) the students completed the paragraph organizer for their inquiry project and finished any other work from this past week.
Green: First we reviewed the name strategy--when good readers come across a proper noun that hey find difficult to pronounce you can just say the first letter, since it won't change the meaning of the text. After that we reviewed their lists of unknown words from homework. After that we shared the facts they copied from pages 4 and 5 and the green questions they wrote to match, from yesterday's classwork
After our literacy block, the students enjoyed outdoor recess and lunch.
After recess the students took a math quiz. These have been graded and returned. Look for them in home folders tonight!
After math we shared homework writing journal entries, and began our camp out. Then we watched The Magic School Bus: Holiday Special and ate smores.
Have a great weekend!
This morning, I had to give the In View retest to a group of third graders. So the rest of our classroom was split into two groups and went to either Mrs. Beshore's room or Mrs. Sligh's room. There they listened to a story and worked on a free writing activity using Powtoon or Google Slides.
When they returned to class we took a Go Noodle brain break and then began a shortened literacy block.
While I met with a reading group (that's all we had time for) the students completed the paragraph organizer for their inquiry project and finished any other work from this past week.
Green: First we reviewed the name strategy--when good readers come across a proper noun that hey find difficult to pronounce you can just say the first letter, since it won't change the meaning of the text. After that we reviewed their lists of unknown words from homework. After that we shared the facts they copied from pages 4 and 5 and the green questions they wrote to match, from yesterday's classwork
After our literacy block, the students enjoyed outdoor recess and lunch.
After recess the students took a math quiz. These have been graded and returned. Look for them in home folders tonight!
After math we shared homework writing journal entries, and began our camp out. Then we watched The Magic School Bus: Holiday Special and ate smores.
Have a great weekend!
Thursday, December 10, 2015
Thrilling Thursday - Another Change
This morning I attended an in-house meeting and we had In View retesting...so there were naturally changes to our routine!
Most students went to either Mrs. Sligh or Miss Ricca's room and participated in a lesson about common root words. A few of the children participated in the In View retesting.
We all returned to class at the same time and took a much needed Go Noodle brain break.
After the break I introduced a change to the way I will post and list independent work. The tasks will now be listed and explained, in the same way, on two different pages. The first page will identify the most important assignments that MUST be done. The second page will name the tasks that are important but will not need to be made up. The reason behind this change is to make the chart less daunting and overwhelming to students who are pulled for intervention groups, ESOL, or other needs, and for students who need more time to process and complete work.
After explaining this change, and answering questions about it, I reviewed today's assignments.
First, all groups began by rereading pages in their book and then identifying one fact and writing a green "go" question that it would answer. Then the students worked on completing the informative paragraph organizer. If they finished early they did a buddy check using their word work words and practiced cursive.
Due to the changes in our routine, I only met with one guided reading group.
Pink:We reviewed their lists of unknown words from last night's homework. Then we reread pages 2 and 3 and identified a fact. Finally, we wrote 2 green questions that the fact would answer. This was very challenging for the group. We will definitely revisit this concept.
After literacy, the students enjoyed outdoor recess and lunch.
When the children returned to the classroom we began our math block.
During the small group, teacher-led, instruction we practiced using the "break apart and distribute" property to solve more challenging multiplication facts.
Here's a brief description:
Given the problem 6 x 7 = _____
we can break apart the 7 into a 5 and a 2 and have
5 sixes and 2 sixes which would give us:
(5x6) + (2x6) =
30 + 12 =
42
During math with a partner the students completed writing 2 multiplication and 2 division equations for each fact family spinner. This was continued from yesterday.
Finally, during the technology rotation the students worked on memorizing their basic facts using the multiplication or math fact pro sites.
HOMEWORK is posted on Google Classroom.
In between the first and second rotation the students went to art.
When they returned we completed our math block.
Most students went to either Mrs. Sligh or Miss Ricca's room and participated in a lesson about common root words. A few of the children participated in the In View retesting.
We all returned to class at the same time and took a much needed Go Noodle brain break.
After the break I introduced a change to the way I will post and list independent work. The tasks will now be listed and explained, in the same way, on two different pages. The first page will identify the most important assignments that MUST be done. The second page will name the tasks that are important but will not need to be made up. The reason behind this change is to make the chart less daunting and overwhelming to students who are pulled for intervention groups, ESOL, or other needs, and for students who need more time to process and complete work.
After explaining this change, and answering questions about it, I reviewed today's assignments.
First, all groups began by rereading pages in their book and then identifying one fact and writing a green "go" question that it would answer. Then the students worked on completing the informative paragraph organizer. If they finished early they did a buddy check using their word work words and practiced cursive.
Due to the changes in our routine, I only met with one guided reading group.
