This morning, after watching the announcements, we began our literacy block. I spent some time talking about persistence and frustration tolerance, particularly as it relates to our Genius Hour project. Then I modeled, once again, using a kid friendly search engine to research my driving question, add notes to my capture sheet, and site my source.
After that the students practiced writing their word work words and then continued their Genius Hour research, while I completed my April reading assessments.
At 10:00 we visited the media center where Mrs. Allaire taught us more about researching using the Internet and choosing reliable sources.
When we returned to class the children continued researching their genius hour project while I met with small groups.
Green: We met and together identified the elements of the fable, The Tortoise and the Hare, and then orally, created a summary of it. We will begin a new story next week.
Blue: We met and the students had time to review the story. Then, together, we retold the story with each student contributing in a sequential order. We will begin a new story next week.
I didn't get a chance to meet with the pink group today.
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. This warm up focused on the addition of time. After that we began our math rotations.
During the small group instruction we used number lines to calculate to solve elapsed time words problems. Students practiced determining the beginning time, the end time, and the elapsed time using 3 separate problems.
During math with a partner the students played Time Bump to practice reading time on an analog clock.
Finally, during the technology rotation, the children worked on two Ten Marks assignments; reading time on an analog clock, and calculating the addition and subtraction of time.
We will have a math quiz on TUESDAY, not Monday.
After math we shared homework writing journals.
Next we took a MUCH needed Go Noodle brain break.
We ended the day with our weekly class meeting. We had a student leader, AH, who did an awesome job. He began with a group share where each student shared their favorite part of the week. Then we exchanged thank yous and compliments. After that, I took over, and we discussed the importance of saying thank you and you're welcome. We also discussed the need to be respectful and courteous in the lunchroom.
Friday, April 29, 2016
Thursday, April 28, 2016
Thursday - Take Your Child to Work Day
So...let me start off by saying we had 9 children in class today. That is 1/3 of our regular class size. Obviously, I had adjustments to make. :-)
After the announcements we reviewed the assignments for our literacy block. First the children read a book using Myon. Next they practiced their word work words by writing each two times. Finally, the continued researching their Genius Hour project.
I used this time to continue my April reading assessments. Then I worked with the children to refine their questions for their Genius Hour project and help them utilize kid friendly search engines to discover information.
After our literacy block the students enjoyed indoor recess and lunch.
When the children returned to class they helped check that each Chromebook had the app necessary to take the PARCC assessment next month. Then we practiced telling time to the nearest minute by playing Kahoot.
Next the students went to art and worked on a cool sunflower project.
When they returned to class we continued practicing telling time to the nearest minute using Kahoot.
HOMEWORK is posted on Google Classroom.
NO math or word work quiz tomorrow.
Math quiz is MONDAY.
Word work quiz NEXT Friday....not tomorrow!
After the announcements we reviewed the assignments for our literacy block. First the children read a book using Myon. Next they practiced their word work words by writing each two times. Finally, the continued researching their Genius Hour project.
I used this time to continue my April reading assessments. Then I worked with the children to refine their questions for their Genius Hour project and help them utilize kid friendly search engines to discover information.
After our literacy block the students enjoyed indoor recess and lunch.
When the children returned to class they helped check that each Chromebook had the app necessary to take the PARCC assessment next month. Then we practiced telling time to the nearest minute by playing Kahoot.
Next the students went to art and worked on a cool sunflower project.
When they returned to class we continued practicing telling time to the nearest minute using Kahoot.
HOMEWORK is posted on Google Classroom.
NO math or word work quiz tomorrow.
Math quiz is MONDAY.
Word work quiz NEXT Friday....not tomorrow!
Wednesday, April 27, 2016
Wonderful Wednesday
This morning, after the announcements, we began our literacy block. While I met with individual students, to conduct our monthly reading assessments, and guided reading groups, the students worked independently on the following tasks.
All reading groups reread their fables/ fairy tales and, in their RRJ, they explained how a character's actions led to an event in the story. After that, the students used 10 more of their word work words in meaningful sentences. Finally, the children continued to research and answer the questions they are wondering about in regards to their Genius Hour project.
Pink: In group we reviewed the events leading to Crocodile returning to his bedroom. Then we identified how a characters actions lead to events in the story, creating a pathway to the central message, or moral, of the fable. Then I modeled summarizing the fable out loud. After that, I handed out a new fable, The Ducks and the Fox, and we did some word work. For HOMEWORK the students need to reread the fable, The Ducks and the Fox.
Green: In group we reviewed the actions that led to the Grasshopper going to the ant's house in winter. After that I explained that by identifying the main character's actions, and events caused by them, we can begin to determine the most important events and then summarize a story. Then I modeled summarizing the Ant and the Grasshopper. Next I explained that we can analyze the summary to determine the moral of the story. Finally, I handed out a new fable, The Tortoise and the Hare. For HOMEWORK the students need to do a first reading of the fable, The Tortoise and the Hare.
Blue: In group we reviewed and listed the actions that led to Rumpelstiltskin running away howling. Then we discussed how identifying the main character's actions that led to important events can help us determine the important events to include in a summary. For HOMEWORK the students need to reread Rumpelstiltskin.
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. Students listed equations with a difference greater than 10 and less than 20. Then we began our rotations.
During the small group instruction we practiced telling time to the minute using an analog clock. The last group began calculating elapsed time.
During math with a partner the students played a game called Telling Time Bump to practice telling time to the nearest 5 minutes on an analog clock.
Finally, during the technology rotation, the children completed a Ten Marks assignment, practicing telling time on an analog clock, using videos and hints to support their learning.
HOMEWORK is posted on Google Classroom.
The students ended the day in music with Mrs. Graf.
All reading groups reread their fables/ fairy tales and, in their RRJ, they explained how a character's actions led to an event in the story. After that, the students used 10 more of their word work words in meaningful sentences. Finally, the children continued to research and answer the questions they are wondering about in regards to their Genius Hour project.
Pink: In group we reviewed the events leading to Crocodile returning to his bedroom. Then we identified how a characters actions lead to events in the story, creating a pathway to the central message, or moral, of the fable. Then I modeled summarizing the fable out loud. After that, I handed out a new fable, The Ducks and the Fox, and we did some word work. For HOMEWORK the students need to reread the fable, The Ducks and the Fox.
Green: In group we reviewed the actions that led to the Grasshopper going to the ant's house in winter. After that I explained that by identifying the main character's actions, and events caused by them, we can begin to determine the most important events and then summarize a story. Then I modeled summarizing the Ant and the Grasshopper. Next I explained that we can analyze the summary to determine the moral of the story. Finally, I handed out a new fable, The Tortoise and the Hare. For HOMEWORK the students need to do a first reading of the fable, The Tortoise and the Hare.
Blue: In group we reviewed and listed the actions that led to Rumpelstiltskin running away howling. Then we discussed how identifying the main character's actions that led to important events can help us determine the important events to include in a summary. For HOMEWORK the students need to reread Rumpelstiltskin.
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. Students listed equations with a difference greater than 10 and less than 20. Then we began our rotations.
During the small group instruction we practiced telling time to the minute using an analog clock. The last group began calculating elapsed time.
During math with a partner the students played a game called Telling Time Bump to practice telling time to the nearest 5 minutes on an analog clock.
Finally, during the technology rotation, the children completed a Ten Marks assignment, practicing telling time on an analog clock, using videos and hints to support their learning.
HOMEWORK is posted on Google Classroom.
The students ended the day in music with Mrs. Graf.
Monday, April 25, 2016
Monday
This morning, after the announcements, we had a brief class meeting to discuss the events of Friday afternoon. You may recall that I had to leave early for a religious holiday. Prior to leaving I spoke with the class and explained my expectations for the afternoon. Unfortunately, many students did not take this to heart. This morning, upon my return, I was was greeted with a note from Friday's substitute alerting me to disrespectful behavior and pushing and hitting in the classroom. I was so disappointed, to say the least, and shared this with the class.
