We are definitely ready for Winter Break....we have one more day to go!!!
This morning the students went to music with Ms. Thomson. When they returned, we watched the morning announcements.
Then we switched for math and took a Go Noodle brain break. After that we reviewed last night's homework to prepare for today's quiz. NExt the children took the formative. These have been graded and returned to students. Look for them in home folders this evening.
After the quiz, I pulled a small group to continue practicing using place value, multiplication and long division to solve 2 digit by 1digit division problems. While I worked with some of the children, the rest practiced their division skills using selected web sites, posted on GC  math, or by playing board games, that we played in math earlier in the week.
Following math, the students enjoyed lunch and outdoor recess.
When they returned to class, they worked collaboratively to finish designing, and then building, a water collection tool to collect runoff water. They created some cool contraptions! I can't wait to test them in January.
After that, we cleaned the classroom, including their baskets.
Then, we enjoyed playing board and card games during our Dojo reward of Game Afternoon.
I sincerely wish each and everyone one of you a HAPPY and HEALTHY holiday!
See you next year!
Friday, December 23, 2016
Thursday, December 22, 2016
Thrilling Thursday
This morning, before the announcements, the students worked on our Thursday Bamboozle puzzles and then played a synonym/antonym identification online game. After the announcements, we began our science lesson.
Today the children worked collaboratively, using the elementary engineering design process, to plan and design a collection tool to capture runoff water.
After science, we switched for math and took a Go Noodle brain break. Then we did an error analysis warm up and began our math rotations.
During the small group rotation we practiced using place value, and long division, to solve division problems with remainders. During math with a partner, the students played Division Bump, to engage in math discourse and increase basic division fact fluency. During the technology rotation the students used a web site to practice solving division problems using long division.
There is a worksheet for HOMEWORK that we began in class. It is also is also on GC  Holman's Homework.
We will have a math formative tomorrow where the children will solve one division problem involving a remainder.
After math, the children enjoyed lunch and outdoor recess.
When they returned to class, we began our literacy block. I did have to duck out of the classroom for an inhouse meeting. So, while I was gone, the children worked independently on the following tasks. First, they completed the organizer for their business proposal. Then, they read an article about Christopher Columbus's Voyage, identifying questions they wondered about as they read, on a chart. Then, they made inferences, using their background knowledge and the text, to answer their questions, also on the same chart. Finally, the children created synonym and antonym continuum, identifying words with varying "shades".
During this time, the paraeducator covering for me, administered the WTW quizzes. These have been graded and returned to students. Look for them in home folders tonight.
When I returned to class, I began meeting with reading groups.
Pink: I didn't want to start a new text before break. So, we practiced their site word flashcards. For HOMEWORK they need to read for 15 minutes and practice reading their site words.
Blue: We reviewed chapter 7, page by page, using the notes they wrote for homework. Then we orally rehearsed a summary using, "Somebody Wanted But So Then". After that, the children independently wrote a summary in their journals. For HOMEWORK the students need to read chapter 8 but they do not need to take notes.
Orange: We took a comprehension quiz, in group, covering chapters 13 and 14. For HOMEWORK the students need to read the final chapter, chapter 15. They do not have to take notes.
Green: We shared out titles for chapter 17 and 18 and discussed the most important part of each chapter. For HOMEWORK the students need to read chapters 19 and 20.
Today the children worked collaboratively, using the elementary engineering design process, to plan and design a collection tool to capture runoff water.
After science, we switched for math and took a Go Noodle brain break. Then we did an error analysis warm up and began our math rotations.
During the small group rotation we practiced using place value, and long division, to solve division problems with remainders. During math with a partner, the students played Division Bump, to engage in math discourse and increase basic division fact fluency. During the technology rotation the students used a web site to practice solving division problems using long division.
There is a worksheet for HOMEWORK that we began in class. It is also is also on GC  Holman's Homework.
We will have a math formative tomorrow where the children will solve one division problem involving a remainder.
After math, the children enjoyed lunch and outdoor recess.
When they returned to class, we began our literacy block. I did have to duck out of the classroom for an inhouse meeting. So, while I was gone, the children worked independently on the following tasks. First, they completed the organizer for their business proposal. Then, they read an article about Christopher Columbus's Voyage, identifying questions they wondered about as they read, on a chart. Then, they made inferences, using their background knowledge and the text, to answer their questions, also on the same chart. Finally, the children created synonym and antonym continuum, identifying words with varying "shades".
During this time, the paraeducator covering for me, administered the WTW quizzes. These have been graded and returned to students. Look for them in home folders tonight.
When I returned to class, I began meeting with reading groups.
Pink: I didn't want to start a new text before break. So, we practiced their site word flashcards. For HOMEWORK they need to read for 15 minutes and practice reading their site words.
Blue: We reviewed chapter 7, page by page, using the notes they wrote for homework. Then we orally rehearsed a summary using, "Somebody Wanted But So Then". After that, the children independently wrote a summary in their journals. For HOMEWORK the students need to read chapter 8 but they do not need to take notes.
Orange: We took a comprehension quiz, in group, covering chapters 13 and 14. For HOMEWORK the students need to read the final chapter, chapter 15. They do not have to take notes.
Green: We shared out titles for chapter 17 and 18 and discussed the most important part of each chapter. For HOMEWORK the students need to read chapters 19 and 20.
Wednesday, December 21, 2016
Wonderful WEdnesday
This morning, before the announcements, the students worked on their root word worksheets, from last week, and a language review warm up. After the announcements, we went over the language review sheet. Then we began our science lesson.
Today the students read about acid rain and took notes on a capture sheet. Then, we orally answered the questions: What is acid rain and how can we reduce it?
After that, we switched for math and took a Go Noodle brain break. Next, we continued our warm up from yesterday. We still didn't find a solution that matched the criteria for success. So, I challenged the students to work on it when they find extra time. Then, we began our math rotations.
During the small group lesson, we practiced using place value and multiplication facts to solve 2digit by 1digit division problems. During math with a partner, the children played a board game that worked on division fact fluency. Finally, during the technology rotation, the students used multiplication and addition to practice division with remainders, using an online game.
For HOMEWORK, students should use the link on GC  Holman's Homework, Division Drag Race, to work on division fact fluency. They are expected to play for at least 10 minutes.
After math, the students enjoyed lunch and outdoor recess. When they returned to class, we begna our literacy block.
First, students had a chance to share the business they are planning to propose for Clarksburg and their 3 reasons, or opinions. Then I modeled how to take their 3 opinions and support it with facts from their research. I showed them how we could use the numerical statistics to defend their opinions.
WHile I met with guided reading groups, the children continued working on their business proposal, focusing on identifying facts to support their opinions. After that, they created a synonym continuum, using thesauru
Pink: We reviewed the most important event on each page of chapter 9. Then we discussed the chapter and completed the Somebody, Wanted, But, So, Then, summary organizer in our writing journals. I collected their books. For HOMEWORK the students needs to read for 15 minutes  free choice.
After the pink group, we took a break to have our last art class with Mrs. Vanech. Then, after art, we returned to our literacy block.
Blue: We reviewed chapter 6, using their notes from homework, and then practiced summarizing it using, "Somebody Wanted But So Then". Then we previewed chapter 7. For HOMEWORK the children need to read chapter 7 and paraphrase the main events on each page.
Orange: We reviewed the beginning, middle, and end of chapters 11 and 12. For HOMEWORK the students need to read chapters 13 and 14 and either paraphrase the main events on each page or identify the beginning, middle, and end for each chapter.
Green: We discussed the awkward interaction between Harvey and his father. For HOMEWORK the students need to read chapters 17 and 18 and write a 12 word title for each chapter.
Today the students read about acid rain and took notes on a capture sheet. Then, we orally answered the questions: What is acid rain and how can we reduce it?
After that, we switched for math and took a Go Noodle brain break. Next, we continued our warm up from yesterday. We still didn't find a solution that matched the criteria for success. So, I challenged the students to work on it when they find extra time. Then, we began our math rotations.
During the small group lesson, we practiced using place value and multiplication facts to solve 2digit by 1digit division problems. During math with a partner, the children played a board game that worked on division fact fluency. Finally, during the technology rotation, the students used multiplication and addition to practice division with remainders, using an online game.
For HOMEWORK, students should use the link on GC  Holman's Homework, Division Drag Race, to work on division fact fluency. They are expected to play for at least 10 minutes.
After math, the students enjoyed lunch and outdoor recess. When they returned to class, we begna our literacy block.
First, students had a chance to share the business they are planning to propose for Clarksburg and their 3 reasons, or opinions. Then I modeled how to take their 3 opinions and support it with facts from their research. I showed them how we could use the numerical statistics to defend their opinions.
WHile I met with guided reading groups, the children continued working on their business proposal, focusing on identifying facts to support their opinions. After that, they created a synonym continuum, using thesauru
Pink: We reviewed the most important event on each page of chapter 9. Then we discussed the chapter and completed the Somebody, Wanted, But, So, Then, summary organizer in our writing journals. I collected their books. For HOMEWORK the students needs to read for 15 minutes  free choice.
After the pink group, we took a break to have our last art class with Mrs. Vanech. Then, after art, we returned to our literacy block.
Blue: We reviewed chapter 6, using their notes from homework, and then practiced summarizing it using, "Somebody Wanted But So Then". Then we previewed chapter 7. For HOMEWORK the children need to read chapter 7 and paraphrase the main events on each page.
Orange: We reviewed the beginning, middle, and end of chapters 11 and 12. For HOMEWORK the students need to read chapters 13 and 14 and either paraphrase the main events on each page or identify the beginning, middle, and end for each chapter.
Green: We discussed the awkward interaction between Harvey and his father. For HOMEWORK the students need to read chapters 17 and 18 and write a 12 word title for each chapter.
Tuesday, December 20, 2016
Terrific Tuesday
This morning, before the announcements, the students worked on their keyboarding skills, using Typing Club. After the announcements, we had a quick class meeting which focused on following directions. I have had students leaving class without permission and chewing gum, again, without permission. I made it very clear, that from here on out, these actions will result in an email home or a reflection sheet.
Next, the children read a book about the European Explorers, and working with a partner, paraphrased the goal of several explorers on a capture sheet. While they worked, I met with individual students to conduct more of my December reading assessments.
After social studies we switched for math and took a Go Noodle brain break. Then we did a math warm up and began out rotations.
During the small group lesson we used arrays and place value to divide 2 digit by 1 digit numbers involving remainders.
During math with a partner, the children played a board game to increase division fact fluency and engage the children in math discourse.
Finally, during the technology rotation, the students watched a Khan Academy lesson about dividing with remainders. Then they completed an online worksheet and practice activity, through Khan Academy. Those who finished early worked on their fact fluency using Xtra Math.
For HOMEWORK the students need to use the link on GC  Holman's Homework to work on their division fact fluency. They should practice for at least 10 minutes.
After math the students enjoyed lunch and outdoor recess. Then they went to PE with Mr. Smith.
When we returned to class, we began our literacy block.
Pink: We practiced rereading chapter 9 and paraphrasing what happened on each page. For HOMEWORK the children need to reread the chapter again and practice their site words cards.
Blue: We reviewed chapter 4 and 5. Then we previewed chapter 6. For HOMEWORK the students need to read chapter 6 and paraphrase the main events on each page, on a sticky note.
Orange: We retold chapters 9 and 10. For HOMEWORK the students need to read chapter 11 and 12, and identify the beginning, middle, and end of each chapter, on a sticky note.
Green: We attempted to discuss chapter 15 but the group wasn't silent. For HOMEWORK tonight the students MUST read chapters 15 and 16 and be prepared to DISCUSS what type of person Carlie is (and why they think that) AND why Harvey's dad won't talk about his mother.
There will be a WTW quiz on THURSDAY!!
We will have a game afternoon (Dojo reward) on Friday.
Next, the children read a book about the European Explorers, and working with a partner, paraphrased the goal of several explorers on a capture sheet. While they worked, I met with individual students to conduct more of my December reading assessments.
After social studies we switched for math and took a Go Noodle brain break. Then we did a math warm up and began out rotations.
During the small group lesson we used arrays and place value to divide 2 digit by 1 digit numbers involving remainders.
During math with a partner, the children played a board game to increase division fact fluency and engage the children in math discourse.
Finally, during the technology rotation, the students watched a Khan Academy lesson about dividing with remainders. Then they completed an online worksheet and practice activity, through Khan Academy. Those who finished early worked on their fact fluency using Xtra Math.
For HOMEWORK the students need to use the link on GC  Holman's Homework to work on their division fact fluency. They should practice for at least 10 minutes.
After math the students enjoyed lunch and outdoor recess. Then they went to PE with Mr. Smith.
When we returned to class, we began our literacy block.
Pink: We practiced rereading chapter 9 and paraphrasing what happened on each page. For HOMEWORK the children need to reread the chapter again and practice their site words cards.
Blue: We reviewed chapter 4 and 5. Then we previewed chapter 6. For HOMEWORK the students need to read chapter 6 and paraphrase the main events on each page, on a sticky note.
Orange: We retold chapters 9 and 10. For HOMEWORK the students need to read chapter 11 and 12, and identify the beginning, middle, and end of each chapter, on a sticky note.
Green: We attempted to discuss chapter 15 but the group wasn't silent. For HOMEWORK tonight the students MUST read chapters 15 and 16 and be prepared to DISCUSS what type of person Carlie is (and why they think that) AND why Harvey's dad won't talk about his mother.
There will be a WTW quiz on THURSDAY!!
We will have a game afternoon (Dojo reward) on Friday.
Monday, December 19, 2016
Marvelous Monday
This morning, before the announcements, the students completed a language review sheet. Then, after the announcements, we went over it. Then, we reviewed 7 different types of punctuation and their uses. These are listed on a chart that is now hanging in the classroom. Students are responsible for using them correctly in all writing assignments.
Next, Ms. Snyder came in to do a lesson with us about being kind and filling each other's "buckets".
After she left, we took a look at a map of the world and began discussing the European explorers who discovered what we now know as the United States.
Next, we switched for math, took a Go Noodle brain break, and began our math rotations.
During the small group rotation we represented division facts using arrays and learned that any "leftovers" are called remainders.
During math with a partner the children worked on their multiplication fact fluency by playing multiplication card games.
During the technology rotation, the students watched 2 Learn Zillion lessons, one about representing division equations with arrays, and the other about remainders, then they used an assigned web site to practice their division facts.
For HOMEWORK the students should work on their basic division facts, for at least 10 minutes, using the site posted on Holman's Homework.
After math, the students enjoyed lunch and outdoor recess. When they returned to class, we began our literacy block.
I began by explaining the next part of their inquiry project, the business proposal. Basically, they will analyze the data they collected about Clarksburg and decide upon a business that should be added to the community.
While I continued meeting with individual students to conduct my December testing, the students worked with partners to list businesses that are presently located in Clarksburg. They they analysed their lists with their partner and decided upon a business that is needed in Clarksburg. After that, the students revised the 4 paragraphs that are part of their Clarksburg Community Profile for spelling, capitalization and punctuation. Finally, they completed the roots vocabulary activity.
We ended the day by enjoying the Wims Winter Concert. What a treat!
Next, Ms. Snyder came in to do a lesson with us about being kind and filling each other's "buckets".
After she left, we took a look at a map of the world and began discussing the European explorers who discovered what we now know as the United States.
