This morning after the announcements we began our literacy block...but before we could get started the children earned yet another class Dojo reward!! They voted on another game/art afternoon. We will enjoy this treat the first Friday after Spring Break, April 8.
While I finished my March reading assessments and met with guided reading groups, the children worked independently on the following tasks. First they completed an independent guided reading assignment. Then they too a diagnostic assessment for reading on Front Row. Finally, they continued working on their inquiry project.
Pink: The children reread pages 8-13 and identified an example of cause and effect on a t-chart in their RRJ. In group the children took their spelling tests and we shared and discussed their examples of cause and effect. I collected their books. We will begin a new book after break.
Green: Independently the students reread pages 70-81 and then, in their RRJ, they wrote 3-5 sentences about the main events in this chapter. In group the students took their word work, or spelling, quiz. Then we reviewed their sentences and retold the events in the chapter. Overall, the group is struggling with this text. They decided they wanted to begin a new text after Spring Break. Therefore, I collected the books.
Blue: Independently the students reread pages 67-81 and, in their RRJ, they identified a theme of the book and used two specific examples, from the text, to support it. In group we took a word work (spelling) quiz. Then we discussed the theme of the text and examples that support it. I collected their book and we will begin a new one after Spring Break.
After our literacy block the students enjoyed outdoor recess and lunch.
When the children returned to the classroom we began our math block. First we did a Train Your Brain and then the students took a formative (quiz) on comparing fractions. These have been scored and returned to students. Look for them in home folders this evening.
After math the students had some time to organize their baskets and the classroom. Then we finished sharing he culture projects.
Finally, the students ended their day in music.
Have a wonderful Spring Break!!
Wednesday, March 23, 2016
Tuesday, March 22, 2016
Terrific Tuesday
This morning, after the announcements, we began our literacy block. I began by attempting to show the class how to illustrate their realistic fiction picture books using Google Draw. We struggled through and eventually found a way.
Then, while I met with individuals to continue my March informal reading assessments, and guided reading groups, the children worked independently on the following tasks. First, they reread sections of their guided reading books and identified examples of cause and effect in their RRJ. After that, they practiced their word work words using either Look, Say, Cover, Write, Check, or typing each one twice into a Google Doc. Finally, the children worked on revising and publishing their realistic fiction picture book.
Pink: Independently the students reread pages 4-7 and identified an example of cause and effect on a t-chart in their RRJ. In group we reviewed various ways cause and effect can be written in sentences. Then the students shared their examples of cause and effect from pages 4-7. For HOMEWORK the students need to reread pages 8-13.
Green: Independently the students reread pages 61-69 and identified an example of cause and effect in their RRJ. The students are struggling to understand this book, so we began group by retelling the events of the chapter and reviewing their lists of unknown words. After that we reviewed cause and effect and shared their examples. For HOMEWORK need to read pages 70-81 and list unknown words.
Blue: Independently the students reread pages 67-81 and identified two examples of cause and effect on a t-chart in their RRJ. We met briefly to retell the events of the chapter. For HOMEWORK the students need to reread pages 67-81.
After our literacy block the students enjoyed outdoor recess and lunch.
When they returned to class, we began our math block with a Train Your Brain. Then the children began their rotations.
During the teacher-ed, small group, instruction we continued comparing fractions and began ordering fractions.
During math with a partner, the students engaged in math discourse as they played either Fraction War or Equivalent Fraction Match.
Finally, during the technology rotation, the students logged into a new web site, called Front Row, and completed a comparing fractions assignment.
HOMEWORK is posted on Google Classroom.
After math we continued sharing our Culture Projects.
Then, while I met with individuals to continue my March informal reading assessments, and guided reading groups, the children worked independently on the following tasks. First, they reread sections of their guided reading books and identified examples of cause and effect in their RRJ. After that, they practiced their word work words using either Look, Say, Cover, Write, Check, or typing each one twice into a Google Doc. Finally, the children worked on revising and publishing their realistic fiction picture book.
Pink: Independently the students reread pages 4-7 and identified an example of cause and effect on a t-chart in their RRJ. In group we reviewed various ways cause and effect can be written in sentences. Then the students shared their examples of cause and effect from pages 4-7. For HOMEWORK the students need to reread pages 8-13.
Green: Independently the students reread pages 61-69 and identified an example of cause and effect in their RRJ. The students are struggling to understand this book, so we began group by retelling the events of the chapter and reviewing their lists of unknown words. After that we reviewed cause and effect and shared their examples. For HOMEWORK need to read pages 70-81 and list unknown words.
Blue: Independently the students reread pages 67-81 and identified two examples of cause and effect on a t-chart in their RRJ. We met briefly to retell the events of the chapter. For HOMEWORK the students need to reread pages 67-81.
After our literacy block the students enjoyed outdoor recess and lunch.
When they returned to class, we began our math block with a Train Your Brain. Then the children began their rotations.
During the teacher-ed, small group, instruction we continued comparing fractions and began ordering fractions.
During math with a partner, the students engaged in math discourse as they played either Fraction War or Equivalent Fraction Match.
Finally, during the technology rotation, the students logged into a new web site, called Front Row, and completed a comparing fractions assignment.
HOMEWORK is posted on Google Classroom.
After math we continued sharing our Culture Projects.
Monday, March 21, 2016
Marvelous Monday - Culture Projects due!
It was so great seeing the awesome culture projects as the students came into the building. They all seemed so proud of their work.
After the morning announcements, we began our literacy block. I took some time to talk about the expectations involved with using my feedback to revise the children's realistic fiction picture books. Then I began modeling how to publish the writing using Google Slides.
While I met with individual students, to complete the March informal reading assessment,s and guided reading groups, the students worked on the following tasks. First they completed an independent guided reading group assignment. Then they practiced their word work words by doing a buddy check or writing each word twice. Finally, they continued revising their realistic fiction picture books and some began publishing.
Pink: We met and reviewed everyday examples of cause and effect. Then I modeled reading page 2, and marking examples of cause and effect using sticky note. After that we created a t-chart and added the examples to it. Next the children read page three, identified an example of cause and effect, and added it to their t-chart. Finally we shared and discussed the examples they identified independently. For HOMEWORK they need to reread pages 4-7 in their book.
Green: Independently the students read pages 50-60 and marked places they felt were important, surprising, and/or confusing. In group we reviewed this chapter by sharing their markings but the students were struggling with their comprehension. So we went back and summarized sections of the chapter discussing the events and Annie's feelings along the way. Finally we reviewed cause and effect as the way and what happened. Then we shared examples from the book. For HOMEWORK the students need to read pages 61-69 and list unknown words on a sticky note.
Blue: Independently the students read pages 53-66, listed unknown words on a sticky note, and identified one example of cause and effect. In group we reviewed their lists of unknown words and summarized the chapter. Then we shared their examples of cause and effect. For HOMEWORK The students need to read pages 67-88 and list unknown words on a sticky note.
After our literacy block the students enjoyed outdoor recess and lunch.
When the students returned to the classroom we began our math block. First we did a Train Your Brain and then we proceeded to our rotations.
During the small group, teacher-led, instruction we continued to compare fractions and justify our answers using words or pictures.
During math with a partner, the students engaged in math discourse and compare fractions, as they played Fraction War.
Finally, during the technology rotation, the students worked on an assignment, on TenMarks that focused on comparing fractions.
HOMEWORK is posted on Google Classroom.
During our second math rotation, the students went to PE with Mr. Benco.
After math we began sharing the culture projects. The majority of the children will share theirs tomorrow afternoon.
Finally we ended the day with our new, Favorite Part of the Day. Most of the students shared they liked Social Studies the best because they enjoyed hearing about each other's cultures!
After the morning announcements, we began our literacy block. I took some time to talk about the expectations involved with using my feedback to revise the children's realistic fiction picture books. Then I began modeling how to publish the writing using Google Slides.
While I met with individual students, to complete the March informal reading assessment,s and guided reading groups, the students worked on the following tasks. First they completed an independent guided reading group assignment. Then they practiced their word work words by doing a buddy check or writing each word twice. Finally, they continued revising their realistic fiction picture books and some began publishing.
Pink: We met and reviewed everyday examples of cause and effect. Then I modeled reading page 2, and marking examples of cause and effect using sticky note. After that we created a t-chart and added the examples to it. Next the children read page three, identified an example of cause and effect, and added it to their t-chart. Finally we shared and discussed the examples they identified independently. For HOMEWORK they need to reread pages 4-7 in their book.
Green: Independently the students read pages 50-60 and marked places they felt were important, surprising, and/or confusing. In group we reviewed this chapter by sharing their markings but the students were struggling with their comprehension. So we went back and summarized sections of the chapter discussing the events and Annie's feelings along the way. Finally we reviewed cause and effect as the way and what happened. Then we shared examples from the book. For HOMEWORK the students need to read pages 61-69 and list unknown words on a sticky note.
Blue: Independently the students read pages 53-66, listed unknown words on a sticky note, and identified one example of cause and effect. In group we reviewed their lists of unknown words and summarized the chapter. Then we shared their examples of cause and effect. For HOMEWORK The students need to read pages 67-88 and list unknown words on a sticky note.
After our literacy block the students enjoyed outdoor recess and lunch.
When the students returned to the classroom we began our math block. First we did a Train Your Brain and then we proceeded to our rotations.
During the small group, teacher-led, instruction we continued to compare fractions and justify our answers using words or pictures.
