Terrific Tuesday

Just to let you know, I left early today to attend my twin nieces' graduation.  So, this morning, after the announcements, I carefully reviewed the plans and expectations for the entire day with the students.

Then, the children worked independently , on the following tasks, while I continued with my informal May/June reading assessments and met with a reading group.  First they completed an independent guided reading group task.  After that they finished, and turned in, their opinion paragraph.  Finally, they continued working on their expert books.

Pink:  The students read pages 16-22 and listed unknown words on a sticky note.  In group we reread the section and, using the headings as a guide, discussed and identified the main idea of each section.


After the pink group, the students continued working on their independent work and the substitute met with more reading groups.

Green:  Independently the children read pages 12-14 and identified the main idea on a sticky note.  In group

Blue:  Independently the children read chapter 10 and identified the main idea on a sticky note.  In group,

After the literacy block, the children began their math block.

While working with the substitute, the students solved two step word problems, completing the parking garage word problems we began last week.  During math with a partner, the children practiced their basic multiplication fact fluency playing a card game called, Multiplication Number Battle.  Finally, during the technology rotation, the children completed a two-step word problem assignment on Prodigy.

HOMEWORK is posted on Google Classroom.

After the math block, the children had a small break to eat their snack.

Finally, the children ended their day with  Social Studies.  Today, they worked collaboratively in groups of 2-4 students, to plan and produce an indoor recess game for kindergarten students using the limited resources provided by me.

Tomorrow is WIMS Day.  PLEASE apply sunscreen at home, make sure your child dresses appropriately for outdoor activities, and send a labelled water bottle!!

Fabulous Friday

***The school e-mail was down ALL DAY today.  I was unable to receive or send any e-mails. ***

This morning, after the announcements, we began our literacy block.  Before turning the children loose, I reviewed the expectations for writing an opinion paragraph.  Then I shared the various pages available to use in their Expert Books.  As I showed each type of page we discussed how it might be used.

While I worked with individual  students on their opinion paragraphs and met with guided reading groups, the students worked on the following tasks.  First, each group completed an independent reading task.  After that, they worked on their opinion paragraphs.  Finally, they continued planning and working on their Expert Books.

Pink:  Independently the students reread pages 10-17.  Then they turned the headings on pages 13 and 14 into questions and read to find the answers.  In group, we reviewed their unknown words from Wednesday night's homework.  Then we shared and discussed the questions and answers the students wrote.  After that we talked about the main idea.

Green:  Independently the students reread pages 9-11 and, in their RRJ, they identified the main idea and 2-3 supporting details for this section.  In group, we reviewed their lists of unknown words from Wednesday night's homework.  Then we determined the main idea of pages 9-11 by reading the heading, reading the topic sentences, identifying repeated words and phrases, and thinking bout how it all ties together.  Finally, students shared what challenges them as they identify the main idea of text.

Blue:  Independently the students reread chapter 9 and, in their RRJ, they identified the main idea and supporting details for this section.  In group, we determined the main idea and retold the chapter.  Along the way we discussed Lee's thoughts and feelings.

After our literacy block the students enjoyed outdoor recess and lunch.

When the children returned to the classroom they had a short break to get drinks, visit the book fair (if they brought money), and work on their basic facts.  Then we took our math formative.  These have scored and returned to the students.  Look for them in home folders tonight.

After math we shared homework writing journal entries.  Then we had our weekly class meeting.  JS led our meeting.  We began by sharing what was on our minds.  Then we exchanged compliments and thank yous.  After that, I took over and we discussed some of the challenges facing our students.  # children shared times of the day when we need to do a better job following directions.  Then the rest of the class brainstormed ideas to help us do so.

DUE to 4th and 5th grade testing on TUESDAY, MAY 31, we will eat a very early lunch.  Students are encouraged to bring a healthy SNACK!!!

At the end of the day I briefly reviewed the social studies project we will work on next Tuesday.  We reviewed the expectations for the task and I showed the children what resources will be available for their use.

Thriving Thursday

This morning, after the announcements, we took the MAP-R test for the last time this year.  This is the computerized, self-adjusting, reading assessment that every students takes, three times each year, beginning in third grade.  Once again, most students put a lot of time and effort into this test, so it took the majority of our morning.

After the test we took a much needed Go Noodle brain break and then watched a video message from Mrs. Hammond.  She read the book, Oh!  The Places You'll Go, and announced her plans for next year.  She will be going to Fox Chapel ES as the principal intern.

Then it was time for outdoor recess and lunch.

When the students returned to class we began our math block.

During the small group instruction we practiced representing and solving two-step word problems.  We focused on identifying what the question was asking and identifying both what we knew and what we had to figure out.

During math with a partner the children payed a new card game, similar to War, that focused on fluency with the multiplication facts.

Finally, during the technology rotation, the children visited the site, Multiplication Grand Prix, to practice the basic multiplication facts.

During the second rotation the students went to art with Mrs. Daniell.

When they returned we finished the rotations.

We WILL have a quiz tomorrow covering multiplication and division fact fluency and two-step word problems.

HOMEWORK is posted on Google Classroom.

We ended the day by browsing the book fair.