Pink:We reviewed their lists of unknown words from last night's homework. Then we reread pages 2 and 3 and identified a fact. Finally, we wrote 2 green questions that the fact would answer. This was very challenging for the group. We will definitely revisit this concept.
After literacy, the students enjoyed outdoor recess and lunch.
When the children returned to the classroom we began our math block.
During the small group, teacher-led, instruction we practiced using the "break apart and distribute" property to solve more challenging multiplication facts.
Here's a brief description:
Given the problem 6 x 7 = _____
we can break apart the 7 into a 5 and a 2 and have
5 sixes and 2 sixes which would give us:
(5x6) + (2x6) =
30 + 12 =
42
During math with a partner the students completed writing 2 multiplication and 2 division equations for each fact family spinner. This was continued from yesterday.
Finally, during the technology rotation the students worked on memorizing their basic facts using the multiplication or math fact pro sites.
HOMEWORK is posted on Google Classroom.
In between the first and second rotation the students went to art.
When they returned we completed our math block.
Wednesday, December 9, 2015
Wonderful Wednesday
Ahhh...back to our regular routine today! No assembly, no InView testing, no changes! :-)
After the morning announcements we began our literacy block. While I worked with guided reading groups the students worked on the following tasks.
First, they viewed the feedback I provided on their research notes and improved their notes. Then they watched the screen cast modeling how to use the notes to complete the paragraph organizer. After that they worked on it. Next, they practiced their word work words using Look, Say, Cover, Write, Check. Then they practiced the letters I and J in cursive. Finally, if they had time, they read a book, on their level, using MyON and took the comprehension quiz that goes with it.
Orange: First the children whisper read up to page 11. Then they glued an explanation of the various question types onto the inside front cover of their RRJ. After reviewing how asking and answering questions helps improve comprehension, we used the pictures on pages 10 and 11 to ask a question and then read these pages to find the answer. Finally we charted both the question and the answer in our RRJ. For HOMEWORK the children need to reread pages 4-11, working on fluency.
Pink: First the students whisper read pages 2-9. Then they glued an explanation of the various question types onto the inside front cover of their RRJ. After reviewing how asking and answering questions helps improve comprehension, we practiced writing a question, based on the pictures and heading, and then reading to determine the answer. For HOMEWORK the students need to read pages 2-9 and list unknown words.
Green: We reviewed some vocabulary for their new book, The Aztec Empire. Then they glued an explanation of the various question types onto the inside front cover of their RRJ. After reviewing how asking and answering questions helps improve comprehension, we practiced writing a question, based on the picture on page 3 and then read that page to identify the answer. For HOMEWORK the students need to read pages 3-9 and list unknown words.
Blue: I finally got to meet with this group!!!! First they glued an explanation of the various question types onto the inside front cover of their RRJ. Then we reviewed the comprehension strategy of asking and answering questions. After that I did a brief book introduction for their nest book, Ice on Earth, and then we did a preview through the book together. Finally, we defined some vocabulary specific to the book. For HOMEWORK the students need to read pages 4-15 and list unknown words (not in the glossary).
After our literacy block the students enjoyed outdoor recess and lunch.
When the students returned to the classroom we began our math block.
During the small group, teacher-led, instruction we reviewed writing related multiplication and division equations involving a variable. Then we solved area word problems. Today's focus was determining possible side lengths for a rectangle with a given area.
During math with a partner the students engaged in math discourse as they wrote relating multiplication and division equations for fact family spinners.
Finally, during the technology rotation the students practiced the basic multiplication facts using a web site called multiplication.
There is HOMEWORK posted on Google Classroom.
The students ended their day in music with Mrs. Graf.
After the morning announcements we began our literacy block. While I worked with guided reading groups the students worked on the following tasks.
First, they viewed the feedback I provided on their research notes and improved their notes. Then they watched the screen cast modeling how to use the notes to complete the paragraph organizer. After that they worked on it. Next, they practiced their word work words using Look, Say, Cover, Write, Check. Then they practiced the letters I and J in cursive. Finally, if they had time, they read a book, on their level, using MyON and took the comprehension quiz that goes with it.
Orange: First the children whisper read up to page 11. Then they glued an explanation of the various question types onto the inside front cover of their RRJ. After reviewing how asking and answering questions helps improve comprehension, we used the pictures on pages 10 and 11 to ask a question and then read these pages to find the answer. Finally we charted both the question and the answer in our RRJ. For HOMEWORK the children need to reread pages 4-11, working on fluency.
Pink: First the students whisper read pages 2-9. Then they glued an explanation of the various question types onto the inside front cover of their RRJ. After reviewing how asking and answering questions helps improve comprehension, we practiced writing a question, based on the pictures and heading, and then reading to determine the answer. For HOMEWORK the students need to read pages 2-9 and list unknown words.