During math with a partner, the students engaged in math discourse and compare fractions, as they played Fraction War.
Finally, during the technology rotation, the students worked on an assignment, on TenMarks that focused on comparing fractions.
HOMEWORK is posted on Google Classroom.
During our second math rotation, the students went to PE with Mr. Benco.
After math we began sharing the culture projects. The majority of the children will share theirs tomorrow afternoon.
Finally we ended the day with our new, Favorite Part of the Day. Most of the students shared they liked Social Studies the best because they enjoyed hearing about each other's cultures!
Thursday, March 17, 2016
Thrilling Thursday - St. Patrick's Day
Before I begin to summarize our day, I want to share a few items of interest...
I will be out tomorrow at two doctors appointments. Therefore, there will not be a blog post. Also, the CULTURE PROJECT (poster) is due this coming Monday, March 21. Students will share their posters, with our class, at some point next week.
On to today...
After the morning announcements, we began our literacy block. Before going over the independent work, I reviewed the format of a friendly letter.
Today, while I continued with the March informal reading assessments and met with guided reading groups, the students completed independent reading tasks. Then they practiced writing their word work words using a Google Doc or a white board. After that they continued working on their culture 3-2-1 using Encyclopedia Britannica. Finally, they wrote thank you notes to the PTA for our wonderful assembly yesterday.
Pink: Independently the students read pages 12 and 13. Then they created a t-chart, in their RRJ, and turned the headings on both pages into questions. Finally they answered the questions they wrote, using the text. In group, we reviewed the purpose of a heading and how turning a heading into a question can help us better comprehend the text. Then we shared the questions they wrote, and tweaked those that needed it. I also modeled, through thinking aloud, how I read the text and pin point answers to my questions. We then did the same with the second question for the heading on page 13. For HOMEWORK the students need to read pages 14 and 15.
Green: Independently the students read pages 29-38 and marked places they thought were important, surprising, and/or confusing. Then they chose three words to define and share with the group. In group, the students each chose a word to teach to the group. Then we discussed the chapter focusing on the important parts of the section, especially the death of Annie's brother Jimmy. For HOMEWORK the children need to read pages 39-49 and list unknown words.
Blue: Independently the students read pages 38-46 and marked places they thought were important, surprising, and/or confusing. Then they chose three words to define and share with the group. In group, the students each chose a word to teach to the group. Then we discussed the chapter focusing on the destruction they puppies created and Gary's reaction to it. For HOMEWORK the children need to read pages 47-52 and list unknown words.
After our literacy block the students enjoyed outdoor recess and lunch.
When they returned to class we began our math block. First we did a "Train Your Brain". Then we began our math rotations.
During the small group instruction we practiced comparing fractions and then drawing models to justify our answer.
During math with a partner, the students engaged in math discourse as they paled the card game, Fraction War.
Finally, during the technology rotation the students finished their Ten Marks, comparing fractions, assignment from yesterday. Then they played Balloon Fractions, again comparing fractions.
HOMEWORK is posted on Google Classroom.
We ended today with a new block...Favorite PArt of the day. Students quickly shared their favorite part of today!!
There will not be a math formative or a word work quiz tomorrow. These will both take place next Wednesday, March 23.
Culture Projects are due Monday, March 21!
I will be out tomorrow at two doctors appointments. Therefore, there will not be a blog post. Also, the CULTURE PROJECT (poster) is due this coming Monday, March 21. Students will share their posters, with our class, at some point next week.
On to today...
After the morning announcements, we began our literacy block. Before going over the independent work, I reviewed the format of a friendly letter.
Today, while I continued with the March informal reading assessments and met with guided reading groups, the students completed independent reading tasks. Then they practiced writing their word work words using a Google Doc or a white board. After that they continued working on their culture 3-2-1 using Encyclopedia Britannica. Finally, they wrote thank you notes to the PTA for our wonderful assembly yesterday.
Pink: Independently the students read pages 12 and 13. Then they created a t-chart, in their RRJ, and turned the headings on both pages into questions. Finally they answered the questions they wrote, using the text. In group, we reviewed the purpose of a heading and how turning a heading into a question can help us better comprehend the text. Then we shared the questions they wrote, and tweaked those that needed it. I also modeled, through thinking aloud, how I read the text and pin point answers to my questions. We then did the same with the second question for the heading on page 13. For HOMEWORK the students need to read pages 14 and 15.
Green: Independently the students read pages 29-38 and marked places they thought were important, surprising, and/or confusing. Then they chose three words to define and share with the group. In group, the students each chose a word to teach to the group. Then we discussed the chapter focusing on the important parts of the section, especially the death of Annie's brother Jimmy. For HOMEWORK the children need to read pages 39-49 and list unknown words.
Blue: Independently the students read pages 38-46 and marked places they thought were important, surprising, and/or confusing. Then they chose three words to define and share with the group. In group, the students each chose a word to teach to the group. Then we discussed the chapter focusing on the destruction they puppies created and Gary's reaction to it. For HOMEWORK the children need to read pages 47-52 and list unknown words.
After our literacy block the students enjoyed outdoor recess and lunch.
When they returned to class we began our math block. First we did a "Train Your Brain". Then we began our math rotations.
During the small group instruction we practiced comparing fractions and then drawing models to justify our answer.
During math with a partner, the students engaged in math discourse as they paled the card game, Fraction War.
Finally, during the technology rotation the students finished their Ten Marks, comparing fractions, assignment from yesterday. Then they played Balloon Fractions, again comparing fractions.
HOMEWORK is posted on Google Classroom.
We ended today with a new block...Favorite PArt of the day. Students quickly shared their favorite part of today!!
There will not be a math formative or a word work quiz tomorrow. These will both take place next Wednesday, March 23.
Culture Projects are due Monday, March 21!
Wednesday, March 16, 2016
Wonderful Wednesday
This morning, right after the announcements, we were treated to a WONDERFUL cultural arts assembly! We participated in a concert, performed by Envirodrum, using instruments from recycled goods. It's was a lot of fun. Thanks, PTA!
When we returned to class, our literacy block was already 2/3 over. So, we quickly reviewed today's independent work assignments and then I met with individual students to conduct the monthly, informal, reading assessments.
Students began with an independent guided reading group task. Then they practiced their word work words writing them once and highlighting tricky parts. After that, they continued using Encyclopedia Britanninca to learn about culture and then completed a 3-2-1 follow up.
Pink: Independently they reread pages 8-1,1 and, in their RRJ, answered two questions I created by turning the headings, in this section, into a question.
Green: Independently the students turned the chapter title, on page 17, into a question, and then read pages 17-28 and answered the question they wrote, in their RRJ. In group we shared their questions and answers. Then we discussed the chapter, in greater depth, looking at the reasons behind Annie being labeled a "terrible child".
Blue: Independently the students reread pages 21-37. Then, in their RRJ, they wrote a headline to sum up and sell the chapter and then explained it. This group did not get a chance to meet.
There is NO reading HOMEWORK this evening...I wanted to give the students a chance to work on their Culture Project Posters which are due Monday, March 21.
After our literacy block the students enjoyed outdoor recess and lunch.
When the students returned to class, I introduced a new addition to our math block called "Train Your Brain". We will begin math with a problem posed to the entire group. Usually these problems will have more than one possible answer. They will all help the students see that math is everywhere and help them exercise their math brain.
As an example, today's problem was:
On Holman Farm there were cows and chickens.
Mrs. Holman wanted to buy each animal some shoes. She bought 76 shoes in all.
How many chickens and cows are there on Holman Farm?
After our Train Your Brain we began our math rotations.
During the small group, teacher-led, rotation, we practiced comparing fractions with like denominators or like numerators.
During math with a partner, the students engaged in math discourse, as they compared fractions, playing the game, "Are You My Equal?".
During the technology rotation, the students completed 10 comparing fractions problems using Ten Marks.
HOMEWORK is on Google Classroom. There is NO reading homework. Instead the children should use the time to work on their Culture Projects.
The students ended their day in music.
When we returned to class, our literacy block was already 2/3 over. So, we quickly reviewed today's independent work assignments and then I met with individual students to conduct the monthly, informal, reading assessments.
Students began with an independent guided reading group task. Then they practiced their word work words writing them once and highlighting tricky parts. After that, they continued using Encyclopedia Britanninca to learn about culture and then completed a 3-2-1 follow up.
Pink: Independently they reread pages 8-1,1 and, in their RRJ, answered two questions I created by turning the headings, in this section, into a question.
Green: Independently the students turned the chapter title, on page 17, into a question, and then read pages 17-28 and answered the question they wrote, in their RRJ. In group we shared their questions and answers. Then we discussed the chapter, in greater depth, looking at the reasons behind Annie being labeled a "terrible child".
Blue: Independently the students reread pages 21-37. Then, in their RRJ, they wrote a headline to sum up and sell the chapter and then explained it. This group did not get a chance to meet.
There is NO reading HOMEWORK this evening...I wanted to give the students a chance to work on their Culture Project Posters which are due Monday, March 21.
After our literacy block the students enjoyed outdoor recess and lunch.
When the students returned to class, I introduced a new addition to our math block called "Train Your Brain". We will begin math with a problem posed to the entire group. Usually these problems will have more than one possible answer. They will all help the students see that math is everywhere and help them exercise their math brain.
As an example, today's problem was:
On Holman Farm there were cows and chickens.
Mrs. Holman wanted to buy each animal some shoes. She bought 76 shoes in all.
