SO...as a teacher, I typically like a snow day as much as the next, but with this being the end of the marking period, today's delay and not knowing what tomorrow will bring, makes it a bit tricky! :-)
The plan for this week was to read two books on the same topic and compare them. Because of the holiday, MAP-R testing, and a delay, most groups have barely started the first book. To complicate matters, when we return, after the snow, we are going to be reading fiction and writing a character analysis.
Why am I telling you all of this? That's easy! I had to make some changes in our schedule and workload that might appear to be random or weird.
During the literacy block today, and hopefully tomorrow, I will concentrate on listening to each student read and answer questions about it. This is the monthly MIRL data I have to collect. Students will not be meeting in formal reading groups. The texts we began on Tuesday are theirs to keep. We won't be using them in group (see above).
Instead the children will be listening to/watching 6 realistic fiction books and completing a capture sheet, identifying the title, main character, and a short summary of each. This is necessary in order to begin writing a character analysis, when we return to school, next week.
So, today, during our literacy block, which took place before and after lunch, the students began by completing the reading formative covering vocabulary in context and identifying examples of cuase and effect. Then they completed and submitted their opinion organizer. After that they began the listen to reading assignment, in Google Classroom's literacy page, of watching the 6 books and completing the capture sheet. Those who finished today, practiced their word work words and cursive.
As they worked, I completed the MIRL testing with individual students and motivated those who struggled to complete their work. :-)
After the literacy block the students went to art with Mrs. Daniell. When they returned we began our math block.
During the small group, teacher-led, instruction we focused on building lrger frations using a unit fraction.
During math with a partner the children completed a problem set building fractions using a unit fraction. Then they played fraction bump or the fraction matching game.
During the technology rotation the students watched two Learn Zillion lessons about unit fractions and building larger fractions. Then they practiced these skills using Fraction Splash.
HOMEWORK is posted on Google Classroom. There will not be any quizzes tomorrow.
The students earned a Dojo reward this week. We will have a game/art afternoon tomorrow. Students are allowed to bring board games. NO electronics, please!
Thursday, January 21, 2016
Wednesday, January 20, 2016
Wonderful Wednesday
This morning, after the announcements, in place of our regular literacy block, the students took the MAP-R. This is the computerized reading assessments that self adjusts according to how the students answer each question. Like the MAP-M they took last week, this will not be a grade on the report card and it has no impact on their placement for next year. Instead it provides data, for each student, which I use in my planning and instruction.
Overall, most students showed a lot of growth. I will carefully review the data over the weekend and make necessary changes in reading groups that best fit each individual student's strengths and needs.
The children put a lot of effort into this test and the use of strategies taught in class was evident!!
After the MAP-R we discussed how their efforts had paid off and how proud I was of each student. Then they enjoyed indoor recess and lunch.
When they returned to class we played Kahoot, to practice naming and identifying fractions, instead of our regular math rotations. We also did a lesson on equivalent fractions and adding fractions...and of course they were paying attention because they wanted to win the game. :-)
After math we had a class meeting with Ms. Snyder, Mrs. Sheehan, and Mrs. Staub. This was a follow up to the meeting we had right before Winter Break. The students reviewed the difference between teasing (everybody is having fun), being mean (one time event, usually impulsive, and the mean person typically apologizes afterwards), and bullying (power is one-sided, repeated).
As a reward for their effort during MAP testing today, there is NO HOMEWORK. I will post it on Google Classroom with options for those who wish to do something.
The children ended their day in music with Mrs. Graf.
Overall, most students showed a lot of growth. I will carefully review the data over the weekend and make necessary changes in reading groups that best fit each individual student's strengths and needs.
The children put a lot of effort into this test and the use of strategies taught in class was evident!!
After the MAP-R we discussed how their efforts had paid off and how proud I was of each student. Then they enjoyed indoor recess and lunch.
When they returned to class we played Kahoot, to practice naming and identifying fractions, instead of our regular math rotations. We also did a lesson on equivalent fractions and adding fractions...and of course they were paying attention because they wanted to win the game. :-)
After math we had a class meeting with Ms. Snyder, Mrs. Sheehan, and Mrs. Staub. This was a follow up to the meeting we had right before Winter Break. The students reviewed the difference between teasing (everybody is having fun), being mean (one time event, usually impulsive, and the mean person typically apologizes afterwards), and bullying (power is one-sided, repeated).
As a reward for their effort during MAP testing today, there is NO HOMEWORK. I will post it on Google Classroom with options for those who wish to do something.
The children ended their day in music with Mrs. Graf.
Tuesday, January 19, 2016
Terrific Tuesday
This morning, following the announcements, we began our literacy block.
As I met with guided reading groups, the students worked independently on the following assignments. First, they completed an assignment to prepare them for their new guided reading text. Then they worked on a formative assessment covering defining words using context clues, answering questions, and identifying examples of cause and effect. After that, some students completed the opinion organizer. Then the children cu apart their new word work words, put their initials on the back, and completed a header sort. Finally, if there was time, they practiced writing the letters P, B, and R, in cursive.
Orange: The students had time to cut apart their word work words and write their initials on the back. Then I modeled doing a header sort. Students received an extra copy of their words and a header sort chart to take home. After that we reviewed facts we learned from our last book about trees. Then we previewed our next book, also about trees. We read the introduction and shared new facts we learned. Finally, we reviewed how to use the pronunciations guides to read the words chlorophyll, deciduous, and conifers. For HOMEWORK they need to read pages 4-6 and be prepared to discuss the meaning of the three words in bold print on page 5.
Pink: Independently the students created a chart in their RRJ listing facts they know about sky diving and questions they still have. Then, in group, the got a few minutes to begin cutting apart their word work words. After that I modeled doing a header sort with the new word work words. The students learned that plural nouns are words that are more than one person, place, or thing. They also determined that words that end in sh, ch, s, or x, have an es added to the end to make it plural. Words already ending in an e only get an s added to the end. Next we reviewed the facts they learned and questions they still had about sky diving. Finally, I handed out their new book, we discussed the format (question and answer), and read the introduction. For HOMEWORK the students need to read pages 4-6 and prepared to discuss the meaning of static line.
Green: Independently the children copied sentences from the text and meanings form the glossary for vocabulary from their new text, Influenza. Then, in group, they had a few minutes to begin cutting apart their new word work words. Then I modeled a header sort and reviewed unknown words. Next we discussed the assigned vocabulary. Finally we read the introduction of the book and determined the author's purpose for writing the book. For HOMEWORK the children need to read pages 4-8 and be able to explain what the flu is.
Blue: Independently the children copied sentences from the text and meanings form the glossary for vocabulary from their new text, Influenza. In group we discussed the new word work words which contain the suffixes, er, or, ian, or ist, which are most commonly added to verbs to make a noun meaning "doer" of... After that we discussed the vocabulary for their new text. For HOMEWORK the students need to read pages 4-8 and be prepared to discuss what the flu is.