Next, we switched for math, took a Go Noodle brain break, and began our math rotations.
During the small group rotation we represented division facts using arrays and learned that any "leftovers" are called remainders.
During math with a partner the children worked on their multiplication fact fluency by playing multiplication card games.
During the technology rotation, the students watched 2 Learn Zillion lessons, one about representing division equations with arrays, and the other about remainders, then they used an assigned web site to practice their division facts.
For HOMEWORK the students should work on their basic division facts, for at least 10 minutes, using the site posted on Holman's Homework.
After math, the students enjoyed lunch and outdoor recess. When they returned to class, we began our literacy block.
I began by explaining the next part of their inquiry project, the business proposal. Basically, they will analyze the data they collected about Clarksburg and decide upon a business that should be added to the community.
While I continued meeting with individual students to conduct my December testing, the students worked with partners to list businesses that are presently located in Clarksburg. They they analysed their lists with their partner and decided upon a business that is needed in Clarksburg. After that, the students revised the 4 paragraphs that are part of their Clarksburg Community Profile for spelling, capitalization and punctuation. Finally, they completed the roots vocabulary activity.
We ended the day by enjoying the Wims Winter Concert. What a treat!
Friday, December 16, 2016
Fabulous Friday
This morning, before going to music, the students watched a Brain Pop lesson about identifying the theme of a text and then completed a follow up, online, activity. After that, if they had time, they completed any unfinished work. After music, we watched the morning announcements and went over yesterday's puzzles.
Next, we switched for math and took a Go Noodle brain break. Then we reviewed last night's homework and did an "Eliminate One" warm up. After that, the students took the week 4 math formative. These have been graded and returned. Look for them in home folders this evening.
After the formative, the students worked on improving their multiplication fact fluency using either selected web sites or playing one of two card games.
The students enjoyed lunch and indoor recess after math. Then we began our literacy block.
I began by showing the children the week 4 reading formative, explaining the directions, and providing a framework for their responses. I also reminded them to revisit the text and told them they could use the chart we created together, in class, yesterday.
As I met with small groups and individual students, to continue my informal monthly reading assessments, the children completed the week 4 reading formative and the community profile for Clarksburg. They also identified the meaning of words with similar roots.
Green: We met to review tricky vocabulary and confusing parts of the text, "The Good Liar" to help prepare them for my monthly reading testing. Then I met with individual students to conduct the assessments.
We ended the day with our weekly class meeting. First we shared our favorite meals...which was not the best idea because we all ended up hungry! LOL! Then we exchanged thank yous and compliments. Finally, we watched a Class Dojo lesson about persistence.
Next, we switched for math and took a Go Noodle brain break. Then we reviewed last night's homework and did an "Eliminate One" warm up. After that, the students took the week 4 math formative. These have been graded and returned. Look for them in home folders this evening.
After the formative, the students worked on improving their multiplication fact fluency using either selected web sites or playing one of two card games.
The students enjoyed lunch and indoor recess after math. Then we began our literacy block.
I began by showing the children the week 4 reading formative, explaining the directions, and providing a framework for their responses. I also reminded them to revisit the text and told them they could use the chart we created together, in class, yesterday.
As I met with small groups and individual students, to continue my informal monthly reading assessments, the children completed the week 4 reading formative and the community profile for Clarksburg. They also identified the meaning of words with similar roots.
Green: We met to review tricky vocabulary and confusing parts of the text, "The Good Liar" to help prepare them for my monthly reading testing. Then I met with individual students to conduct the assessments.
We ended the day with our weekly class meeting. First we shared our favorite meals...which was not the best idea because we all ended up hungry! LOL! Then we exchanged thank yous and compliments. Finally, we watched a Class Dojo lesson about persistence.
Thursday, December 15, 2016
Thrilling Thursday  Interims
Wow...it is cold outside!!!! Good thing our classroom is nice and warm.
Before the announcements, the children work on solving our Thursday puzzles and practiced identifying the meaning of words using the definition of their roots using this site.
After the announcements we began our science lesson. We reviewed water runoff and the effects of fertilizer on the environment. Then we read and discussed an article about road salts and the impact its usage has on the environment. After that, the children reread the article, independently, and took notes on a capture sheet.
Next, we switched for math and took a Go Noodle brain break. Then we reviewed last night's homework and completed an error analysis warm up. After that, we began our math rotations.
During the small group instruction we solved problems involving the conversions of measurements. During math with a partner, the children continued solving problems involving measurement conversions, with Mrs. Byrne. Finally, during the technology rotation, the students completed an assignment on Ten Marks and then worked on their basic fact fluency using Xtra Math.
There is a worksheet linked to GC  Holman's Homework for the children to do tonight. We WILL have a formative, tomorrow, covering measurements conversions.
After math, the students enjoyed lunch and indoor recess.
Then we began our literacy block. First we revisited the play, "Wali Dad", the poem, "Drop a Pebble in Water, " and the story, "Prot and Krot". From each piece of literature, we identified evidence from the text that supported the theme of generosity. After that, I explained that knowing the meaning of common word roots and affixes can help us determine the meaning of unknown words.
While I met with small groups and individual students, the children worked on writing their Clarksburg Community Profile.
Pink: We red and discussed an excerpt from the story, 26 Fairmont Avenue, by Tomie DePaola. Then the children reread it independently. Finally, each child read part of the story to me and answered some comprehension questions for our informal, monthly reading assessment. For HOMEWORK the children should reread chapter 9 of The Chalkbox Kid.
Blue: The students read the story, "Justin and the Best Biscuits in the Wold", independently and then as a group. After that, we met and read and discussed the text. Then I met with individual students to conduct my monthly informal reading assessment. For HOMEWORK the children need to reread chapter 4 of Jake Drake, KnowItAll.
Orange: The children reread chapter 8 and wrote a summary using "Somebody Wanted But So Then. For HOMEWORK they need to read chapter 9 and paraphrase the main event for each page.
Green: The students read the story, "The Good Liar", independently and then as a group. For HOMEWORK the children need to reread chapters 14 and 15.
PLEASE look for interim progress reports in your child's home folder this evening. These are for you to keep.
Before the announcements, the children work on solving our Thursday puzzles and practiced identifying the meaning of words using the definition of their roots using this site.
After the announcements we began our science lesson. We reviewed water runoff and the effects of fertilizer on the environment. Then we read and discussed an article about road salts and the impact its usage has on the environment. After that, the children reread the article, independently, and took notes on a capture sheet.
Next, we switched for math and took a Go Noodle brain break. Then we reviewed last night's homework and completed an error analysis warm up. After that, we began our math rotations.
During the small group instruction we solved problems involving the conversions of measurements. During math with a partner, the children continued solving problems involving measurement conversions, with Mrs. Byrne. Finally, during the technology rotation, the students completed an assignment on Ten Marks and then worked on their basic fact fluency using Xtra Math.
There is a worksheet linked to GC  Holman's Homework for the children to do tonight. We WILL have a formative, tomorrow, covering measurements conversions.
After math, the students enjoyed lunch and indoor recess.
Then we began our literacy block. First we revisited the play, "Wali Dad", the poem, "Drop a Pebble in Water, " and the story, "Prot and Krot". From each piece of literature, we identified evidence from the text that supported the theme of generosity. After that, I explained that knowing the meaning of common word roots and affixes can help us determine the meaning of unknown words.
While I met with small groups and individual students, the children worked on writing their Clarksburg Community Profile.
Pink: We red and discussed an excerpt from the story, 26 Fairmont Avenue, by Tomie DePaola. Then the children reread it independently. Finally, each child read part of the story to me and answered some comprehension questions for our informal, monthly reading assessment. For HOMEWORK the children should reread chapter 9 of The Chalkbox Kid.
Blue: The students read the story, "Justin and the Best Biscuits in the Wold", independently and then as a group. After that, we met and read and discussed the text. Then I met with individual students to conduct my monthly informal reading assessment. For HOMEWORK the children need to reread chapter 4 of Jake Drake, KnowItAll.
Orange: The children reread chapter 8 and wrote a summary using "Somebody Wanted But So Then. For HOMEWORK they need to read chapter 9 and paraphrase the main event for each page.
Green: The students read the story, "The Good Liar", independently and then as a group. For HOMEWORK the children need to reread chapters 14 and 15.
PLEASE look for interim progress reports in your child's home folder this evening. These are for you to keep.
Wednesday, December 14, 2016
Wonderful Wednesday
This morning, before the announcements, the children completed a daily language review activity and watched a lesson about root words, prefixes, and suffixes, on Brain Pop. After the announcements we reviewed the daily language review AND made a chart of class expectations for the use of capital letters. We posted the chart we made and the students understand that this is nonnegotiable...they must use proper capitalization or their grades will reflect it. After that we began our science lesson.
First, we looked at pictures to help us understand the definition of runoff. Then we read an article to understand the problem the negative effects, of using fertilizer, on the environment.
Next, we switched for math and took a Go Noodle brain break. Then we reviewed last night's math homework. After that we began our rotations.
During the small group instruction we solved PARCC type problems involving the conversion of measurements of length. This was not "teaching to the test" but an effort to help the children see what conversion problems might look like.
During math with a partner, the students continued making measurement conversions, with Mrs. Byrne.
Finally, during the technology rotation, the children completed a measurement conversion assignment on Prodigy and worked on their basic fact fluency using Xtra Math.
There is a worksheet for HOMEWORK on GC  Holman's Homework.
After math, the students enjoyed lunch and outdoor recess.
When they returned to class, we began our literacy block. I spent time reviewing the expectations for the third and fourth paragraphs of the Clarksburg community profile. I modeled how to find the necessary information and how to elaborate on each.
WHile I met with guided reading groups the children wrote summaries for the chapters they read last night. Then they continued working on their community profiles. After that, they compared the same theme in various texts.
Pink: We reviewed their sight word flashcards and reread chapter 8. Then we orally rehearsed, several times, a summary for the chapter using, Somebody Wanted But So Then. When the children returned to their seats, they wrote a summary for the chapter, independently. For HOMEWORK the students need to read chapter 9 and write a sentence paraphrasing the main event on each page.
After the pink group, we enjoyed art with Mrs. Vanech. Then we resumed our literacy block.
Blue: We reviewed chapter 4 and orally rehearsed a summary, using Somebody Wanted But So Then. After that we previewed chapter 5 discussing what it means to be a KnowItAll/DoItAll. For HOMEWORK the children need to read chapter 5 and paraphrase the main event for each page on a sticky note.
Orange: We reviewed their main events from each page in chapter 8 and then orally rehearsed a summary using Somebody Wanted But So Then. After that, we previewed chapter 9 discussing the idea of being disrespectful to an authority figure. For HOMEWORK the children need to read chapter 9 and paraphrase the main event on each age, on a sticky note.
Green: We discussed chapters 12 and 13 and identified what all three kids have in common. For HOMEWORK the children need to read chapter 14 and 15 and identify how they would describe Carlie using evidence from chapter 15.
First, we looked at pictures to help us understand the definition of runoff. Then we read an article to understand the problem the negative effects, of using fertilizer, on the environment.
Next, we switched for math and took a Go Noodle brain break. Then we reviewed last night's math homework. After that we began our rotations.
During the small group instruction we solved PARCC type problems involving the conversion of measurements of length. This was not "teaching to the test" but an effort to help the children see what conversion problems might look like.
During math with a partner, the students continued making measurement conversions, with Mrs. Byrne.
Finally, during the technology rotation, the children completed a measurement conversion assignment on Prodigy and worked on their basic fact fluency using Xtra Math.
There is a worksheet for HOMEWORK on GC  Holman's Homework.
After math, the students enjoyed lunch and outdoor recess.
When they returned to class, we began our literacy block. I spent time reviewing the expectations for the third and fourth paragraphs of the Clarksburg community profile. I modeled how to find the necessary information and how to elaborate on each.
WHile I met with guided reading groups the children wrote summaries for the chapters they read last night. Then they continued working on their community profiles. After that, they compared the same theme in various texts.
Pink: We reviewed their sight word flashcards and reread chapter 8. Then we orally rehearsed, several times, a summary for the chapter using, Somebody Wanted But So Then. When the children returned to their seats, they wrote a summary for the chapter, independently. For HOMEWORK the students need to read chapter 9 and write a sentence paraphrasing the main event on each page.
After the pink group, we enjoyed art with Mrs. Vanech. Then we resumed our literacy block.
Blue: We reviewed chapter 4 and orally rehearsed a summary, using Somebody Wanted But So Then. After that we previewed chapter 5 discussing what it means to be a KnowItAll/DoItAll. For HOMEWORK the children need to read chapter 5 and paraphrase the main event for each page on a sticky note.
Orange: We reviewed their main events from each page in chapter 8 and then orally rehearsed a summary using Somebody Wanted But So Then. After that, we previewed chapter 9 discussing the idea of being disrespectful to an authority figure. For HOMEWORK the children need to read chapter 9 and paraphrase the main event on each age, on a sticky note.
Green: We discussed chapters 12 and 13 and identified what all three kids have in common. For HOMEWORK the children need to read chapter 14 and 15 and identify how they would describe Carlie using evidence from chapter 15.
Tuesday, December 13, 2016
Terrific Tuesday
This morning, the children had a substitute while I attended a quarterly planning meeting, in the building.
They began the day with social studies. During that time they worked collaboratively, in small groups, to make an economic decision, based on a given scenario, using a decision tree. After making their decision, they identified the opportunity cost and limited resource associated with it. Finally, all groups shared their scenarios and decisions with the rest of the class.
After that, they switched for math. First, they reviewed last night's homework. Then, they continued yesterday's warm up, searching for a word worth 50 points. Next, they began math rotations.
During the small group lesson, the students represented and solved word problems involving measurement conversions. During math with a partner, the children worked on the same skill with Mrs. Byrne. Finally, during the technology rotation, the children practiced measurement conversions using an online site.
For HOMEWORK the students need to complete problems 24 on the PAPER worksheet they got in class.
After math, the children enjoyed lunch and outdoor recess. Then they went to PE with Mr. Smith.
After I picked them up from the gym, we returned to class and began our literacy block.
Today, while I met with guided reading groups, the children reread their guided reading assignment from last night, and used the SWBST strategy to write a summary on a Google Slide in GCReading.
Blue: We met and orally rehearsed a summary for chapter 3. Then we previewed chapter 4. For HOMEWORK the children need to read chapter 4 and parphrase the main event for each page, on a sticky note.
Orange: We met and reviewed chapter 7, orally rehearsing the summary. Then we talked Nick as a student. We agreed he causes trouble but probably learned news concepts with ease. For HOMEWORK the children need to read chapter 8 and paraphrase the main event for each page on a sticky note.
Green: We reread and discussed chapter 10. Then I waked them through the SWBST strategy to summarize text. After orally rehearsing it, the students wrote a summary in their reading journals. When they returned to their seats, they reread chapter 11 and wrote a summary on the Google Slide assignment. For HOMEWORK the students need to read chapters 12 and 13, marking places that they find surprising confusing and important.
Pink: We met and previewed chapter 8. For HOMEWORK the children need to read chapter 8 and paraphrase the main event on each page, on a sticky note.
They began the day with social studies. During that time they worked collaboratively, in small groups, to make an economic decision, based on a given scenario, using a decision tree. After making their decision, they identified the opportunity cost and limited resource associated with it. Finally, all groups shared their scenarios and decisions with the rest of the class.