How many chickens and cows are there on Holman Farm?
After our Train Your Brain we began our math rotations.
During the small group, teacher-led, rotation, we practiced comparing fractions with like denominators or like numerators.
During math with a partner, the students engaged in math discourse, as they compared fractions, playing the game, "Are You My Equal?".
During the technology rotation, the students completed 10 comparing fractions problems using Ten Marks.
HOMEWORK is on Google Classroom. There is NO reading homework. Instead the children should use the time to work on their Culture Projects.
The students ended their day in music.
Tuesday, March 15, 2016
Terrific Tuesday
This morning, prior to the announcements, I began my March informal reading assessments. Then, after the announcements, we began our literacy block.
While I met with individual students to conference on writing and complete the March reading assessments, and met with guided reading groups, the students worked independently on the following tasks.
First the students completed guided reading tasks. Then they practiced their word work words by writing them across and down. Next, a few students, completed and submitted their rough draft, which was due last Friday. Finally, the children read about culture using Encyclopedia Britannica and completed a 3-2-1.
Orange and Pink: I have now officially combined these two groups and they will now be known as the PINK group.
Pink: Independently the students reread pages 4-7. Then, in their RRJ, they created a t-chart and copied and answered two questions I posted, using the text.. In group we reviewed their lists of unknown words from homework. Then we turned the headings on each page into questions and reread the text to discuss the answers. Finally, we discussed the two questions they were supposed to answer in their RRJ. It became evident that the entire group had not read the text carefully, and, therefore, written inaccurate responses. So, we identified portions of the text to help us answer the questions. After much discourse, the students returned to their seats to redo their assignment. For HOMEWORK the students need to read pages 8-11 and list unknown words.
Green: Independently the students turn the chapter title, on page 1, into a question. Then they reread chapter 1 and answered their question in their RRJ. In group we reviewed their lists of unknown words from last night's homework. Then we shared the questions they wrote and their responses. Many student ignored the clear expectation that they needed at least 3 complete sentences. So, those students redid their assignment. For HOMEWORK the students need to read pages 12-16 and list unknown words.
Blue: Independently the students read up to page 20. Then they wrote a headline to sum up and "sell" each chapter. In group we reviewed their lists of unknown words. Then we discussed both chapters by sharing the headlines they wrote and explaining their thinking. For HOMEWORK the children need to read pages 21-37 and list unknown words on a sticky note.
After our literacy block the students enjoyed outdoor recess and lunch.
When the students returned to class we began our math block.
During the small group, teacher-led, instruction we compared fractions with the same numerator but different denominators. We learned that the larger the denominator, the smaller the piece.
During math with a partner, the students engaged in math discourse as they played a fraction board game called, "Are You My Equal". This game had students visualizing fractions to determine if the were greater than, equal to, or less than, a target fraction (1/2, then 1/4).
Finally, during the technology rotation, the students watched a Learn Zillion lesson about comparing fractions with the same numerator but different denominators. They took notes, in their math journals, about the review, a common mistake, and the core lesson.
HOMEWORK is posted on Google Classroom.
After math we took a much needed GO Noodle break and then began a social studies block.
First we read about the Aztecs to build our background knowledge. Then we reviewed the various types of maps, including, physical, political, and transportation. Finally, we read about the travels of the cocoa bean from Mexico to our neighborhood store.
While I met with individual students to conference on writing and complete the March reading assessments, and met with guided reading groups, the students worked independently on the following tasks.
First the students completed guided reading tasks. Then they practiced their word work words by writing them across and down. Next, a few students, completed and submitted their rough draft, which was due last Friday. Finally, the children read about culture using Encyclopedia Britannica and completed a 3-2-1.
Orange and Pink: I have now officially combined these two groups and they will now be known as the PINK group.
Pink: Independently the students reread pages 4-7. Then, in their RRJ, they created a t-chart and copied and answered two questions I posted, using the text.. In group we reviewed their lists of unknown words from homework. Then we turned the headings on each page into questions and reread the text to discuss the answers. Finally, we discussed the two questions they were supposed to answer in their RRJ. It became evident that the entire group had not read the text carefully, and, therefore, written inaccurate responses. So, we identified portions of the text to help us answer the questions. After much discourse, the students returned to their seats to redo their assignment. For HOMEWORK the students need to read pages 8-11 and list unknown words.
Green: Independently the students turn the chapter title, on page 1, into a question. Then they reread chapter 1 and answered their question in their RRJ. In group we reviewed their lists of unknown words from last night's homework. Then we shared the questions they wrote and their responses. Many student ignored the clear expectation that they needed at least 3 complete sentences. So, those students redid their assignment. For HOMEWORK the students need to read pages 12-16 and list unknown words.
Blue: Independently the students read up to page 20. Then they wrote a headline to sum up and "sell" each chapter. In group we reviewed their lists of unknown words. Then we discussed both chapters by sharing the headlines they wrote and explaining their thinking. For HOMEWORK the children need to read pages 21-37 and list unknown words on a sticky note.
After our literacy block the students enjoyed outdoor recess and lunch.
When the students returned to class we began our math block.
During the small group, teacher-led, instruction we compared fractions with the same numerator but different denominators. We learned that the larger the denominator, the smaller the piece.
During math with a partner, the students engaged in math discourse as they played a fraction board game called, "Are You My Equal". This game had students visualizing fractions to determine if the were greater than, equal to, or less than, a target fraction (1/2, then 1/4).
Finally, during the technology rotation, the students watched a Learn Zillion lesson about comparing fractions with the same numerator but different denominators. They took notes, in their math journals, about the review, a common mistake, and the core lesson.
HOMEWORK is posted on Google Classroom.
After math we took a much needed GO Noodle break and then began a social studies block.
First we read about the Aztecs to build our background knowledge. Then we reviewed the various types of maps, including, physical, political, and transportation. Finally, we read about the travels of the cocoa bean from Mexico to our neighborhood store.
Monday, March 14, 2016
Marvelous Monday
This morning, after the announcements, we began our literacy block. The students worked on independent guided reading group tasks. Then they practiced writing their word work words twice, once in print and then in cursive. After that, they completed their rough draft, and submitted it, if they had not done so.
While they worked, I met with individual students to conference on their rough drafts. Then I met with guided reading groups.
Orange and Pink: Independently the students copied the sentence in the book, the definition from the glossary, and then wrote a sentence of their own for three vocabulary words from their new book, America's Ben Franklin. Then, in group, we built some background knowledge about the Founding Fathers, the Declaration of Independence, and Benjamin Franklin. After that, we began reading the book and discussing the important information on each page. For HOMEWORK the students need to read pages 2-7 and list unknown words on a sticky note.
Green: Independently the students watched a short video clip depicting life, for a child, in the mid to late 1800s. In group we shared their writing and discussed how life was quite different over 150 years ago. After reviewing the characteristics of literary non-fiction and biographies, I distributed their new book, Helen Keller's Teacher, and we identified understandings we gained from the front cover. Next we identified questions we had about the book. Finally, we read the back of the book to help us gain a better understanding of what we will be reading. For HOMEWORK the students need to read chapter 1 and list unknown words on a sticky note.
Blue: Independently the students explored a web site about Gary Paulsen and the Alaskan Itidarod and then, in their RRJ, listed 3 facts about the Itidarod, 2 facts about Gary Paulsen, and 1 question they were wondering. In group we reviewed the characteristics of literary non-fiction and autobiographies. Then we shared the facts they learned and the questions they were wondering. After that we identified information we gained from the front cover of their new book, Puppies, Dogs, and Blue Northers, by Gary Paulsen. For HOMEWORK the students need to read pages 1-7 and list unknown words on a sticky note.
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, teacher-led, instruction we practiced comparing fractions (>, <, =) with the same denominator. Students drew visual models to prove their answers.
During math with a partner, the students practiced identifying equivalent fractions as they played the Go Darth card game, which is similar to Go Fish.
Finally, during the technology rotation, the students watched a LEarn Zillion lesson about comparing fractions with the same denominator. The second time they watched, they took notes in their math journal about the review, a common mistake, and the core lesson.
HOMEWORK is posted on Google Classroom.
In between our first and second rotation, the students went to PE with Mr. Benco.
Remember the Culture Project is due March 21...believe it or not, that is next week!
While they worked, I met with individual students to conference on their rough drafts. Then I met with guided reading groups.
Orange and Pink: Independently the students copied the sentence in the book, the definition from the glossary, and then wrote a sentence of their own for three vocabulary words from their new book, America's Ben Franklin. Then, in group, we built some background knowledge about the Founding Fathers, the Declaration of Independence, and Benjamin Franklin. After that, we began reading the book and discussing the important information on each page. For HOMEWORK the students need to read pages 2-7 and list unknown words on a sticky note.
Green: Independently the students watched a short video clip depicting life, for a child, in the mid to late 1800s. In group we shared their writing and discussed how life was quite different over 150 years ago. After reviewing the characteristics of literary non-fiction and biographies, I distributed their new book, Helen Keller's Teacher, and we identified understandings we gained from the front cover. Next we identified questions we had about the book. Finally, we read the back of the book to help us gain a better understanding of what we will be reading. For HOMEWORK the students need to read chapter 1 and list unknown words on a sticky note.