After our literacy block the students enjoyed indoor recess and lunch.
When the children returned to class, we had a heart-to-heart talk. In short, many students are struggling to make good choices during independent work time. Regardless of the structures I have put in place, the same students continue to socialize and find other ways to entertain themselves while I meet with small groups. Therefore, they are not completing their tasks. Something has got to change.
So, moving forward, students who do not complete their work, and have not requested extra help, will be graded on what I see. If nothing is done, I will be forced to give them the grade they earned, an N. Obviously if a student needs help, and asks for it, they will be given more time to complete their assignments.
After our talk, we created a word splash of important vocabulary for our current math unit, fractions. Then we began our math rotations.
During the small group, teacher-led, rotation the students partitioned shapes into a given number of equal parts and then labeled each part with the correct fraction.
During math with a partner, the students completed a worksheet which required them to partition a whole int equal parts and then correctly label the parts. If they finished early, they played Fraction Bump or a fraction matching game.
During the technology rotation the children watched a Khan Academy lesson about numerators and denominators and then played a game to practice what they had learned. If they finished early they played a game called Fraction Shoot to practice identifying fractions.
HOMEWORK is posted on Google Classroom.
After our math block we took a Go Noodle break and then began a social studies lesson.
Today we reviewed the 9 Wonders of Africa and the students evaluated each to determine whether it is a natural or human-made geographic feature.
As I met with guided reading groups, the students worked independently on the following assignments. First, they completed an assignment to prepare them for their new guided reading text. Then they worked on a formative assessment covering defining words using context clues, answering questions, and identifying examples of cause and effect. After that, some students completed the opinion organizer. Then the children cu apart their new word work words, put their initials on the back, and completed a header sort. Finally, if there was time, they practiced writing the letters P, B, and R, in cursive.
Orange: The students had time to cut apart their word work words and write their initials on the back. Then I modeled doing a header sort. Students received an extra copy of their words and a header sort chart to take home. After that we reviewed facts we learned from our last book about trees. Then we previewed our next book, also about trees. We read the introduction and shared new facts we learned. Finally, we reviewed how to use the pronunciations guides to read the words chlorophyll, deciduous, and conifers. For HOMEWORK they need to read pages 4-6 and be prepared to discuss the meaning of the three words in bold print on page 5.
Pink: Independently the students created a chart in their RRJ listing facts they know about sky diving and questions they still have. Then, in group, the got a few minutes to begin cutting apart their word work words. After that I modeled doing a header sort with the new word work words. The students learned that plural nouns are words that are more than one person, place, or thing. They also determined that words that end in sh, ch, s, or x, have an es added to the end to make it plural. Words already ending in an e only get an s added to the end. Next we reviewed the facts they learned and questions they still had about sky diving. Finally, I handed out their new book, we discussed the format (question and answer), and read the introduction. For HOMEWORK the students need to read pages 4-6 and prepared to discuss the meaning of static line.
Green: Independently the children copied sentences from the text and meanings form the glossary for vocabulary from their new text, Influenza. Then, in group, they had a few minutes to begin cutting apart their new word work words. Then I modeled a header sort and reviewed unknown words. Next we discussed the assigned vocabulary. Finally we read the introduction of the book and determined the author's purpose for writing the book. For HOMEWORK the children need to read pages 4-8 and be able to explain what the flu is.
Blue: Independently the children copied sentences from the text and meanings form the glossary for vocabulary from their new text, Influenza. In group we discussed the new word work words which contain the suffixes, er, or, ian, or ist, which are most commonly added to verbs to make a noun meaning "doer" of... After that we discussed the vocabulary for their new text. For HOMEWORK the students need to read pages 4-8 and be prepared to discuss what the flu is.
After our literacy block the students enjoyed indoor recess and lunch.
When the children returned to class, we had a heart-to-heart talk. In short, many students are struggling to make good choices during independent work time. Regardless of the structures I have put in place, the same students continue to socialize and find other ways to entertain themselves while I meet with small groups. Therefore, they are not completing their tasks. Something has got to change.
So, moving forward, students who do not complete their work, and have not requested extra help, will be graded on what I see. If nothing is done, I will be forced to give them the grade they earned, an N. Obviously if a student needs help, and asks for it, they will be given more time to complete their assignments.
After our talk, we created a word splash of important vocabulary for our current math unit, fractions. Then we began our math rotations.
During the small group, teacher-led, rotation the students partitioned shapes into a given number of equal parts and then labeled each part with the correct fraction.
During math with a partner, the students completed a worksheet which required them to partition a whole int equal parts and then correctly label the parts. If they finished early, they played Fraction Bump or a fraction matching game.
During the technology rotation the children watched a Khan Academy lesson about numerators and denominators and then played a game to practice what they had learned. If they finished early they played a game called Fraction Shoot to practice identifying fractions.
HOMEWORK is posted on Google Classroom.
After our math block we took a Go Noodle break and then began a social studies lesson.
Today we reviewed the 9 Wonders of Africa and the students evaluated each to determine whether it is a natural or human-made geographic feature.
Friday, January 15, 2016
Fantastic Friday
This morning, after watching the video announcements, we began our literacy block.
Today the students began by identifying examples of cause and effect from their guided reading books. Then they completed their opinion paragraph organizer, for the inquiry project, and revised it with a partner. Then they caught up on word work and cursive assignments.
As they worked, I met with guided reading groups.
Orange: We began with a word work quiz. Then we identified two examples of cause and effect from our guided reading book and wrote them on a chart in our RRJ. After that, we turned each example into a complete sentence. I collected their books. They will get new ones next week.
After the Orange group met, we had a fire drill. :-)
Pink: Independently the students reread pages 3 and 4 and identified an example of cause and effect from each page, on a chart in their RRJ. We began group with a word work quiz. Then we shared the examples of cause and effect. After that the students wrote sentences to describe each cause and effect. I collected their books. They will get a new one next week.
Green: Independently the students reread pages 17-19 and identified two examples of cause and effect, on a chart, in their RRJ. In group we began with a word work quiz. Then we shared and discussed their examples of cause and effect. Finally we wrote a sentence, using one of the examples to clearly state the cause and effect. I collected their books. They will get new ones next week.
Blue: Independently the students identified 3 examples of cause and effect from pages 9-15 in their guided reading book. In group we began with our word work quiz. Then we shared and discussed some of the examples of cause and effect. Finally, the students chose one of their examples to write in a complete sentence that clearly stated the relationship.
After our literacy block, the students enjoyed outdoor recess and lunch.
When they returned to class we shared homework writing journals.
Next we practiced naming and identifying fractions by playing a computer game called Kahoot.
After that we got packed up.
We ended our day with an assembly called, "The Rhythms of India".