Green: We reviewed some vocabulary for their new book, The Aztec Empire. Then they glued an explanation of the various question types onto the inside front cover of their RRJ. After reviewing how asking and answering questions helps improve comprehension, we practiced writing a question, based on the picture on page 3 and then read that page to identify the answer. For HOMEWORK the students need to read pages 3-9 and list unknown words.
Blue: I finally got to meet with this group!!!! First they glued an explanation of the various question types onto the inside front cover of their RRJ. Then we reviewed the comprehension strategy of asking and answering questions. After that I did a brief book introduction for their nest book, Ice on Earth, and then we did a preview through the book together. Finally, we defined some vocabulary specific to the book. For HOMEWORK the students need to read pages 4-15 and list unknown words (not in the glossary).
After our literacy block the students enjoyed outdoor recess and lunch.
When the students returned to the classroom we began our math block.
During the small group, teacher-led, instruction we reviewed writing related multiplication and division equations involving a variable. Then we solved area word problems. Today's focus was determining possible side lengths for a rectangle with a given area.
During math with a partner the students engaged in math discourse as they wrote relating multiplication and division equations for fact family spinners.
Finally, during the technology rotation the students practiced the basic multiplication facts using a web site called multiplication.
There is HOMEWORK posted on Google Classroom.
The students ended their day in music with Mrs. Graf.
Tuesday, December 8, 2015
Terrific Tuesday
The word for this week is flexibility!!
Due to a large number of third graders involved in InView retesting, we had extra students in our classroom this morning. The retesting will take place on Tuesday, Thursday, and Friday this week. Each of those mornings, 2 third grade teachers will help out with the InView retesting and their students will be disseminated into two other third grade classrooms.
Today, while we had some extra students, we focused on the inquiry project.
First, I modeled how to use their research notes to complete the organizer for the informational paragraph of the inquiry project. Then the children reviewed my feedback and used it to improve and revise their research notes. Next they used a screencast I created, as well as their notes, to complete the informational paragraph organizer.
WHile we had 10 extra students, I helped individuals to improve their research notes. After our friends left, I began calling reading groups. Since our literacy block, or guided reading group time, was shortened, I began with the Pink group, because I left off with them yesterday.
Pink: We did a book walk together. Then we reviewed and practiced using some vocabulary from the book. After that I introduced "right there questions" as a strategy to improve reading comprehension. We will be using the headings and illustrations to ask questions before we read in order to focus our reading and improve our comprehension. I modeled asking and answering a question for pages 2 and 3 in our book. I recollected their books because their homework is on MyON this evening.
Green: I did a brief book introduction for their next book, The Aztec Empire. Then, together, we did a picture walk through the book. After that, I began reviewing specific vocabulary, but we ran out of time. The students have not received a copy of the book yet. Homework will be on MyON this evening.
After our literacy block the students enjoyed outdoor recess and lunch.
When the students returned from lunch we began our math block.
During the small group, teacher-led instruction, we worked on writing related multiplication and division equations to represent and solve area word problems.
During math with a partner the children engaged in math discourse as they created their dream house and then determined the area for each room in it.
During the technology rotation, students once again visited Sumdog and worked with math concepts on their level.
Additionally, during the math block, there were several students who did not take part in our rotations because they were making up last Friday's quiz.
HOMEWORK is posted on Google Classroom.
After the math block we began a mini health education unit. First we defined the concept of a medical emergency and identified examples. Then we evaluated the advantages and disadvantages of using different kids of phones to call 911. Next we defined and identified examples of medical non-emergencies. Finally, we reviewed the difference between a true emergency and just needing to get medical help.
Due to a large number of third graders involved in InView retesting, we had extra students in our classroom this morning. The retesting will take place on Tuesday, Thursday, and Friday this week. Each of those mornings, 2 third grade teachers will help out with the InView retesting and their students will be disseminated into two other third grade classrooms.
Today, while we had some extra students, we focused on the inquiry project.
First, I modeled how to use their research notes to complete the organizer for the informational paragraph of the inquiry project. Then the children reviewed my feedback and used it to improve and revise their research notes. Next they used a screencast I created, as well as their notes, to complete the informational paragraph organizer.
WHile we had 10 extra students, I helped individuals to improve their research notes. After our friends left, I began calling reading groups. Since our literacy block, or guided reading group time, was shortened, I began with the Pink group, because I left off with them yesterday.