Blue: Independently the students explored a web site about Gary Paulsen and the Alaskan Itidarod and then, in their RRJ, listed 3 facts about the Itidarod, 2 facts about Gary Paulsen, and 1 question they were wondering. In group we reviewed the characteristics of literary non-fiction and autobiographies. Then we shared the facts they learned and the questions they were wondering. After that we identified information we gained from the front cover of their new book, Puppies, Dogs, and Blue Northers, by Gary Paulsen. For HOMEWORK the students need to read pages 1-7 and list unknown words on a sticky note.
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, teacher-led, instruction we practiced comparing fractions (>, <, =) with the same denominator. Students drew visual models to prove their answers.
During math with a partner, the students practiced identifying equivalent fractions as they played the Go Darth card game, which is similar to Go Fish.
Finally, during the technology rotation, the students watched a LEarn Zillion lesson about comparing fractions with the same denominator. The second time they watched, they took notes in their math journal about the review, a common mistake, and the core lesson.
HOMEWORK is posted on Google Classroom.
In between our first and second rotation, the students went to PE with Mr. Benco.
Remember the Culture Project is due March 21...believe it or not, that is next week!
Friday, March 11, 2016
Fantastic Friday
This morning, after watching the announcements, we began our literacy block. I began by showing and explaining the exact grading tool I will use for the realistic fiction picture books. We are nowhere near ready to begin grading but I don't want there to be any secrets regarding my expectations. After that, I did a quick mini lesson about using dialogue in writing, including correct punctuation and the selection of great "speaking words".
As the students worked independently on the following tasks, I met with guided reading groups. First they completed independent guided reading group assignments. Then all groups practiced their word work words using Rainbow Words. Finally, students finished their rough draft and worked on revising it with a partner.
Orange and Pink: I pulled both of these groups together, again, since it worked so well yesterday. First we reviewed the theme of the Happy Lion as friendship. Then the students marked places in the story that supported this theme. Next, we discussed the places they marked. Finally, I provided a framework to help them write about the theme in their RRJ. When they returned to their seats they wrote about the theme, using the framework and discussion from our group, in their RRJ.
Green: Independently the students responded to the question, "Why does White Wave grant Kuo MIng the gift of her shell even though he has done what he knew he should not do?" in their RRJ. Then, in group, we had a shared inquiry discussion using their responses to the above question as a starting point.
Blue: Independently, in their RRJ, the students identified a theme for White Wave and named and explained an example to support it. In group we shared and discussed the theme. After that I spent time reviewing how to name an example from the text and then explain how the example supports the theme. I also provided a framework for their responses. Finally, the students drew a line of learning and wrote a revised answer.
After our literacy block the children enjoyed outdoor recess and lunch.
When the students returned to class they took our math formative (quiz). After that I quickly reviewed the correct answers. These have been scored and returned to the children. Please look for them in home folders this evening.
Next we shared homework writing journals.
Then we had our weekly class meeting. First the children shared one area in which they are getting smarter. Then we exchanged thank yous and compliments. FIanlly, we watched the next episode in the Class Dojo Growth Mindset series. This one was called, "The Power of Yet, " as in I haven't learned it YET! Ask your child about the power of the word YET!
We ended the day with our whole class Dojo reward, a game afternoon.
As the students worked independently on the following tasks, I met with guided reading groups. First they completed independent guided reading group assignments. Then all groups practiced their word work words using Rainbow Words. Finally, students finished their rough draft and worked on revising it with a partner.
Orange and Pink: I pulled both of these groups together, again, since it worked so well yesterday. First we reviewed the theme of the Happy Lion as friendship. Then the students marked places in the story that supported this theme. Next, we discussed the places they marked. Finally, I provided a framework to help them write about the theme in their RRJ. When they returned to their seats they wrote about the theme, using the framework and discussion from our group, in their RRJ.
Green: Independently the students responded to the question, "Why does White Wave grant Kuo MIng the gift of her shell even though he has done what he knew he should not do?" in their RRJ. Then, in group, we had a shared inquiry discussion using their responses to the above question as a starting point.
Blue: Independently, in their RRJ, the students identified a theme for White Wave and named and explained an example to support it. In group we shared and discussed the theme. After that I spent time reviewing how to name an example from the text and then explain how the example supports the theme. I also provided a framework for their responses. Finally, the students drew a line of learning and wrote a revised answer.
After our literacy block the children enjoyed outdoor recess and lunch.
When the students returned to class they took our math formative (quiz). After that I quickly reviewed the correct answers. These have been scored and returned to the children. Please look for them in home folders this evening.
Next we shared homework writing journals.
Then we had our weekly class meeting. First the children shared one area in which they are getting smarter. Then we exchanged thank yous and compliments. FIanlly, we watched the next episode in the Class Dojo Growth Mindset series. This one was called, "The Power of Yet, " as in I haven't learned it YET! Ask your child about the power of the word YET!
We ended the day with our whole class Dojo reward, a game afternoon.
Thursday, March 10, 2016
Thrilling Thursday
This morning, after the announcements, we began our literacy block. We began by reviewing the expectations for the realistic fiction picture book. Then I finished modeling my story in front of the class. After the students had time to ask questions for clarification, they began working independently, on the following tasks, while I met with guided reading groups.
All groups began with an independent guided reading task. Then they practiced their word work words. The orange and pink groups drew boxes around their words to help with visualization. The green and blue groups did a meaning check for 10 more words and drew symbols or pictures to help them remember. Finally, the students continued writing their realistic fiction picture book. Those who were finished read their story to a friend to see if it makes sense. They also began revising for capital letters, punctuation, and spelling.
Orange and Pink: I pulled these two groups together, twice. The first time we reviewed yesterday's vocabulary assignment and I modeled completing an entry, again. Then the students redid two of the three words. After that, they independently copied and answered the shared inquiry discussion question in their RRJ. Finally, we met, in a group again, to discuss why the ;lion never wanted to leave his cage again. For HOMEWORK the students need to listen to the story, The Happy Lion, one last time, thinking about the theme of friendship.
Green: Independently, for three assigned vocabulary words, the students copied the sentence from the text, identified the meaning or a synonym using an online resource, and then used the word in a meaningful sentence that shows they understand it. In group I modeled doing a directed reading of the story and then the students completed it on their own. During the directed reading we marked places where we thought Kuo Ming made a good choice with a G and places he made a poor choice with a P. Then we shared and discussed these marking. For HOMEWORK the students need to reread White Wave and think about why White Wave left her shell behind.
Blue: Independently the student answered the question, "Why does White Wave grant Kuo Ming the gift of the shell even though he has done what he knew he should not do?", in their RRJ. In group we had a shared in inquiry discussion surrounding this question. For HOMEWORK the students need to reread White Wave, once more, and think about the theme of the story.
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, teacher-led, instruction we continued identifying equivalent fractions using number lines and multiplication. Today we practiced using halves, fourths, and eighths.
During math with a partner, the students played a game called Fraction Contraptions, to reinforce the concept of equivalent fractions.
During the technology rotation, the students played an online game of Fraction Bingo to practice identifying equivalent fractions.
HOMEWORK is on Google Classroom. We will have a math quiz tomorrow.
In the middle of our second math rotation, the students went to art. When they returned we finished our rotations.
After our math block we reviewed the concept of culture and I explained the culture project that is due March 21.
Reminders:
Game day afternoon tomorrow.
Math quiz tomorrow.
Culture project due March 21.
All groups began with an independent guided reading task. Then they practiced their word work words. The orange and pink groups drew boxes around their words to help with visualization. The green and blue groups did a meaning check for 10 more words and drew symbols or pictures to help them remember. Finally, the students continued writing their realistic fiction picture book. Those who were finished read their story to a friend to see if it makes sense. They also began revising for capital letters, punctuation, and spelling.
Orange and Pink: I pulled these two groups together, twice. The first time we reviewed yesterday's vocabulary assignment and I modeled completing an entry, again. Then the students redid two of the three words. After that, they independently copied and answered the shared inquiry discussion question in their RRJ. Finally, we met, in a group again, to discuss why the ;lion never wanted to leave his cage again. For HOMEWORK the students need to listen to the story, The Happy Lion, one last time, thinking about the theme of friendship.
Green: Independently, for three assigned vocabulary words, the students copied the sentence from the text, identified the meaning or a synonym using an online resource, and then used the word in a meaningful sentence that shows they understand it. In group I modeled doing a directed reading of the story and then the students completed it on their own. During the directed reading we marked places where we thought Kuo Ming made a good choice with a G and places he made a poor choice with a P. Then we shared and discussed these marking. For HOMEWORK the students need to reread White Wave and think about why White Wave left her shell behind.
Blue: Independently the student answered the question, "Why does White Wave grant Kuo Ming the gift of the shell even though he has done what he knew he should not do?", in their RRJ. In group we had a shared in inquiry discussion surrounding this question. For HOMEWORK the students need to reread White Wave, once more, and think about the theme of the story.
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, teacher-led, instruction we continued identifying equivalent fractions using number lines and multiplication. Today we practiced using halves, fourths, and eighths.
During math with a partner, the students played a game called Fraction Contraptions, to reinforce the concept of equivalent fractions.
During the technology rotation, the students played an online game of Fraction Bingo to practice identifying equivalent fractions.
HOMEWORK is on Google Classroom. We will have a math quiz tomorrow.
In the middle of our second math rotation, the students went to art. When they returned we finished our rotations.
After our math block we reviewed the concept of culture and I explained the culture project that is due March 21.
Reminders:
Game day afternoon tomorrow.