Wonderful Wednesday

We had some schedule changes today due to the K-2 WIMS day.  These changes included indoor recess, a later lunch, and no music.  :-)

After the announcements we began our literacy block.  I explained and modeled the independent reading group tasks and reviewed the new final project for the Genius Hour, writing an "Expert Book".  Finally, I modeled how to complete the organizer for the "Expert Book".

Then the students worked independently to complete their guided reading assignment, finish writing their opinion paragraph for their assigned issue, and work on the organizer for their "Expert Book".

While the children worked, I began my monthly, informal reading assessments and met with guided reading groups.

Pink:  Independently the students reread up to page 10, and, in their RRJ, they turned the headings on pages 6 and 8 into questions and read to identify the answers.  In group we reviewed their lists of unknown words and then discussed the facts presented in the book.  After that, we reviewed expectations for their Expert Books and the students had a chance to share their topics and subtopics.  For HOMEWORK the children need to read pages 10-17 and list unknown words.

Green:  Independently the students reread pages 2-5, and, in their RRJ, they identified the main idea of the section and provided 2-3 supporting details.  In group we reviewed their lists of unknown words from homework last night.  Then we began to identify the main idea from pages 2-5 but it quickly became apparent that the group struggled with this assignment.  So, we reviewed strategies to help identify the main idea in text and the students took notes in their RRJ.  After that, we determined the main idea for pages 2-5.  Finally, students had a chance to share their topics and subtopics for their Expert Book.  For HOMEWORK the students need to read pages 6-11 and list unknown words.

Blue:  Independently the students read chapter 8 and, in their RRJ, they identified the main idea and 2-3 supporting details.  In group we reviewed the strategies for identifying the main idea of a section of text.  Then we shared and discussed the children's main idea statements.  For HOMEWORK the students need to read chapter 9.

After our literacy block the students had a ten minute break to eat their snack and regroup.  :-)

After our snack break we began out math block.

During the small group instruction we took another basic facts practice test.  Then we continued to represent and solve 2 step word problems.

During math with a partner the students engaged in math discourse to determine unknowns in addition and multiplication equations.

Finally, during the technology rotation, the students visited the Multiplication Facts Puzzle site to work on multiplication fact fluency.

We completed the first rotation before recess and lunch and finished the final two when the students returned to class.

HOMEWORK is posted on Google Classroom.

After math we watched a short video clip defining economics and explaining the production process.  Then I introduced a project we will be working on for the next week or so.  Students will work collaboratively in small group to plan and produce a good for kindergartners to play with during indoor recess.

Terrific Tuesday

Today, due to 4th and 5th grade PARCC testing we had another change in our schedule.  This time our lunch and recess was moved to much earlier in the day.

After the morning announcements we began our literacy block.  We quickly reviewed what we had done yesterday, divided into small groups, assigned a side of an issue, researched it, and prepared to debate it with another small group from our class. After that the students were given 15 more minutes to finish preparing for their debate.

Next we began debating the issues.  We got in 3 debates before going to lunch and outdoor recess.

When e returned from recess, we finished the final debate.

After the debates, I explained how we can use the facts and arguments to help us plan an opinion paragraph.  Today, while I met with some reading groups, the students used a graphic organizer to begin planning their opinion paragraph and viewed two video lessons about opinion writing and writing a paragraph.

Pink:  We met and reviewed the Expert Book that will now be their final project for the Genius Hour.  Then I handed out their new book, The Statue of Liberty, and we spent time identifying text features and the reasons why the author may have included each.  For HOMEWORK the students need to read up to page 10 and list unknown words on a sticky note.

Green:  We met and reviewed the Expert Book that will now be their final project for the Genius Hour.  Then I handed out their new book, Building ST. Augustine, and we spent time identifying text features and the reasons why the author may have included each.  For HOMEWORK students need to read pages 2-5 and list unknown words.

Blue:  We met briefly to discuss the Expert Book that will now be the final project for the Genius Hour.  For HOMEWORK the students need to read chapter 7 of their book.

After our literacy block we took a quick snack break and began math.

During math today, the students took the third, and final, MAP-M assessment for the year.  This is the computerized, self-adjusting math test used to help teachers with their planning and instruction.

The MAP-M assessment took the remainder of the afternoon.

HOMEWORK for reading and writing is posted on Google Classroom.  I told the class they would earn no math homework if they put effort into the MAP testing.  So, there isn't any math homework tonight.

PLEASE send a healthy snack tomorrow.  We have a change in schedule due to the lower grades WIMS day.

Marvelous Monday

We have a couple of changes in our schedule this week due to 4th and 5th grade PARCC testing.  Today our specials were in the morning, instead of the afternoon, and tomorrow we will have an early lunch and recess.  Because we will be eating early, tomorrow only, the children may bring in a healthy snack to eat during the afternoon.

On to our day...

After the announcements we began our literacy block.  Since we had a different schedule, I thought today would be a great day to have a little fun with debating an opinion.  So, after discussing the concept of a debate, the students got into random, small groups, using playing cards.  Each group was given an issue and assigned a "side".  They were also given an informative pamphlet, about the topic, to read and use in preparation for a debate with students assigned the opposite viewpoint.  Finally, we watched a few video clips to get an idea of what a student debate might look like.