Pink: We did a book walk together. Then we reviewed and practiced using some vocabulary from the book. After that I introduced "right there questions" as a strategy to improve reading comprehension. We will be using the headings and illustrations to ask questions before we read in order to focus our reading and improve our comprehension. I modeled asking and answering a question for pages 2 and 3 in our book. I recollected their books because their homework is on MyON this evening.
Green: I did a brief book introduction for their next book, The Aztec Empire. Then, together, we did a picture walk through the book. After that, I began reviewing specific vocabulary, but we ran out of time. The students have not received a copy of the book yet. Homework will be on MyON this evening.
After our literacy block the students enjoyed outdoor recess and lunch.
When the students returned from lunch we began our math block.
During the small group, teacher-led instruction, we worked on writing related multiplication and division equations to represent and solve area word problems.
During math with a partner the children engaged in math discourse as they created their dream house and then determined the area for each room in it.
During the technology rotation, students once again visited Sumdog and worked with math concepts on their level.
Additionally, during the math block, there were several students who did not take part in our rotations because they were making up last Friday's quiz.
HOMEWORK is posted on Google Classroom.
After the math block we began a mini health education unit. First we defined the concept of a medical emergency and identified examples. Then we evaluated the advantages and disadvantages of using different kids of phones to call 911. Next we defined and identified examples of medical non-emergencies. Finally, we reviewed the difference between a true emergency and just needing to get medical help.
Monday, December 7, 2015
Marvelous Monday - Winter Concert
This morning, we began our day with a treat--the winter string, band, and choral concert!! It was a great start to our week!!
When we returned to class, we changed classroom jobs and began our literacy block.
First, I revisited the note taking page the children are using for their inquiry project. Again, I referred to the model that Mrs. Allaire created, and is part of our daily flip chart, to point out the facts, details, and information necessary. After that I reviewed today's independent work tasks.
First, students completed their research for their inquiry topic. After that they watched a Learn Zillion lesson about using illustrations to understand non-fiction text, and listed the 3 main ideas in their RRJ.
Due to the winter concert, we had a very short literacy block!! I was unable to get to most reading groups and students were unable to complete many tasks.
Orange: Today we began a new, non-fiction book called, Animals of the African Grasslands. First, I did a book introduction. Then we previewed the book together. After that we reviewed some vocabulary, including; herds, predator, coarse, graze, and browse. Finally, we practiced using the headings to write question and then read the section of text to answer the question. For HOMEWORK the children need to read pages 10 and 11 and write an answer to the question, on the sticky note in their book, what are browsers.
Pink: We met and I did a brief introduction for their next book, Using Technology and Design. Then we started to do a book walk but ran out of time.
After our literacy block the children enjoyed outdoor recess and lunch.
When we returned to class we began math rotations.
During the small group, teacher-led instruction, the first two groups practiced the 7s facts and writing related multiplication and division equations. The third group completed the second task in the compacted math assessment portfolio.
During math with a partner the children continued drawing their dream house on grid paper, partitioning it into rooms, and identifying the area of each room.
Finally, during the technology rotation, the children continued working on Sumdog.
We completed half of our math rotations prior to going to PE. When we returned to class, we finished the rest.
HOMEWORK is posted on Google Classroom.
When we returned to class, we changed classroom jobs and began our literacy block.
First, I revisited the note taking page the children are using for their inquiry project. Again, I referred to the model that Mrs. Allaire created, and is part of our daily flip chart, to point out the facts, details, and information necessary. After that I reviewed today's independent work tasks.
First, students completed their research for their inquiry topic. After that they watched a Learn Zillion lesson about using illustrations to understand non-fiction text, and listed the 3 main ideas in their RRJ.
Due to the winter concert, we had a very short literacy block!! I was unable to get to most reading groups and students were unable to complete many tasks.
Orange: Today we began a new, non-fiction book called, Animals of the African Grasslands. First, I did a book introduction. Then we previewed the book together. After that we reviewed some vocabulary, including; herds, predator, coarse, graze, and browse. Finally, we practiced using the headings to write question and then read the section of text to answer the question. For HOMEWORK the children need to read pages 10 and 11 and write an answer to the question, on the sticky note in their book, what are browsers.
Pink: We met and I did a brief introduction for their next book, Using Technology and Design. Then we started to do a book walk but ran out of time.
After our literacy block the children enjoyed outdoor recess and lunch.
When we returned to class we began math rotations.
During the small group, teacher-led instruction, the first two groups practiced the 7s facts and writing related multiplication and division equations. The third group completed the second task in the compacted math assessment portfolio.
During math with a partner the children continued drawing their dream house on grid paper, partitioning it into rooms, and identifying the area of each room.
Finally, during the technology rotation, the children continued working on Sumdog.
We completed half of our math rotations prior to going to PE. When we returned to class, we finished the rest.