Math quiz tomorrow.
Culture project due March 21.
Wednesday, March 9, 2016
Wonderful Wednesday
This morning, after the announcements, we began our literacy block. First we reviewed they way several authors begin their realistic fiction picture books. Then I shared some writing samples from our very own authors. After that, I modeled using my own story map to begin drafting a realistic fiction story.
Next, the students worked independently, on the following tasks, as I met with guided reading groups. FIrst they completed guided reading tasks. Then they practiced their words work words. The orange and pink groups wrote their words once using one color for vowels and another for consonants. The green and blue groups did a meaning check for 10 of their words and then drew a picture or symbol to help remember the meaning. Finally, the students continued writing thei realistic fiction picture book.
Orange: Independently, for 3 vocabulary words, the students copied the sentence from their book in which it appeared, the definition from the glossary, and then wrote a meaningful sentence using the word. In group we reread the story The Happy Lion and the students marked places with an F where one of the characters was acting like a good friend. Then we shared and discussed the sections they marked. For HOMEWORK the students need to listen to the story, again. They should be thinking about why the lion doesn't want o ever leave his cage again.
Pink: Independently, for 3 vocabulary words, the students copied the sentence from their book in which it appeared, the definition from the glossary, and then wrote a meaningful sentence using the word. In group we reread the story The Happy Lion and the students marked places with an F where one of the characters was acting like a good friend. Then we shared and discussed the sections they marked. For HOMEWORK the students need to listen to the story, again. They should be thinking about why the lion doesn't want o ever leave his cage again.
Green: Independently, in the RRJ, the students wrote how they would feel if they had a magical helper, what the magical helper would do, and what they might wonder. In group we shred their responses and then I read the Junior Great Books story, White Wave, as the listed questions they were wondering. For HOMEWORK the students need to reread White Wave and think about any new questions they might be wondering.
Blue: Independently the students reread White Wave and marked sections of text with a G if they thought Kuo Ming was making a good choice and a P where he was making a poor choice. In group we shared and discussed the sections of text they marked. The students were quite engaged in the discussion. It was a real treat to watch! For HOMEWORK the students need to reread White Wave and think about why White Wave left the gift of the shell even Kuo Ming had done something he shouldn't have done.
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, teacher-led, instruction we began by using this page to determine different ways to identify equivalent fractions, including multiplying the numerator and denominator by the same number. Then we practiced using number lines to identify equivalent fractions and checked our answers with multiplication.
During math with a partner the students played, Go Darth, a version of Go Fish, using fraction playing cards.
During the technology rotation the children played a Cyberchase game identifying equivalent fractions.
HOMEWORK is posted on Google Classroom.
The students ended their day in music.
Next, the students worked independently, on the following tasks, as I met with guided reading groups. FIrst they completed guided reading tasks. Then they practiced their words work words. The orange and pink groups wrote their words once using one color for vowels and another for consonants. The green and blue groups did a meaning check for 10 of their words and then drew a picture or symbol to help remember the meaning. Finally, the students continued writing thei realistic fiction picture book.
Orange: Independently, for 3 vocabulary words, the students copied the sentence from their book in which it appeared, the definition from the glossary, and then wrote a meaningful sentence using the word. In group we reread the story The Happy Lion and the students marked places with an F where one of the characters was acting like a good friend. Then we shared and discussed the sections they marked. For HOMEWORK the students need to listen to the story, again. They should be thinking about why the lion doesn't want o ever leave his cage again.
Pink: Independently, for 3 vocabulary words, the students copied the sentence from their book in which it appeared, the definition from the glossary, and then wrote a meaningful sentence using the word. In group we reread the story The Happy Lion and the students marked places with an F where one of the characters was acting like a good friend. Then we shared and discussed the sections they marked. For HOMEWORK the students need to listen to the story, again. They should be thinking about why the lion doesn't want o ever leave his cage again.
Green: Independently, in the RRJ, the students wrote how they would feel if they had a magical helper, what the magical helper would do, and what they might wonder. In group we shred their responses and then I read the Junior Great Books story, White Wave, as the listed questions they were wondering. For HOMEWORK the students need to reread White Wave and think about any new questions they might be wondering.
Blue: Independently the students reread White Wave and marked sections of text with a G if they thought Kuo Ming was making a good choice and a P where he was making a poor choice. In group we shared and discussed the sections of text they marked. The students were quite engaged in the discussion. It was a real treat to watch! For HOMEWORK the students need to reread White Wave and think about why White Wave left the gift of the shell even Kuo Ming had done something he shouldn't have done.
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, teacher-led, instruction we began by using this page to determine different ways to identify equivalent fractions, including multiplying the numerator and denominator by the same number. Then we practiced using number lines to identify equivalent fractions and checked our answers with multiplication.
During math with a partner the students played, Go Darth, a version of Go Fish, using fraction playing cards.
During the technology rotation the children played a Cyberchase game identifying equivalent fractions.
HOMEWORK is posted on Google Classroom.
The students ended their day in music.
Tuesday, March 8, 2016
Terrific Tuesday
Today's schedule was different, once again, to accommodate the fifth grade science MSA. The children went to recess and lunch in the middle of our literacy block.
After the announcements we began our literacy block. Together we looked at the beginning of 4 different realistic fiction picture books to analyze how the author started the story and introduced the setting and main character. After that, the students worked independently on the following tasks, while I met with a few individuals, about their planning map for their realistic fiction picture book, and guided reading groups.
First the children completed independent guided reading groups assignments. Then they practiced writing their word work words using Look, Say, Cover, Write, Check. After that they used their story map, and my feedback, to begin writing a rough draft of their realistic fiction picture book.
Orange: Independently the students listened to, The Happy Lion, and followed along in their book. Then, in their RRJ, they drew a picture of a surprising or confusing part and wrote 2-3 sentences to explain it. In group we shared and discussed their drawings and added questions to our list from yesterday. After that we reread part of The Happy Lion and answered some comprehension questions. For HOMEWORK the children need to listen to the story, again, and post a question they would like to discuss on Google Classroom.
Pink: Independently the students listened to, The Happy Lion, and followed along in their book. Then, in their RRJ, they drew a picture of a surprising or confusing part and wrote 2-3 sentences to explain it. In group we shared and discussed their drawings and added questions to our list from yesterday. After that we reread part of The Happy Lion and answered some comprehension questions. For HOMEWORK the children need to listen to the story, again, and post a question they would like to discuss on Google Classroom.
Green: Independently the students reread chapters 9 and 10 and, in their RRJ, named and explained two examples, from the text, that support the theme of perseverance. In group we reviewed their lists of unknown words and then discussed the ending. Finally, we shared examples, from the text, that support the theme. For HOMEWORK students needs to read a book on MyON and take the quiz.
Blue: Independently the students reread White Wave. In their RRJ, for the words eager, flourished, and longing, they copied the sentence from the story, identified the correct definition using dictionary.com, and wrote a meaningful sentence, proving they understood the word. In group we reviewed their vocabulary work and then discussed the difference between a factual and interpretive question. An interpretive question is one that leads to a discussion. It doesn't have one right or wrong answer. For HOMEWORK the students need to reread White Wave, it's linked on Google Classroom, and post a question they would like to discuss further.
After our literacy block we took a MUCH needed Go Noodle brain break and then began our math block.
During the small group rotation we used fraction strips and number lines to identify equivalent fraction s of thirds and sixths, less than one.
During math with a partner the students engaged in math discourse as they labeled number lines and then used them to identify equivalent fractions. If they had extra time they played the equivalent fraction matching game.
Finally, during the technology rotation, the students visited a web site, linked to Google Classroom, to practice matching equivalent fractions.
HOMEWORK is posted in Google Classroom.
After our math block we took another Go Noodle brain break (believe me, it had been a long afternoon) and then turned our attention to social studies.
First we reviewed the map elements we learned about last week and then we identified and described others. After that we defined the concept of culture. Culture is defined as a group of people who share the same behavior patterns as related to food, clothing, language, religion, art, music, and many more! We had a great discussion about the various cultures to which we belong.
We ended the day by watching videos the SGA created to remind us of appropriate behaviors in the hallway, stairwell, classroom, and other places in our school.
After the announcements we began our literacy block. Together we looked at the beginning of 4 different realistic fiction picture books to analyze how the author started the story and introduced the setting and main character. After that, the students worked independently on the following tasks, while I met with a few individuals, about their planning map for their realistic fiction picture book, and guided reading groups.
First the children completed independent guided reading groups assignments. Then they practiced writing their word work words using Look, Say, Cover, Write, Check. After that they used their story map, and my feedback, to begin writing a rough draft of their realistic fiction picture book.
Orange: Independently the students listened to, The Happy Lion, and followed along in their book. Then, in their RRJ, they drew a picture of a surprising or confusing part and wrote 2-3 sentences to explain it. In group we shared and discussed their drawings and added questions to our list from yesterday. After that we reread part of The Happy Lion and answered some comprehension questions. For HOMEWORK the children need to listen to the story, again, and post a question they would like to discuss on Google Classroom.
Pink: Independently the students listened to, The Happy Lion, and followed along in their book. Then, in their RRJ, they drew a picture of a surprising or confusing part and wrote 2-3 sentences to explain it. In group we shared and discussed their drawings and added questions to our list from yesterday. After that we reread part of The Happy Lion and answered some comprehension questions. For HOMEWORK the children need to listen to the story, again, and post a question they would like to discuss on Google Classroom.