Enjoy the 3 day weekend! :-)
Today the students began by identifying examples of cause and effect from their guided reading books. Then they completed their opinion paragraph organizer, for the inquiry project, and revised it with a partner. Then they caught up on word work and cursive assignments.
As they worked, I met with guided reading groups.
Orange: We began with a word work quiz. Then we identified two examples of cause and effect from our guided reading book and wrote them on a chart in our RRJ. After that, we turned each example into a complete sentence. I collected their books. They will get new ones next week.
After the Orange group met, we had a fire drill. :-)
Pink: Independently the students reread pages 3 and 4 and identified an example of cause and effect from each page, on a chart in their RRJ. We began group with a word work quiz. Then we shared the examples of cause and effect. After that the students wrote sentences to describe each cause and effect. I collected their books. They will get a new one next week.
Green: Independently the students reread pages 17-19 and identified two examples of cause and effect, on a chart, in their RRJ. In group we began with a word work quiz. Then we shared and discussed their examples of cause and effect. Finally we wrote a sentence, using one of the examples to clearly state the cause and effect. I collected their books. They will get new ones next week.
Blue: Independently the students identified 3 examples of cause and effect from pages 9-15 in their guided reading book. In group we began with our word work quiz. Then we shared and discussed some of the examples of cause and effect. Finally, the students chose one of their examples to write in a complete sentence that clearly stated the relationship.
After our literacy block, the students enjoyed outdoor recess and lunch.
When they returned to class we shared homework writing journals.
Next we practiced naming and identifying fractions by playing a computer game called Kahoot.
After that we got packed up.
We ended our day with an assembly called, "The Rhythms of India".
Enjoy the 3 day weekend! :-)
Thursday, January 14, 2016
Thriving Thursday
This morning, after the announcements, we began our literacy block. I spent time explaining, and modeling, how to complete the organizer for the opinion paragraph of the inquiry project. Students will state their opinion as to whether their tool has had a positive or negative impact on humans. Then they will name and explain facts to support it.
While I met with reading groups the students completed guided reading group assignments. Then they began working on their opinion organizer. After that they did a buddy check using their word work words.
Orange: We began by rereading their book. Then we listed cause and effect signal words in their RRJ. Then we reread page 4 and discussed an example of cause and effect. For HOMEWORK the students need to reread this book one last time! :-)
Pink: Big goof with this group!!! :-0 I read my notes wrong and thought we had gone over cause and effect signal words. So, independently the students were supposed to reread their book and flag any that they found. Unfortunately, those were the plans for TOMORROW...so they were rather unsuccessful. We figured this out when they got to group. So, when they got to group, they took notes about cause and effect and listed signal words in their RRJ. Then we reread page 3 and identified an example of cause and effect. For HOMEWORK the students need to reread the entire book.
Green: Independently the students reread pages 10-19 and flagged cause and effect signal words, using the list in their RRJ. In group we reviewed some of the words they flagged and then they wrote 3 examples of cause and effect, from their book, on a chart in their RRJ. Finally we reviewed the examples they wrote on the chart. For HOMEWORK the students need to reread pages 10-19.
Blue: Independently the students reread pages 9-15 and flagged cause and effect signal words. In group we reviewed the sections of text they marked. Then we practiced identifying the cause and effect, orally. For HOMEWORK the students need to reread the entire book.
After our literacy block the students enjoyed outdoor recess and lunch.
When they returned to class we began our math block.
During the small group instruction we partitioned pattern blocks, using other blocks, to create equal parts and name unit fractions.
During math with a partner, the children practiced identifying fractions as they played Fraction Bump.
Finally, during the technology rotation the students watched a Khan Academy lesson and completed two practice activities.
In the middle of our math block the children went to art with Mrs. Daniell. When they returned to class we finished it.
HOMEWORK is posted in Google Classroom.
After math we continued reading and discussing the many wonders of Africa. Today we learned about the Great Serengeti Migration, the Nile River, and the Aswan Dam.
No math quiz tomorrow but we will have a word work quiz.
While I met with reading groups the students completed guided reading group assignments. Then they began working on their opinion organizer. After that they did a buddy check using their word work words.
Orange: We began by rereading their book. Then we listed cause and effect signal words in their RRJ. Then we reread page 4 and discussed an example of cause and effect. For HOMEWORK the students need to reread this book one last time! :-)
Pink: Big goof with this group!!! :-0 I read my notes wrong and thought we had gone over cause and effect signal words. So, independently the students were supposed to reread their book and flag any that they found. Unfortunately, those were the plans for TOMORROW...so they were rather unsuccessful. We figured this out when they got to group. So, when they got to group, they took notes about cause and effect and listed signal words in their RRJ. Then we reread page 3 and identified an example of cause and effect. For HOMEWORK the students need to reread the entire book.
Green: Independently the students reread pages 10-19 and flagged cause and effect signal words, using the list in their RRJ. In group we reviewed some of the words they flagged and then they wrote 3 examples of cause and effect, from their book, on a chart in their RRJ. Finally we reviewed the examples they wrote on the chart. For HOMEWORK the students need to reread pages 10-19.
Blue: Independently the students reread pages 9-15 and flagged cause and effect signal words. In group we reviewed the sections of text they marked. Then we practiced identifying the cause and effect, orally. For HOMEWORK the students need to reread the entire book.
After our literacy block the students enjoyed outdoor recess and lunch.
When they returned to class we began our math block.
During the small group instruction we partitioned pattern blocks, using other blocks, to create equal parts and name unit fractions.
During math with a partner, the children practiced identifying fractions as they played Fraction Bump.
Finally, during the technology rotation the students watched a Khan Academy lesson and completed two practice activities.
In the middle of our math block the children went to art with Mrs. Daniell. When they returned to class we finished it.
HOMEWORK is posted in Google Classroom.
After math we continued reading and discussing the many wonders of Africa. Today we learned about the Great Serengeti Migration, the Nile River, and the Aswan Dam.
No math quiz tomorrow but we will have a word work quiz.
Wednesday, January 13, 2016
Wonderful Wednesday
This morning about 60 third grade students were involved in testing for the Highly Gifted Center. Due to such a large number, two of our teachers had to help. Therefore, our schedule was changed a bit.
We spent this morning learning about Martin Luther King, Jr and how his ideas and actions impacted all humans. First we watched a "Kid President" video introducing us to the story of Martin Luther King, Jr. After sharing our thoughts we watched a second video that included more facts and details about his life and legacy. Then students had the chance to identify things that surprised them.
Next the students made "trading cards" (think football or baseball cards) for Martin Luther King, Jr., and Rosa Parks. They used the "stats", or information, listed on the cards to complete several activities.
First we compared and contrasted Martin Luther King, Jr., and Rosa Parks, using a Venn diagram. Then we wrote a few sentences to reflect the organizer.