After our meeting, we began our literacy block. All groups began by reading a fable or a folktale and identifying the meaning of challenging vocabulary. After that all groups wrote meaningful sentences using 10 of their word work words. Finally, the students continued researching to find the answers to their questions for their Genius Hour project.
Pink: In group we reviewed the 4 kinds of traditional tales and the characteristics of each. Then we reread the fable, "The Crocodile in the Bedroom", and identified the elements of the story. Then we read and discussed the moral and related it to the fable. For HOMEWORK the students need to reread the fable, "The Crocodile in the Bedroom".
Green: In group we reviewed the story elements of the fable, "The Ant and the Grasshopper". We also identified the characteristics that make this story a fable. Finally, we identified the moral as work hard now and you will reap the rewards later. For HOMEWORK the students need to reread the fable, "The Ant and the Grasshopper".
Blue: In group we reviewed the 4 types of traditional tales and the characteristics of each. Then we recounted the elements of the tale, Rumpelstiltskin. Finally, we discussed how a character's actions contribute to the sequence of events in a story. For HOMEWORK the students need to reread Rumpelstiltskin.
After our literacy block the children enjoyed outdoor recess and lunch.
When the students returned to lunch, I was at a meeting, but they began their math block with a para educator. First they completed a Train Your Brain. Then they began their math rotations.
During the small group, teacher led instruction, we reviewed the basics of reading time using an analog clock.
During math with a partner, the students rolled dice to identify a time and then showed that time on an analog and digital clock.
During the technology rotation the children watched two Khan Academy lessons about telling time to the nearest minute and then practiced.
HOMEWORK is posted on Google Classroom.
The students went to PE in between the first two math rotations. I picked the class up from PE and then taught the last two math groups.
There is NO SCHOOL tomorrow due to Primary Election Day.
After our meeting, we began our literacy block. All groups began by reading a fable or a folktale and identifying the meaning of challenging vocabulary. After that all groups wrote meaningful sentences using 10 of their word work words. Finally, the students continued researching to find the answers to their questions for their Genius Hour project.
Pink: In group we reviewed the 4 kinds of traditional tales and the characteristics of each. Then we reread the fable, "The Crocodile in the Bedroom", and identified the elements of the story. Then we read and discussed the moral and related it to the fable. For HOMEWORK the students need to reread the fable, "The Crocodile in the Bedroom".
Green: In group we reviewed the story elements of the fable, "The Ant and the Grasshopper". We also identified the characteristics that make this story a fable. Finally, we identified the moral as work hard now and you will reap the rewards later. For HOMEWORK the students need to reread the fable, "The Ant and the Grasshopper".
Blue: In group we reviewed the 4 types of traditional tales and the characteristics of each. Then we recounted the elements of the tale, Rumpelstiltskin. Finally, we discussed how a character's actions contribute to the sequence of events in a story. For HOMEWORK the students need to reread Rumpelstiltskin.
After our literacy block the children enjoyed outdoor recess and lunch.
When the students returned to lunch, I was at a meeting, but they began their math block with a para educator. First they completed a Train Your Brain. Then they began their math rotations.
During the small group, teacher led instruction, we reviewed the basics of reading time using an analog clock.
During math with a partner, the students rolled dice to identify a time and then showed that time on an analog and digital clock.
During the technology rotation the children watched two Khan Academy lessons about telling time to the nearest minute and then practiced.
HOMEWORK is posted on Google Classroom.
The students went to PE in between the first two math rotations. I picked the class up from PE and then taught the last two math groups.
There is NO SCHOOL tomorrow due to Primary Election Day.
Friday, April 22, 2016
TGIF - Report Card Day
After watching the morning announcements, we began our literacy block. I began by modeling adding questions that I am wondering about to my research note taking chart. Then I began researching my topic. As luck would have it, this did not go smoothly. So, the students saw how I utilized different search engines and key words during my search. I also demonstrated how to add notes, from my research to the chart, and site my sources by copying and posting the Internet address onto the chart.
While I met with individuals, to continue the April informal reading assessments, and guided reading groups, the students worked on the following independent assignments.
ALL reading groups created comic strips, either in their RRJ or using an online Comic Creator, to retell the main events in their myth. After that they completed a meaning check using 10 more of their word work words. Next, a few students had to complete the science habitat worksheet. Finally, the children began researching, and taking notes, on their Genius Hour project.
Pink: We met and shared some of the comics that the students created. The children explained what they drew and why. We also had a chat about being sure that the children know what is expected of them (in this case retelling the story) and then addressing that, not something else (such as the theme). I collected their books and we will begin reading fables on Monday.
Green: We met and shared some of the comics they created. The children shared what they drew to identify the main events. Then I collected their texts. We will begin reading fables on Monday.
Blue: We met and shared their comic strips retelling the main events of their myth. The I collected their books. We will begin a new story on Monday.
After our literacy block the children enjoyed indoor recess and lunch.
I left early due to a religious holiday.
This afternoon, with the substitute, the students took a math quiz. These will be graded by me and sent home on Monday.
Then they shard homework writing journal entries. After that they had a short class meeting beginning with a group share and then exchanging thank yous and compliments.
Finally, they ended the day with a Class Dojo celebration, Game Day Afternoon.
Report Cards were distributed before dismissal. PLEASE keep the actual report card and return the SIGNED EMPTY ENVELOPE on Monday.
While I met with individuals, to continue the April informal reading assessments, and guided reading groups, the students worked on the following independent assignments.
ALL reading groups created comic strips, either in their RRJ or using an online Comic Creator, to retell the main events in their myth. After that they completed a meaning check using 10 more of their word work words. Next, a few students had to complete the science habitat worksheet. Finally, the children began researching, and taking notes, on their Genius Hour project.
Pink: We met and shared some of the comics that the students created. The children explained what they drew and why. We also had a chat about being sure that the children know what is expected of them (in this case retelling the story) and then addressing that, not something else (such as the theme). I collected their books and we will begin reading fables on Monday.
Green: We met and shared some of the comics they created. The children shared what they drew to identify the main events. Then I collected their texts. We will begin reading fables on Monday.
Blue: We met and shared their comic strips retelling the main events of their myth. The I collected their books. We will begin a new story on Monday.
After our literacy block the children enjoyed indoor recess and lunch.
I left early due to a religious holiday.
This afternoon, with the substitute, the students took a math quiz. These will be graded by me and sent home on Monday.
Then they shard homework writing journal entries. After that they had a short class meeting beginning with a group share and then exchanging thank yous and compliments.
Finally, they ended the day with a Class Dojo celebration, Game Day Afternoon.
Report Cards were distributed before dismissal. PLEASE keep the actual report card and return the SIGNED EMPTY ENVELOPE on Monday.
Thursday, April 21, 2016
Thriving Thursday
This morning, after the announcements, we began our literacy block. Before beginning the independent work, I modeled how to add questions I am wondering about to elaborate on my driving question. Then I had the students share questions they wondered about that related to my driving questions. After that, I showed the students the capture sheet they will use when they begin their research tomorrow.
While I met with individual students, to conference on their driving questions, and guided reading groups, the children worked on the following tasks. First, they completed a guided reading group assignment. Then they dd a meaning check for 10 of their word work words. After that, they met with a partner to share their driving questions and off ideas they are wondering about for their partner's Genius Hour project. Finally, they completed the science worksheet focusing on how a specific animal uses its habitat to meet its basic needs.
Pink: Independently the students named and explained, in their RRJ, two examples, from their story, that support the theme of heroism. In group, we began by identifying different moods. Then , after discussing how illustrators create moods through their pictures, the students chose an illustration and explained how it made them feel and why. For HOMEWORK the children need to reread the book one last time.
Green: Independently the students selected an illustration from their book and, in their RRJ, explained how it made them feel and why. In group, we reviewed the concept of mood. Then the students shared the illustrations they chose and the mood each created. For HOMEWORK the students need to reread the book and think about the main events.
Blue: Independently the students explained, in their RRJ, what the illustrations in their book told us about the main character, She-Who-Is-Alone. In group, the students shared, and discussed, the information that they gained by looking at the illustrations in their book. For HOMEWORK the students need to reread the book and think about how they would retell the story in either 3 or 6 events.