Green: Independently the students reread chapters 9 and 10 and, in their RRJ, named and explained two examples, from the text, that support the theme of perseverance. In group we reviewed their lists of unknown words and then discussed the ending. Finally, we shared examples, from the text, that support the theme. For HOMEWORK students needs to read a book on MyON and take the quiz.
Blue: Independently the students reread White Wave. In their RRJ, for the words eager, flourished, and longing, they copied the sentence from the story, identified the correct definition using dictionary.com, and wrote a meaningful sentence, proving they understood the word. In group we reviewed their vocabulary work and then discussed the difference between a factual and interpretive question. An interpretive question is one that leads to a discussion. It doesn't have one right or wrong answer. For HOMEWORK the students need to reread White Wave, it's linked on Google Classroom, and post a question they would like to discuss further.
After our literacy block we took a MUCH needed Go Noodle brain break and then began our math block.
During the small group rotation we used fraction strips and number lines to identify equivalent fraction s of thirds and sixths, less than one.
During math with a partner the students engaged in math discourse as they labeled number lines and then used them to identify equivalent fractions. If they had extra time they played the equivalent fraction matching game.
Finally, during the technology rotation, the students visited a web site, linked to Google Classroom, to practice matching equivalent fractions.
HOMEWORK is posted in Google Classroom.
After our math block we took another Go Noodle brain break (believe me, it had been a long afternoon) and then turned our attention to social studies.
First we reviewed the map elements we learned about last week and then we identified and described others. After that we defined the concept of culture. Culture is defined as a group of people who share the same behavior patterns as related to food, clothing, language, religion, art, music, and many more! We had a great discussion about the various cultures to which we belong.
We ended the day by watching videos the SGA created to remind us of appropriate behaviors in the hallway, stairwell, classroom, and other places in our school.
Monday, March 7, 2016
Marvelous Monday
This morning, after the announcements, we began our literacy block. Today and tomorrow we have a change in our lunch and recess time due to the 5th grade science MSA testing. Therefore, I took the opportunity to meet with students about their realistic fiction planning organizers prior to recess. Then afterwards, I met with guided reading groups.
While I met with individuals and small groups the students worked independently on the following tasks. First the completed independent reading group tasks. Then they cut apart and wrote their initials on the back of their word work words. Next they completed a header sort using these words. After that they completed and submitted their story map for the realistic fiction book, if they had not already done so. Finally, they watched a Learn Zillion lesson about using dialogue in writing and took notes in their writing journal.
Orange: Independently they thought about what they know about lions and in their RRJ they wrote what they would be thinking if they saw a lion walking down the street and what they think the lion would be thinking. In group we began by completing a sort for their new word work words focusing on the short a sound and the long a sound spelled a consonant e, ai, and ay. After the sort, the students shared their RRJ entries. The we read the introduction to Junior Great Books, so that the students would have an understanding about the program. After that, I read the story, The Happy Lion, from the Junior Great Books program, out loud to the students and then we listed questions they wee wondering. For HOMEWORK the children need to read a story using MyON.
Pink: Independently they thought about what they know about lions and in their RRJ they wrote what they would be thinking if they saw a lion walking down the street and what they think the lion would be thinking. In group we began by completing a sort for their new word work words focusing on adding endings (-s, -ed, and -ing) to base words ending in -y. After the sort, the students shared their RRJ entries. The we read the introduction to Junior Great Books, so that the students would have an understanding about the program. After that, I read the story, The Happy Lion, from the Junior Great Books program, out loud to the students and then we listed questions they were wondering. For HOMEWORK the children need to read a story using MyON.
Green: Independently the students read chapter 8, marked places they thought were important, surprising, and/or confusing, and listed unknown words on a sticky note. In group we began by sorting their new word work words, words with the r controlled vowel o, in the first or second syllable. Next we defined their unknown words to better understand the chapter. Finally, we discussed the events in chapter 8 using the markings they made. For HOMEWORK the students need to read chapters 9 and 10, and list unknown words on a sticky note.
Blue: Independently the students thought about and wrote, in their RRJ, what it would be like to have an imaginary helper who you can not see. In group we began by reviewing their new word study unit, words ending in -ery, -ary, and-ory. We took time to define those that were unknown. Then the students shared their RRJ responses about a magical helper. Then I read an introduction to the Junior Great Books program so that we all understood how it works and the expectations. Finally, I read the story White Wave pout loud and we listed questions the students were wondering. For HOMEWORK they need to choose a book to read using MyON.
Because each group began a new word study unit AND 3 groups began new Junior Great Books stories, we ran over and didn't have time for math. This will not happen tomorrow.
There is HOMEWORK posted on Google Classroom.
After our literacy block the students went to PE with Mr. Benco. Ask your child about balance, weight transfer, and rolling. Three techniques they used today. :-)
After PE, we got in a quick math lesson using Kahoot! The students practiced identifying parts of a fraction and equivalent fractions.
We ended the day with a lesson by Ms. Snyder, our guidance counselor. The lesson centered around Bullying and its effects.
While I met with individuals and small groups the students worked independently on the following tasks. First the completed independent reading group tasks. Then they cut apart and wrote their initials on the back of their word work words. Next they completed a header sort using these words. After that they completed and submitted their story map for the realistic fiction book, if they had not already done so. Finally, they watched a Learn Zillion lesson about using dialogue in writing and took notes in their writing journal.
Orange: Independently they thought about what they know about lions and in their RRJ they wrote what they would be thinking if they saw a lion walking down the street and what they think the lion would be thinking. In group we began by completing a sort for their new word work words focusing on the short a sound and the long a sound spelled a consonant e, ai, and ay. After the sort, the students shared their RRJ entries. The we read the introduction to Junior Great Books, so that the students would have an understanding about the program. After that, I read the story, The Happy Lion, from the Junior Great Books program, out loud to the students and then we listed questions they wee wondering. For HOMEWORK the children need to read a story using MyON.
Pink: Independently they thought about what they know about lions and in their RRJ they wrote what they would be thinking if they saw a lion walking down the street and what they think the lion would be thinking. In group we began by completing a sort for their new word work words focusing on adding endings (-s, -ed, and -ing) to base words ending in -y. After the sort, the students shared their RRJ entries. The we read the introduction to Junior Great Books, so that the students would have an understanding about the program. After that, I read the story, The Happy Lion, from the Junior Great Books program, out loud to the students and then we listed questions they were wondering. For HOMEWORK the children need to read a story using MyON.
Green: Independently the students read chapter 8, marked places they thought were important, surprising, and/or confusing, and listed unknown words on a sticky note. In group we began by sorting their new word work words, words with the r controlled vowel o, in the first or second syllable. Next we defined their unknown words to better understand the chapter. Finally, we discussed the events in chapter 8 using the markings they made. For HOMEWORK the students need to read chapters 9 and 10, and list unknown words on a sticky note.
Blue: Independently the students thought about and wrote, in their RRJ, what it would be like to have an imaginary helper who you can not see. In group we began by reviewing their new word study unit, words ending in -ery, -ary, and-ory. We took time to define those that were unknown. Then the students shared their RRJ responses about a magical helper. Then I read an introduction to the Junior Great Books program so that we all understood how it works and the expectations. Finally, I read the story White Wave pout loud and we listed questions the students were wondering. For HOMEWORK they need to choose a book to read using MyON.
Because each group began a new word study unit AND 3 groups began new Junior Great Books stories, we ran over and didn't have time for math. This will not happen tomorrow.
There is HOMEWORK posted on Google Classroom.
After our literacy block the students went to PE with Mr. Benco. Ask your child about balance, weight transfer, and rolling. Three techniques they used today. :-)
After PE, we got in a quick math lesson using Kahoot! The students practiced identifying parts of a fraction and equivalent fractions.
We ended the day with a lesson by Ms. Snyder, our guidance counselor. The lesson centered around Bullying and its effects.
Friday, March 4, 2016
Fabulous Friday - Progress Reports
This morning, after watching the announcements, we began our literacy block.
While I met with guided reading groups the students completed independent reading group tasks. Then they finished and submitted their story map organizer for the realistic fiction book. Finally, they watched a Learn Zillion lesson about adding dialogue to writing. The second time viewing the lesson they took notes in their writing journal about the review and core lesson.
Orange: We discussed examples from the text that supported the themes of friendship and acceptance. Then I modeled, and the students copied, how to name and explain an example, that we discussed, in writing. Independently, the students added another example. We also took a word work quiz. We will begin a new story and get new word work words on Monday.
Pink: Independently the students reread chapter 9. In their RRJ they named and explained two examples, from the story, that supported the themes of friendship and acceptance. In group we discussed the themes and examples from the book. Then the students drew a line of learning, and with my help, revised their written response. We also took a word work quiz. Finally, the students handed in their books. On Monday we will begin a new story and start a new word work unit.
Green: Independently the students reread chapter 7 and marked paces that were important, surprising, and confusing. In their RRJ, they explained, using specific details, why Little Willy couldn't sleep, as stated on page 61. In group we discussed theme as being a lesson the author wants us to learn through reading his book. We identified understanding what the character learns, how they acts and change as ways to determine the theme. Then we discussed why Little Willy couldn't sleep and the students had a chance to revise their writing. Finally, we took a spelling test. We will continue with this novel next week and begin a new word work unit on Monday.