After that we created a timeline of important dates using the trading cards.
Then we took a much needed Go Noodle brain break.
Next the children used the "trading cards" to write 2 facts and 1 fib about MLK Jr., and Rosa Parks. Then we shared these and attempted to identify the fib...without using the trading cards. :-)
Finally we watched a Reading Rainbow episode, The Story of Martin Luther King, Jr. Then the children wrote about a dream they have for the future.
After that the children went to music with Mrs. Graf. The they enjoyed lunch and indoor recess.
After recess we began our math block.
Our math block was shorter because of the changes to our routine. So, I did not meet with all groups.
Students who met with me practiced utilizing vocabulary specific to fractions as they read, wrote, and drew a representation of unit fractions.
During math with a partner, students engaged in math discourse as they rolled a die to create a fraction, then names a drew a representation of it in their math journal.
During the technology rotation the students practiced identifying and creating fractions using a new site, Matific.
HOMEWORK is posted on Google Classroom.
We spent this morning learning about Martin Luther King, Jr and how his ideas and actions impacted all humans. First we watched a "Kid President" video introducing us to the story of Martin Luther King, Jr. After sharing our thoughts we watched a second video that included more facts and details about his life and legacy. Then students had the chance to identify things that surprised them.
Next the students made "trading cards" (think football or baseball cards) for Martin Luther King, Jr., and Rosa Parks. They used the "stats", or information, listed on the cards to complete several activities.
First we compared and contrasted Martin Luther King, Jr., and Rosa Parks, using a Venn diagram. Then we wrote a few sentences to reflect the organizer.
After that we created a timeline of important dates using the trading cards.
Then we took a much needed Go Noodle brain break.
Next the children used the "trading cards" to write 2 facts and 1 fib about MLK Jr., and Rosa Parks. Then we shared these and attempted to identify the fib...without using the trading cards. :-)
Finally we watched a Reading Rainbow episode, The Story of Martin Luther King, Jr. Then the children wrote about a dream they have for the future.
After that the children went to music with Mrs. Graf. The they enjoyed lunch and indoor recess.
After recess we began our math block.
Our math block was shorter because of the changes to our routine. So, I did not meet with all groups.
Students who met with me practiced utilizing vocabulary specific to fractions as they read, wrote, and drew a representation of unit fractions.
During math with a partner, students engaged in math discourse as they rolled a die to create a fraction, then names a drew a representation of it in their math journal.
During the technology rotation the students practiced identifying and creating fractions using a new site, Matific.
HOMEWORK is posted on Google Classroom.
Tuesday, January 12, 2016
Terrific Tuesday
This morning, after the announcements, we began our literacy block.
The students will be planning their final part of the inquiry project, an opinion paragraph. So, I modeled how to begin planning for it by completing a 4Cs graphic organizer. The children will brainstorm how they use their tool, any challenges created by their tool, how they perceive their tool, and changes in their own thinking regarding the tool.
As I met with guided reading groups the children completed an independent guided reading groups assignment. Then they completed the 4Cs organizer, described above. Net they practiced their word work words by using 10 in meaningful sentences. After that they practiced writing the letter Z in cursive.
Orange: We reviewed the questions we wrote using the headings. Then we read to identify the answer to each question. We decide upon key words for each question and listed them on our sticky notes. Finally, the children, independently, wrote answers to the last two questions, in their RRJ. For HOMEWORK the students need to reread the entire book.
Pink: Independently the students wrote answers, in their RRJ, for the questions we answered orally in group yesterday. Then in group we reviewed the final 3 questions we wrote using the headings and identified key words for each. For HOMEWORK the students need to reread the entire book.
Green: Independently the students reread pages 6-8 and identified two more examples of cause and effect, from the text, in their RRJ. In group we shared and discussed the examples of cause and effect. We also added new examples to our charts. For HOMEWORK the children need to read pages 10-19.
Blue: Independently the students reread pages 2-8, turning each heading into a question and reading to answer it. Then they chose two of their questions to answer, in writing, in their RRJ. In group we shared the questions they wrote. Then we reviewed cause and effect and listed signal or key words. Finally we reread page 8, found a signal word, and identified an example of cause and effect. For HOMEWORK the students need to read pages 9-15.
After our literacy block the students enjoyed indoor recess and lunch.
When the students returned to class we had to take some time to talk about being respectful and following directions.
After our talk, we began our math block.
During the small group, teacher-led, instruction we defined vocabulary associated to fractions, such as, numerator, denominator, fractions bar, part, whole, etc. We also spent time identifying unit fractions using Cuisenaire rods.
During math with a partner the students began by sort pictures and words identifying common unit fractions. Then they used a die to roll numbers and create unit fractions. As they did, they wrote the fraction and drew a representation in their math journal.
During the technology rotation the students watched a Khan Academy lesson about fractions and practiced the new concepts.
HOMEWORK is posted in Google Classroom.
We ended the day with a guidance lesson, with Ms. Snyder, about including others.
The students will be planning their final part of the inquiry project, an opinion paragraph. So, I modeled how to begin planning for it by completing a 4Cs graphic organizer. The children will brainstorm how they use their tool, any challenges created by their tool, how they perceive their tool, and changes in their own thinking regarding the tool.
As I met with guided reading groups the children completed an independent guided reading groups assignment. Then they completed the 4Cs organizer, described above. Net they practiced their word work words by using 10 in meaningful sentences. After that they practiced writing the letter Z in cursive.
Orange: We reviewed the questions we wrote using the headings. Then we read to identify the answer to each question. We decide upon key words for each question and listed them on our sticky notes. Finally, the children, independently, wrote answers to the last two questions, in their RRJ. For HOMEWORK the students need to reread the entire book.
Pink: Independently the students wrote answers, in their RRJ, for the questions we answered orally in group yesterday. Then in group we reviewed the final 3 questions we wrote using the headings and identified key words for each. For HOMEWORK the students need to reread the entire book.
Green: Independently the students reread pages 6-8 and identified two more examples of cause and effect, from the text, in their RRJ. In group we shared and discussed the examples of cause and effect. We also added new examples to our charts. For HOMEWORK the children need to read pages 10-19.
Blue: Independently the students reread pages 2-8, turning each heading into a question and reading to answer it. Then they chose two of their questions to answer, in writing, in their RRJ. In group we shared the questions they wrote. Then we reviewed cause and effect and listed signal or key words. Finally we reread page 8, found a signal word, and identified an example of cause and effect. For HOMEWORK the students need to read pages 9-15.
After our literacy block the students enjoyed indoor recess and lunch.
When the students returned to class we had to take some time to talk about being respectful and following directions.
After our talk, we began our math block.
During the small group, teacher-led, instruction we defined vocabulary associated to fractions, such as, numerator, denominator, fractions bar, part, whole, etc. We also spent time identifying unit fractions using Cuisenaire rods.