After our literacy block the children enjoyed outdoor recess and lunch.
When the students returned to class we began our math block. Our Train YOur Brain was a chart showing the various names for different quadrilaterals. After reviewing the chart we began our rotations.
During the small group instruction we answered and discussed task cards that reinforced the characteristics or quadrilaterals.
During math with a partner the students engaged in discourse as they completed the quadrilateral sort we worked on, yesterday, in small group. If they finished early they made flashcards to help prepare for tomorrow's quiz.
Finally, during the technology rotation, the students worked on a Ten Marks assignment, using the video tutorials and hints, to classify and sort Quadrilaterals.
In between our first and second rotations, the students went to art with Mrs. Daniell. When they returned we finished our math block.
HOMEWORK is on Google Classroom. There will be a quiz on quadrilaterals tomorrow.
While I met with individual students, to conference on their driving questions, and guided reading groups, the children worked on the following tasks. First, they completed a guided reading group assignment. Then they dd a meaning check for 10 of their word work words. After that, they met with a partner to share their driving questions and off ideas they are wondering about for their partner's Genius Hour project. Finally, they completed the science worksheet focusing on how a specific animal uses its habitat to meet its basic needs.
Pink: Independently the students named and explained, in their RRJ, two examples, from their story, that support the theme of heroism. In group, we began by identifying different moods. Then , after discussing how illustrators create moods through their pictures, the students chose an illustration and explained how it made them feel and why. For HOMEWORK the children need to reread the book one last time.
Green: Independently the students selected an illustration from their book and, in their RRJ, explained how it made them feel and why. In group, we reviewed the concept of mood. Then the students shared the illustrations they chose and the mood each created. For HOMEWORK the students need to reread the book and think about the main events.
After our literacy block the children enjoyed outdoor recess and lunch.
When the students returned to class we began our math block. Our Train YOur Brain was a chart showing the various names for different quadrilaterals. After reviewing the chart we began our rotations.
During the small group instruction we answered and discussed task cards that reinforced the characteristics or quadrilaterals.
During math with a partner the students engaged in discourse as they completed the quadrilateral sort we worked on, yesterday, in small group. If they finished early they made flashcards to help prepare for tomorrow's quiz.
Finally, during the technology rotation, the students worked on a Ten Marks assignment, using the video tutorials and hints, to classify and sort Quadrilaterals.
In between our first and second rotations, the students went to art with Mrs. Daniell. When they returned we finished our math block.
HOMEWORK is on Google Classroom. There will be a quiz on quadrilaterals tomorrow.
Wednesday, April 20, 2016
Wonderful Wednesday
This morning, after the announcements, we began our literacy block. While I met with students, to conduct the informal April reading assessments, and small guided reading groups, the children worked independently on the following tasks. First the completed a guided reading task. Then they practiced their new word work words by doing, "Look, Say, Cover, Write, Check". After that, they finished listing what they know and wonder about the two driving questions for their Genius Hour project, chose the question they are most passionate about, and posted it to the Padlet board. Finally, the students identified one animal, the habitat it lives in, and how the environment meets its basic needs, for science.
Pink: Independently the students chose 2 unknown words from their reading last night. For each, they copied the sentence it appears in, identified 3 synonyms using an online resource, and then circled the word that best fit into the sentence from the book. In group, we reread the second half of the book marking, and discussing, key details that supported the themes of responsibility or heroism. For HOMEWORK the students need to reread the entire book to work on stamina.
Green: Independently the students created a web, in their RRJ, identifying key details/events from the book that support the theme of friendship. In group, we identified and discussed the most important key details and events that support the theme of friendship. For HOMEWORK the students need to reread the entire book to work on stamina.
Blue: Independently, in their RRJ, the children identified the theme of their book and used specific details to support and explain it. In group, we discussed the illustrations and the mood created by them. We focused on the colors used, how loneliness was portrayed, and the similarities and differences within the facial features of the people. For HOMEWORK the children need to reread the entire book.
After our literacy block the students enjoyed outdoor recess and lunch.
When the students returned to class we began our math block with a Train Your BRain. After that we began math rotations.
During the small group instruction we continued working on the quadrilateral sort we began yesterday. Students recounted the characteristics of quadrilaterals, rhombuses, squares, and rectangles. Then they cut out figures and determined which criteria each met.
During math with a partner the students completed the quadrilateral worksheet writing the definition and drawing a picture of each. Then they practiced identifying quadrilaterals by playing the online game, Quadrilateral SHoot.
FInally, during the technology rotation, the children finished the Ten Marks assignment, then they practiced identifying right angles and quadrilaterals using Khan Academy.
HOMEWORK is posted on Google Classroom.
The children ended their day in music with Mrs. Graf.
Pink: Independently the students chose 2 unknown words from their reading last night. For each, they copied the sentence it appears in, identified 3 synonyms using an online resource, and then circled the word that best fit into the sentence from the book. In group, we reread the second half of the book marking, and discussing, key details that supported the themes of responsibility or heroism. For HOMEWORK the students need to reread the entire book to work on stamina.
Green: Independently the students created a web, in their RRJ, identifying key details/events from the book that support the theme of friendship. In group, we identified and discussed the most important key details and events that support the theme of friendship. For HOMEWORK the students need to reread the entire book to work on stamina.
Blue: Independently, in their RRJ, the children identified the theme of their book and used specific details to support and explain it. In group, we discussed the illustrations and the mood created by them. We focused on the colors used, how loneliness was portrayed, and the similarities and differences within the facial features of the people. For HOMEWORK the children need to reread the entire book.
After our literacy block the students enjoyed outdoor recess and lunch.
When the students returned to class we began our math block with a Train Your BRain. After that we began math rotations.
During the small group instruction we continued working on the quadrilateral sort we began yesterday. Students recounted the characteristics of quadrilaterals, rhombuses, squares, and rectangles. Then they cut out figures and determined which criteria each met.
During math with a partner the students completed the quadrilateral worksheet writing the definition and drawing a picture of each. Then they practiced identifying quadrilaterals by playing the online game, Quadrilateral SHoot.
FInally, during the technology rotation, the children finished the Ten Marks assignment, then they practiced identifying right angles and quadrilaterals using Khan Academy.
HOMEWORK is posted on Google Classroom.
The children ended their day in music with Mrs. Graf.
Tuesday, April 19, 2016
Terrific Tuesday
This morning, after the announcements, we began our literacy block. While I conduct the informal reading assessments for April and meet with guided reading groups, the students worked independently on the following assignments. First, all reading groups chose 2 unknown words from their text, copied the sentence it was in, selected three synonyms for the word, using an online resource, and then circled the word that fit best in the sentence from the book. After that, all groups completed a header sort using their new word work words. Next the students continued working on listing what they know and what they wonder for the two driving questions they identified for their Genius Hour project. Once they completed that, they determined which question they are most passionate about AND has the most available resources. They posted that question to a Padlet board for my approval. Finally, the students completed the habitat chart for science.
Green: We began group by sharing the key details they marked yesterday supporting the theme of friendship. Then the students continued reading the book, marking new details supporting this theme. For HOMEWORK the children need to reread from the sticky note to the end of the book.
Pink: In group we began reading the book from the beginning, stopping along the way to point out the author's introduction to the main character, setting, and eventually, the problem. We also looked for, and marked, key details that support the themes of heroism and responsibility. For HOMEWORK the students need to read the second half of the book, from the sticky note to the end, and list unknown words.
Blue: During our group we retold the story stopping along the way to discuss how the author introduced the main character, setting, background information, and problem. We also discussed how the main character reacted to the problem and what we could learn from it. Finally, we identified themes of the story and identified key details that supported it. For HOMEWORK the children need to reread the book and think about the theme.
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 we began our math rotations.
During the small group instruction we reviewed the characteristics and definitions of quadrilaterals, rectangles, rhombuses, and squares. Then we set up a Venn Diagram to sort shapes in order to reinforce the requirements for each of the figures.