After that, they switched for math. First, they reviewed last night's homework. Then, they continued yesterday's warm up, searching for a word worth 50 points. Next, they began math rotations.
During the small group lesson, the students represented and solved word problems involving measurement conversions. During math with a partner, the children worked on the same skill with Mrs. Byrne. Finally, during the technology rotation, the children practiced measurement conversions using an online site.
For HOMEWORK the students need to complete problems 24 on the PAPER worksheet they got in class.
After math, the children enjoyed lunch and outdoor recess. Then they went to PE with Mr. Smith.
After I picked them up from the gym, we returned to class and began our literacy block.
Today, while I met with guided reading groups, the children reread their guided reading assignment from last night, and used the SWBST strategy to write a summary on a Google Slide in GCReading.
Blue: We met and orally rehearsed a summary for chapter 3. Then we previewed chapter 4. For HOMEWORK the children need to read chapter 4 and parphrase the main event for each page, on a sticky note.
Orange: We met and reviewed chapter 7, orally rehearsing the summary. Then we talked Nick as a student. We agreed he causes trouble but probably learned news concepts with ease. For HOMEWORK the children need to read chapter 8 and paraphrase the main event for each page on a sticky note.
Green: We reread and discussed chapter 10. Then I waked them through the SWBST strategy to summarize text. After orally rehearsing it, the students wrote a summary in their reading journals. When they returned to their seats, they reread chapter 11 and wrote a summary on the Google Slide assignment. For HOMEWORK the students need to read chapters 12 and 13, marking places that they find surprising confusing and important.
Pink: We met and previewed chapter 8. For HOMEWORK the children need to read chapter 8 and paraphrase the main event on each page, on a sticky note.
Monday, December 12, 2016
Marvelous Monday
This morning, after the announcements, we began our social studies lesson. We reviewed natural, capital, and human resources. Then we practiced using a decision tree to make economic choices associated with a scenario, by listing good and bad points for each. We also identified the opportunity cost and limited resources associated with the situation.
Next we switched for math and took a Go Noodle brain break. Then we did a warm up where each letter of the alphabet was given a number based on its place in the alphabet (a = 1, b = 2, etc.), the students were challenged to identify a word worth 50. Apple is one word that equals 50. Can you think of another?
After our warm up we began our rotations.
During the small group lesson we practiced solving problems involving the conversion of pounds and ounces. During math with a partner, the students engaged in math discourse as they continued converting measurements of length. Finally, during the technology rotation, the students watched a lesson about converting pounds and ounces and then practiced the skill using an online game.
For HOMEWORK, there is a ponds to ounces chart posted on GC  Holman's Homework.
After math, the students enjoyed lunch and recess.
When the children returned to class, we began our literacy block. Before the students worked independently, I modeled how to write an informative community profile using the data that the children had gathered during their research. The students will be writing about Clarksburg, but I wrote about Westminster.
Then, while I met with guided reading groups, the students completed a new WTW sort. Then they wrote 2 paragraphs about Clarksburg, Maryland. The first was about it's location and the second, about the population. Finally, the children revisited the play, "The Gifts of Wali Dad", the poem, "Drop a Pebble in Water", and the story, Prot and Krot, and identified evidence supporting the thee of generosity from each.
Pink: We shard the sentences they had written at the bottom of each page in chapter 6. After that, we used the "somebody, Wanted, But, So, Then" strategy to write a summary of chapter 6. Then we previewed chapter 7. For HOMEWORK the students need to read chapter 7 and write a sentence at the bottom of each page, on a sticky note, paraphrasing the most important event on that page.
Blue: We attempted to share the sentences they had written at the bottom of each page in chapter 3 but over half the group either didn't do it at all or didn't reread when the text didn't make sense. So, we had a discussion strategies we have practiced to help us understand what we read, and the importance of doing our reading homework. FOr HOMEWORK tonight, the students need to reread pages 2022 and write a sentence, on a sticky note, paraphrasing the most important event on each page.
Orange: We reviewed the sentences that some students had written to paraphrased the most important event on each page of chapter 6. Then I introduced a summarizing strategy, "Somebody Wanted But So Then," and we orally rehears a summary for chapter 6. Then, together, we wrote a summary for that chapter. For HOMEWORK the students need to read chapter 7 and paraphrase the main event, for each page, on a sticky note.
Green: We quickly reviewed chapters 8 and 9. Then we discussed the two chapters using the places they had marked in the text. For HOMEWORK the children need to read chapters 10 and 11 and mark places that confuse or surprise them.
Next we switched for math and took a Go Noodle brain break. Then we did a warm up where each letter of the alphabet was given a number based on its place in the alphabet (a = 1, b = 2, etc.), the students were challenged to identify a word worth 50. Apple is one word that equals 50. Can you think of another?
After our warm up we began our rotations.
During the small group lesson we practiced solving problems involving the conversion of pounds and ounces. During math with a partner, the students engaged in math discourse as they continued converting measurements of length. Finally, during the technology rotation, the students watched a lesson about converting pounds and ounces and then practiced the skill using an online game.
For HOMEWORK, there is a ponds to ounces chart posted on GC  Holman's Homework.
After math, the students enjoyed lunch and recess.
When the children returned to class, we began our literacy block. Before the students worked independently, I modeled how to write an informative community profile using the data that the children had gathered during their research. The students will be writing about Clarksburg, but I wrote about Westminster.
Then, while I met with guided reading groups, the students completed a new WTW sort. Then they wrote 2 paragraphs about Clarksburg, Maryland. The first was about it's location and the second, about the population. Finally, the children revisited the play, "The Gifts of Wali Dad", the poem, "Drop a Pebble in Water", and the story, Prot and Krot, and identified evidence supporting the thee of generosity from each.
Pink: We shard the sentences they had written at the bottom of each page in chapter 6. After that, we used the "somebody, Wanted, But, So, Then" strategy to write a summary of chapter 6. Then we previewed chapter 7. For HOMEWORK the students need to read chapter 7 and write a sentence at the bottom of each page, on a sticky note, paraphrasing the most important event on that page.
Blue: We attempted to share the sentences they had written at the bottom of each page in chapter 3 but over half the group either didn't do it at all or didn't reread when the text didn't make sense. So, we had a discussion strategies we have practiced to help us understand what we read, and the importance of doing our reading homework. FOr HOMEWORK tonight, the students need to reread pages 2022 and write a sentence, on a sticky note, paraphrasing the most important event on each page.
Orange: We reviewed the sentences that some students had written to paraphrased the most important event on each page of chapter 6. Then I introduced a summarizing strategy, "Somebody Wanted But So Then," and we orally rehears a summary for chapter 6. Then, together, we wrote a summary for that chapter. For HOMEWORK the students need to read chapter 7 and paraphrase the main event, for each page, on a sticky note.
Green: We quickly reviewed chapters 8 and 9. Then we discussed the two chapters using the places they had marked in the text. For HOMEWORK the children need to read chapters 10 and 11 and mark places that confuse or surprise them.
Friday, December 9, 2016
Friday Funday!
Today we went into downtown DC to see the Air Force band perform at DAR Constitution Hall. It was an awesome experience!!!!!
I tweeted out a few pictures and a video. Check it out: @runnerdana
The students ate lunch on the bus ride home.
When we got back to school we wrote about the trip and drew pictures to illustrate our thoughts. Then we shared these with our classmates.
Finally, we wrote thank you notes and made cards for Master Sgt. Miller who was kind enough to extend an invitation to the fabulous concert.
Have a great weekend!!
I tweeted out a few pictures and a video. Check it out: @runnerdana
The students ate lunch on the bus ride home.
When we got back to school we wrote about the trip and drew pictures to illustrate our thoughts. Then we shared these with our classmates.
Finally, we wrote thank you notes and made cards for Master Sgt. Miller who was kind enough to extend an invitation to the fabulous concert.
Have a great weekend!!
Thursday, December 8, 2016
Thursday
Please remember that our field trip to DAR Constitution Hall is TOMORROW. Students need to be at school at 8:00 am, dressed appropriately, with a bagged lunch, clearly labelled with their name. The children do not need to bring backpacks.
This morning, before the announcements, the students completed a daily language warm up. We went over it after the announcements, and then began our science lesson.
Today, in science, we used a Google Slide presentation to help us understand and discuss the positive and negative impact of humanmade and natural events on our environment. Some of the events discussed included wildfires and air pollution.
Next we switched for math and took a Go Noodle brain break. Then we did a "Tell Me About It" warm up and reviewed last night's homework. After that, we began our math rotations.
During the small group instruction we sued multiplication to convert units of times. During math with a partner, the children practiced converting units of length with Mrs. Byrne. Finally, during the technology rotation, the students watched a Khan Academy lesson about converting measurements of time. Then they used 2 links to practice converting units of time.
For HOMEWORK there is a web site on GC  Holman's Homework to practice conversions.
After math the children enjoyed lunch and outdoor recess.
When they returned to class we began our literacy block. First, we quickly reviewed prepositions and prepositional phrases. Then we revisited "Prot and Krot" and I modeled writing about the theme, using, and explaining, evidence from the text.
While I met with reading groups the students completed an exit card identifying prepositions and prepositional phrases. Then they read the poem, "You Were There" and wrote about the theme, using evidence from the poem to support and explain their thinking. Finally, the children completed their research about Clarksburg.
Pink: We reviewed chapter 5 by sharing the sentences they wrote for each page. Then, together, we wrote a summary of the chapter. After that we previewed chapter 6. For HOMEWORK the students need to read chapter 6 and write a sentence for each page paraphrasing the main event.
Blue: We reviewed chapter 2 by sharing the sentences they wrote for each page. Then, I modeled giving an oral summary of the chapter. For HOMEWORK the students need to read chapter 3 and write a sentence for each page paraphrasing the main event.
Orange: We reviewed chapter 5 by sharing the sentences they wrote for each page. Then, I modeled giving an oral summary of the chapter. For HOMEWORK the students need to read chapter 6 and write a sentence for each page paraphrasing the main event.
Green: We discussed chapters 6 and 7 using the places they marked as confusing, surprising, or that they just liked. For HOMEWORK they need to read chapters 8 and 9 and mark places that are confusing, surprising or that they like.
This morning, before the announcements, the students completed a daily language warm up. We went over it after the announcements, and then began our science lesson.
Today, in science, we used a Google Slide presentation to help us understand and discuss the positive and negative impact of humanmade and natural events on our environment. Some of the events discussed included wildfires and air pollution.
Next we switched for math and took a Go Noodle brain break. Then we did a "Tell Me About It" warm up and reviewed last night's homework. After that, we began our math rotations.
During the small group instruction we sued multiplication to convert units of times. During math with a partner, the children practiced converting units of length with Mrs. Byrne. Finally, during the technology rotation, the students watched a Khan Academy lesson about converting measurements of time. Then they used 2 links to practice converting units of time.
For HOMEWORK there is a web site on GC  Holman's Homework to practice conversions.
After math the children enjoyed lunch and outdoor recess.
When they returned to class we began our literacy block. First, we quickly reviewed prepositions and prepositional phrases. Then we revisited "Prot and Krot" and I modeled writing about the theme, using, and explaining, evidence from the text.
While I met with reading groups the students completed an exit card identifying prepositions and prepositional phrases. Then they read the poem, "You Were There" and wrote about the theme, using evidence from the poem to support and explain their thinking. Finally, the children completed their research about Clarksburg.
Pink: We reviewed chapter 5 by sharing the sentences they wrote for each page. Then, together, we wrote a summary of the chapter. After that we previewed chapter 6. For HOMEWORK the students need to read chapter 6 and write a sentence for each page paraphrasing the main event.
Blue: We reviewed chapter 2 by sharing the sentences they wrote for each page. Then, I modeled giving an oral summary of the chapter. For HOMEWORK the students need to read chapter 3 and write a sentence for each page paraphrasing the main event.
Orange: We reviewed chapter 5 by sharing the sentences they wrote for each page. Then, I modeled giving an oral summary of the chapter. For HOMEWORK the students need to read chapter 6 and write a sentence for each page paraphrasing the main event.
Green: We discussed chapters 6 and 7 using the places they marked as confusing, surprising, or that they just liked. For HOMEWORK they need to read chapters 8 and 9 and mark places that are confusing, surprising or that they like.
Wednesday, December 7, 2016
Wonderful Wednesday
This morning, prior to the announcements, the students reread their assigned guided reading chapters from last night's homework. Rereading is an important part of reading comprehension. Then, after the announcements, we began our social studies lesson.
We began by reviewing the concept of opportunity cost. Then we played a crabbing simulation game to help students understand the economic concepts of supply and demand, limited resources, and opportunity cost.
Next, we switched for math and took a Go Noodle brain break. Then we did an "Eye Spy" warm up and reviewed last night's math homework. After that we began our math rotations.
During the small group lesson we practiced converting inches, feet, and yards. The children continued this during math with a partner, with Mrs. Byrne. Finally, during the technology rotation, the students watched a Learn Zillion lesson about converting inches, feet, and yards. Then they used two different sites to practice these conversions.
There is a worksheet linked to GC  Holman's Homework for HOMEWORK this evening. Our next math formative will be NEXT TUESDAY.
After math, the children enjoyed lunch and outdoor recess.
When they returned to class, we began our literacy block. First I reviewed what we are working on which included identifying the theme in literature, using evidence from the text, and gathering information to write an informative piece about Clarksburg, Maryland.
Then we played a quick game of Kahoot to review the concept of theme.
After that, we discussed the themes of greed and generosity. Then I began reading the Junior Great Books story, Prot and Krot, out loud. I modeled the comprehension skill of stop and retell as I read. I stopped at the end of each page and paraphrased the events on it. If I Couldn't remember, I modeled going back and rereading the portion I had forgotten.
We began this before going to art and then finished it when the children returned. Believe it or not, we didn't complete the story until 3:00...it was a lloooonnnnngggggg story!!!
So, we discussed examples of generosity and greed from the story and then I reviewed the student's reading homework for tonight.
ALL reading groups are to review Prot and Krot (skim and scan the text), and identify 2 examples of greed and 2 examples of generosity. They will add these, with the page number from the text, to the greed and generosity chart in GC  Reading.
We began by reviewing the concept of opportunity cost. Then we played a crabbing simulation game to help students understand the economic concepts of supply and demand, limited resources, and opportunity cost.
Next, we switched for math and took a Go Noodle brain break. Then we did an "Eye Spy" warm up and reviewed last night's math homework. After that we began our math rotations.
During the small group lesson we practiced converting inches, feet, and yards. The children continued this during math with a partner, with Mrs. Byrne. Finally, during the technology rotation, the students watched a Learn Zillion lesson about converting inches, feet, and yards. Then they used two different sites to practice these conversions.
There is a worksheet linked to GC  Holman's Homework for HOMEWORK this evening. Our next math formative will be NEXT TUESDAY.
After math, the children enjoyed lunch and outdoor recess.
When they returned to class, we began our literacy block. First I reviewed what we are working on which included identifying the theme in literature, using evidence from the text, and gathering information to write an informative piece about Clarksburg, Maryland.
Then we played a quick game of Kahoot to review the concept of theme.
After that, we discussed the themes of greed and generosity. Then I began reading the Junior Great Books story, Prot and Krot, out loud. I modeled the comprehension skill of stop and retell as I read. I stopped at the end of each page and paraphrased the events on it. If I Couldn't remember, I modeled going back and rereading the portion I had forgotten.