During math with a partner the students began by sort pictures and words identifying common unit fractions. Then they used a die to roll numbers and create unit fractions. As they did, they wrote the fraction and drew a representation in their math journal.
During the technology rotation the students watched a Khan Academy lesson about fractions and practiced the new concepts.
HOMEWORK is posted in Google Classroom.
We ended the day with a guidance lesson, with Ms. Snyder, about including others.
Monday, January 11, 2016
Marvelous Monday
This morning, after the announcements, we began our literacy block.
Today, while I meet with guided reading groups, the children will begin with an independent task using their guided reading book. After that they will watch a Learn Zillion lesson about opinion writing, twice. The second time they view it, they will take notes about the review, common mistake, and core lesson, in their work on writing journal. Next the children will practice their word work words by writing them across and down. Then they will practice writing the letter Z, in cursive.
Orange: We shared the questions they wrote using the last two headings in their book. Then we reviewed the question for the first heading and read the entire section n order to answer it. As we discussed the answer we wrote key words on the sticky note that stated the question. After that we practiced answering the question, using the book and our key words, orally. When students returned to their seats they wrote an answer in their RRJ. For HOMEWORK the children need to read the entire book.
Pink: Independently the children turned each heading in their book into a question. When we got to group we shared their questions. They did a nice job!! Then we read the first three sections, one att a time, and discussed the answer to the question. Additionally, we determined and wrote a couple of key words that would be necessary to answer the question for those sections. For HOMEWORK the students need to reread pages 3-12.
Green: Independently the students read pages 3-9 and flagged cause and effect key word (signal words) that we listed on Friday. In group we reviewed their flagged words and determined whether they indicated examples of cause and effect. Then we wrote them on a chart in their RRJ. FOr HOMEWORK they need to reread pages 3-9.
Blue: Independently the students copied sentences using specified words, read the meaning of the word in the glossary and then chose a synonym from thesaurus.com for assigned vocabulary words from their book. In group we reviewed and discussed the vocabulary words and sysnonyms. FOr HOMEWORK the students need to read pages 2-8.
After our literacy block the students enjoyed indoor recess and lunch.
When the students returned to class we took our math quiz. During the quiz, we took a break to go to PE. When we returned to class, the students finished the quiz.
After math we had a social studies lesson. We reviewed the two types of geographic characteristics , natural and human-made. Then we began learning about the "Wonders" of Africa, the Sahara Desert and the Egyptian Pyramids.
There is HOMEWORK posted on Google Classroom.
Today, while I meet with guided reading groups, the children will begin with an independent task using their guided reading book. After that they will watch a Learn Zillion lesson about opinion writing, twice. The second time they view it, they will take notes about the review, common mistake, and core lesson, in their work on writing journal. Next the children will practice their word work words by writing them across and down. Then they will practice writing the letter Z, in cursive.
Orange: We shared the questions they wrote using the last two headings in their book. Then we reviewed the question for the first heading and read the entire section n order to answer it. As we discussed the answer we wrote key words on the sticky note that stated the question. After that we practiced answering the question, using the book and our key words, orally. When students returned to their seats they wrote an answer in their RRJ. For HOMEWORK the children need to read the entire book.
Pink: Independently the children turned each heading in their book into a question. When we got to group we shared their questions. They did a nice job!! Then we read the first three sections, one att a time, and discussed the answer to the question. Additionally, we determined and wrote a couple of key words that would be necessary to answer the question for those sections. For HOMEWORK the students need to reread pages 3-12.
Green: Independently the students read pages 3-9 and flagged cause and effect key word (signal words) that we listed on Friday. In group we reviewed their flagged words and determined whether they indicated examples of cause and effect. Then we wrote them on a chart in their RRJ. FOr HOMEWORK they need to reread pages 3-9.
Blue: Independently the students copied sentences using specified words, read the meaning of the word in the glossary and then chose a synonym from thesaurus.com for assigned vocabulary words from their book. In group we reviewed and discussed the vocabulary words and sysnonyms. FOr HOMEWORK the students need to read pages 2-8.
After our literacy block the students enjoyed indoor recess and lunch.
When the students returned to class we took our math quiz. During the quiz, we took a break to go to PE. When we returned to class, the students finished the quiz.
After math we had a social studies lesson. We reviewed the two types of geographic characteristics , natural and human-made. Then we began learning about the "Wonders" of Africa, the Sahara Desert and the Egyptian Pyramids.
There is HOMEWORK posted on Google Classroom.
Friday, January 8, 2016
TGIF!!
This morning, after watching the video taped morning announcements, we began our literacy block.
Today all groups got new guided reading books. So, the children began their independent work with an assignment to build comprehension. Then they finished typing their informational paragraphs and read and revised all 3 paragraphs with a partner. Next the students practiced their word work words and cursive.
As they worked, I met with guided reading groups.
Orange: I introduced the new book, Taking Care of Trees, and then we reviewed and practiced vocabulary used in the book. After that we worked together to turn headings into questions to help guide our reading. Then, students finished turning the rest of the headings into questions independently.
Pink: Independently the students copied sentences, from the book, Skydiving, with selected vocabulary words. Then they used the glossary to write the definition. In group we shared whether or not we would ever skydive and reviewed, and practiced, the new vocabulary.
Green: Independently the students copied sentences with selected vocabulary, from their new book, Paleontology, read the meaning of the words, using the glossary, and then identified a synonym for each, using dictionary.com. In group we shared background knowledge and discussed the impact that dinosaur fossils have on learning about life in the past and reviewed and practiced the new vocabulary. Finally, we listed cause and effect "key words" in our RRJ.
Blue:The students attempted to build background knowledge by watching a Discovery Education video about the Explorers from the 1400s. Then the children read the first few pages in their new book, Adventure in the Americas, and identified 2 facts about John Cabot and Christopher Columbus. In group we shared background knowledge about the early explorers and the facts we learned about them.
After our literacy block the students enjoyed outdoor recess and lunch.
I had planned to give a math formative. However, last night it occurred to me that we had missed two math blocks due to MAP-M testing. Therefore, today we had our regular math block and we will take a quiz on Monday.
Today during the small group instruction we briefly reviewed three digit addition and subtraction, with regrouping, as a warm up. Then we used the read-draw-write method to solve word problems involving all operations.
During math with a a partner the students engaged in discourse as they played a Clip n Cover game focusing on multiplication facts and word problems.
Finally during the technology rotation the students revisited the Matching Cards site to practice the basic multiplication facts.
After math we quickly reviewed the difference between natural and man-made features and then took a brief assessment.
Next the students had the opportunity to share their homework writing journal entries.
After that we took a Go Noodle brain break to get the "wigglies" out, and then had our weekly class meeting.