During math with a partner the students used an online math dictionary to define and draw an example of various quadrilaterals, again reinforcing the characteristics of each.
Finally, during the technology rotation, the children continued the Ten Marks assignment from yesterday. Again, they were strongly encouraged to use the videos and hints to solve each problem.
HOMEWORK is posted on Google Classroom.
After math we took a MUCH needed Go Noodle brain break. Then we focused on science and how natural resources are used to make food, fuel, and fiber. Together, as a group, we read articles about vanilla, chocolate, and rice. Then we watched video clips about fossil fuels and ethanol.
Green: We began group by sharing the key details they marked yesterday supporting the theme of friendship. Then the students continued reading the book, marking new details supporting this theme. For HOMEWORK the children need to reread from the sticky note to the end of the book.
Pink: In group we began reading the book from the beginning, stopping along the way to point out the author's introduction to the main character, setting, and eventually, the problem. We also looked for, and marked, key details that support the themes of heroism and responsibility. For HOMEWORK the students need to read the second half of the book, from the sticky note to the end, and list unknown words.
Blue: During our group we retold the story stopping along the way to discuss how the author introduced the main character, setting, background information, and problem. We also discussed how the main character reacted to the problem and what we could learn from it. Finally, we identified themes of the story and identified key details that supported it. For HOMEWORK the children need to reread the book and think about the theme.
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 we began our math rotations.
During the small group instruction we reviewed the characteristics and definitions of quadrilaterals, rectangles, rhombuses, and squares. Then we set up a Venn Diagram to sort shapes in order to reinforce the requirements for each of the figures.
During math with a partner the students used an online math dictionary to define and draw an example of various quadrilaterals, again reinforcing the characteristics of each.
Finally, during the technology rotation, the children continued the Ten Marks assignment from yesterday. Again, they were strongly encouraged to use the videos and hints to solve each problem.
HOMEWORK is posted on Google Classroom.
After math we took a MUCH needed Go Noodle brain break. Then we focused on science and how natural resources are used to make food, fuel, and fiber. Together, as a group, we read articles about vanilla, chocolate, and rice. Then we watched video clips about fossil fuels and ethanol.
Monday, April 18, 2016
Marvelous Monday
This morning, after the announcements, we began our literacy block. While I met with small groups the children cut apart and put their initials on the back of their new word work words. Then they completed the habitat chart that they began, for science, on Friday. After that, they continued working on their two driving questions for their Genius Hour Project.
Green: First we did a header sort for their new word work words involving the r- controlled vowels, er, ir, and ur. After that we reviewed the 4 types of traditional stories and determined that our next book, I Can Hear the Sun, is a modern myth. Then I gave a brief book introduction. Next we defined and practiced using the words peculiar and gestured. Finally, the students began reading the book, up to the designated stopping point, and identified key details that support the theme of friendship. For HOMEWORK the children need to reread up to the stopping point.
Pink: We began group by reviewing compound words and sorting and using their new words in sentences. After that, we reviewed the 4 types of traditional stories. Then I did a book introduction for their new text, Aani and the Tree Huggers. After that we defined and practiced using the vocabulary, namaste, gashes, and gigantic. For HOMEWORK the children need to read up to the sticky note and list unknown words.
Blue: We began group by reviewing their new word work words and learning that the endings, -ic, -al, and -ial, signal either adjectives derived from nouns or nouns derived from verbs. Then we practiced using two sentences to help us determine the part of speech of some of their words. After that I passed out their new book, The Legend of the Bluebonnet, and did a quick introduction. Then we reviewed some vocabulary; Shaman, scarcely, and famine. Finally, we discussed and identified the story as being a myth. For HOMEWORK the students need to read the book 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. We began with a Train Your Brain warm up. Students were given a set of data, about packages of Sour Patch Kids, and had to tell me about the data. After that we began our math rotations.
During the small group instruction we compared and contrasted 3 different quadrilaterals and then completed a Frayer model identifying the definition, characteristics, examples, and non-examples of a rhombus.
During math with a partner the students chose between completing their rectangle robot from last week or creating different rectangles with a perimeter of 18 inches and calculating the area of each.
Finally, during the technology rotation, the students worked on a new Ten Marks assignment focusing on the characteristics of quadrilaterals. Students were reminded to make use of the videos and hints provided.
HOMEWORK is posted on Google Classroom.
The students went to PE with Mr. Benco in between our first and second math rotation.
Green: First we did a header sort for their new word work words involving the r- controlled vowels, er, ir, and ur. After that we reviewed the 4 types of traditional stories and determined that our next book, I Can Hear the Sun, is a modern myth. Then I gave a brief book introduction. Next we defined and practiced using the words peculiar and gestured. Finally, the students began reading the book, up to the designated stopping point, and identified key details that support the theme of friendship. For HOMEWORK the children need to reread up to the stopping point.
Pink: We began group by reviewing compound words and sorting and using their new words in sentences. After that, we reviewed the 4 types of traditional stories. Then I did a book introduction for their new text, Aani and the Tree Huggers. After that we defined and practiced using the vocabulary, namaste, gashes, and gigantic. For HOMEWORK the children need to read up to the sticky note and list unknown words.
Blue: We began group by reviewing their new word work words and learning that the endings, -ic, -al, and -ial, signal either adjectives derived from nouns or nouns derived from verbs. Then we practiced using two sentences to help us determine the part of speech of some of their words. After that I passed out their new book, The Legend of the Bluebonnet, and did a quick introduction. Then we reviewed some vocabulary; Shaman, scarcely, and famine. Finally, we discussed and identified the story as being a myth. For HOMEWORK the students need to read the book 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. We began with a Train Your Brain warm up. Students were given a set of data, about packages of Sour Patch Kids, and had to tell me about the data. After that we began our math rotations.
During the small group instruction we compared and contrasted 3 different quadrilaterals and then completed a Frayer model identifying the definition, characteristics, examples, and non-examples of a rhombus.
During math with a partner the students chose between completing their rectangle robot from last week or creating different rectangles with a perimeter of 18 inches and calculating the area of each.
Finally, during the technology rotation, the students worked on a new Ten Marks assignment focusing on the characteristics of quadrilaterals. Students were reminded to make use of the videos and hints provided.
HOMEWORK is posted on Google Classroom.
The students went to PE with Mr. Benco in between our first and second math rotation.
Friday, April 15, 2016
Fabulous Friday - Spring Picture Day
This morning, after watching the announcements, we began our literacy block. Due to a packed schedule this week, we have missed some important science lessons. Therefore, today , during the independent work time, students watched videos about 6 habitats and took notes on a capture sheet. I modeled how to do this with the first habitat, the desert.
While I met with guided reading groups the students worked on the following tasks. First, they read a book, on their lexile level, using MyON and took the quiz that follows. Next they watched the other 5 videos about various habitats and took notes on their capture sheet. Finally, they continued working on their Genius Hour driving questions.
Blue: We met and I collected their Lon Po Po books. Then we took our spelling test. After that, we discussed the driving questions for the Genius Hour Project.
Green: We met and I collected their Rumpelstiltskin's Daughter books. Then we took our spelling test. After that, we discussed the driving questions for the Genius Hour Project.
Pink: We met and I collected their The Stonecutter books. Then we took our spelling test. After that, we discussed the driving questions for the Genius Hour Project.
During our literacy block we took a break to have our Spring pictures, including our class picture, taken.
After our literacy block the students enjoyed outdoor recess and lunch.
When they returned to class they took the formative on area and perimeter. Overall, the students did very well. Look for the graded quizzes in home folders this evening.
After math we finished the science experiment that we began earlier this week in the Mobile Science Lab. The students tested the strength of the Soy glue and Elmer's glue, in three different ways, and then rated it. Finally, they concluded which was strongest, the soy glue!
Next the students shared their homework writing journal entries. Then we took a much needed Go Noodle brain break.
Finally, we ended the day with our weekly class meeting. This week we had a student lead the first two parts. AK began with a group share and she chose to have students share what was on their minds. After that SK led the class in sharing compliments and thank yous. Then I took over and we watched the fifth installment in the first series of Big Ideas, by Class Dojo. Today's lesson was about facing challenges and how they make your mind grow.