We began this before going to art and then finished it when the children returned. Believe it or not, we didn't complete the story until 3:00...it was a lloooonnnnngggggg story!!!
So, we discussed examples of generosity and greed from the story and then I reviewed the student's reading homework for tonight.
ALL reading groups are to review Prot and Krot (skim and scan the text), and identify 2 examples of greed and 2 examples of generosity. They will add these, with the page number from the text, to the greed and generosity chart in GC  Reading.
Tuesday, December 6, 2016
Terrific Tuesday
This morning, before the announcements, the children practiced their keyboarding skills using Typing Club. After the announcements we had a quick class meeting about responsibility, completing classwork on time, and homework.
After our chat, we began our social studies lesson. Today was the third, and final, day the children had to complete their land use maps. Originally, they had color coded the map to include 5 different zones. Today they were instructed to add details to each zone.
As they worked I met with a reading group.
Pink: We practiced reading words ending in a y. Then we reviewed their homework from last night and used it to write a summary of chapter 4. After that, we previewed chapter 5. For HOMEWORK the students needs to read chapter 5 and write one sentence, telling the most important event/idea, at the end of each page.
Next we switched for math and took a Go Noodle brain break. Then we did an Eliminate One math warm up and reviewed last night's math homework.
After that, we reviewed and posted, on the classroom walls, 2 resources to help the students convert metric units. Then we began our rotations.
During the small group instruction we continued converting metric units but today we used a two column table to do so. During math with a partner, the students engaged in math discourse, with the help of Mrs. Byrne, to continue converting metric units. Finally, during the technology rotation, the students watched a Khan Academy lesson and completed a practice activity to convert metric units.
There is a worksheet, posted on GC  Holman's Homework, for students to complete this evening.
After math, the students enjoyed lunch and indoor recess. Then they went to PE with Mr. Smith.
When they returned to class, we began our literacy block. We reviewed the research organizer that they began with Mrs. Allaire yesterday. Then I modeled writing a poem about Kickboxing, including some of my similes and metaphors that I had written yesterday.
While I met with more reading groups, the students worked on completing their research organizer for the inquiry project and wrote a poem using similes and metaphors.
Blue: We met and the students expressed that they are struggling to remember what they are reading. So, we went back through chapter 2, read each page, visualizing along the way. Then we wrote one sentence at the bottom of each page stating the main idea/event.
Orange: We began group with a discussion that led to students admitting that when they read, they often struggle to remember, or understand, what happened in the text. We shared some of the strategies they currently use. Then I modeled how to stop after reading a paragraph or two, visualize what they read, and then at the end of each page, write one sentence about the main idea or event. I modeled doing this for two pages and then the children practiced with a third. For HOMEWORK the students need to read pages 2532 and write one sentence, at the end of each page, paraphrasing the most important event/idea.
Green: We retold and discussed chapters 4 and 5. For HOMEWORK the students need to read chapters 6 anad 7, marking places that confuse (?), surprise (!), and that they like :).
After our chat, we began our social studies lesson. Today was the third, and final, day the children had to complete their land use maps. Originally, they had color coded the map to include 5 different zones. Today they were instructed to add details to each zone.
As they worked I met with a reading group.
Pink: We practiced reading words ending in a y. Then we reviewed their homework from last night and used it to write a summary of chapter 4. After that, we previewed chapter 5. For HOMEWORK the students needs to read chapter 5 and write one sentence, telling the most important event/idea, at the end of each page.
Next we switched for math and took a Go Noodle brain break. Then we did an Eliminate One math warm up and reviewed last night's math homework.
After that, we reviewed and posted, on the classroom walls, 2 resources to help the students convert metric units. Then we began our rotations.
During the small group instruction we continued converting metric units but today we used a two column table to do so. During math with a partner, the students engaged in math discourse, with the help of Mrs. Byrne, to continue converting metric units. Finally, during the technology rotation, the students watched a Khan Academy lesson and completed a practice activity to convert metric units.
There is a worksheet, posted on GC  Holman's Homework, for students to complete this evening.
After math, the students enjoyed lunch and indoor recess. Then they went to PE with Mr. Smith.
When they returned to class, we began our literacy block. We reviewed the research organizer that they began with Mrs. Allaire yesterday. Then I modeled writing a poem about Kickboxing, including some of my similes and metaphors that I had written yesterday.
While I met with more reading groups, the students worked on completing their research organizer for the inquiry project and wrote a poem using similes and metaphors.
Blue: We met and the students expressed that they are struggling to remember what they are reading. So, we went back through chapter 2, read each page, visualizing along the way. Then we wrote one sentence at the bottom of each page stating the main idea/event.
Orange: We began group with a discussion that led to students admitting that when they read, they often struggle to remember, or understand, what happened in the text. We shared some of the strategies they currently use. Then I modeled how to stop after reading a paragraph or two, visualize what they read, and then at the end of each page, write one sentence about the main idea or event. I modeled doing this for two pages and then the children practiced with a third. For HOMEWORK the students need to read pages 2532 and write one sentence, at the end of each page, paraphrasing the most important event/idea.
Green: We retold and discussed chapters 4 and 5. For HOMEWORK the students need to read chapters 6 anad 7, marking places that confuse (?), surprise (!), and that they like :).
Monday, December 5, 2016
Marvelous Monday
This morning, prior to the announcements, the students shared what they did this weekend, in Google Classroom  Class Meeting, and then read the December issue of the school News paper. Then, after the announcements, we began our social studies lesson.
We began by reviewing the various land use zones. Then the children continued working on their community maps by identifying area for each zone and then adding details to show exactly what would be in their community.
While the students worked, I met with a reading group.
Pink: We reviewed words with the ook pattern. Then we retold chapters 1, 2, and 3. Next we previewed chapter 4 and went over some tricky words. For HOMEWORK the students need to read chapter 4, stopping at the bottom of each page and writing, in their own words, the most important idea/event, from that page, on a sticky note. We did page 23 together, in class.
Next, we switched for math and took a Go Noodle brain break.
We began math with an error analysis warm up. Then we began our rotations.
During the small group we learned about converting metric lengths using place value. During math with a partner some groups reviewed converting metric lengths and others continued calculating the area and perimeter of rooms in their Dream House. Finally, during the technology rotation, the children watched two Learn Zillion lessons about recognizing and converting metric units, and took notes in their math journals. Those who finished early used Xtra Math to work on their basic fact fluency.
There are practice problems, linked in Google Classroom  Holman's Homework, for homework.
After math, the students enjoyed lunch and outdoor recess.
When they returned to class, we began our literacy block. We had a lost of loose ends to tie u from last week. So, that is where we began.
First we reviewed prepositions and prepositional phrases. Then we reviewed the three sample responses for the theme of, "The Race", and discussed what score we would give each. using the criteria for success we developed on Friday.
Next, we reviewed similes and metaphors as tools writers (or poets) use to compare 2 seemingly unrelated things. After that, we identified and discussed examples of similes and metaphors in the poem, "Cat in Moonlight". Finally, I modeled how to use a graphic organizer to plan a poem using similes and metaphors. Then we were treated to a visitor...
Mrs. Allaire came by to introduce our next inquiry project. This marking period the students will write an informative piece about Clarksburg and then recommend a business that they feel will be successful, based on their research.
Today, Mrs. Allaire shared many of the businesses in Clarksburg and discussed what people would need to know when deciding upon a new business venture. Then she led the class through an exercise which demonstrated, and had the children practice , locating they needed, using various sites, for their research.
Blue: We tried to identify and discuss the 3 most important events, in chapter 2, that they had marked with sticky notes. Some students didn't do the assignment, and others didn't remember what they read. So, I reassigned chapter 2 for HOMEWORK tonight.
Orange  We attempted to discuss chapters 4 and 5 but the children either didn't do their reading or forgot what they had read. So, for HOMEWORK, the students need to reread chapter 5 and complete a vocabulary entry for ONE new word, and write a brief summary of chapter 5, on a Google Slide presentation in GC  reading.
Green  I met with the group for about 90 seconds...for HOMEWORK, the students need to reread chapters 4 and 5 and complete a vocabulary entry for ONE new word, and write a brief summary of chapters 4 and 5, on a Google Slide presentation in GC  reading.
We began by reviewing the various land use zones. Then the children continued working on their community maps by identifying area for each zone and then adding details to show exactly what would be in their community.
While the students worked, I met with a reading group.
Pink: We reviewed words with the ook pattern. Then we retold chapters 1, 2, and 3. Next we previewed chapter 4 and went over some tricky words. For HOMEWORK the students need to read chapter 4, stopping at the bottom of each page and writing, in their own words, the most important idea/event, from that page, on a sticky note. We did page 23 together, in class.
Next, we switched for math and took a Go Noodle brain break.
We began math with an error analysis warm up. Then we began our rotations.
During the small group we learned about converting metric lengths using place value. During math with a partner some groups reviewed converting metric lengths and others continued calculating the area and perimeter of rooms in their Dream House. Finally, during the technology rotation, the children watched two Learn Zillion lessons about recognizing and converting metric units, and took notes in their math journals. Those who finished early used Xtra Math to work on their basic fact fluency.
There are practice problems, linked in Google Classroom  Holman's Homework, for homework.
After math, the students enjoyed lunch and outdoor recess.
When they returned to class, we began our literacy block. We had a lost of loose ends to tie u from last week. So, that is where we began.
First we reviewed prepositions and prepositional phrases. Then we reviewed the three sample responses for the theme of, "The Race", and discussed what score we would give each. using the criteria for success we developed on Friday.
Next, we reviewed similes and metaphors as tools writers (or poets) use to compare 2 seemingly unrelated things. After that, we identified and discussed examples of similes and metaphors in the poem, "Cat in Moonlight". Finally, I modeled how to use a graphic organizer to plan a poem using similes and metaphors. Then we were treated to a visitor...
Mrs. Allaire came by to introduce our next inquiry project. This marking period the students will write an informative piece about Clarksburg and then recommend a business that they feel will be successful, based on their research.
Today, Mrs. Allaire shared many of the businesses in Clarksburg and discussed what people would need to know when deciding upon a new business venture. Then she led the class through an exercise which demonstrated, and had the children practice , locating they needed, using various sites, for their research.
Blue: We tried to identify and discuss the 3 most important events, in chapter 2, that they had marked with sticky notes. Some students didn't do the assignment, and others didn't remember what they read. So, I reassigned chapter 2 for HOMEWORK tonight.
Orange  We attempted to discuss chapters 4 and 5 but the children either didn't do their reading or forgot what they had read. So, for HOMEWORK, the students need to reread chapter 5 and complete a vocabulary entry for ONE new word, and write a brief summary of chapter 5, on a Google Slide presentation in GC  reading.
Green  I met with the group for about 90 seconds...for HOMEWORK, the students need to reread chapters 4 and 5 and complete a vocabulary entry for ONE new word, and write a brief summary of chapters 4 and 5, on a Google Slide presentation in GC  reading.
Friday, December 2, 2016
Fabulous Friday
This morning, before going to music, the children had time to complete any unfinished work from this past week. When they returned to class, after music, we watched the morning announcements. Next we reviewed yesterday's puzzles.
After that we switched for math and took a Go Noodle brain break. Then we completed a number puzzle, looking at the relationship between numbers, to warm up our math brain, and reviewed last night's math homework to prepare for our formative. After the students completed the formative, we reviewed each problem. These have been graded and returned to students.
After math, the students enjoyed lunch and outdoor recess.
When they returned to class we began our literacy block.
First we reviewed prepositions and prepositional phrases. Then we created a scoring guide, together, for writing about the theme of a poem, using specific evidence from the text. Next, we discussed the importance of being able to identify a response that meets the criteria for success, and how being able to do so will help improve their own writing.
While I met with some students to complete my November informal reading testing, and then worked with a reading group, the children worked independently. First, they completed their work with prepositions and prepositional phrases, using the resources in Google Classroom. Then they wrote a short poem, using prepositions. After that, they completed an exit card to show their understanding of prepositions. Then, they used the criteria for success that we created as a group to "grade" 3 actual students writing samples.
Pink: We began by reviewing the ook spelling pattern. Then we did a word chain to practice hearing and writing the vowel sounds. Next, we retold chapter 3, using their beginning, middle, and end sticky notes. Then we wrote a summary of the chapter in their journals. Because of our instrumental music schedule and the reading assessments, I was unable to meet with the other groups.
We ended the day with our weekly class meeting. First we shared our favorite part of the Thanksgiving weekend. Then we exchanged thank yous and compliments. Finally, we watched the final segment of the Class Dojo, Growth Mindset series. After watching we discussed how why it is important to challenge ourselves and how we feel when we face challenges. We identified how Mojo has grown over the series. Finally, we remembered that smart is something we get and that our brain is a muscle that heeds to be exercised!
After that we switched for math and took a Go Noodle brain break. Then we completed a number puzzle, looking at the relationship between numbers, to warm up our math brain, and reviewed last night's math homework to prepare for our formative. After the students completed the formative, we reviewed each problem. These have been graded and returned to students.
After math, the students enjoyed lunch and outdoor recess.
When they returned to class we began our literacy block.
First we reviewed prepositions and prepositional phrases. Then we created a scoring guide, together, for writing about the theme of a poem, using specific evidence from the text. Next, we discussed the importance of being able to identify a response that meets the criteria for success, and how being able to do so will help improve their own writing.
While I met with some students to complete my November informal reading testing, and then worked with a reading group, the children worked independently. First, they completed their work with prepositions and prepositional phrases, using the resources in Google Classroom. Then they wrote a short poem, using prepositions. After that, they completed an exit card to show their understanding of prepositions. Then, they used the criteria for success that we created as a group to "grade" 3 actual students writing samples.
Pink: We began by reviewing the ook spelling pattern. Then we did a word chain to practice hearing and writing the vowel sounds. Next, we retold chapter 3, using their beginning, middle, and end sticky notes. Then we wrote a summary of the chapter in their journals. Because of our instrumental music schedule and the reading assessments, I was unable to meet with the other groups.
We ended the day with our weekly class meeting. First we shared our favorite part of the Thanksgiving weekend. Then we exchanged thank yous and compliments. Finally, we watched the final segment of the Class Dojo, Growth Mindset series. After watching we discussed how why it is important to challenge ourselves and how we feel when we face challenges. We identified how Mojo has grown over the series. Finally, we remembered that smart is something we get and that our brain is a muscle that heeds to be exercised!
Thursday, December 1, 2016
Thriving Thursday
This morning the students worked on a language arts review warm up. After the announcements we went over the correct answers and the children were expected to correct any mistakes. Then we began our social studies lesson.
After reviewing the various zoning areas for land use, the students began mapping out a community which included residential, commercial, institutional, industrial, and open space areas.
Then we switched for math and took a Go Noodle brain break.
Next we did an error analysis warm up and reviewed last night's homework.
After that, we began our rotations. During the small group instruction we applied the area and perimeter formulas to solve word problems. During math with a partner, the students continued using formulas to calculate the area and perimeter of each room. Finally, during the technology rotation, the students worked with the formulas to identify the area and perimeter of rectangles online.
We will have a formative tomorrow covering applying the formulas for the area and perimeter of rectangles. There is a word problem, on Google Classroom  Holman's Homework, to solve for homework tonight.
After math, the students enjoyed lunch and outdoor recess.