We began with a group share. Each person had the chance to share how they are feeling in school. Many said they were happy because they completed the three inquiry paragraphs...this was a good reminder to me that they have been working quite hard! Next we exchanged thank yous and compliments...there were A LOT this week! Finally, we briefly discussed the challenge of acting like a third grader on the carpet...particularly putting an end to the spontaneous laughter.
It was a great meeting that left me feeling warm and fuzzy inside. :-)
Have a great weekend!!
Today all groups got new guided reading books. So, the children began their independent work with an assignment to build comprehension. Then they finished typing their informational paragraphs and read and revised all 3 paragraphs with a partner. Next the students practiced their word work words and cursive.
As they worked, I met with guided reading groups.
Orange: I introduced the new book, Taking Care of Trees, and then we reviewed and practiced vocabulary used in the book. After that we worked together to turn headings into questions to help guide our reading. Then, students finished turning the rest of the headings into questions independently.
Pink: Independently the students copied sentences, from the book, Skydiving, with selected vocabulary words. Then they used the glossary to write the definition. In group we shared whether or not we would ever skydive and reviewed, and practiced, the new vocabulary.
Green: Independently the students copied sentences with selected vocabulary, from their new book, Paleontology, read the meaning of the words, using the glossary, and then identified a synonym for each, using dictionary.com. In group we shared background knowledge and discussed the impact that dinosaur fossils have on learning about life in the past and reviewed and practiced the new vocabulary. Finally, we listed cause and effect "key words" in our RRJ.
Blue:The students attempted to build background knowledge by watching a Discovery Education video about the Explorers from the 1400s. Then the children read the first few pages in their new book, Adventure in the Americas, and identified 2 facts about John Cabot and Christopher Columbus. In group we shared background knowledge about the early explorers and the facts we learned about them.
After our literacy block the students enjoyed outdoor recess and lunch.
I had planned to give a math formative. However, last night it occurred to me that we had missed two math blocks due to MAP-M testing. Therefore, today we had our regular math block and we will take a quiz on Monday.
Today during the small group instruction we briefly reviewed three digit addition and subtraction, with regrouping, as a warm up. Then we used the read-draw-write method to solve word problems involving all operations.
During math with a a partner the students engaged in discourse as they played a Clip n Cover game focusing on multiplication facts and word problems.
Finally during the technology rotation the students revisited the Matching Cards site to practice the basic multiplication facts.
After math we quickly reviewed the difference between natural and man-made features and then took a brief assessment.
Next the students had the opportunity to share their homework writing journal entries.
After that we took a Go Noodle brain break to get the "wigglies" out, and then had our weekly class meeting.
We began with a group share. Each person had the chance to share how they are feeling in school. Many said they were happy because they completed the three inquiry paragraphs...this was a good reminder to me that they have been working quite hard! Next we exchanged thank yous and compliments...there were A LOT this week! Finally, we briefly discussed the challenge of acting like a third grader on the carpet...particularly putting an end to the spontaneous laughter.
It was a great meeting that left me feeling warm and fuzzy inside. :-)
Have a great weekend!!
Thursday, January 7, 2016
Thursday
This morning, prior to the announcements, I worked with a small group of students helping them to read, draw, write, and solve division problems.
After the announcements we had a discussion about respect. Yesterday, Mr. McGee had to speak to our class twice, once during indoor recess, and then, again, during music. I followed up with the students this morning. Then we began our literacy block.
Today the students began with a guided reading group assignment. They chose two of their vocabulary words, from Tuesday and Wednesday, and wrote meaningful sentences for each to demonstrate they understood and could correctly use the word. This will be a vocabulary grade. Next they continued working on the third paragraph of their inquiry project. Then they practiced their word work words using Look, Say, Cover, Write, Check, or Rainbow Words. After that, they practice writing the letters U, V, and Y, in cursive.
As they worked I met with guided reading groups.
Orange: We began by reviewing words with the -ee and -ea vowel patterns. Then we continued working on cause and effect. Today I identified sentences in their book that contained an effect. The students then wrote a "what caused..." question . After they wrote the question, they read the text and wrote an answer to it. For HOMEWORK the students need to reread the entire book, working on stamina and fluency.
Pink: The students chose two words to use in meaningful sentences. Then, in group, we reviewed the cause and effect from the caption on page 10 (last night's homework). After that, the children read page 12 and identified an example of cause and effect. For HOMEWORK the students need to reread the entire book, working on stamina and fluency.
Green: The students chose two words to use in meaningful sentences. Then, in group, we reviewed the sentences and the cause and effect from page 12. For HOMEWORK the children need to reread their entire book working on stamina.
Blue: The students chose two words to use in meaningful sentences. Then, in group, we reviewed the cause and effect from last night's homework. After that, the students reread page 15 and identified an example of cause and effect. For HOMEWORK the students need to reread their entire book working on stamina.
After our literacy block, the students enjoyed outdoor recess and lunch.
When they returned to class, the students had time to finish the MAP-M assessment they began yesterday.
Then the class went to art.
Finally, we celebrated our class Dojos with a game afternoon. We played board games for the last 40 minutes of our day.
We WILL have a quiz tomorrow covering word problems.
HOMEWORK is posted on Google Classroom.
After the announcements we had a discussion about respect. Yesterday, Mr. McGee had to speak to our class twice, once during indoor recess, and then, again, during music. I followed up with the students this morning. Then we began our literacy block.
Today the students began with a guided reading group assignment. They chose two of their vocabulary words, from Tuesday and Wednesday, and wrote meaningful sentences for each to demonstrate they understood and could correctly use the word. This will be a vocabulary grade. Next they continued working on the third paragraph of their inquiry project. Then they practiced their word work words using Look, Say, Cover, Write, Check, or Rainbow Words. After that, they practice writing the letters U, V, and Y, in cursive.
As they worked I met with guided reading groups.
Orange: We began by reviewing words with the -ee and -ea vowel patterns. Then we continued working on cause and effect. Today I identified sentences in their book that contained an effect. The students then wrote a "what caused..." question . After they wrote the question, they read the text and wrote an answer to it. For HOMEWORK the students need to reread the entire book, working on stamina and fluency.
Pink: The students chose two words to use in meaningful sentences. Then, in group, we reviewed the cause and effect from the caption on page 10 (last night's homework). After that, the children read page 12 and identified an example of cause and effect. For HOMEWORK the students need to reread the entire book, working on stamina and fluency.
Green: The students chose two words to use in meaningful sentences. Then, in group, we reviewed the sentences and the cause and effect from page 12. For HOMEWORK the children need to reread their entire book working on stamina.
Blue: The students chose two words to use in meaningful sentences. Then, in group, we reviewed the cause and effect from last night's homework. After that, the students reread page 15 and identified an example of cause and effect. For HOMEWORK the students need to reread their entire book working on stamina.