HOMEWORK is posted on Google Classroom.
Friday, December 4, 2015
Fantastic Friday
This morning, after watching the announcements live, we began our literacy block.
While I met with guided reading groups the students completed the following tasks. First, they responded, in writing, to a question, about their play, in their RRJ. After that, they practiced their word work words by writing each one three times. After that, they completed their research for their inquiry topic. Then they finished watching the Learn Zillion lesson about writing in paragraph form and taking notes in their writing journal. Next, the children completed the suffix and prefix activities and cursive practice pages.
Orange: We reviewed their play and marked places that showed the effects/results of Scruff and Zillard's walk into the desert. Then we orally rehearsed answering the question, what were the effects of Scruff and Zillard going into the desert. During our discussion I listed the important points on our white board. Then we began to answer the question, in writing, with me providing a framework. Halfway through our response, I turned the assignment over to the children to complete independently. We will begin a new, non-fiction book on Monday.
Pink: The students used their play to answer, in writing, what caused Aladdin to trick Aballah. Then I worked with the students to help them with their inquiry research. We will begin a new, non-fiction, book on Monday.
Green: The students used their play to answer, in writing, what factors caused the lazy people to become monkeys. Then I shared one of their group mate's responses. After that, I wrote a model answer which the children copied into their RRJ. Finally, they identified what they did well and what they needed to improve.
Blue: The students used their play to answer, in writing, what factors caused Little Scar Face to marry The Hidden One. Then I wrote a model answer, which the students copied into their RRJ. After that they compared their response to mine and identified what they did well and what they needed to improve.
After literacy the students enjoyed outdoor recess and lunch.
When they returned to class they took their math quiz covering word problems with related multiplication and division equations and basic facts.
This quiz was lengthy and took over an hour. Therefore, they will not be graded and returned today. I apologize. I will grade them over the weekend and return them on Monday.
After the quiz, the children had the opportunity to share their homework writing journal entries.
Then we ended our day with our weekly class meeting. First we shared reasons why we don't follow the rules. I was trying to get inside the children's minds to see if I could make adjusts that would help them make good choices during the day. After that we exchanged thank yous and compliments. Finally, we discussed the importance of telling the truth and trust.
Have a great weekend!!
While I met with guided reading groups the students completed the following tasks. First, they responded, in writing, to a question, about their play, in their RRJ. After that, they practiced their word work words by writing each one three times. After that, they completed their research for their inquiry topic. Then they finished watching the Learn Zillion lesson about writing in paragraph form and taking notes in their writing journal. Next, the children completed the suffix and prefix activities and cursive practice pages.
Orange: We reviewed their play and marked places that showed the effects/results of Scruff and Zillard's walk into the desert. Then we orally rehearsed answering the question, what were the effects of Scruff and Zillard going into the desert. During our discussion I listed the important points on our white board. Then we began to answer the question, in writing, with me providing a framework. Halfway through our response, I turned the assignment over to the children to complete independently. We will begin a new, non-fiction book on Monday.
Pink: The students used their play to answer, in writing, what caused Aladdin to trick Aballah. Then I worked with the students to help them with their inquiry research. We will begin a new, non-fiction, book on Monday.
Green: The students used their play to answer, in writing, what factors caused the lazy people to become monkeys. Then I shared one of their group mate's responses. After that, I wrote a model answer which the children copied into their RRJ. Finally, they identified what they did well and what they needed to improve.
Blue: The students used their play to answer, in writing, what factors caused Little Scar Face to marry The Hidden One. Then I wrote a model answer, which the students copied into their RRJ. After that they compared their response to mine and identified what they did well and what they needed to improve.
After literacy the students enjoyed outdoor recess and lunch.
When they returned to class they took their math quiz covering word problems with related multiplication and division equations and basic facts.
This quiz was lengthy and took over an hour. Therefore, they will not be graded and returned today. I apologize. I will grade them over the weekend and return them on Monday.
After the quiz, the children had the opportunity to share their homework writing journal entries.
Then we ended our day with our weekly class meeting. First we shared reasons why we don't follow the rules. I was trying to get inside the children's minds to see if I could make adjusts that would help them make good choices during the day. After that we exchanged thank yous and compliments. Finally, we discussed the importance of telling the truth and trust.
Have a great weekend!!
Thursday, December 3, 2015
Thrilling Thursday
This morning, after the announcements, we learned about the SGA winter gear drive. We will be collecting new jackets, mittens, gloves, hats, scarves, and anything else to keep warm during the winter.
After that we began our literacy block. First, I shared and reviewed the criteria for success foer the inquiry project. Then we reviewed the model note taking organizer and identified additional resources from which to take notes. After that I reviewed today's independent task list.