When they returned to class, we began our literacy block. We began by reading the poem, "Mother to Son", by Langston Hughes and discussing the theme. Then I modeled how to write about the theme, naming and explaining support from the text to prove my thinking.
After that, the children worked independently . Some students worked on their character sketch for MR. Falker and their illustrations for our class book of historical fiction stories. These are way past due! The rest of the class read the poem, "The Race", and wrote about the theme, naming and explaining support from the text to prove their thinking. After that, the students used multiple resources, linked in Google Classroom  Writing,
While the students worked, I met with individuals to work on my November (oops!) informal reading assessments. Then I met with guided reading groups.
Pink: We reviewed the students beginning, middle, and end notes from last night's homework, and the somebodywanted butso strategy to write a summary of chapter 2. After that we did some word work with the ook spelling pattern. Then we previewed chapter 3 and identified tricky words and vocabulary. For HOMEWORK the children need to read chapter 3 and identify the beginning, middle and end on a sticky note.
Blue: First, the students shared the markings they made as they read last night. These were the ideas that surprised, confused, or that made them smile. After that we previewed chapter 2. For HOMEWORK the students needs to read chapter 2 and marl the 3 most important parts (beginning, middle, end) using sticky notes.
Orange: We attempted to share character traits for Nick and the evidence the students marked in their books, but this was a challenge. So, I modeled how to choose a trait and identify specific text to support their thinking. For HOMEWORK the children need to read chapters 4 and 5, choose a character trait for Nick (it can be the same one from last night or a revised one) and mark two places in the text that support their thinking.
Green: We started to discuss chapters 25 and share places the children marked in the book but we ran out of time. :( For HOMEWORK they need to reread chapters 25 and write a title for 2 chapters. Boys should write a title for chapters 2 & 4, and girls should write a title for chapters 3 & 5.
After reviewing the various zoning areas for land use, the students began mapping out a community which included residential, commercial, institutional, industrial, and open space areas.
Then we switched for math and took a Go Noodle brain break.
Next we did an error analysis warm up and reviewed last night's homework.
After that, we began our rotations. During the small group instruction we applied the area and perimeter formulas to solve word problems. During math with a partner, the students continued using formulas to calculate the area and perimeter of each room. Finally, during the technology rotation, the students worked with the formulas to identify the area and perimeter of rectangles online.
We will have a formative tomorrow covering applying the formulas for the area and perimeter of rectangles. There is a word problem, on Google Classroom  Holman's Homework, to solve for homework tonight.
After math, the students enjoyed lunch and outdoor recess.
When they returned to class, we began our literacy block. We began by reading the poem, "Mother to Son", by Langston Hughes and discussing the theme. Then I modeled how to write about the theme, naming and explaining support from the text to prove my thinking.
After that, the children worked independently . Some students worked on their character sketch for MR. Falker and their illustrations for our class book of historical fiction stories. These are way past due! The rest of the class read the poem, "The Race", and wrote about the theme, naming and explaining support from the text to prove their thinking. After that, the students used multiple resources, linked in Google Classroom  Writing,
While the students worked, I met with individuals to work on my November (oops!) informal reading assessments. Then I met with guided reading groups.
Pink: We reviewed the students beginning, middle, and end notes from last night's homework, and the somebodywanted butso strategy to write a summary of chapter 2. After that we did some word work with the ook spelling pattern. Then we previewed chapter 3 and identified tricky words and vocabulary. For HOMEWORK the children need to read chapter 3 and identify the beginning, middle and end on a sticky note.
Blue: First, the students shared the markings they made as they read last night. These were the ideas that surprised, confused, or that made them smile. After that we previewed chapter 2. For HOMEWORK the students needs to read chapter 2 and marl the 3 most important parts (beginning, middle, end) using sticky notes.
Orange: We attempted to share character traits for Nick and the evidence the students marked in their books, but this was a challenge. So, I modeled how to choose a trait and identify specific text to support their thinking. For HOMEWORK the children need to read chapters 4 and 5, choose a character trait for Nick (it can be the same one from last night or a revised one) and mark two places in the text that support their thinking.
Green: We started to discuss chapters 25 and share places the children marked in the book but we ran out of time. :( For HOMEWORK they need to reread chapters 25 and write a title for 2 chapters. Boys should write a title for chapters 2 & 4, and girls should write a title for chapters 3 & 5.
Wednesday, November 30, 2016
Wonderful Wednesday
This morning, before the announcements, the students completed a graphic organizer indicating what they know about land use in Maryland. After the announcements, we were treated to a Native American storyteller, Ms. Dovie Thomason, who shared stories from her culture.
When we returned to class, we switched for math and had a Go Noodle movement break. Then we did a quick "eye spy" warm up and reviewed last night's homework. Next we began our rotations.
During the small group instruction we practiced measuring and applying the area formula for rectangles. During math with a partner, the children began calculating the area and perimeter (using formulas) for rooms in the dream house they created yesterday. Finally, during the technology rotation, the students practiced applying their knowledge about area and perimeter by designing rooms online with set parameters.
There are 3 area problems, on a worksheet, to solve for HOMEWORK.
After math, the students enjoyed lunch and indoor recess.
When recess was over, we began our literacy block. First we reviewed the concept of theme in literature. Then, we defined and identified examples of prepositions and prepositional phrases.
While I met with guided reading groups, the students worked independently. First, they finished the character sketch describing Mr. Falker. Then they worked on our class historical fiction book. After that, they watched a Lear Zillion lesson about determining the theme in poetry and red the poem, Mother to Son". Finally, they used a Google slide presentation, and a Learn Zillion lesson, to identify examples of prepositions in a poem.
Pink: We reviewed the reason Gregory was so happy at the end of chapter 1. Then we previewed chapter 2 and identified some tricky words. Finally, we practiced each child's flashcards. For HOMEWORK the students need to read chapter 2 and identify the most important event from the beginning, middle, and end of that chapter.
After meeting with the pink group, the students had art class with Mrs. Vanech. When they returned to class, we continued with our literacy block.
Blue: I gave a brief book introduction for our new book, Jake Drake, KnowItAll. Then we reviewed some of the tricky vocabulary in the first chapter. FOr HOMEWORK the students need to read chapter 1 and, with sticky notes, mark one thing that confused them (?), one thing that surprised them (!), and one thing they liked (:) ).
Orange: We began by sharing the questions that the students wrote for homework last night, and answering them, too. After that, we discussed how analyzing a character's traits, feelings, and motivations help us understand the text. For HOMEWORK the children need to read chapters 2 and 3, indetify a character trait for Nick, and make 2 places in the text that support it.
Green: The students shared the titles they chose for chapter 1 and explained their thinking. After that we discussed each of the 3 children who ended up at the foster home. FOr HOMEWORK the children need to read chapter 25 and marks places that confused them (?), surprised them (!), and things they liked (:) ).
Tuesday, November 29, 2016
Terrific Tuesday
This morning the students completed the science lesson we started yesterday. After reviewing several natural events, the students identified one impact each could have on the environment.
After that, we began a social studies lesson by reviewing the concept of scarcity and reading to learn about the 6 different types of land use; commercial, residential, institutional, industrial, open/public space, and mixed use.
Then we switched for math and took a Go Noodle brain break. After that we reviewed last night's homework and began our rotations.
During the small group lesson we developed an understanding of the area formula for rectangles, A=b x h. Then, during math with a partner, the students began creating a dream house by drawing, and labeling, rooms and hallways on grid paper. They will eventually calculate the perimeter and area for each. Finally, during the technology rotation, the students watched 2 Khan Academy lessons, reviewing area, and then practiced calculating the area of rectangles using two Khan Academy activities.
After math, the students enjoyed lunch and indoor recess. Then they went to PE with Mr. Smith.
When they returned to class we began our literacy block.
First I read the story, Thank You, Mr. Falker. As I read, the children took notes on Mr. Falker's appearance, strengths and weaknesses, and character traits. Then I modeled writing a brief character sketch, using a Facebook type format, about myself, addressing my appearance, strengths and weaknesses, and character traits.
Then, while I met with guided reading groups, the students completed a character sketch for Mr. Falker. After that, they finished working on their historical fiction illustrations for our class book. Finally, if they had time, they began reading poetry and identifying elements, such as, verses, stanzas, rhythm, and meter.
Pink: I collected their Safari magazines. Then, I gave a brief book introduction for their new book, The Chalkbox Kid. Next we identified some unknown words in the first chapter. HW: Read chapter 1 and find out why this is Gregory's best birthday ever.
Blue: We met and I collected their Safari magazines. I introduced a new book but the group voted to try another one. To be honest, I didn't blame them. HW: Read for 15 minutes, free choice.
Orange: I collected their Safari magazines. Then I gave a brief book introduction for their next book, Frindle. HW: Read chapter 1 and write one question to ask the group tomorrow.
Green: I collected their Safari magazines. Then we discussed the concepts of a pinball machine and a foster home. After that I gave a brief book introduction for their new book, Pinballs. HW: Read chapter 1 and write a 1 or 2 word title, for the chapter, on a sticky note. Make sure you can explain your title tomorrow, in group.
After that, we began a social studies lesson by reviewing the concept of scarcity and reading to learn about the 6 different types of land use; commercial, residential, institutional, industrial, open/public space, and mixed use.
Then we switched for math and took a Go Noodle brain break. After that we reviewed last night's homework and began our rotations.
During the small group lesson we developed an understanding of the area formula for rectangles, A=b x h. Then, during math with a partner, the students began creating a dream house by drawing, and labeling, rooms and hallways on grid paper. They will eventually calculate the perimeter and area for each. Finally, during the technology rotation, the students watched 2 Khan Academy lessons, reviewing area, and then practiced calculating the area of rectangles using two Khan Academy activities.
After math, the students enjoyed lunch and indoor recess. Then they went to PE with Mr. Smith.
When they returned to class we began our literacy block.
First I read the story, Thank You, Mr. Falker. As I read, the children took notes on Mr. Falker's appearance, strengths and weaknesses, and character traits. Then I modeled writing a brief character sketch, using a Facebook type format, about myself, addressing my appearance, strengths and weaknesses, and character traits.
Then, while I met with guided reading groups, the students completed a character sketch for Mr. Falker. After that, they finished working on their historical fiction illustrations for our class book. Finally, if they had time, they began reading poetry and identifying elements, such as, verses, stanzas, rhythm, and meter.
Pink: I collected their Safari magazines. Then, I gave a brief book introduction for their new book, The Chalkbox Kid. Next we identified some unknown words in the first chapter. HW: Read chapter 1 and find out why this is Gregory's best birthday ever.
Blue: We met and I collected their Safari magazines. I introduced a new book but the group voted to try another one. To be honest, I didn't blame them. HW: Read for 15 minutes, free choice.
Orange: I collected their Safari magazines. Then I gave a brief book introduction for their next book, Frindle. HW: Read chapter 1 and write one question to ask the group tomorrow.
Green: I collected their Safari magazines. Then we discussed the concepts of a pinball machine and a foster home. After that I gave a brief book introduction for their new book, Pinballs. HW: Read chapter 1 and write a 1 or 2 word title, for the chapter, on a sticky note. Make sure you can explain your title tomorrow, in group.
Monday, November 28, 2016
Marvelous Monday  Book Fair
This morning, prior to the announcements, the students joined our new Holman's Homework Google Classroom page. Check it out here (but you will need your child's login):
https://classroom.google.com/c/MzUzMTE2ODM5OFpa
After the announcements we began our science lesson.
Today we identified and discussed how natural events impact the living and nonliving things in our ecosystem.
Then we visited the Book Fair for browsing only. Students will be able to make purchases, during school hours, Tuesday through Friday. The Book Fair will also be open Tuesday evening and on Saturday.
Next we switched for math and took a Go Noodle brain break.
We began math with an agree/disagree warm up and then moved on to our rotations.
During the small group rotation, we reviewed the concept of perimeter as a linear measurement of the boundary of a shape. Then we developed an understanding of the formula for the perimeter of a rectangle, P= (2 x L) + (2 x w).
During math with a partner, the students played Products Bingo, to reinforce using mental math to calculate 2digit by 1digit multiplication problems.
During the technology rotation, the children watched a Khan Acdemy, review lesson, about perimeter. Then they practiced calculating the perimeter of shaped using 2 other links in Google Classroom.
My math class has a worksheet, posted in Holman's Homework, to complete this evening.
After math, the students enjoyed lunch and outdoor recess.
When the students returned to class we began our literacy block. First, we discussed how written text differ from audio and performance versions of a play. Then we reviewed how stage directions enhance a play. Next, I showed the class a written assignment with two questions that were reflective of our class discussions. I took time to break down each question and outline what was necessary for students to answer it completely.
While I met with individuals, to continue my November informal reading assessments, the students completed the written activity mentioned above. Then they did a word sort for their new WTW words.
For HOMEWORK, all groups need to watch a Learn Zillion lesson linked in Holman's Homework and be able to name 2 ways to identify a poem. Additionally, the children need to finish their word sort or complete a WTW practice activity.
https://classroom.google.com/c/MzUzMTE2ODM5OFpa
After the announcements we began our science lesson.
Today we identified and discussed how natural events impact the living and nonliving things in our ecosystem.
Then we visited the Book Fair for browsing only. Students will be able to make purchases, during school hours, Tuesday through Friday. The Book Fair will also be open Tuesday evening and on Saturday.
Next we switched for math and took a Go Noodle brain break.
We began math with an agree/disagree warm up and then moved on to our rotations.
During the small group rotation, we reviewed the concept of perimeter as a linear measurement of the boundary of a shape. Then we developed an understanding of the formula for the perimeter of a rectangle, P= (2 x L) + (2 x w).
During math with a partner, the students played Products Bingo, to reinforce using mental math to calculate 2digit by 1digit multiplication problems.
During the technology rotation, the children watched a Khan Acdemy, review lesson, about perimeter. Then they practiced calculating the perimeter of shaped using 2 other links in Google Classroom.
My math class has a worksheet, posted in Holman's Homework, to complete this evening.
After math, the students enjoyed lunch and outdoor recess.
When the students returned to class we began our literacy block. First, we discussed how written text differ from audio and performance versions of a play. Then we reviewed how stage directions enhance a play. Next, I showed the class a written assignment with two questions that were reflective of our class discussions. I took time to break down each question and outline what was necessary for students to answer it completely.
While I met with individuals, to continue my November informal reading assessments, the students completed the written activity mentioned above. Then they did a word sort for their new WTW words.
For HOMEWORK, all groups need to watch a Learn Zillion lesson linked in Holman's Homework and be able to name 2 ways to identify a poem. Additionally, the children need to finish their word sort or complete a WTW practice activity.
Wednesday, November 23, 2016
Wonderful Wednesday  Grandparent's Day
This morning, after the announcements, we began our social studies lesson.
First, we reviewed the concept of specialization. Then the students worked collaboratively, with a partner, to construct a crab with just a piece of white papernothing else. Then the children shared their "Crabs" and their feelings about them. After that, the students were given more supplies (red paper, paper plates, tape, staplers, hole punchers, scissors, etc.) to make another crab. Next, we shared these crabs and the students' feelings, which were much more positive. The students also shared what helped them with their second crab. Then we identified these items as pieces of technology. Finally, we defines technology as tools, skills, methods, and other things that are used to make a task easier.
After social studies we switched for math and took a Go Noodle brain break.