Blue: Independently the students reread pages 201-208 and, in their RRJ, identified a theme and used specific details from the story to support it. In group we reviewed theme as being a lesson the author wants us to learn through reading his book. We identified understanding what the character learns, how they acts and change as ways to determine the theme. Then we discussed both the ending of the book (important and surprising events) and the themes of the book. Finally, we took a spelling test. We will begin a new story and a new word study unit on Monday.
After our literacy block the students enjoyed indoor recess and lunch.
When they returned to class we took some time to organize the classroom and their baskets. I also distributed PROGRESS REPORTS. These are yours to keep. This is not a report card but an update of how your child is doing this marking period. Please keep in mind we spend the first half of the marking period on science. We are now switching our focus to social studies. That's why there are no grades in that section.
During math we played a game of fraction Jeopardy. It was a fun and lively way to brush up n the math topics we have been studying this marking period. We will resume rotations on Monday.
After math we shared homework writing journal entries.
After that we had our weekly class meeting. First we all shared one thing we like about third grade. Then we exchanged thank yous and compliments. Finally we continued our study of Growth Mindset using Class Dojo. We watched a video called, "The Magic of Mistakes" and then we discussed how making mistakes can make us smarter. To culminate a great discussion, the students performed quick skits about making mistakes...so cute!
While I met with guided reading groups the students completed independent reading group tasks. Then they finished and submitted their story map organizer for the realistic fiction book. Finally, they watched a Learn Zillion lesson about adding dialogue to writing. The second time viewing the lesson they took notes in their writing journal about the review and core lesson.
Orange: We discussed examples from the text that supported the themes of friendship and acceptance. Then I modeled, and the students copied, how to name and explain an example, that we discussed, in writing. Independently, the students added another example. We also took a word work quiz. We will begin a new story and get new word work words on Monday.
Pink: Independently the students reread chapter 9. In their RRJ they named and explained two examples, from the story, that supported the themes of friendship and acceptance. In group we discussed the themes and examples from the book. Then the students drew a line of learning, and with my help, revised their written response. We also took a word work quiz. Finally, the students handed in their books. On Monday we will begin a new story and start a new word work unit.
Green: Independently the students reread chapter 7 and marked paces that were important, surprising, and confusing. In their RRJ, they explained, using specific details, why Little Willy couldn't sleep, as stated on page 61. In group we discussed theme as being a lesson the author wants us to learn through reading his book. We identified understanding what the character learns, how they acts and change as ways to determine the theme. Then we discussed why Little Willy couldn't sleep and the students had a chance to revise their writing. Finally, we took a spelling test. We will continue with this novel next week and begin a new word work unit on Monday.
Blue: Independently the students reread pages 201-208 and, in their RRJ, identified a theme and used specific details from the story to support it. In group we reviewed theme as being a lesson the author wants us to learn through reading his book. We identified understanding what the character learns, how they acts and change as ways to determine the theme. Then we discussed both the ending of the book (important and surprising events) and the themes of the book. Finally, we took a spelling test. We will begin a new story and a new word study unit on Monday.
After our literacy block the students enjoyed indoor recess and lunch.
When they returned to class we took some time to organize the classroom and their baskets. I also distributed PROGRESS REPORTS. These are yours to keep. This is not a report card but an update of how your child is doing this marking period. Please keep in mind we spend the first half of the marking period on science. We are now switching our focus to social studies. That's why there are no grades in that section.
During math we played a game of fraction Jeopardy. It was a fun and lively way to brush up n the math topics we have been studying this marking period. We will resume rotations on Monday.
After math we shared homework writing journal entries.
After that we had our weekly class meeting. First we all shared one thing we like about third grade. Then we exchanged thank yous and compliments. Finally we continued our study of Growth Mindset using Class Dojo. We watched a video called, "The Magic of Mistakes" and then we discussed how making mistakes can make us smarter. To culminate a great discussion, the students performed quick skits about making mistakes...so cute!
Thursday, March 3, 2016
Thrilling Thursday
This morning, after the announcements, we began our literacy block. After reviewing the expectations for the realistic fiction story and the organizers, the students shared their ideas for their stories. Then the children worked on the following tasks while I met with guided reading groups.
First the students completed independent reading groups assignments. Then they practiced their word work words. After that they worked on their story map organizer for the realistic fiction book.
Orange: The children reread chapter 8 and marked places they thought were important, confusing, and/or surprising. Then, as a group, we discussed the chapter, identified the most important part, and added it to the chart in our RRJ, along with a color to represent it. We also added the most important events, and colors, to the chart for chapter 4, 5 and 6. For HOMEWORK the students need to read chapter 9 and list unknown words.
Pink: Independently the students reread chapter 8, defined the words bragging and pretneding, and wrote about whether they thought Gregory was bragging or pretending in the chapter, using examples from the text to support their thinking. In group, after defining the words pretending and bragging, we discussed which Gregory was doing and why. Then we identified the most important part of the chapter and added it, and a color to represent it, to the chart in out RRJ. For HOMEWORK the students need to read chapter 9 and list unknown words.
Green: Independently the students reread chapter 6 and, in their RRJ, described details from the story that proved Little Willy is determined. In group we reviewed, defined, and practiced their unknown words. Then we shared examples, from the text, supporting the idea that Little Willy is a determined person. For HOMEWORK the students need to read chapter 7 and list unknown words.
Blue: Independently the students reread pages 189-200 and marked places they thought were important, surprising, and/or confusing. Then, they reread the last paragraph on page 193 and explained what it meant in their RRJ. In group we shared some of the definitions for their unknown words and then identified what they felt was the most important part of this section. Finally, we discussed the paragraph on page 193 and the phrase, "you gave it all and you got nothing". For HOMEWORK the students need to read pages 201-208 and identify a theme on a sticky note.
After our literacy block, the children enjoyed outdoor recess and lunch.
When the students returned to the classroom, we began our math block. Today we finished the two rotations that we didn't get to yesterday.
During the small group, teacher-led, rotation we used number lines to identify equivalent fractions.
During math with a partner, the students engaged in math discourse as they played Equivalent Fraction Scoot.
During the technology rotation the students watched a Learn Zillion lesson about identifying equivalent fractions using a number line. They second time they watched they took notes , in their math journal, about the review, common mistake, and the core lesson.
In between the two math rotations the children went to art.
HOMEWORK is on Google Classroom. There is no math quiz tomorrow.
At the end of the day we quickly identified and described the elements of a map.
First the students completed independent reading groups assignments. Then they practiced their word work words. After that they worked on their story map organizer for the realistic fiction book.
Orange: The children reread chapter 8 and marked places they thought were important, confusing, and/or surprising. Then, as a group, we discussed the chapter, identified the most important part, and added it to the chart in our RRJ, along with a color to represent it. We also added the most important events, and colors, to the chart for chapter 4, 5 and 6. For HOMEWORK the students need to read chapter 9 and list unknown words.
Pink: Independently the students reread chapter 8, defined the words bragging and pretneding, and wrote about whether they thought Gregory was bragging or pretending in the chapter, using examples from the text to support their thinking. In group, after defining the words pretending and bragging, we discussed which Gregory was doing and why. Then we identified the most important part of the chapter and added it, and a color to represent it, to the chart in out RRJ. For HOMEWORK the students need to read chapter 9 and list unknown words.
Green: Independently the students reread chapter 6 and, in their RRJ, described details from the story that proved Little Willy is determined. In group we reviewed, defined, and practiced their unknown words. Then we shared examples, from the text, supporting the idea that Little Willy is a determined person. For HOMEWORK the students need to read chapter 7 and list unknown words.
Blue: Independently the students reread pages 189-200 and marked places they thought were important, surprising, and/or confusing. Then, they reread the last paragraph on page 193 and explained what it meant in their RRJ. In group we shared some of the definitions for their unknown words and then identified what they felt was the most important part of this section. Finally, we discussed the paragraph on page 193 and the phrase, "you gave it all and you got nothing". For HOMEWORK the students need to read pages 201-208 and identify a theme on a sticky note.
After our literacy block, the children enjoyed outdoor recess and lunch.
When the students returned to the classroom, we began our math block. Today we finished the two rotations that we didn't get to yesterday.
During the small group, teacher-led, rotation we used number lines to identify equivalent fractions.
During math with a partner, the students engaged in math discourse as they played Equivalent Fraction Scoot.
During the technology rotation the students watched a Learn Zillion lesson about identifying equivalent fractions using a number line. They second time they watched they took notes , in their math journal, about the review, common mistake, and the core lesson.
In between the two math rotations the children went to art.
HOMEWORK is on Google Classroom. There is no math quiz tomorrow.
At the end of the day we quickly identified and described the elements of a map.
Wednesday, March 2, 2016
Wonderful Wednesday
This morning, after the announcements, we began our literacy block. Before meeting with guided reading groups I spent time thinking aloud and modeling how to begin planning the realistic fiction story they will write as part of their inquiry project for this marking period. I showed the students how I chose my setting, The National Aquarium in Baltimore, and the problem, my son wanting a pet from the aquarium. Then I went to Kiddle, a kid friendly search engine, to choose animals that were realistic. After answering questions to clarify my lesson, the students began working on their independent work.
First the children completed a guided reading task. Then they wrote their word work words using fancy letters. After that, they finished the informative paragraph about their state and submitted it. FInally, some students began planning their realistic fiction story.
While they worked, I met with guided reading groups.