The students began by rereading their play. Then they used 10 more of their word work words in sentences. Next, they finished researching their inquiry topic and taking notes on the organizer. After that, they watched a Learn Zillion lesson about writing in paragraph form, twice. The second time they took notes in their writing journal using a format I provided on our daily flip chart and in Google Classroom. Once that was completed, they practiced writing words with the suffix -ful, and identifying the meaning.
As they worked I met with guided reading groups.
Orange: we reread their play out loud. Then I returned their written responses and gave the time to read my feedback. Next, we wrote a model answer (I wrote it and thought aloud as I did) and they copied it into their RRJ. Finally, we compared their responses to the model, noticing what they did well and what needed to be improved. For HOMEWORK they need to reread their play.
Pink: In group we attempted to discuss the actions and events that they were supposed to mark, in their script, for homework last night. This proved to be frustrating and confusing. So, we backed up and orally retold the story. After that, I listed the main events in the play and the students copied them into their RRJ. For HOMEWORK they need to reread their play.
Green: We reviewed the portions of the script they marked with an M for homework last night. These were the factors that caused the lazy people to escape and become monkeys. After that we orally rehearsed an answer to the questions, what factors caused the lazy people to escape and become monkeys. For HOMEWORK they need to reread their play.
Blue: We reviewed and listed the events of the plot of the play, The Hidden One. Then we orally rehearsed explaining the factors that led to Little Scar Face marrying The Hidden One. For HOMEWORK the children need to reread the play.
After the literacy block, the children enjoyed outdoor recess and lunch.
When the students returned to class I went over today's math rotations but then had to leave to attend a meeting.
While I was gone, the students completed their first two rotations and then went to art.
During the small group instruction the children practiced writing equation, using a variable, and solving to identify the area of a rectangle. Additionally, they identified what each number in their equation represented.
During math with a partner students began creating a "Dream House" on grid paper. First they outlined their home and partitioned it into rectangular rooms. Next they named and colored each room. Finally, they identified the area of each room by writing, and solving, a multiplication equation.
During the technology rotation the students visited Sumdog and completed the initial assessment activity.
After art I met with the third rotation.
We WILL have a quiz tomorrow.
I will finish the second compacted math task, with selected students, next week.
HOMEWORK is posted on Google Classroom.
Oh...one more thing...we will be having another "Camp Out" NEXT Friday, December 11, as a whole class Dojo reward.
After that we began our literacy block. First, I shared and reviewed the criteria for success foer the inquiry project. Then we reviewed the model note taking organizer and identified additional resources from which to take notes. After that I reviewed today's independent task list.
The students began by rereading their play. Then they used 10 more of their word work words in sentences. Next, they finished researching their inquiry topic and taking notes on the organizer. After that, they watched a Learn Zillion lesson about writing in paragraph form, twice. The second time they took notes in their writing journal using a format I provided on our daily flip chart and in Google Classroom. Once that was completed, they practiced writing words with the suffix -ful, and identifying the meaning.
As they worked I met with guided reading groups.
Orange: we reread their play out loud. Then I returned their written responses and gave the time to read my feedback. Next, we wrote a model answer (I wrote it and thought aloud as I did) and they copied it into their RRJ. Finally, we compared their responses to the model, noticing what they did well and what needed to be improved. For HOMEWORK they need to reread their play.
Pink: In group we attempted to discuss the actions and events that they were supposed to mark, in their script, for homework last night. This proved to be frustrating and confusing. So, we backed up and orally retold the story. After that, I listed the main events in the play and the students copied them into their RRJ. For HOMEWORK they need to reread their play.
Green: We reviewed the portions of the script they marked with an M for homework last night. These were the factors that caused the lazy people to escape and become monkeys. After that we orally rehearsed an answer to the questions, what factors caused the lazy people to escape and become monkeys. For HOMEWORK they need to reread their play.
Blue: We reviewed and listed the events of the plot of the play, The Hidden One. Then we orally rehearsed explaining the factors that led to Little Scar Face marrying The Hidden One. For HOMEWORK the children need to reread the play.
After the literacy block, the children enjoyed outdoor recess and lunch.
When the students returned to class I went over today's math rotations but then had to leave to attend a meeting.
While I was gone, the students completed their first two rotations and then went to art.
During the small group instruction the children practiced writing equation, using a variable, and solving to identify the area of a rectangle. Additionally, they identified what each number in their equation represented.
During math with a partner students began creating a "Dream House" on grid paper. First they outlined their home and partitioned it into rectangular rooms. Next they named and colored each room. Finally, they identified the area of each room by writing, and solving, a multiplication equation.
During the technology rotation the students visited Sumdog and completed the initial assessment activity.