Then we did a quick Agree or Disagree warm up and began our math rotations.
During the small group instruction, we represented and solved 2 and 3digit by 1digit multiplication word problems.
During math with a partner, the students worked on their basic fact fluency by solving multiplication facts and coloring in a grid to create a Thanksgiving turkey.
Finally, during the technology rotation, the children continued working on their basic fact fluency using one of the 4 sites linked to an assignment in Google Classroom.
After math, the students enjoyed lunch.
When we returned to class we worked on various aspects of our class book. Some students worked on their illustrations. Other students wrote informational paragraphs about the two tribes.
Then it was time to go home! :)
Happy Thanksgiving!!
First, we reviewed the concept of specialization. Then the students worked collaboratively, with a partner, to construct a crab with just a piece of white papernothing else. Then the children shared their "Crabs" and their feelings about them. After that, the students were given more supplies (red paper, paper plates, tape, staplers, hole punchers, scissors, etc.) to make another crab. Next, we shared these crabs and the students' feelings, which were much more positive. The students also shared what helped them with their second crab. Then we identified these items as pieces of technology. Finally, we defines technology as tools, skills, methods, and other things that are used to make a task easier.
After social studies we switched for math and took a Go Noodle brain break.
Then we did a quick Agree or Disagree warm up and began our math rotations.
During the small group instruction, we represented and solved 2 and 3digit by 1digit multiplication word problems.
During math with a partner, the students worked on their basic fact fluency by solving multiplication facts and coloring in a grid to create a Thanksgiving turkey.
Finally, during the technology rotation, the children continued working on their basic fact fluency using one of the 4 sites linked to an assignment in Google Classroom.
After math, the students enjoyed lunch.
When we returned to class we worked on various aspects of our class book. Some students worked on their illustrations. Other students wrote informational paragraphs about the two tribes.
Then it was time to go home! :)
Happy Thanksgiving!!
Tuesday, November 22, 2016
Terrific Tuesday
This morning, after the announcements, we began discussing examples of economic specialization in different regions of Maryland. We identified reasons for the locations of the production of various goods and services. Finally, we took a look at a map of economic activities in Maryland and discussed possible reasons for the location of different goods and services.
After that, we switched for math and took a Go Noodle brain break. Then we began our math rotations.
During the small group instruction the students completed a data collection tool using place value to find the partial products of 3 and 4digit by 1digit multiplication problems.
During math with a partner, the students used place value to determine the products of 3digit by 1digit multiplication problems to follow a path to get through a maze.
Finally, during the technology rotation, the students chose between two multiplication games in order to increase their basic multiplication fact fluency.
After math, the students enjoyed lunch and outdoor recess. Then they went to PE with MR. Smith.
When we returned to our classroom we began our literacy block.
Today the children continued working to finalize their historical fiction story and illustration for our class book. Then they listened to an oral presentation of, "The Gifts of Wali Dad," which we read last week. After that, they watched a performance of the play. Next week we will be comparing the written, oral, and visual forms of the play.
First, though, the orange and green groups read a narrative story silently, marking confusing words and phrases. Then they read the story, as a group, and discussed the sections they had marked.
After both groups were done, I began meeting with those children, individually, to work on my November informal reading assessments.
Don't forget, tomorrow is an early release day AND, more importantly, it is Grandparent's Day.
After that, we switched for math and took a Go Noodle brain break. Then we began our math rotations.
During the small group instruction the students completed a data collection tool using place value to find the partial products of 3 and 4digit by 1digit multiplication problems.
During math with a partner, the students used place value to determine the products of 3digit by 1digit multiplication problems to follow a path to get through a maze.
Finally, during the technology rotation, the students chose between two multiplication games in order to increase their basic multiplication fact fluency.
After math, the students enjoyed lunch and outdoor recess. Then they went to PE with MR. Smith.
When we returned to our classroom we began our literacy block.
Today the children continued working to finalize their historical fiction story and illustration for our class book. Then they listened to an oral presentation of, "The Gifts of Wali Dad," which we read last week. After that, they watched a performance of the play. Next week we will be comparing the written, oral, and visual forms of the play.
First, though, the orange and green groups read a narrative story silently, marking confusing words and phrases. Then they read the story, as a group, and discussed the sections they had marked.
After both groups were done, I began meeting with those children, individually, to work on my November informal reading assessments.
Don't forget, tomorrow is an early release day AND, more importantly, it is Grandparent's Day.
Monday, November 21, 2016
Marvelous Monday
This morning, after the announcements, Ms. Snyder visited us and read us a book called, "What if Everybody Did That?" and discussed respect and responsibility with the children. Then the students created a page, for a class book, identifying something they shouldn't do.
After that, we switched for math and took a Go Noodle brain break.
Then we did an, Eliminate One!, math warm up before beginning our rotations.
During the small group instruction, we practiced using partial products and area models to solve 3 and 4digit by 1digit multiplication problems.
During math with a partner, the children engaged in math discourse, as they practiced their basic multiplication facts while playing the card game, "Shout!"
Finally, during the technology rotation, the students watched two Khan academy lessons about multiplying 3digit numbers by 1digit numbers with and without regrouping. Then they used the site, Drag and Drop Math, to practice what they learned.
After math, the students enjoyed lunch and indoor recess. Then we began our literacy block.
Today we read the play, "The Raven", and discussed the main character Trish, as a whole group.
Then, we ended the day with a motivational guest speaker, Kinja Dixon, who talked to us about the puzzle pieces to happiness; success, health, emotional control, the hunger to gain new knowledge, and loving what you do for a living. It was a fabulous experience!!
After that, we switched for math and took a Go Noodle brain break.
Then we did an, Eliminate One!, math warm up before beginning our rotations.
During the small group instruction, we practiced using partial products and area models to solve 3 and 4digit by 1digit multiplication problems.
During math with a partner, the children engaged in math discourse, as they practiced their basic multiplication facts while playing the card game, "Shout!"
Finally, during the technology rotation, the students watched two Khan academy lessons about multiplying 3digit numbers by 1digit numbers with and without regrouping. Then they used the site, Drag and Drop Math, to practice what they learned.
After math, the students enjoyed lunch and indoor recess. Then we began our literacy block.
Today we read the play, "The Raven", and discussed the main character Trish, as a whole group.
Then, we ended the day with a motivational guest speaker, Kinja Dixon, who talked to us about the puzzle pieces to happiness; success, health, emotional control, the hunger to gain new knowledge, and loving what you do for a living. It was a fabulous experience!!
Friday, November 18, 2016
Fabulous Friday
This morning, before going to music with Ms. Thomson, the students identified one thing they are thankful for on a paper leaf to be added to our school's Gratitude Tree.
After music, we watched the morning announcements and went over the answers to the puzzles from yesterday's morning work. Then we took a Go Noodle brain break and had math, in our homeroom.
Students in my math class watched a Learn Zillion lesson about using an area model to solve 3 and 4digit by 1digit multiplication problems. Then they completed a follow up worksheet to practice what they had learned. Compacted math children completed an assignment, left by their teacher, in Google Classroom.
As the students worked, I met with individuals to complete my November informal reading assessments. Mrs. Mitch was available to help students with their math.
After math, the children enjoyed lunch and outdoor recess.
When the children returned to class we began our literacy block.
I spent some time reviewing my expectations for today's reading formative. For each question, I described, and listed on the Promethean board, what was required to receive a P.
Then, while I met with WTW groups to give the formative, the students worked on their reading formative, which I will grade over the weekend. Then they continued cleaning up and illustrating their historical fiction stories for our class book.
We ended the day with our weekly class meeting. First, we shared what we were doing this weekend. Then we exchanged thank yous and compliments. Finally, we continued our study of the growth mindset by watching a Class Dojo lesson about neurons. We discovered that when we challenge ourselves, our neurons fire to our brains which helps our brain grow smarter!!
After music, we watched the morning announcements and went over the answers to the puzzles from yesterday's morning work. Then we took a Go Noodle brain break and had math, in our homeroom.
Students in my math class watched a Learn Zillion lesson about using an area model to solve 3 and 4digit by 1digit multiplication problems. Then they completed a follow up worksheet to practice what they had learned. Compacted math children completed an assignment, left by their teacher, in Google Classroom.
As the students worked, I met with individuals to complete my November informal reading assessments. Mrs. Mitch was available to help students with their math.
After math, the children enjoyed lunch and outdoor recess.
When the children returned to class we began our literacy block.
I spent some time reviewing my expectations for today's reading formative. For each question, I described, and listed on the Promethean board, what was required to receive a P.
Then, while I met with WTW groups to give the formative, the students worked on their reading formative, which I will grade over the weekend. Then they continued cleaning up and illustrating their historical fiction stories for our class book.
We ended the day with our weekly class meeting. First, we shared what we were doing this weekend. Then we exchanged thank yous and compliments. Finally, we continued our study of the growth mindset by watching a Class Dojo lesson about neurons. We discovered that when we challenge ourselves, our neurons fire to our brains which helps our brain grow smarter!!
Thursday, November 17, 2016
Thrilling Thursday  Report Card Day!
This morning, before the announcements, the children had time to work on a WTW practice activity. We will have a WTW assessment tomorrow. Remember, they are responsible for knowing the spelling and meaning of each word.
After the announcements we began science. First, the children completed a short formative. Using the list of ecological levels, with their definitions, they had to identify the smallest and largest level and then which one represented where they fit in and why. After that, they finished their illustrations of the ecological levels and then shared them with the rest of the class.
Then we took a Go Noodle brain break and began our math block. Today the children stayed in homerooms for math, since two of the other classes were on the field trip to Flag Ponds.
My math class watched a Learn Zillion lesson about multiplying 3 and 4digit numbers by a 1digit number using place value, and then completed a follow up worksheet. Compacted math worked on comparing fractions using benchmarks.
After math, the students enjoyed lunch and outdoor recess.
When they returned to class we began our literacy block.
First the students met with their guided reading group members to reread their play and write a response explaining which element they would add or improve it it. Then the students worked on cleaning up and illustrating their historical fiction stories for our class book. Those who finished early, completed a WTW practice activity.
Pink: This morning I met with each child individually to conduct my November informal reading testing. Then, this afternoon, we met as a group. First we practiced reading words with the ou vowel pattern. Then we did a quick word chain activity. After that, we finished reading the play. Then we listed the structural elements of a play and the students reviewed theirs to identify one that they would add or improve. Finally, we practiced writing which element we would add and how it would improve the play. HW: Practice flashcards and reread play, with an adult, working on fluency.
Blue: This morning, we met as a group, to read through a story I will be using for their November informal reading assessment. Then, this afternoon they met to reread the play and identify an element they would add or improve. In group we shared their responses and reviewed how to construct a model answer. Then they drew a line of learning below their independent answer and wrote a new response with my help. HW: Reread play, with am adult, working on fluency.
After the blue group met, I had to attend an inhouse meeting.
Mrs. Moran met with the final two groups.
Orange: The students met and reread their play. Then they discussed which element they would add or improve. Next they wrote a response explaining their thinking. In group they shared their responses.
Green: The students met and reread their play. Then they discussed which element they would add or improve. Next they wrote a response explaining their thinking. In group they shared their responses.
Report cards are coming home today! Keep the report card, but, please, sign and return the empty envelope.
After the announcements we began science. First, the children completed a short formative. Using the list of ecological levels, with their definitions, they had to identify the smallest and largest level and then which one represented where they fit in and why. After that, they finished their illustrations of the ecological levels and then shared them with the rest of the class.
Then we took a Go Noodle brain break and began our math block. Today the children stayed in homerooms for math, since two of the other classes were on the field trip to Flag Ponds.
My math class watched a Learn Zillion lesson about multiplying 3 and 4digit numbers by a 1digit number using place value, and then completed a follow up worksheet. Compacted math worked on comparing fractions using benchmarks.
After math, the students enjoyed lunch and outdoor recess.
When they returned to class we began our literacy block.
First the students met with their guided reading group members to reread their play and write a response explaining which element they would add or improve it it. Then the students worked on cleaning up and illustrating their historical fiction stories for our class book. Those who finished early, completed a WTW practice activity.
Pink: This morning I met with each child individually to conduct my November informal reading testing. Then, this afternoon, we met as a group. First we practiced reading words with the ou vowel pattern. Then we did a quick word chain activity. After that, we finished reading the play. Then we listed the structural elements of a play and the students reviewed theirs to identify one that they would add or improve. Finally, we practiced writing which element we would add and how it would improve the play. HW: Practice flashcards and reread play, with an adult, working on fluency.
Blue: This morning, we met as a group, to read through a story I will be using for their November informal reading assessment. Then, this afternoon they met to reread the play and identify an element they would add or improve. In group we shared their responses and reviewed how to construct a model answer. Then they drew a line of learning below their independent answer and wrote a new response with my help. HW: Reread play, with am adult, working on fluency.
After the blue group met, I had to attend an inhouse meeting.
Mrs. Moran met with the final two groups.
Orange: The students met and reread their play. Then they discussed which element they would add or improve. Next they wrote a response explaining their thinking. In group they shared their responses.
Green: The students met and reread their play. Then they discussed which element they would add or improve. Next they wrote a response explaining their thinking. In group they shared their responses.
Report cards are coming home today! Keep the report card, but, please, sign and return the empty envelope.
Wednesday, November 16, 2016
Wonderful Wednesday
This morning, for morning work, the children completed a quick language arts review. So, after the announcements we went over it. I discovered that most students either learned something new, or remembered something that they had learned. With this in mind, I plan to include more of these into our daily routine.
After that, we began our science lesson. First, I reviewed the ecological levels of organization in an environment, giving examples of each and explaining how each differs from the one just before. Then the children continued working on their illustration of each level, in their collaborative groups.
Next, we switched for math and took a Go Noodle brain break. Then we reviewed using partial products and an area model to determine the product of a 2digit by 1digit multiplication problem. After that, the students took a short formative.
The formatives have been graded and returned to students. Overall they did very well!
After the formative, we did quick math rotations.
During the small group rotation, the students matched factors to products using cards. Then during math with a partner the children began using the area model to solve 3digit by 1digit multiplication problems. Finally, during the technology rotation, the students watched a Khan Academy lesson about determining the product of a 3digit by 1digit multiplication problem and then completed a practice activity.
Next the students enjoyed lunch and outdoor recess.
When the children returned to class, we began our literacy block.
We briefly discussed which elements of a play help us better understand a character. For example, the setting doesn't give us any information about how a character is feeling or thinking but the stage directions (telling the character how to say their dialogue or how to move) does give us this type of insight.
While I met with guided reading groups the students completed a vocabulary match focusing on the vocabulary linked to the elements of a play. Then they continued cleaning up their historical fiction story and working on their illustrations for our class book. If they had extra time, the completed a WTW practice activity.
Pink: We practiced reading words with the patterns ou and sh. Then we did a quick word chain activity to practice identifying letter sounds, especially the short vowels. After that we continued reading the play. HW: Practice flashcards and reread pages 2627.
After the pink group, the students had art with Mrs. VanEch. Then we continued our literacy block.
Blue: We practiced reading words with the tion spelling pattern. Then we listed the elements of a play and found examples in the play, Leonardo da Vinci". HW: Reread the play with an adult or by yourself.
Orange: The students identified two elements of a play, using their guided reading group play, "A New Game". Then we began sharing their examples and discussing whether or not it helps us better understand a character or how we might improve the element in this play. HW: Reread play and think about how you might improve the play by adding or changing a structural element.