After our literacy block, the students enjoyed outdoor recess and lunch.
When they returned to class, the students had time to finish the MAP-M assessment they began yesterday.
Then the class went to art.
Finally, we celebrated our class Dojos with a game afternoon. We played board games for the last 40 minutes of our day.
We WILL have a quiz tomorrow covering word problems.
HOMEWORK is posted on Google Classroom.
Wednesday, January 6, 2016
Wonderful Wednesday
This morning, prior to the announcements, I worked with a small group of students practicing subtraction with regrouping. Then, after the announcements, we began our literacy block.
I began by modeling how to use the paragraph 3 organizer, and the feedback I provided, to type up the last informational paragraph. Then I demonstrated how to write the letters U, Y, and V, in cursive.
After that, the students worked, independently, on guided reading vocabulary, the inquiry project (either the organizer or typing up the paragraph...students are at various places right now), practicing their word work words, and writing the letters U, Y, and V, in cursive.
As they worked, I met with guided reading groups.
Orange: We began by reviewing the long /e/ patterns, ee and ea. Then we shared and revised the independent work they did yesterday, when they turned a heading into a question and used the text to answer it. After that we reviewed cause and effect. Then I provided effects, from page 10, and the children read and identified the cause for each. For HOMEWORK the children need to read pages 10-23 and list words with the ee and ea pattern, on the sticky note I provided.
Pink: Independently the students copied the sentence, from their book, that contained important vocabulary and the used the glossary to define them. In group we reviewed the vocabulary. Then we discussed cause and effect. Next, the students read pages 10 and 11 and identified an example of cause and effect. For HOMEWORK the children need to read pages 10-15 and identify an example of cause and effect from the caption on page 10, on a sticky note.
Green: Independently the students copied the sentence, from their book, that contained important vocabulary and the used the glossary to define them. In group we reviewed the vocabulary. Then we discussed cause and effect and shared some real life examples. After that, the students whisper read pages 8-11 and identified an example of cause and effect from page 10. For HOMEWORK the students need to read pages 8-15, and identify an example of cause and effect, on the sticky note, from page 12.
Blue: Independently the students copied the sentence, from their book, that contained important vocabulary and the used the glossary to define them. In group we reviewed the vocabulary. Then we discussed cause and effect and shared some real life examples. After that we read the text box on page 13 and identified an example of cause and effect. For HOMEWORK the students need to read pages 8-15 and identify another example of cause and effect from page 13 on the sticky note.
After our literacy block, the students enjoyed indoor recess and lunch.
When they returned to the classroom, we took the winter MAP-M. This is the computerized math assessment used to guide my planning and instruction. It is not a grade on the report card and has no impact on next year's placement. It provides data for me to see how well my instruction is being absorbed and retained and to help me plan for the next few months.
Most students finished. Those who didn't will be given more time, at some point, during the next week.
I was really proud of the behavior during the assessment. Students appeared to concentrate and put effort into the task. :-)
After math, the students ended their day in music with Mrs. Graf.
I began by modeling how to use the paragraph 3 organizer, and the feedback I provided, to type up the last informational paragraph. Then I demonstrated how to write the letters U, Y, and V, in cursive.
After that, the students worked, independently, on guided reading vocabulary, the inquiry project (either the organizer or typing up the paragraph...students are at various places right now), practicing their word work words, and writing the letters U, Y, and V, in cursive.
As they worked, I met with guided reading groups.
Orange: We began by reviewing the long /e/ patterns, ee and ea. Then we shared and revised the independent work they did yesterday, when they turned a heading into a question and used the text to answer it. After that we reviewed cause and effect. Then I provided effects, from page 10, and the children read and identified the cause for each. For HOMEWORK the children need to read pages 10-23 and list words with the ee and ea pattern, on the sticky note I provided.
Pink: Independently the students copied the sentence, from their book, that contained important vocabulary and the used the glossary to define them. In group we reviewed the vocabulary. Then we discussed cause and effect. Next, the students read pages 10 and 11 and identified an example of cause and effect. For HOMEWORK the children need to read pages 10-15 and identify an example of cause and effect from the caption on page 10, on a sticky note.
Green: Independently the students copied the sentence, from their book, that contained important vocabulary and the used the glossary to define them. In group we reviewed the vocabulary. Then we discussed cause and effect and shared some real life examples. After that, the students whisper read pages 8-11 and identified an example of cause and effect from page 10. For HOMEWORK the students need to read pages 8-15, and identify an example of cause and effect, on the sticky note, from page 12.
Blue: Independently the students copied the sentence, from their book, that contained important vocabulary and the used the glossary to define them. In group we reviewed the vocabulary. Then we discussed cause and effect and shared some real life examples. After that we read the text box on page 13 and identified an example of cause and effect. For HOMEWORK the students need to read pages 8-15 and identify another example of cause and effect from page 13 on the sticky note.
After our literacy block, the students enjoyed indoor recess and lunch.
When they returned to the classroom, we took the winter MAP-M. This is the computerized math assessment used to guide my planning and instruction. It is not a grade on the report card and has no impact on next year's placement. It provides data for me to see how well my instruction is being absorbed and retained and to help me plan for the next few months.
Most students finished. Those who didn't will be given more time, at some point, during the next week.
I was really proud of the behavior during the assessment. Students appeared to concentrate and put effort into the task. :-)
After math, the students ended their day in music with Mrs. Graf.
Tuesday, January 5, 2016
Terrific Tuesday
This morning, after the announcements, we began our literacy block.
Each guided reading group received a new book and a list of vocabulary words to focus on as they previewed their book. For each word they copied the sentence, from the book, that included the word and then used the glossary to identify its meaning. After that, the students continued working on the planning organizer for the third informational paragraph for the inquiry project. Next students completed a header sort using their new word work words.
As the children worked independently, I met with guided reading groups.
Orange: We previewed their new book and reviewed some vocabulary. After that, we began reading the book, turning each heading into a green question and reading to locate the answer, to improve our comprehension. For HOMEWORK the children need to reread pages 4-9.
Pink: The children identified and defined vocabulary from their new book prior to meeting in group. Then we reviewed the terms and previewed the book. After that, we turned the headings into green questions and read the text to determine the answer. Both the questions and answers were written on a chart in our RRJ. For HOMEWORK the students need to reread pages 2-9.
Green: The children identified and defined vocabulary from their new book prior to meeting in group. Then we reviewed the terms and previewed the book. After that, we turned the headings into green questions and read the text to determine the answer. Both the questions and answers were written on a chart in our RRJ. For HOMEWORK the students need to reread pages 2-7.
Blue: The children identified and defined vocabulary from their new book prior to meeting in group. Then we reviewed the terms and previewed the book. After that, we turned the headings into green questions and read the text to determine the answer. Both the questions and answers were written on a chart in our RRJ. For HOMEWORK the students need to reread pages 2-7.