After art I met with the third rotation.
We WILL have a quiz tomorrow.
I will finish the second compacted math task, with selected students, next week.
HOMEWORK is posted on Google Classroom.
Oh...one more thing...we will be having another "Camp Out" NEXT Friday, December 11, as a whole class Dojo reward.
Wednesday, December 2, 2015
Wonderful Wednesday
This morning, after the announcements, we took care of some housekeeping tasks (updating dismissal schedules and seating charts) and then began our literacy block.
After reviewing how knowing the meanings of common prefixes and suffixes can help us comprehend unknown words, we reviewed today's independent work.
First, students reread their plays thinking about character's actions and how they impacted events in the plot. Then they used 10 of their word work words in meaningful sentences. After that, they continued researching their inquiry topic and taking notes on the organizer. Next, they completed practice pages identifying the meaning of words with the prefixes un- and re-. Finally, they practiced writing the letters O, A, D, O, C, E, and Q, in cursive.
As they worked I met with guided reading groups.
Orange: First the children reread their scripts. Then we discussed the question; What factors caused Zillard to take Scruff into the desert? Next we reread the first half of the script and underlined (and starred) portions that explained why Zillard took Scruff into the desert. Finally, we orally rehearsed answering the question. When students returned to their seats they used the markings in their script to write a response to the question. For HOMEWORK the children need to reread their script.
Pink: The students reread their scripts thinking about character's actions and the events they caused. Then we created a t-chart in our RRJs to identify the character's actions and the events they caused. Together we reread the script, stopping along the way to discuss the actions and events. FOr HOMEWORK the children need to continue reading their play, beginning on page 4, and marking important actions with an A, and important events with an E.
Green: The children reread the entire script thinking about important actions and the events they caused. Then we continued reading the script together, identifying, discussing, and charting the actions and events in the plot. Finally we reviewed the prefixes re- and un-. For HOMEWORK the children need to reread their scripts marking factors that caused the lazy people to become monkeys with an M.
Blue: The students reread their scripts marking places with an A to identify actions integral to the lot of the play and places with an E to indicate events caused by the actions. Then we began discussing their markings. For HOMEWORK the students need to reread their play.
After our literacy block, the students enjoyed indoor recess and lunch.
When they returned to class we began our math block.
During the small group, teacher-led, instruction, the first two groups took notes about area in their math journals and then wrote equations, using a variable for the unknown area, and solved them to determine the area of a rectangle. Half of the third group participated in the second task of the compacted math assessment portfolio, while the other half worked on the initial assessment for Sumdog.
During math with a partner the students practiced their 3s or 6s facts by playing either of the games from the past two days; Keep it, Toss, it or All Lined Up.
Finally, during the technology rotation the students finished watching the Learn Zillion lesson about Finding the Area of a Rectangle by Multiplying Side Lengths and taking notes in their math journals. Then, if they finished early, they were able to log into Sumdog.com and take the initial assessment.
HOMEWORK is posted on Google Classroom.
The students ended their day in music with Mrs. Graf.
After reviewing how knowing the meanings of common prefixes and suffixes can help us comprehend unknown words, we reviewed today's independent work.
First, students reread their plays thinking about character's actions and how they impacted events in the plot. Then they used 10 of their word work words in meaningful sentences. After that, they continued researching their inquiry topic and taking notes on the organizer. Next, they completed practice pages identifying the meaning of words with the prefixes un- and re-. Finally, they practiced writing the letters O, A, D, O, C, E, and Q, in cursive.
As they worked I met with guided reading groups.
Orange: First the children reread their scripts. Then we discussed the question; What factors caused Zillard to take Scruff into the desert? Next we reread the first half of the script and underlined (and starred) portions that explained why Zillard took Scruff into the desert. Finally, we orally rehearsed answering the question. When students returned to their seats they used the markings in their script to write a response to the question. For HOMEWORK the children need to reread their script.
Pink: The students reread their scripts thinking about character's actions and the events they caused. Then we created a t-chart in our RRJs to identify the character's actions and the events they caused. Together we reread the script, stopping along the way to discuss the actions and events. FOr HOMEWORK the children need to continue reading their play, beginning on page 4, and marking important actions with an A, and important events with an E.
Green: The children reread the entire script thinking about important actions and the events they caused. Then we continued reading the script together, identifying, discussing, and charting the actions and events in the plot. Finally we reviewed the prefixes re- and un-. For HOMEWORK the children need to reread their scripts marking factors that caused the lazy people to become monkeys with an M.
Blue: The students reread their scripts marking places with an A to identify actions integral to the lot of the play and places with an E to indicate events caused by the actions. Then we began discussing their markings. For HOMEWORK the students need to reread their play.