Green: We identified structural elements of a play, using their play, "Natural Wonder". As we named the elements, we found examples and discussed what information we got about the characters and how we might improve the play. HW: Reread play and think about how you might imporve the play by adding or changing a structural element.
After that, we began our science lesson. First, I reviewed the ecological levels of organization in an environment, giving examples of each and explaining how each differs from the one just before. Then the children continued working on their illustration of each level, in their collaborative groups.
Next, we switched for math and took a Go Noodle brain break. Then we reviewed using partial products and an area model to determine the product of a 2digit by 1digit multiplication problem. After that, the students took a short formative.
The formatives have been graded and returned to students. Overall they did very well!
After the formative, we did quick math rotations.
During the small group rotation, the students matched factors to products using cards. Then during math with a partner the children began using the area model to solve 3digit by 1digit multiplication problems. Finally, during the technology rotation, the students watched a Khan Academy lesson about determining the product of a 3digit by 1digit multiplication problem and then completed a practice activity.
Next the students enjoyed lunch and outdoor recess.
When the children returned to class, we began our literacy block.
We briefly discussed which elements of a play help us better understand a character. For example, the setting doesn't give us any information about how a character is feeling or thinking but the stage directions (telling the character how to say their dialogue or how to move) does give us this type of insight.
While I met with guided reading groups the students completed a vocabulary match focusing on the vocabulary linked to the elements of a play. Then they continued cleaning up their historical fiction story and working on their illustrations for our class book. If they had extra time, the completed a WTW practice activity.
Pink: We practiced reading words with the patterns ou and sh. Then we did a quick word chain activity to practice identifying letter sounds, especially the short vowels. After that we continued reading the play. HW: Practice flashcards and reread pages 2627.
After the pink group, the students had art with Mrs. VanEch. Then we continued our literacy block.
Blue: We practiced reading words with the tion spelling pattern. Then we listed the elements of a play and found examples in the play, Leonardo da Vinci". HW: Reread the play with an adult or by yourself.
Orange: The students identified two elements of a play, using their guided reading group play, "A New Game". Then we began sharing their examples and discussing whether or not it helps us better understand a character or how we might improve the element in this play. HW: Reread play and think about how you might improve the play by adding or changing a structural element.
Green: We identified structural elements of a play, using their play, "Natural Wonder". As we named the elements, we found examples and discussed what information we got about the characters and how we might improve the play. HW: Reread play and think about how you might imporve the play by adding or changing a structural element.
Tuesday, November 15, 2016
Terrific, but Tired, Tuesday  The Day After!!!
So, yesterday we had our fabulous field trip to Flag Ponds, home of Calvert Cliffs. We did a ton of walking and saw many organisms working together to make a successful ecosystem. It was a GREAT day!
Unfortunately, the fall out from a fabulous day yesterday is exhaustion today!!
After the announcements, the students worked collaboratively, in their table groups, to depict the different ecological levels found in an environment.
Then we switched for math and took a Go Noodle brain break. Next we began our math rotations.
During the small group instruction, we practiced solving 2digit by 1digit multiplication problems but the children got to choose whether they used the area model strategy or the partial product strategy.
During math with a partner, the children engaged in math discourse as they practiced solving 2digit by 1digit multiplication problems using either the area model or partial products.
Finally, during the technology rotation, the students logged onto Front Row, for the first time, and began taking the initial assessments. This is a site that allows me to assign problems similar to what we do in small group but at THEIR level, based on the initial assessment results.
After math, the students enjoyed lunch and outdoor recess. Then they went to PE.
When they returned to class, we began our literacy block.
This week the children will use my feedback to clean up their historical fiction stories in preparation for publishing them in our class book. They will also complete their final illustration for the book. WHile working on these, they will also complete WTW practice activities.
Pink: We reviewed reading words with the oi and ea vowel patterns. Then we practiced reading words with the ou pattern. After that, we reviewed the short vowel sounds and wrote word chains to practice hearing and spelling them correctly. Then we listed and discussed the elements of a play. Finally, we found examples of stage directions and dialogue in the play, A Visit from Detective Seymour", and read pages 2225. HW: Reread pages 2225 and practice flashcards.
Orange: The students met and read through their play.
Green: The students met and read through their play.
Due to the book publishing activity and a shortened afternoon (we had PE), I only met with the pink group. I will get to the rest tomorrow.
Unfortunately, the fall out from a fabulous day yesterday is exhaustion today!!
After the announcements, the students worked collaboratively, in their table groups, to depict the different ecological levels found in an environment.
Then we switched for math and took a Go Noodle brain break. Next we began our math rotations.
During the small group instruction, we practiced solving 2digit by 1digit multiplication problems but the children got to choose whether they used the area model strategy or the partial product strategy.
During math with a partner, the children engaged in math discourse as they practiced solving 2digit by 1digit multiplication problems using either the area model or partial products.
Finally, during the technology rotation, the students logged onto Front Row, for the first time, and began taking the initial assessments. This is a site that allows me to assign problems similar to what we do in small group but at THEIR level, based on the initial assessment results.
After math, the students enjoyed lunch and outdoor recess. Then they went to PE.
When they returned to class, we began our literacy block.
This week the children will use my feedback to clean up their historical fiction stories in preparation for publishing them in our class book. They will also complete their final illustration for the book. WHile working on these, they will also complete WTW practice activities.
Pink: We reviewed reading words with the oi and ea vowel patterns. Then we practiced reading words with the ou pattern. After that, we reviewed the short vowel sounds and wrote word chains to practice hearing and spelling them correctly. Then we listed and discussed the elements of a play. Finally, we found examples of stage directions and dialogue in the play, A Visit from Detective Seymour", and read pages 2225. HW: Reread pages 2225 and practice flashcards.
Orange: The students met and read through their play.
Green: The students met and read through their play.
Due to the book publishing activity and a shortened afternoon (we had PE), I only met with the pink group. I will get to the rest tomorrow.
Friday, November 11, 2016
Fabulous Friday
This morning the students chose between reading quietly, practicing their keyboarding skills, or practicing math concepts, since it was free choice Friday. Then, after the announcements, the children went to art with Ms. Thomson. During music, the students attended a flag raising ceremony in honor of Veteran's Day.
When they returned to class. we reviewed the puzzles from yesterday's morning work and discussed expectations for Monday's field trip.
After that, we switched for math and took a Go Noodle brain break. Then we began our rotations.
During the small group, teacherled, instruction we continued solving 2digit by 1digit multiplication problems using partial products and the area strategy. The last two groups were also introduced to the standard algorithm.
During math with a partner, the students worked in groups of 3 to complete two multiplication problems using the area strategy. Then they played a card game called "Guess My Number" to increase their multiplication facts fluency.
Finally, during the technology rotation, the students completed an assignment on Prodigy. If they finished early, they practiced their basic facts using Xtra Math.
After math, the children ate lunch.
When they returned to class the students worked on their literacy block assignments from earlier this week. These assignments included identifying elements of a play from "Wali Dad", and explaining how they help them understand characters and events. They also worked on a WTW practice activity. Finally, they practiced illustrations for their historical fiction stories.
Since many students had violin during this time frame, I didn't meet with a reading group or assign anything new.
Have a terrific weekend!
When they returned to class. we reviewed the puzzles from yesterday's morning work and discussed expectations for Monday's field trip.
After that, we switched for math and took a Go Noodle brain break. Then we began our rotations.
During the small group, teacherled, instruction we continued solving 2digit by 1digit multiplication problems using partial products and the area strategy. The last two groups were also introduced to the standard algorithm.
During math with a partner, the students worked in groups of 3 to complete two multiplication problems using the area strategy. Then they played a card game called "Guess My Number" to increase their multiplication facts fluency.
Finally, during the technology rotation, the students completed an assignment on Prodigy. If they finished early, they practiced their basic facts using Xtra Math.
After math, the children ate lunch.
When they returned to class the students worked on their literacy block assignments from earlier this week. These assignments included identifying elements of a play from "Wali Dad", and explaining how they help them understand characters and events. They also worked on a WTW practice activity. Finally, they practiced illustrations for their historical fiction stories.
Since many students had violin during this time frame, I didn't meet with a reading group or assign anything new.
Have a terrific weekend!
Thursday, November 10, 2016
Thursday  Early Release and Parent Conferences
This morning the students worked on solving our Thursday puzzles and had time to begin a WTW practice activity. After the announcements, we had a hearttoheart talk about focusing on instruction and asking questions. This was a follow up to the shock I saw when the students received their graded inquiry projects yesterday afternoon.
After that, we reviewed yesterday's independent literacy tasks and the students got to work while I met with a reading group. As a recap, the children reread the play, "Wali Dad" and highlighted examples of the elements we discussed yesterday. Then they completed a chart indicating an element, how it looked in the text of the play, and how it helped their comprehension of the play. After that, the children completed a WTW practice activity. Finally, they practiced illustrating their historical fiction story for our class book.
Blue: We reviewed the elements of a play. Then I shared some background information about Leonard da Vinci, since we read a play about him. After that, the students chose parts and read the play out loud. We also reviewed the spelling pattern tion when we ran across the word irrigation, in the play.
Next, we switched for math and took a Go Noodle brain break. After that, we did an Agree or Disagree warm up. Students were shown the equation 7 x 15 = 95 and had to decide if it was right or wrong and explain their thinking.
Then we began our math rotations.
During the small group lesson, we continued decomposing 2digit numbers to solve 2digit by 1digit multiplication problems using the partial products method.
During math with a partner, the students engaged in math discourse, as they solved 2digit by 1digit multiplication problems using area models.
Finally, during the technology rotation, the children watched a Learn Zillion lesson and completed 3 follow up problems. Then they practiced decomposing a 2digit number into tens and ones, to solve a 2digit by 1digit multiplication problem, using the site Amoeba Multiplication. n Thoser who finished early practiced their basic facts using Xtra Math.
After math, the children ate lunch.
When they returned to class we continued our literacy block.
Orange: We worked with the play , on page 22, in the children's Safari magazine. We discussed some of the elements and then assigned parts and began reading it. Unfortunately, we didn't get far because of time constraints.
After that, we reviewed yesterday's independent literacy tasks and the students got to work while I met with a reading group. As a recap, the children reread the play, "Wali Dad" and highlighted examples of the elements we discussed yesterday. Then they completed a chart indicating an element, how it looked in the text of the play, and how it helped their comprehension of the play. After that, the children completed a WTW practice activity. Finally, they practiced illustrating their historical fiction story for our class book.
Blue: We reviewed the elements of a play. Then I shared some background information about Leonard da Vinci, since we read a play about him. After that, the students chose parts and read the play out loud. We also reviewed the spelling pattern tion when we ran across the word irrigation, in the play.
Next, we switched for math and took a Go Noodle brain break. After that, we did an Agree or Disagree warm up. Students were shown the equation 7 x 15 = 95 and had to decide if it was right or wrong and explain their thinking.
Then we began our math rotations.
During the small group lesson, we continued decomposing 2digit numbers to solve 2digit by 1digit multiplication problems using the partial products method.
During math with a partner, the students engaged in math discourse, as they solved 2digit by 1digit multiplication problems using area models.
Finally, during the technology rotation, the children watched a Learn Zillion lesson and completed 3 follow up problems. Then they practiced decomposing a 2digit number into tens and ones, to solve a 2digit by 1digit multiplication problem, using the site Amoeba Multiplication. n Thoser who finished early practiced their basic facts using Xtra Math.
After math, the children ate lunch.
When they returned to class we continued our literacy block.
Orange: We worked with the play , on page 22, in the children's Safari magazine. We discussed some of the elements and then assigned parts and began reading it. Unfortunately, we didn't get far because of time constraints.
Wednesday, November 9, 2016
Wonderful Wednesday: MP 2 Begins!!
Today is the first day of the second marking period. Therefore, we are shifting our focus of Thinking and Academic Success Skills to elaboration and persistence. These skills will be worked into our daily activities and assignments to help prepare students for the future!!
Today we began our day with science. The students collaborated with their table groups to illustrate and label the various levels or organization in our environment.
After science, we switched for math and took a Go Noodle brain break. Then we did an Eliminate One warm up, where students had to get rid of one out of 4 numbers and explain their reasoning using math vocabulary. Next we began our math rotations.
During the small group, teacherled instruction we began finding the products of 2digit by 1digit multiplication problems by using a rectangular area model. Then we practiced finding the product by decomposing the 2digit number into tens and ones and then adding the two products together. This is called partial products. Here's an example: 42 x 8 = You would decompose the 42 into 40 + 2 and then solve 40 x 8 = and 2 x 8 = to find the product of 42 x 8.
During math with a partner, the students played a card game called, "Multiplication Zone" to increase their basic fact fluency.
Finally, during the technology rotation, the students watched a Khan Academy lesson about solving multiplication problems using area models and arrays. Then they practiced what they learned through Khan Academy. If they finished early, they worked on their basic facts using Xtra Math.
After math the students enjoyed lunch and recess.
When they returned to class, we began our literacy block.
With this being a new marking period, we are switching from the comprehension of nonfiction text to studying the structure and elements of plays. So, today we began by sharing what the children already knew about plays. Then we identified vocabulary linked to the elements of a play and discussed the defintion of each. After that, I read the play "The Gifts of Wali Dad", to the class, and pointed out the structural elements along the way.
Then it was time for art with Mrs. VanEch.
After art, we quickly voted for the front cover artwork for our class book of historical fiction stories. Then we began our independent work block. HOWEVER, by this time is was already 2:40!!
So, I reviewed the assignments and called one reading group. We will continue with these assignments and I will meet with the remainder of the reading groups tomorrow.
First, students reread the play "Wali Dad", and highlighted elements of the play using a color coded system. After that, they completed an online chart identifying elements, examples from the play, and how they help with the reader's comprehension. Next, the students completed a WTW practice activity. Finally, they continued working on their personal illustrations for their page in our class book.
Pink: We read through a play and identified the elements as we came across them. Then we practiced our sight word flashcards.
Today we began our day with science. The students collaborated with their table groups to illustrate and label the various levels or organization in our environment.
After science, we switched for math and took a Go Noodle brain break. Then we did an Eliminate One warm up, where students had to get rid of one out of 4 numbers and explain their reasoning using math vocabulary. Next we began our math rotations.
During the small group, teacherled instruction we began finding the products of 2digit by 1digit multiplication problems by using a rectangular area model. Then we practiced finding the product by decomposing the 2digit number into tens and ones and then adding the two products together. This is called partial products. Here's an example: 42 x 8 = You would decompose the 42 into 40 + 2 and then solve 40 x 8 = and 2 x 8 = to find the product of 42 x 8.
During math with a partner, the students played a card game called, "Multiplication Zone" to increase their basic fact fluency.
Finally, during the technology rotation, the students watched a Khan Academy lesson about solving multiplication problems using area models and arrays. Then they practiced what they learned through Khan Academy. If they finished early, they worked on their basic facts using Xtra Math.
After math the students enjoyed lunch and recess.
When they returned to class, we began our literacy block.
With this being a new marking period, we are switching from the comprehension of nonfiction text to studying the structure and elements of plays. So, today we began by sharing what the children already knew about plays. Then we identified vocabulary linked to the elements of a play and discussed the defintion of each. After that, I read the play "The Gifts of Wali Dad", to the class, and pointed out the structural elements along the way.