While I met with guided reading groups the students worked on the following tasks. First, they read a book, on their lexile level, using MyON and took the quiz that follows. Next they watched the other 5 videos about various habitats and took notes on their capture sheet. Finally, they continued working on their Genius Hour driving questions.
Blue: We met and I collected their Lon Po Po books. Then we took our spelling test. After that, we discussed the driving questions for the Genius Hour Project.
Green: We met and I collected their Rumpelstiltskin's Daughter books. Then we took our spelling test. After that, we discussed the driving questions for the Genius Hour Project.
Pink: We met and I collected their The Stonecutter books. Then we took our spelling test. After that, we discussed the driving questions for the Genius Hour Project.
During our literacy block we took a break to have our Spring pictures, including our class picture, taken.
After our literacy block the students enjoyed outdoor recess and lunch.
When they returned to class they took the formative on area and perimeter. Overall, the students did very well. Look for the graded quizzes in home folders this evening.
After math we finished the science experiment that we began earlier this week in the Mobile Science Lab. The students tested the strength of the Soy glue and Elmer's glue, in three different ways, and then rated it. Finally, they concluded which was strongest, the soy glue!
Next the students shared their homework writing journal entries. Then we took a much needed Go Noodle brain break.
Finally, we ended the day with our weekly class meeting. This week we had a student lead the first two parts. AK began with a group share and she chose to have students share what was on their minds. After that SK led the class in sharing compliments and thank yous. Then I took over and we watched the fifth installment in the first series of Big Ideas, by Class Dojo. Today's lesson was about facing challenges and how they make your mind grow.
Thursday, April 14, 2016
Thriving Thursday
This morning, after the announcements, we began our literacy block. Before beginning our independent work, I spent time modeling how to choose two driving questions that I am passionate about and listing what I know (K) and what I wonder (W) on a K-W-H chart.
Then students wrote about the theme in their respective guided reading books, using an example from the folktale, and explaining the connection between their example and the theme. After that, they practiced their word work words with a buddy check or by writing each word three times. Finally, the students began identifying two driving questions for their genius hour project and listing what they know and what they wonder about each.
As they worked I completed some of the April informal reading assessments and then had an in-house meeting to attend. In my absence, Mrs. J. helped students with their driving questions.
After the literacy block, the children enjoyed outdoor recess and lunch.
When they returned to class we began our math block. First we worked on a Train Your Brain, trying to identify a figure with the same perimeter and area. After that we began our rotations.
During the small group rotation, the students practiced identifying the unknown length of sides of a complex figure, using known measurements. Then they calculated the perimeter of the entire shape.
During math with a partner the students continued working on their robot using the specified perimeters for each body part.
Finally, during the technology rotation, the children continued working on the Ten MArk assignment that was posted yesterday.
During the second rotation, the students went to with Mrs. Daniell.
HOMEWORK is posted on Google Classroom.
We will have a word work quiz tomorrow
We will also have a math formative covering area and perimeter.
Also, spring picture day is tomorrow. Our time slot is 11 am.
Then students wrote about the theme in their respective guided reading books, using an example from the folktale, and explaining the connection between their example and the theme. After that, they practiced their word work words with a buddy check or by writing each word three times. Finally, the students began identifying two driving questions for their genius hour project and listing what they know and what they wonder about each.
As they worked I completed some of the April informal reading assessments and then had an in-house meeting to attend. In my absence, Mrs. J. helped students with their driving questions.
After the literacy block, the children enjoyed outdoor recess and lunch.
When they returned to class we began our math block. First we worked on a Train Your Brain, trying to identify a figure with the same perimeter and area. After that we began our rotations.
During the small group rotation, the students practiced identifying the unknown length of sides of a complex figure, using known measurements. Then they calculated the perimeter of the entire shape.
During math with a partner the students continued working on their robot using the specified perimeters for each body part.
Finally, during the technology rotation, the children continued working on the Ten MArk assignment that was posted yesterday.
During the second rotation, the students went to with Mrs. Daniell.
HOMEWORK is posted on Google Classroom.
We will have a word work quiz tomorrow
We will also have a math formative covering area and perimeter.
Also, spring picture day is tomorrow. Our time slot is 11 am.
Wednesday, April 13, 2016
Wonderful Wednesday - Bus Evacuation
This morning, after the announcements, we began our literacy block. We chatted a bit about how to choose topics and questions that the students are passionate about for their Genius Hour project. Additionally, I shared some of the driving questions that Ms. Marsh's students chose for their projects.
WHile I met with guided reading groups and conducted some of the April informal reading assessments, the student worked independently. First each group used their book, and our discussions, to identify the key events, in their RRJ. After that, they practiced their word work words using "Look, Say, Cover, Write, Check". Finally, the students viewed some resources that I linked to the Genius Hour page in Google Classroom and completed their brainstorming sheet listing possible topics and driving questions.
We did take a break to participate in a bus evacuation drill.
Pink: Independently the students listed 6 key events, from the story, in their RRJ. In group we practiced breaking apart and decoding multi-syllabic words. Then we discussed possible theme of the story and found support in the book. For HOMEWORK the children need to reread the book and think about themes.
Green: Independently the students listed 6-8 key events, from the story, in their RRJ. In group we analyzed what the King had learned in the story and how he had changed. From this we discussed possible themes of the story. For HOMEWORK the students need to reread the story and think about possible themes.
Blue: Independently the students summarized the key events, of their book, in their RRJ. IN group we discussed what the characters learned and how they changed to help us identify possible themes of the story. For HOMEWORK the students need to reread the book and think about theme.
After our literacy block the children enjoyed outdoor recess and lunch.
When the students returned to class we began our math block. First we completed a Train Your Brain with students identifying as many rectangles as they could with a perimeter of 24 inches. Then we began our math rotations.
During the small group, teacher-led, instruction we practiced identifying the area and perimeter of rectangles. We also identified the lengths of unknown sides of a figure, using given information.
During math with a partner, students created robots, using centimeter grid paper, given specific perimeters for each body party. Then they calculated the area of each. Most students didn't finish, so they will have more time tomorrow.
Finally, during the technology rotation, the children worked on a perimeter assignment that was posted on Ten Marks. Students were encouraged, repeatedly, to use the videos and hints.
HOMEWORK is posted on Google Classroom.
The students ended their day in music.
We will finish the mobile science lab experiment tomorrow.
WHile I met with guided reading groups and conducted some of the April informal reading assessments, the student worked independently. First each group used their book, and our discussions, to identify the key events, in their RRJ. After that, they practiced their word work words using "Look, Say, Cover, Write, Check". Finally, the students viewed some resources that I linked to the Genius Hour page in Google Classroom and completed their brainstorming sheet listing possible topics and driving questions.
We did take a break to participate in a bus evacuation drill.
Pink: Independently the students listed 6 key events, from the story, in their RRJ. In group we practiced breaking apart and decoding multi-syllabic words. Then we discussed possible theme of the story and found support in the book. For HOMEWORK the children need to reread the book and think about themes.
Green: Independently the students listed 6-8 key events, from the story, in their RRJ. In group we analyzed what the King had learned in the story and how he had changed. From this we discussed possible themes of the story. For HOMEWORK the students need to reread the story and think about possible themes.
Blue: Independently the students summarized the key events, of their book, in their RRJ. IN group we discussed what the characters learned and how they changed to help us identify possible themes of the story. For HOMEWORK the students need to reread the book and think about theme.
After our literacy block the children enjoyed outdoor recess and lunch.
When the students returned to class we began our math block. First we completed a Train Your Brain with students identifying as many rectangles as they could with a perimeter of 24 inches. Then we began our math rotations.
During the small group, teacher-led, instruction we practiced identifying the area and perimeter of rectangles. We also identified the lengths of unknown sides of a figure, using given information.
During math with a partner, students created robots, using centimeter grid paper, given specific perimeters for each body party. Then they calculated the area of each. Most students didn't finish, so they will have more time tomorrow.