Orange: Independently the students reread chapter 7 and marked places that showed how Gregory was feeling. Then, as a group, we discussed the places that were marked and explained how he might have felt. Finally, we added the most important part of the chapter to the chart in our RRJ and assigned it a color. When the students returned to their seats they wrote about Gregory's feelings in their RRJ. For HOMEWORK the students need to read chapter 8 and list unknown words.
Pink: Independently the children reread chapter 7 and, in their RRJ, wrote about how Gregory feels at the end of it, using details from the story to support their thinking. In group we discussed the events and how Gregory felt. Then we added the most important part of the chapter to the chart in their RRJ and chose a color to represent it. For HOMEWORK the students need to read chapter 8 and list unknown words on a sticky note.
Green: Independently the students reread chapter 5 and, in their RRJ, described the actions Little Willy took to solve the problem of paying the $500 tax bill. In group we reviewed their unknown words from homework. Then we discussed the problem in the story and the actions Little Willy took to try to solve it. For HOMEWORK the students need to read chapter 6 and list unknown words.
Blue: Independently the students reread pages 175-188 and, in their RRJ, described how Digory has changed. In group we shared some of the unknown words they defined for homework last night. Then we discussed how Digory has changed in the story and the reasons for it. Finally we identified the important events in this section of text. For HOMEWORK the students need to read pages 189-200 and define three unknown words.
After our literacy block the students enjoyed indoor recess and lunch.
When they returned to class we were treated to a special treat. In honor of Read Across America Week and Dr. Seuss' birthday, we had a guest reader, Mrs. B, visit us and read two books.
After that we began our math block.
During the small group, teacher-led, rotation we used number lines to identify equivalent fractions.
During math with a partner, the students engaged in math discourse as they played Equivalent Fraction Scoot.
During the technology rotation the students watched a Learn Zillion lesson about identifying equivalent fractions using a number line. They second time they watched they took notes , in their math journal, about the review, common mistake, and the core lesson.
We only got through ONE ROTATION today. The students will go to the other two tomorrow.
HOMEWORK is posted on Google Classroom. Tonight we are trying to use Ten Marks to practice math.
The students ended their day in music.
First the children completed a guided reading task. Then they wrote their word work words using fancy letters. After that, they finished the informative paragraph about their state and submitted it. FInally, some students began planning their realistic fiction story.
While they worked, I met with guided reading groups.
Orange: Independently the students reread chapter 7 and marked places that showed how Gregory was feeling. Then, as a group, we discussed the places that were marked and explained how he might have felt. Finally, we added the most important part of the chapter to the chart in our RRJ and assigned it a color. When the students returned to their seats they wrote about Gregory's feelings in their RRJ. For HOMEWORK the students need to read chapter 8 and list unknown words.
Pink: Independently the children reread chapter 7 and, in their RRJ, wrote about how Gregory feels at the end of it, using details from the story to support their thinking. In group we discussed the events and how Gregory felt. Then we added the most important part of the chapter to the chart in their RRJ and chose a color to represent it. For HOMEWORK the students need to read chapter 8 and list unknown words on a sticky note.
Green: Independently the students reread chapter 5 and, in their RRJ, described the actions Little Willy took to solve the problem of paying the $500 tax bill. In group we reviewed their unknown words from homework. Then we discussed the problem in the story and the actions Little Willy took to try to solve it. For HOMEWORK the students need to read chapter 6 and list unknown words.
Blue: Independently the students reread pages 175-188 and, in their RRJ, described how Digory has changed. In group we shared some of the unknown words they defined for homework last night. Then we discussed how Digory has changed in the story and the reasons for it. Finally we identified the important events in this section of text. For HOMEWORK the students need to read pages 189-200 and define three unknown words.
After our literacy block the students enjoyed indoor recess and lunch.
When they returned to class we were treated to a special treat. In honor of Read Across America Week and Dr. Seuss' birthday, we had a guest reader, Mrs. B, visit us and read two books.
After that we began our math block.
During the small group, teacher-led, rotation we used number lines to identify equivalent fractions.
During math with a partner, the students engaged in math discourse as they played Equivalent Fraction Scoot.
During the technology rotation the students watched a Learn Zillion lesson about identifying equivalent fractions using a number line. They second time they watched they took notes , in their math journal, about the review, common mistake, and the core lesson.
We only got through ONE ROTATION today. The students will go to the other two tomorrow.
HOMEWORK is posted on Google Classroom. Tonight we are trying to use Ten Marks to practice math.
The students ended their day in music.
Tuesday, March 1, 2016
Terrific Tuesday
This morning, after the announcements, we began our literacy block. I too some time to remind the children that I am here for each of them. If they need help or have questions they need to ask me...they should not worry about whether I am too busy.
Then, while I met with guided reading groups, the students completed independent reading tasks. After that, they practiced their word work words using look, say, cover, write, check. Next, they used their paragraph organizer and my feedback to write an informative paragraph about their state.
Orange: Independently the students reread chapter 6 and marked the most important part of the chapter, and places they were surprised or confused. Then, together, we reviewed their lists of unknown word from homework and discussed the chapter using the places they marked. After that we drew a chart in their RRJs and began identifying the most important part of each chapter and a color to symbolize it. For HOMEWORK the students need to read chapter 7 and list unknown words on a sticky note.
Pink: Independently the students reread chapter 6, and in their RRJ, they defined the word nursery, as used in the text, and drew a picture of one. In group we reviewed the most important part of chapter 5 and added it to our charts. Then we defined the word nursery and talked about using definitions that match the context of the story. After that we retold the chapter, identified the most important part, and added it to our charts. For HOMEWORK the students need to read chapter 7 and list unknown words on a sticky note.
Green: Independently the students reread chapter 4, marked places as important, surprising, and/or confusing, and then described how the author wants us to feel about Mr. Snyder, in their RRJ, using 2 details from the text. In group we reviewed the unknown words listed for homework, defined some vocabulary words, and discussed how the author wants us to feel about Mr. Snyder. After that, we discussed what grandfather is worried about and predicted what Little Willy will do, based on the events in the text so far. For HOMEWORK the students need to read chapter 5 and list unknown words on a sticky note.
Blue: Independently the students reread pages 164-174 and described what the author meant, on page 169, by "heading straight for the hungry jaws of the Eddystone Reef". In group we shared the words they defined for homework last night, discussed the phrase on page 169, and predicted what will happen at the end of the book. For HOMEWORK the students need to read pages 175-188 and choose three words to define.
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, teacher-led, instruction, we used fraction strips to identify fractions equivalent to 1/2 and 1/4.
During math with a partner the students worked together, engaging in math discourse, to determine equivalent fractions of a whole, a half, a fourth, and a third, using fraction strips.
Finally, during the technology rotation the students watched a Learn Zillion lesson about equivalent fractions, twice. The second time they took notes about the review, common mistakes, and the core lesson, in their math journal.
HOMEWORK is posted on Google Classroom.
After math, we visited the media center to work on our inquiry project with Mrs. Allaire. The students reviewed the characteristics of realistic fiction and watched interviews with authors to determine where they get their ideas and how they create their characters.
Then, while I met with guided reading groups, the students completed independent reading tasks. After that, they practiced their word work words using look, say, cover, write, check. Next, they used their paragraph organizer and my feedback to write an informative paragraph about their state.
Orange: Independently the students reread chapter 6 and marked the most important part of the chapter, and places they were surprised or confused. Then, together, we reviewed their lists of unknown word from homework and discussed the chapter using the places they marked. After that we drew a chart in their RRJs and began identifying the most important part of each chapter and a color to symbolize it. For HOMEWORK the students need to read chapter 7 and list unknown words on a sticky note.
Pink: Independently the students reread chapter 6, and in their RRJ, they defined the word nursery, as used in the text, and drew a picture of one. In group we reviewed the most important part of chapter 5 and added it to our charts. Then we defined the word nursery and talked about using definitions that match the context of the story. After that we retold the chapter, identified the most important part, and added it to our charts. For HOMEWORK the students need to read chapter 7 and list unknown words on a sticky note.
Green: Independently the students reread chapter 4, marked places as important, surprising, and/or confusing, and then described how the author wants us to feel about Mr. Snyder, in their RRJ, using 2 details from the text. In group we reviewed the unknown words listed for homework, defined some vocabulary words, and discussed how the author wants us to feel about Mr. Snyder. After that, we discussed what grandfather is worried about and predicted what Little Willy will do, based on the events in the text so far. For HOMEWORK the students need to read chapter 5 and list unknown words on a sticky note.
Blue: Independently the students reread pages 164-174 and described what the author meant, on page 169, by "heading straight for the hungry jaws of the Eddystone Reef". In group we shared the words they defined for homework last night, discussed the phrase on page 169, and predicted what will happen at the end of the book. For HOMEWORK the students need to read pages 175-188 and choose three words to define.
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, teacher-led, instruction, we used fraction strips to identify fractions equivalent to 1/2 and 1/4.
During math with a partner the students worked together, engaging in math discourse, to determine equivalent fractions of a whole, a half, a fourth, and a third, using fraction strips.
Finally, during the technology rotation the students watched a Learn Zillion lesson about equivalent fractions, twice. The second time they took notes about the review, common mistakes, and the core lesson, in their math journal.
HOMEWORK is posted on Google Classroom.
After math, we visited the media center to work on our inquiry project with Mrs. Allaire. The students reviewed the characteristics of realistic fiction and watched interviews with authors to determine where they get their ideas and how they create their characters.
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