Then it was time for art with Mrs. VanEch.
After art, we quickly voted for the front cover artwork for our class book of historical fiction stories. Then we began our independent work block. HOWEVER, by this time is was already 2:40!!
So, I reviewed the assignments and called one reading group. We will continue with these assignments and I will meet with the remainder of the reading groups tomorrow.
First, students reread the play "Wali Dad", and highlighted elements of the play using a color coded system. After that, they completed an online chart identifying elements, examples from the play, and how they help with the reader's comprehension. Next, the students completed a WTW practice activity. Finally, they continued working on their personal illustrations for their page in our class book.
Pink: We read through a play and identified the elements as we came across them. Then we practiced our sight word flashcards.
Friday, November 4, 2016
Fantastic Friday
This morning, before going to music with Ms. Thomson, the children had free choice Friday. They got to select from a list of several activities such as reading using MyON, practicing basic facts, and using math sites to practice various concepts and skills. After music, we watched the announcements and went over yesterday's morning work puzzles.
Then we switched for math and took a Go Noodle brain break. Next we did an "eliminate It" warm up where students had a choice of 4 numbers and had to eliminate one of them use math reasoning. After that, we solved two practice comparative word problems to prepare for our weekly formative. Finally, the students took the formative.
The formatives have been graded and returned to students. Look for them in home folders this evening. We did go over the formative at the end of math class. I believe that many students rushed through the first problem and didn't visualize it, or read it carefully. We discussed this.
After math, the students enjoyed lunch and outdoor recess.
When they returned to class we began our literacy block. Since today is the last day of the first marking period, we took some time to go over who still owes me work. Then I explained rules for the contest we are going to have to select who will illustrate the front cover of our class book of historical fiction stories.
While I met with guided reading groups, the students completed unfinished assignments. The
Pink: We reviewed the oi and ea vowel patterns and spent time reading words with er, ir, and ur. Then we did a quick word chain activity to practice writing short vowel sounds. After that, we reviewed strategies for determining the main idea in text. Finally, we read pages 10 and 11 and identified the main idea for that section, and wrote it in our journals.
Blue: I collected their Ecosystem books and handed out a Safari Magazine. We took a few minutes to preview it and then read the poem on page 11. Using the text, we determined what we could learn about an albatross.
Orange: Yesterday the students read pages 4 and 5, in their Safari Magazine, and wrote a main idea statement for that section of text. In group today, we reviewed how to identify the main idea (strategies we use and practice). Then, after collecting their assignments, I modeled through thinking out loud how I would write a main idea statement.
Green: Yesterday the students read pages 4 and 5, in their Safari Magazine, and wrote a main idea statement and 2 supporting details for that section of text. In group today, we reviewed how to identify the main idea (strategies we use and practice). Then, after collecting their assignments, I modeled through thinking out loud how I would write a main idea statement and supporting details.
After our literacy block we had a formal class meeting. First, during the group share, each student identified one thing they enjoyed during the first marking period of fourth grade. Then we exchanged thank yous and compliments. After that, we reviewed what we have learned about growth mindset (smart is something you get, challenges work our brain and help us get smarter). Then we watched a new lesson from Class Dojo, called, "The Power of Yet". This was a lesson about adding yet to statements that could be negative. For example, instead of saying I can't do this, you can say, I can't do this YET!
Then we switched for math and took a Go Noodle brain break. Next we did an "eliminate It" warm up where students had a choice of 4 numbers and had to eliminate one of them use math reasoning. After that, we solved two practice comparative word problems to prepare for our weekly formative. Finally, the students took the formative.
The formatives have been graded and returned to students. Look for them in home folders this evening. We did go over the formative at the end of math class. I believe that many students rushed through the first problem and didn't visualize it, or read it carefully. We discussed this.
After math, the students enjoyed lunch and outdoor recess.
When they returned to class we began our literacy block. Since today is the last day of the first marking period, we took some time to go over who still owes me work. Then I explained rules for the contest we are going to have to select who will illustrate the front cover of our class book of historical fiction stories.
While I met with guided reading groups, the students completed unfinished assignments. The
Pink: We reviewed the oi and ea vowel patterns and spent time reading words with er, ir, and ur. Then we did a quick word chain activity to practice writing short vowel sounds. After that, we reviewed strategies for determining the main idea in text. Finally, we read pages 10 and 11 and identified the main idea for that section, and wrote it in our journals.
Blue: I collected their Ecosystem books and handed out a Safari Magazine. We took a few minutes to preview it and then read the poem on page 11. Using the text, we determined what we could learn about an albatross.
Orange: Yesterday the students read pages 4 and 5, in their Safari Magazine, and wrote a main idea statement for that section of text. In group today, we reviewed how to identify the main idea (strategies we use and practice). Then, after collecting their assignments, I modeled through thinking out loud how I would write a main idea statement.
Green: Yesterday the students read pages 4 and 5, in their Safari Magazine, and wrote a main idea statement and 2 supporting details for that section of text. In group today, we reviewed how to identify the main idea (strategies we use and practice). Then, after collecting their assignments, I modeled through thinking out loud how I would write a main idea statement and supporting details.
After our literacy block we had a formal class meeting. First, during the group share, each student identified one thing they enjoyed during the first marking period of fourth grade. Then we exchanged thank yous and compliments. After that, we reviewed what we have learned about growth mindset (smart is something you get, challenges work our brain and help us get smarter). Then we watched a new lesson from Class Dojo, called, "The Power of Yet". This was a lesson about adding yet to statements that could be negative. For example, instead of saying I can't do this, you can say, I can't do this YET!
Thursday, November 3, 2016
Thriving Thursday
This morning, prior to the announcements, the children were given time to complete a WTW practice activity. Then, after the announcements, we began our science lesson.
Today, we had a lot of fun making human food chains. Each student received a card identifying them as a producer (plant), a herbivore, or a carnivore/omnivore. They had a description of what they were and what they produced and/or ate. Then they had to wander around to find others who fit in their chain, either by eating them or being eaten by them. We did this activity twice. It was so cool to see the children really grasp the concept of a food chain.
After science, we switched for math and took a Go Noodle brain break.
During the small group, teacherled, instruction we practiced solving comparative word problems using PARCC sample questions.
During math with a partner, the students engaged in math discourse as they represented and solved comparison word problems.
Finally, during the technology rotation, the students watched two Youtube lessons, through Safe Share, explaining and demonstrating, how to solve comparative word problems. After each video, they had a question to answer in their math journal.
After math the children enjoyed lunch and recess. Then we began our literacy block. Today we took a quick look at some illustrations to help us begin to plan and practice pictures for our historical fiction story.
While I met with guided reading groups the students had time to finish their historical fiction story and any main idea activities from last week. Then they completed the inference exercise from yesterday. After that, they began practicing their illustrations for our class book.
Pink: First we reviewed the oi and ea vowel patterns and did a quick word chain exercise to practice the short vowel sounds. After that we reviewed some of their unknown words from last night's homework. Then we identified strategies to help us determine the main idea in text. Finally, we read pages 89 and determined the main idea of that section. HW: Reread book to work on fluency.
Blue: We reread pages 20 and 21 and then reviewed strategies for determining the main idea of a section of text. Then, together, we wrote a paragraph stating the main idea and supporting details, in our journals. HW: Reread book to work on fluency.
Orange: Independently the children reread pages 4 and 5 and identified the main idea in their reading journal.
Green: Independently the children reread pages 4 and 5. Then they identified the main idea and two supporting details, in their journal.
Today, we had a lot of fun making human food chains. Each student received a card identifying them as a producer (plant), a herbivore, or a carnivore/omnivore. They had a description of what they were and what they produced and/or ate. Then they had to wander around to find others who fit in their chain, either by eating them or being eaten by them. We did this activity twice. It was so cool to see the children really grasp the concept of a food chain.
After science, we switched for math and took a Go Noodle brain break.
During the small group, teacherled, instruction we practiced solving comparative word problems using PARCC sample questions.
During math with a partner, the students engaged in math discourse as they represented and solved comparison word problems.
Finally, during the technology rotation, the students watched two Youtube lessons, through Safe Share, explaining and demonstrating, how to solve comparative word problems. After each video, they had a question to answer in their math journal.
After math the children enjoyed lunch and recess. Then we began our literacy block. Today we took a quick look at some illustrations to help us begin to plan and practice pictures for our historical fiction story.
While I met with guided reading groups the students had time to finish their historical fiction story and any main idea activities from last week. Then they completed the inference exercise from yesterday. After that, they began practicing their illustrations for our class book.
Pink: First we reviewed the oi and ea vowel patterns and did a quick word chain exercise to practice the short vowel sounds. After that we reviewed some of their unknown words from last night's homework. Then we identified strategies to help us determine the main idea in text. Finally, we read pages 89 and determined the main idea of that section. HW: Reread book to work on fluency.
Blue: We reread pages 20 and 21 and then reviewed strategies for determining the main idea of a section of text. Then, together, we wrote a paragraph stating the main idea and supporting details, in our journals. HW: Reread book to work on fluency.
Orange: Independently the children reread pages 4 and 5 and identified the main idea in their reading journal.
Green: Independently the children reread pages 4 and 5. Then they identified the main idea and two supporting details, in their journal.
Wednesday, November 2, 2016
Wonderful Wednesday
This morning, prior to the announcements, the students had time to complete a WTW written practice activity. After the announcements we began our social studies lesson.
Today we reviewed the main elements of a map. Then the students completed an activity, using the Marine Corps Marathon Map, identifying whether certain elements were present on the map and which one helped them the most.
After that we switched for math and took a Go Noodle brain break.
Next, we began our rotations.
During the small group rotation we focused on representing and solving comparative multiplication problems, because that created a lot of confusion.
During math with a partner, the children continued representing and solving comparative word problems, involving all operations, with Mrs. Byrne.
During the technology rotation, the students watched a Learn Zillion lesson about comparative multiplication word problems involving multiplication and division, and took notes in their math journal. After that, they used Xtra Math to increase their basic fact fluency.
After math, the children enjoyed lunch and recess.
When they returned to class, we began our literacy block.
First, we reviewed making inferences using the Pixar clip, "For the Birds". Then the students worked independently while I met with guided reading groups. Students completed their historical fiction stories and their main idea assignments from last week. Then they watched a Learn Zillion lesson about inferences, if they didn't do that yesterday. Next, they practiced making inferences by watching a guided lesson, posted in GC  reading, and then watching another Mike the Camel commercial and making an inference of their own.
Pink: We reviewed the oi and ea vowel patterns. Then we did a word chain exercise to practice identifying short vowel sounds. After that we reviewed unknown words they identified from their book. Finally, we read pages 4 and 5, and then pages, 6 and 7, and shared facts we learned while reading. HW: Read pages 816 and list unknown words. Also, practice reading flashcards.
After the pink group met, we had art and then got back to our literacy block.
Orange: Prior to group, the students were given a Safari Magazine and told to read pages 2 and 3. In group we attempted to discuss wheelchair sports and the ParaOlympics but it quickly became evident that many had not done the reading. So, after quickly rereading (or reading) those pages, we had a brief discussion. HW: Read pages 4 and 5, and list unknown words.
Green: Independently the children read pages 25 of the article, "Mountain Climbing" in the Safari Magazine. In group, we discussed mountain climbing. The together we determined the main idea and wrote up it using specific details fro the text. HW: Read pages 47 and list unknown words.
Today we reviewed the main elements of a map. Then the students completed an activity, using the Marine Corps Marathon Map, identifying whether certain elements were present on the map and which one helped them the most.
After that we switched for math and took a Go Noodle brain break.
Next, we began our rotations.
During the small group rotation we focused on representing and solving comparative multiplication problems, because that created a lot of confusion.
During math with a partner, the children continued representing and solving comparative word problems, involving all operations, with Mrs. Byrne.
During the technology rotation, the students watched a Learn Zillion lesson about comparative multiplication word problems involving multiplication and division, and took notes in their math journal. After that, they used Xtra Math to increase their basic fact fluency.
After math, the children enjoyed lunch and recess.
When they returned to class, we began our literacy block.
First, we reviewed making inferences using the Pixar clip, "For the Birds". Then the students worked independently while I met with guided reading groups. Students completed their historical fiction stories and their main idea assignments from last week. Then they watched a Learn Zillion lesson about inferences, if they didn't do that yesterday. Next, they practiced making inferences by watching a guided lesson, posted in GC  reading, and then watching another Mike the Camel commercial and making an inference of their own.
Pink: We reviewed the oi and ea vowel patterns. Then we did a word chain exercise to practice identifying short vowel sounds. After that we reviewed unknown words they identified from their book. Finally, we read pages 4 and 5, and then pages, 6 and 7, and shared facts we learned while reading. HW: Read pages 816 and list unknown words. Also, practice reading flashcards.
After the pink group met, we had art and then got back to our literacy block.
Orange: Prior to group, the students were given a Safari Magazine and told to read pages 2 and 3. In group we attempted to discuss wheelchair sports and the ParaOlympics but it quickly became evident that many had not done the reading. So, after quickly rereading (or reading) those pages, we had a brief discussion. HW: Read pages 4 and 5, and list unknown words.
Green: Independently the children read pages 25 of the article, "Mountain Climbing" in the Safari Magazine. In group, we discussed mountain climbing. The together we determined the main idea and wrote up it using specific details fro the text. HW: Read pages 47 and list unknown words.
Tuesday, November 1, 2016
Terrific Tuesday
This morning the children practiced their keyboarding skills using the app Typing Club. After the announcements, we began science.
Today, during science, the students worked independently on two assignments in Google Classroom. First, the children read a Google Slides presentation explaining how the body uses food. Before reading they made a list of how they thought food is used. Then, as they read the slides, they highlighted ways the body uses food. After reading, the children returned to their lists, and using the highlighted portion of the text, they added and removed ways our body uses energy.
After that, they used a resource to help them draw a diagram of a food chain and a diagram of a food web.
As they worked I FINISHED my informal October reading assessments.
After science, we switched for math and took a Go Noodle brain break. Then we began our rotations.
During the small group, teacherled, instruction we practiced representing and solving comparative word problems involving any operation (not just multiplication) and with unknowns in any position.
During math with a partner, the students played a card game, similar to the game Headbandz, that helped them increase their multiplication fluency.
Finally, during the technology rotation, the students completed a word problem assignment on Prodigy. Those who finished early practiced their basic facts using Xtra Math.
After math, the students enjoyed lunch and outdoor recess. Then they went to PE.
When they returned to class, we began our literacy block.
While I met with guided reading groups the students completed a new WTW sort. Then they completed their revisions and finalized their historical fiction story. After that, they watched a Learn Zillion lesson about making inferences and took notes in their reading/writing journals.
Blue: First we reviewed the concept of the main idea of text and the strategies we used to identify it. Then we read pages 12 13 and the students wrote main idea statements in their journals. After sharing these statements they reread the section to identify 3 supporting details.
Orange: We reviewed strategies to determine the main idea in text and then discussed turning the heading into a question. After that, the children read pages 2021 and wrote a main idea sentence. Finally, we shared and discussed these.
Green: We reviewed strategies to determine the main idea in text and then discussed turning the heading into a question. After that, the children read pages 13 and 14 and wrote a main idea sentences for each. Finally, we shared and discussed these.
The pink group was working with Mrs. Hostler so we didn't meet.
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