Finally, during the technology rotation, the children worked on a perimeter assignment that was posted on Ten Marks. Students were encouraged, repeatedly, to use the videos and hints.
HOMEWORK is posted on Google Classroom.
The students ended their day in music.
We will finish the mobile science lab experiment tomorrow.
Tuesday, April 12, 2016
Tuesday
This morning, after the announcements, we had a quick, emergency, class meeting. The reason? Someone had come into my class, yesterday afternoon, after I left. They told the Robotics teacher that I had taken a wristband from them and told them they could come get it. The Robotics teacher watched them go into my desk and take some gum. I told the students that this hurt me and made me feel disrespected.
After our talk, we began our literacy block. We had two visitors from Ms. Marsh's fourth grade class come speak to us about their experiences with Genius Hour. They also answered some questions from our students.
After they left the students got to work on their independent work. First, all reading groups finished reading their new books and listed unknown words on a sticky note. Then they practiced their word work words writing each across and down. Finally, the students began brainstorming topics and questions for their Genius Hour project.
Pink: Independently the students read the entire book and listed unknown words. In group we reviewed the extensive vocabulary in their book and practiced using many of the words. After that we retold the story, together, as a group. For HOMEWORK the students need to reread the story.
Green: Independently the students read the entire book and listed unknown words. In group we reviewed the extensive vocabulary in their book and practiced using many of the words. After that we retold the story, together, as a group. For HOMEWORK the students need to reread the story.
Blue: Independently the students read the entire book and listed unknown words. In group we reviewed the extensive vocabulary in their book and practiced using many of the words. After that we retold the story, together, as a group. For HOMEWORK the students need to reread the story.
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 where students listed as many facts as they could with an even product and a 6 in the tens column. Then we began our rotations.
During the small group, teacher-led, instruction the students used rulers to measure the perimeter of rectilinear figures, in inches.
During math with a partner, the students used 12, 1-inch squares, to creates rectangles with different perimeters but the same area.
Finally, during math with a partner, the students viewed two Learn Zillion lessons about perimeter and took notes in their math journals.
HOMEWORK is posted on Google Classroom.
We only made it through the first two math rotations due to a special treat. After math we went to the mobile science lab and made soy glue. Tomorrow we will test the glue, against Elmer's glue, to see which has a stronger bond.
After our science lesson we returned to the classroom. Ms. Snyder met us there to do a lesson about personal body safety.
Spring pictures are Friday. Order forms will be sent home Thursday.
After our talk, we began our literacy block. We had two visitors from Ms. Marsh's fourth grade class come speak to us about their experiences with Genius Hour. They also answered some questions from our students.
After they left the students got to work on their independent work. First, all reading groups finished reading their new books and listed unknown words on a sticky note. Then they practiced their word work words writing each across and down. Finally, the students began brainstorming topics and questions for their Genius Hour project.
Pink: Independently the students read the entire book and listed unknown words. In group we reviewed the extensive vocabulary in their book and practiced using many of the words. After that we retold the story, together, as a group. For HOMEWORK the students need to reread the story.
Green: Independently the students read the entire book and listed unknown words. In group we reviewed the extensive vocabulary in their book and practiced using many of the words. After that we retold the story, together, as a group. For HOMEWORK the students need to reread the story.
Blue: Independently the students read the entire book and listed unknown words. In group we reviewed the extensive vocabulary in their book and practiced using many of the words. After that we retold the story, together, as a group. For HOMEWORK the students need to reread the story.
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 where students listed as many facts as they could with an even product and a 6 in the tens column. Then we began our rotations.
During the small group, teacher-led, instruction the students used rulers to measure the perimeter of rectilinear figures, in inches.
During math with a partner, the students used 12, 1-inch squares, to creates rectangles with different perimeters but the same area.
Finally, during math with a partner, the students viewed two Learn Zillion lessons about perimeter and took notes in their math journals.
HOMEWORK is posted on Google Classroom.
We only made it through the first two math rotations due to a special treat. After math we went to the mobile science lab and made soy glue. Tomorrow we will test the glue, against Elmer's glue, to see which has a stronger bond.
After our science lesson we returned to the classroom. Ms. Snyder met us there to do a lesson about personal body safety.
Spring pictures are Friday. Order forms will be sent home Thursday.
Monday, April 11, 2016
Marvelous Monday - First Day of Marking Period 4
Today, after the announcements, we reviewed our new TASS skills, persistence and elaboration. Then we began our literacy block.
First, I introduced and explained the characteristics of traditional stories. Then I shared a Google Slide presentation explaining the four types (fables, folktales, myths, and legends) and the characteristics of each. After that, I told the students about an exciting change to our inquiry projects. This marking period we will be trying out "Genius Hour". Genius hour is a movement that allows students to explore their own passions and encourages creativity in the classroom. It provides students a choice in what they learn during a set period of time during school.
Today, while I met with guided reading groups, the students watched the traditional story, Jack and the Giant Barbecue, and then used provided resources to determine the type of traditional story it is and the characteristics that made them think the way they do. Next the children practiced their word work words by writing each using one color for vowels and another for consonants. Finally, the students joined the new Google Classroom Genius Hour page, watched some videos explaining it, and then posted what they learned and what they are wondering on a padlet board I created.
Pink: In group we began by taking notes on the 4 types of traditional stories and the characteristics of each. Then I introduced their new book, The Stonecutter, and gave a brief summary of it. After that, I defined some pertinent vocabulary. Then the students read to the sticky note and determined key details. For HOMEWORK the students needs to reread up to the sticky note on the page where the stonecutter is turned into a prince.
Green: In group we began by taking notes on the 4 types of traditional stories and the characteristics of each. Then I introduced their new book, Rumplestiltskin's Daughter, provided a brief summary, and reviewed pertinent vocabulary. Then the students read up to the sticky note and determined the most important key detail. For HOMEWORK the children need to reread up to the sticky note.
Blue: In group we began by taking notes on the 4 types of traditional stories and the characteristics of each. Then I introduced their new book, Lon Po Po, provided a brief summary, and reviewed important vocabulary. After that, the students read up to the sticky note and determined the most important key detail. For HOMEWORK the students need to reread up to the sticky note.
After our literacy block the students enjoyed outdoor recess and lunch.
When they returned to class we began our math block. First we completed a Train Your Brain finding the different arrays that could be created to plant 30 vegetables in equal rows. Then we began our math rotations.
During the small group, teacher-led, instruction we defined perimeter and compared it to area. Then we measured and calculated the perimeter of an index card.
During math with a partner, the children worked on basic fact fluency playing Four in a Row or Factor Pathways board game.
Finally, during the technology rotation, the students watched two Khan Academy lessons about Perimeter and then practiced the skill.
HOMEWORK is posted on Google Classroom.
IN between the first and second math rotations, the students went to PE with Mr. Benco.
First, I introduced and explained the characteristics of traditional stories. Then I shared a Google Slide presentation explaining the four types (fables, folktales, myths, and legends) and the characteristics of each. After that, I told the students about an exciting change to our inquiry projects. This marking period we will be trying out "Genius Hour". Genius hour is a movement that allows students to explore their own passions and encourages creativity in the classroom. It provides students a choice in what they learn during a set period of time during school.
Today, while I met with guided reading groups, the students watched the traditional story, Jack and the Giant Barbecue, and then used provided resources to determine the type of traditional story it is and the characteristics that made them think the way they do. Next the children practiced their word work words by writing each using one color for vowels and another for consonants. Finally, the students joined the new Google Classroom Genius Hour page, watched some videos explaining it, and then posted what they learned and what they are wondering on a padlet board I created.
Pink: In group we began by taking notes on the 4 types of traditional stories and the characteristics of each. Then I introduced their new book, The Stonecutter, and gave a brief summary of it. After that, I defined some pertinent vocabulary. Then the students read to the sticky note and determined key details. For HOMEWORK the students needs to reread up to the sticky note on the page where the stonecutter is turned into a prince.