After our literacy block, the students enjoyed indoor recess and lunch.
When they returned to class we began our math block.
During the small group, teacher-led, instruction, the first two groups took notes about area in their math journals and then wrote equations, using a variable for the unknown area, and solved them to determine the area of a rectangle. Half of the third group participated in the second task of the compacted math assessment portfolio, while the other half worked on the initial assessment for Sumdog.
During math with a partner the students practiced their 3s or 6s facts by playing either of the games from the past two days; Keep it, Toss, it or All Lined Up.
Finally, during the technology rotation the students finished watching the Learn Zillion lesson about Finding the Area of a Rectangle by Multiplying Side Lengths and taking notes in their math journals. Then, if they finished early, they were able to log into Sumdog.com and take the initial assessment.
HOMEWORK is posted on Google Classroom.
The students ended their day in music with Mrs. Graf.
Tuesday, December 1, 2015
Terrific Tuesday
This morning, after the announcements, we took a few minutes to learn about Google Expedition, a way for students to take virtual field trips from the classroom. We were fortunate to have visitors share this cool experience with us during our literacy block.
After that, we reviewed today's independent work tasks. First the students reread their scripts thinking about character's actions that led to events in the play. After that they practiced writing their new word work words using Look, Say, Cover, Write, Check. Then they continued researching their inquiry topic and taking notes on the organizer. Finally, they practiced writing the letters A, D, O, C, E, and Q in cursive.
Orange: We reread the script, as a group, and charted character's actions and the events they caused, in their RRJ. Then we related this to cause and effect. For HOMEWORK the children need to reread the entire script.
***After the first group, we were able to explore Google Expeditions, a special treat from the technology department of MCPS.***
Pink: This group didn't meet due to our special Google Expeditions presentation. For HOMEWORK they need to reread their plays and be able to identify/discuss the events in the play.
Green: In group we began rereading their play and charting character's actions that caused events in the play. For HOMEWORK the children need to reread the entire play, thinking about character's actions and events they cause.
Blue: In group we began rereading their play and charting character's actions that caused events in the play. For HOMEWORK the children need to reread the entire play, thinking about character's actions and events they cause.
After our literacy block the students enjoyed indoor recess and lunch.
When we returned to the classroom, we began our math block.
During the small group, teacher led, instruction we identified how we can use multiplication to calculate the area of a rectangle. We practiced writing equations, using a variable, and solving for the unknown.
During math with a partner, the students played Keep it, Toss it, to practice the 3s facts.
During the technology rotation the students were supposed to watch a Learn Zillion lesson, about identifying the area of a rectangle by multiplying side lengths, twice. During the second viewing the students were expected to take notes using a framework provided in Google Classroom, the math page, and on the daily flip chart in class.
HOMEWORK is posted on Google Classroom.
After the math block we had science....and we made ICE CREAM! The purpose was to see how cooling effects the observable properties of materials.
After that, we reviewed today's independent work tasks. First the students reread their scripts thinking about character's actions that led to events in the play. After that they practiced writing their new word work words using Look, Say, Cover, Write, Check. Then they continued researching their inquiry topic and taking notes on the organizer. Finally, they practiced writing the letters A, D, O, C, E, and Q in cursive.
Orange: We reread the script, as a group, and charted character's actions and the events they caused, in their RRJ. Then we related this to cause and effect. For HOMEWORK the children need to reread the entire script.
***After the first group, we were able to explore Google Expeditions, a special treat from the technology department of MCPS.***
Pink: This group didn't meet due to our special Google Expeditions presentation. For HOMEWORK they need to reread their plays and be able to identify/discuss the events in the play.
Green: In group we began rereading their play and charting character's actions that caused events in the play. For HOMEWORK the children need to reread the entire play, thinking about character's actions and events they cause.
Blue: In group we began rereading their play and charting character's actions that caused events in the play. For HOMEWORK the children need to reread the entire play, thinking about character's actions and events they cause.
After our literacy block the students enjoyed indoor recess and lunch.
When we returned to the classroom, we began our math block.
During the small group, teacher led, instruction we identified how we can use multiplication to calculate the area of a rectangle. We practiced writing equations, using a variable, and solving for the unknown.
During math with a partner, the students played Keep it, Toss it, to practice the 3s facts.
During the technology rotation the students were supposed to watch a Learn Zillion lesson, about identifying the area of a rectangle by multiplying side lengths, twice. During the second viewing the students were expected to take notes using a framework provided in Google Classroom, the math page, and on the daily flip chart in class.
HOMEWORK is posted on Google Classroom.
After the math block we had science....and we made ICE CREAM! The purpose was to see how cooling effects the observable properties of materials.
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