Each guided reading group received a new book and a list of vocabulary words to focus on as they previewed their book. For each word they copied the sentence, from the book, that included the word and then used the glossary to identify its meaning. After that, the students continued working on the planning organizer for the third informational paragraph for the inquiry project. Next students completed a header sort using their new word work words.
As the children worked independently, I met with guided reading groups.
Orange: We previewed their new book and reviewed some vocabulary. After that, we began reading the book, turning each heading into a green question and reading to locate the answer, to improve our comprehension. For HOMEWORK the children need to reread pages 4-9.
Pink: The children identified and defined vocabulary from their new book prior to meeting in group. Then we reviewed the terms and previewed the book. After that, we turned the headings into green questions and read the text to determine the answer. Both the questions and answers were written on a chart in our RRJ. For HOMEWORK the students need to reread pages 2-9.
Green: The children identified and defined vocabulary from their new book prior to meeting in group. Then we reviewed the terms and previewed the book. After that, we turned the headings into green questions and read the text to determine the answer. Both the questions and answers were written on a chart in our RRJ. For HOMEWORK the students need to reread pages 2-7.
Blue: The children identified and defined vocabulary from their new book prior to meeting in group. Then we reviewed the terms and previewed the book. After that, we turned the headings into green questions and read the text to determine the answer. Both the questions and answers were written on a chart in our RRJ. For HOMEWORK the students need to reread pages 2-7.
After our literacy block the students enjoyed indoor recess and lunch.
When they returned to class we began our math block.
Today, during the small group, teacher-led, instruction we continued using RDW (read-draw-write) to solve word problems involving all operations. Some groups worked on situations involving one-step, while others tackled those with two-steps.
During math with a partner, the children played a Clip and Cover game practicing word problems and basic multiplication facts.
Finally, during the technology rotation, the children played on online multiplication matching card game...the same was as I assigned for HOMEWORK this evening.
After math we took a Go Noodle brain break...number 2 of the day...and then began social studies.
First we defined and provided examples of urban, suburban, and rural communities. Then we read the book, The Little House, and discussed the changes in the surroundings and identified examples of natural and human-made features.
Monday, January 4, 2016
Welcome Back!!!
I hope everyone enjoyed the winter break!!!
I know I was very excited to see the children and get back to a routine! :-)
This morning I began a new morning routine. Students will be given a different assignment each day of the week. On Mondays they will write in their writing journal about their weekend, or in this case their winter break.
After the announcements we shared something we did over winter break. Then we began our literacy block. I began by modeling how to use the research notes to complete the organizer for the third informational paragraph of the inquiry project. Then I went through each of the technology tools and explained which facts and details should be included. Next the students worked independently to complete the organizer, cut apart and put initials on the back of their new word work words, and practice writing the letters H, K, and X, in cursive,while I met with guided reading groups.
Orange: I completed a header sort for their new word study unit which focuses on the long /e/ sound spelled ee or ea, and the short /e/ sound. Students were given a header sort chart to take home.
Pink: I completed a header sort for their new word study unit which focuses on irregular past tense verbs. Students were given a header sort chart to take home.
Green: I completed a header sort for their new word study unit which focuses on ambiguous vowel patterns (oi/oy and ou/ow) in the first and second syllables of a word. Students were given a header sort chart to take home.
Blue: I completed a header sort for their new word study unit which focuses on comparative suffixes (-er, -ier, -est, -iest). Students were given a header sort chart to take home.
For HOMEWORK all groups need to read for 15 minutes, free choice, using a book they have at home or MyON. We will begin new guided reading books tomorrow.
After meeting with guided reading groups, I helped a small group work on their planning organizer for the third paragraph of the inquiry project.
The students enjoyed indoor recess and lunch, following our literacy block.
When they returned to class we reviewed our Chrome Book rules and computer etiquette, and then began our math block. This week we will continue working on memorizing the basic multiplication facts and representing, and solving, word problems involving all operations.
Today, during the small group, teacher led instruction, we practiced using the RDW (read, draw, write) strategy to solve word problems. Then, during math with a partner, the children played multiplication war to work on basic fact fluency. Finally, during the technology rotation, the students used their knowledge of the multiplication facts to complete a puzzle. Those who finished early visited Math Facts Pro to work on basic fact fluency.
In between our first and second math rotations, the students went to PE with Mr. Benco. We completed our math block after PE.
HOMEWORK is posted on Google Classroom...but it is to memorize the basic multiplication facts using mathfactspro.com or flashcards.
We were unable to get to social studies today.
I know I was very excited to see the children and get back to a routine! :-)
This morning I began a new morning routine. Students will be given a different assignment each day of the week. On Mondays they will write in their writing journal about their weekend, or in this case their winter break.
After the announcements we shared something we did over winter break. Then we began our literacy block. I began by modeling how to use the research notes to complete the organizer for the third informational paragraph of the inquiry project. Then I went through each of the technology tools and explained which facts and details should be included. Next the students worked independently to complete the organizer, cut apart and put initials on the back of their new word work words, and practice writing the letters H, K, and X, in cursive,while I met with guided reading groups.
Orange: I completed a header sort for their new word study unit which focuses on the long /e/ sound spelled ee or ea, and the short /e/ sound. Students were given a header sort chart to take home.
Pink: I completed a header sort for their new word study unit which focuses on irregular past tense verbs. Students were given a header sort chart to take home.
Green: I completed a header sort for their new word study unit which focuses on ambiguous vowel patterns (oi/oy and ou/ow) in the first and second syllables of a word. Students were given a header sort chart to take home.
Blue: I completed a header sort for their new word study unit which focuses on comparative suffixes (-er, -ier, -est, -iest). Students were given a header sort chart to take home.
For HOMEWORK all groups need to read for 15 minutes, free choice, using a book they have at home or MyON. We will begin new guided reading books tomorrow.
After meeting with guided reading groups, I helped a small group work on their planning organizer for the third paragraph of the inquiry project.
The students enjoyed indoor recess and lunch, following our literacy block.
When they returned to class we reviewed our Chrome Book rules and computer etiquette, and then began our math block. This week we will continue working on memorizing the basic multiplication facts and representing, and solving, word problems involving all operations.
Today, during the small group, teacher led instruction, we practiced using the RDW (read, draw, write) strategy to solve word problems. Then, during math with a partner, the children played multiplication war to work on basic fact fluency. Finally, during the technology rotation, the students used their knowledge of the multiplication facts to complete a puzzle. Those who finished early visited Math Facts Pro to work on basic fact fluency.
In between our first and second math rotations, the students went to PE with Mr. Benco. We completed our math block after PE.
HOMEWORK is posted on Google Classroom...but it is to memorize the basic multiplication facts using mathfactspro.com or flashcards.
We were unable to get to social studies today.
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