Green: In group we began by taking notes on the 4 types of traditional stories and the characteristics of each. Then I introduced their new book, Rumplestiltskin's Daughter, provided a brief summary, and reviewed pertinent vocabulary. Then the students read up to the sticky note and determined the most important key detail. For HOMEWORK the children need to reread up to the sticky note.
Blue: In group we began by taking notes on the 4 types of traditional stories and the characteristics of each. Then I introduced their new book, Lon Po Po, provided a brief summary, and reviewed important vocabulary. After that, the students read up to the sticky note and determined the most important key detail. For HOMEWORK the students need to reread up to the sticky note.
After our literacy block the students enjoyed outdoor recess and lunch.
When they returned to class we began our math block. First we completed a Train Your Brain finding the different arrays that could be created to plant 30 vegetables in equal rows. Then we began our math rotations.
During the small group, teacher-led, instruction we defined perimeter and compared it to area. Then we measured and calculated the perimeter of an index card.
During math with a partner, the children worked on basic fact fluency playing Four in a Row or Factor Pathways board game.
Finally, during the technology rotation, the students watched two Khan Academy lessons about Perimeter and then practiced the skill.
HOMEWORK is posted on Google Classroom.
IN between the first and second math rotations, the students went to PE with Mr. Benco.
Friday, April 8, 2016
Fabulous Friday
This morning we visited Clarksburg High School to view the first act of the play, The Little Mermaid. It was a real treat!! We all enjoyed the wonderful performance and the children were very well behaved! :-)
When we returned to school it was time for outdoor recess and lunch.
After lunch, the students returned to the classroom and we watched a video to learn about the Pennies for Patients program which the school will be participating in next week.
Next we changed classroom jobs.
Then the students took a multiplication facts formative.
After that the children had a chance to finish publishing and illustrating their realistic fiction picture books. Then we shared the responsible financial decision making trees that they completed in small groups on Tuesday.
Next we shared homework writing journals.
Finally, we ended the day with our weekly class meeting. First students had the chance to share what was on their minds. Then we exchanged thank yous and compliments. After that we continued our study of the growth mind set. We watched a Go Noodle lesson about neurons and how our brains work. We learned that when we learn something new, which at the time is a challenge, our neurons make connections in our brains. Things becoming easier as these connections are made.
Have a great weekend!
When we returned to school it was time for outdoor recess and lunch.
After lunch, the students returned to the classroom and we watched a video to learn about the Pennies for Patients program which the school will be participating in next week.
Next we changed classroom jobs.
Then the students took a multiplication facts formative.
After that the children had a chance to finish publishing and illustrating their realistic fiction picture books. Then we shared the responsible financial decision making trees that they completed in small groups on Tuesday.
Next we shared homework writing journals.
Finally, we ended the day with our weekly class meeting. First students had the chance to share what was on their minds. Then we exchanged thank yous and compliments. After that we continued our study of the growth mind set. We watched a Go Noodle lesson about neurons and how our brains work. We learned that when we learn something new, which at the time is a challenge, our neurons make connections in our brains. Things becoming easier as these connections are made.
Have a great weekend!
Thursday, April 7, 2016
Thriving Thursday
This morning, after the announcements, we began our literacy block. I began by modeling the read to self independent assignment that all groups completed. I demonstrated how to use an online Venn Diagram to compare and contrast the facts, about the Statue of Liberty, found in Emma's Poem and in The Statue of Liberty: A Gift from France.
After that, the children worked independently to complete the Venn Diagram using their notes from guided reading groups and the two texts. Then they practiced their word work words writing each once in print and again in cursive. Finally, they continued publishing and illustrating their realistic fiction picture books.
In small group, with ALL groups, we shared and discussed the facts they placed on their online Venn Diagrams. Each group will be getting new guided reading groups on Monday, when we begin our unit on Traditional Tales.
After our literacy block the students enjoyed indoor recess and lunch.
After lunch I had an in-house planning meeting to attend. The children had a substitute who followed my plans.
They began with a Train Your Brain in math. Then they began their math rotations.
During the small group lesson each group began with a multiplication basic fact pre-test and then worked on multiplying multiples of ten.
During math with a partner, the children worked on their basic multiplication fact fluency by playing either Factors Pathway or Four in a Row. Both are board games they had played earlier in the week.
Finally, during the technology rotation, the students worked on their basic fact fluency using Xtra Math.
During our math block the students went to art with Mrs. Daniell.
We will have a quiz on the basic multiplication facts tomorrow...no word problems, just the facts.
HOMEWORK is on Google Classroom.
After math, the students had a chance to share the decision trees they made to match the responsible financial decision making scenarios earlier in the week.
After that, the children worked independently to complete the Venn Diagram using their notes from guided reading groups and the two texts. Then they practiced their word work words writing each once in print and again in cursive. Finally, they continued publishing and illustrating their realistic fiction picture books.
In small group, with ALL groups, we shared and discussed the facts they placed on their online Venn Diagrams. Each group will be getting new guided reading groups on Monday, when we begin our unit on Traditional Tales.
After our literacy block the students enjoyed indoor recess and lunch.
After lunch I had an in-house planning meeting to attend. The children had a substitute who followed my plans.
They began with a Train Your Brain in math. Then they began their math rotations.
During the small group lesson each group began with a multiplication basic fact pre-test and then worked on multiplying multiples of ten.
During math with a partner, the children worked on their basic multiplication fact fluency by playing either Factors Pathway or Four in a Row. Both are board games they had played earlier in the week.
Finally, during the technology rotation, the students worked on their basic fact fluency using Xtra Math.
During our math block the students went to art with Mrs. Daniell.
We will have a quiz on the basic multiplication facts tomorrow...no word problems, just the facts.
HOMEWORK is on Google Classroom.
After math, the students had a chance to share the decision trees they made to match the responsible financial decision making scenarios earlier in the week.
Wednesday, April 6, 2016
Wonderful Wednesday
This morning, after the announcements, we began our literacy block. Today all groups read a second non-fiction text about the Statue of Liberty and listed new facts in their RRJ. So, I began our block by modeling how to read and determine which facts to include on the list. After that, the students practiced their word work words. The pink group wrote and drew a picture of each word. The green and blue groups did a meaning check for 10 more of their words. Finally, the students continued publishing and illustrating their realistic fiction picture books.
As the students worked, I met with guided reading groups.
Pink: In group we reread pages 7-12, stopping at the end of each page to analyze what we read and determine if there were new facts to add to our lists. Students added any new facts that they had not included during their independent work time. As we read we used decoding skills to read multi syllabic words and vocabulary skills to determine the meaning of unknown words.
Green: In group we reread pages 7-12, stopping at the end of each page to analyze what we read and determine if new facts needed to be added. Students added any new facts that they had not included during their independent work time.
Blue: In group we reread pages 7-12, stopping at the end of each page to analyze what we read and determine if new facts needed to be added. Students added any new facts that they had not included during their independent work time.
After our literacy block the students enjoyed outdoor recess and lunch.
When the students returned to class, we began our math block. First we did a Train Your Brain which had the students use a set of data to identify true statements. After that we began our math rotations.
During the small group, teacher-led, instruction we reviewed strategies to help memorize the basic multiplication facts. Then we constructed a Frayer Model to identify the definition, characteristics, examples, and non-examples of multiples of ten.
During math with a partner, the students engaged in math discourse as they played Factors Pathway, a board game designed to increase multiplication fact fluency.
During the technology rotation, students continued working on their basic fact fluency using Xtra Math.
HOMEWORK is posted on Google Classroom.
The children ended their day in music.
As the students worked, I met with guided reading groups.
Pink: In group we reread pages 7-12, stopping at the end of each page to analyze what we read and determine if there were new facts to add to our lists. Students added any new facts that they had not included during their independent work time. As we read we used decoding skills to read multi syllabic words and vocabulary skills to determine the meaning of unknown words.
Green: In group we reread pages 7-12, stopping at the end of each page to analyze what we read and determine if new facts needed to be added. Students added any new facts that they had not included during their independent work time.
Blue: In group we reread pages 7-12, stopping at the end of each page to analyze what we read and determine if new facts needed to be added. Students added any new facts that they had not included during their independent work time.
After our literacy block the students enjoyed outdoor recess and lunch.
When the students returned to class, we began our math block. First we did a Train Your Brain which had the students use a set of data to identify true statements. After that we began our math rotations.
During the small group, teacher-led, instruction we reviewed strategies to help memorize the basic multiplication facts. Then we constructed a Frayer Model to identify the definition, characteristics, examples, and non-examples of multiples of ten.
During math with a partner, the students engaged in math discourse as they played Factors Pathway, a board game designed to increase multiplication fact fluency.
During the technology rotation, students continued working on their basic fact fluency using Xtra Math.
HOMEWORK is posted on Google Classroom.
The children ended their day in music.
Tuesday, April 5, 2016
Terrific Tuesday
This morning, after the announcements, we began our literacy block.
While I met with small groups, the students worked on the following independent assignments. First, all reading groups re-watched the story, Emma's Poem, and then, in their RRJ, identified 3-4 events from the story and their cause. After that, they practiced their word work words. The pink group completed "Look, Say, Cover, Write, Check". The green and blue groups completed a meaning check for 10 of their words. Finally, the students continued publishing and illustrating their realistic fiction picture books.
Pink: In group we re-listened to Emma's Poem so that I could model identifying events and describing what caused each. We spent a lot of time listening to and discussing parts of the story to determine what the author was saying and deciding if an event and/or cause was mentioned.
Green: In group we discussed the structure of this story and then reviewed the main idea. Then we began sharing, and discussing, the events and causes they had written on the t-chart in their RRJ. Finally, we reviewed the facts we had learned by read the book, Emma's Poem.
Blue: In group we discussed the structure of this story and then reviewed the main idea. Then we began sharing, and discussing, the events and causes they had written on the t-chart in their RRJ. Finally, we reviewed the facts we had learned by read the book, Emma's Poem.
While I met with small groups, the students worked on the following independent assignments. First, all reading groups re-watched the story, Emma's Poem, and then, in their RRJ, identified 3-4 events from the story and their cause. After that, they practiced their word work words. The pink group completed "Look, Say, Cover, Write, Check". The green and blue groups completed a meaning check for 10 of their words. Finally, the students continued publishing and illustrating their realistic fiction picture books.
Pink: In group we re-listened to Emma's Poem so that I could model identifying events and describing what caused each. We spent a lot of time listening to and discussing parts of the story to determine what the author was saying and deciding if an event and/or cause was mentioned.
Green: In group we discussed the structure of this story and then reviewed the main idea. Then we began sharing, and discussing, the events and causes they had written on the t-chart in their RRJ. Finally, we reviewed the facts we had learned by read the book, Emma's Poem.
Blue: In group we discussed the structure of this story and then reviewed the main idea. Then we began sharing, and discussing, the events and causes they had written on the t-chart in their RRJ. Finally, we reviewed the facts we had learned by read the book, Emma's Poem.
After our literacy block the students enjoyed indoor recess and lunch.
Once the students returned to class we began our math block. First we completed a Train Your Brain with the students listing as many equations as possible with a product of 64. Then we began our rotations.
During the small group, teacher-led, instruction we practiced using various methods (but NOT dots or tallies) to solve the basic multiplication facts. At the end of the week, students will be tested on their multiplication fact fluency.
During math with a partner, the students increased their basic facts fluency by playing 4 in a Row, a board game.
Finally, during the technology rotation, the students worked on their basic fact fluency using Xtra Math.
HOMEWORK is on Google Classroom.
After math we took a much needed Go Noodle brain break and then began a social studies lesson about responsible financial decision making.
First, we defined the term financial and identified examples and non-examples. Then we discussed how we make financial decisions. After that, we saw an example of an adult making a responsible financial decision using a decision tree. Finally, the students worked collaboratively to complete a decision tree using a given scenario.
After packing up we shared our favorite part of the day. :-)
After packing up we shared our favorite part of the day. :-)
Monday, April 4, 2016
Marvelous Monday - Welcome Back from Spring Break!
I sincerely hope that all of you had a wonderful Spring Break!!
This morning, after the announcements, we took a minute to share one thing we did over our break. Then we began our literacy block.
This week, all groups will be reading and comparing the same two texts about the Statue of Liberty. Today the students began with the book, Emma's Poem. They listened to it being read aloud twice. The first time they were to determine that the author wanted us to learn. Then, during the second reading, they listed key details in their RRJ. After that, the students cut apart and put initials on the back of their new word work words. Then they did a header wort using these words. Finally, the children continued working on publishing and illustrating their realistic fiction picture books.
During this time, I met with students to review their realistic fiction picture books and met with guided reading groups.
Pink: In group we rewatched the story, Emma's Poem, stopping intermittently to restate the events in the book. Then we discussed the main idea of the story and listed key details. Finally, we did a header sort with our new word work words. This list focuses on compound words.
Green: In group we reviewed and listed the key details from Emm'a Poem. Then we did a header sort with their new word work words which focus on w- controlled vowels.
Blue: In group we reviewed the main idea of Emma's Poem and listed the key details. Then we did a header sort with their new word work words which focuses on the suffixes -ty and -ity. These suffixes generally change an adjective to a noun with the meaning, "quality of".
HOMEWORK for all reading groups is to read for 15 minutes using a book on MyON or any other book they choose.
After our literacy block the students enjoyed outdoor recess and lunch.
When the students returned to class we began our math block. First, though, I introduced a new web site called Xtra Math. This is a site that has been shown to increase proficiency in the basic facts. A parent letter will be coming home in home folders this evening.
Then we began our math rotations.
During the small group, teacher-led, instruction we reviewed comparing fractions with like denominators or numerators and then practiced using known facts to help us memorize the more challenging basic multiplication facts.
During math with partner, the students worked on basic multiplication fact fluency by playing Multiplication War.
Finally, during the technology rotation, the students logged into Xtra Math, watched the student tutorial, and then began working on their facts.
In between the first and second rotations, the students went to PE with Mr. Benco.
HOMEWORK is posted on Google Classroom.
This morning, after the announcements, we took a minute to share one thing we did over our break. Then we began our literacy block.
This week, all groups will be reading and comparing the same two texts about the Statue of Liberty. Today the students began with the book, Emma's Poem. They listened to it being read aloud twice. The first time they were to determine that the author wanted us to learn. Then, during the second reading, they listed key details in their RRJ. After that, the students cut apart and put initials on the back of their new word work words. Then they did a header wort using these words. Finally, the children continued working on publishing and illustrating their realistic fiction picture books.
During this time, I met with students to review their realistic fiction picture books and met with guided reading groups.
Pink: In group we rewatched the story, Emma's Poem, stopping intermittently to restate the events in the book. Then we discussed the main idea of the story and listed key details. Finally, we did a header sort with our new word work words. This list focuses on compound words.
Green: In group we reviewed and listed the key details from Emm'a Poem. Then we did a header sort with their new word work words which focus on w- controlled vowels.
Blue: In group we reviewed the main idea of Emma's Poem and listed the key details. Then we did a header sort with their new word work words which focuses on the suffixes -ty and -ity. These suffixes generally change an adjective to a noun with the meaning, "quality of".
HOMEWORK for all reading groups is to read for 15 minutes using a book on MyON or any other book they choose.
After our literacy block the students enjoyed outdoor recess and lunch.
When the students returned to class we began our math block. First, though, I introduced a new web site called Xtra Math. This is a site that has been shown to increase proficiency in the basic facts. A parent letter will be coming home in home folders this evening.
Then we began our math rotations.
During the small group, teacher-led, instruction we reviewed comparing fractions with like denominators or numerators and then practiced using known facts to help us memorize the more challenging basic multiplication facts.
During math with partner, the students worked on basic multiplication fact fluency by playing Multiplication War.
Finally, during the technology rotation, the students logged into Xtra Math, watched the student tutorial, and then began working on their facts.
In between the first and second rotations, the students went to PE with Mr. Benco.
HOMEWORK is posted on Google Classroom.
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