Then the students worked collaboratively to research their topic, write a very brief opening statement, and gather arguments supporting their side.

After our literacy block the students enjoyed outdoor recess and lunch.

When they returned to class we began our math block.  This week we will focus on basic multiplication and division fact fluency and representing and solving two-step word problems.

During the small group instruction we began with a basic facts practice quiz.  Students were given 3 minutes to solve 50 multiplication facts and then 3 more minutes to solve 50 division facts.  We reviewed the answers and discussed possible strategies.  I told the children they should use these to help determine how much studying they should be doing at home.  :-)  After that, we represented and solved one two-step word problem.

During math with a partner the students practiced their basic facts by completing an activity called "Find the Pairs".  Then, when they were finished, they played a Clip and Cover game focusing on strategies to solve basic multiplication facts.

Finally, during the technology rotations, the children practiced their facts playing Number Chef, an online game, and then working on Xtra Math.

HOMEWORK is posted in Google Classroom.

The students ended the day by finalizing their debate notes.  We will debate the issues before lunch tomorrow!

Fabulous Friday

This morning, after watching the morning announcements, we talked about the SGA sponsored, optional, Up-cycling Contest.  We also watched a video to help inspire creativity. The video highlighted a young boy names Caine who made an arcade of recycled materials.  It was so cool!!

After that we began our literacy block.  While I met with individual students to begin our final round of monthly reading assessments and help with the Genius Hour Project, and met with reading groups, the students worked on the following tasks.  First the completed an independent guided reading group assignment focusing on identifying the main idea of a section of text.  Then they continued working on their Genius Hour Project.  Students worked on the final draft of their informational paragraph, completed their project planning guide, continued their research, and/or began their final project.

Pink:  The children reread pages 22-31 and, in their RRJ, described the steps Eric goes through in writing a book.  In group we reviewed these steps and identified the main idea of this section.  After that we discussed how to identify the main idea of the entire text.  Then the students, in their RRJ, identified the main idea of the book, Tuning Up, and a key detail to support it.  Finally, I collected their books.

Green:  Independently the students reread pages 14-27, summarized the section of text, and identified the main idea.  In group we reread parts of the section and orally summarized it.  After that the students reviewed their main idea statements before turning them in.  Finally, I collected their books.

Blue:  Independently the students read chapter 6 and, in their RRJ, identified the main idea and 2-3 key details of this chapter.  In group we reviewed strategies for identifying the main idea of a section of text.  Then we reviewed the chapter and shared main idea statements.


After recess and lunch, the children had a substitute. During math they continued to practiced representing and solving multi-step word problems.  Then, after math, they shared homework writing journal entries.  Finally, they celebrated making good choices with their Dojo Reward, a game day afternoon.

Thriving Thursday

This morning, after the announcements, we began our literacy block.  After reviewing the expectations and current assignments for the Genius Hour Project, the students got started on their independent work.

First, all guided reading groups reread a portion of their text and  worked on summarizing and identifying the main idea of it.  After that the children worked on their Genius Hour project.  Most began by using my feedback to revise their informational writing paragraph.  Then they completed their planning guide.  After that, they either continued their research or began their final project.

As they worked I met with individuals to help them with their project.  Then I met with guided reading groups.

Pink:  Independently the students reread pages 14-21 and, in their RRJ, they explained why Eric calls his work space the Hobbit Hole and what helps him do his best writing.  In group we discussed why Eric might call his work space the Hobbit Hole and what helps him write.  Then we identified the main idea of the section by reflecting on what it was mostly about.  For HOMEWORK the students need to read pages 22-31 and think about the steps goes through in writing a book.

Green:  Independently the children reread pages 7-13 and, in their RRJ, they summarized the section of text and identified the main idea.  In group we reviewed their summaries and identified the main idea of this section of the text.  For HOMEWORK they need to read pages 14-27.

Blue:  Independently the children read chapter 4, twice.  Then, in their RRJ, they identified the main idea and 2-3 key details.   For HOMEWORK they need to read chapter 5.

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 continued representing and solving multi-step word problems.

During math with a partner the students continued representing and solving the SChool Store word rpoblems that they began yesterday.

Finally, during the technology rotation, the children worked on solving multi-step word problem using an assignment in Ten Marks.

HOMEWORK is posted in Google Classroom.

In between the first and second rotations the students went to art with Mrs. Daniell.

Wonderful Wednesday

This morning, after the announcements, we began our literacy block.  First the students completed an independent guided reading group assignments.  Then they worked on their genius hour project.

Before meeting with guided reading groups, I met with several students to discuss their informational paragraphs and research.  I am trying to emphasize that students should be putting time and effort into the research.  They need to become experts about their topic.  Many are struggling with this aspect.  They want to rush through without learning the necessary information to answer their driving question.  I attempted to guide students to see this for themselves, but many got frustrated (angry?) with me.  Please ask your child to tell you their driving question and have them tell you what they have learned so far.

Pink:  Independently the children reread pages 4-9 and, in their RRJ, explained what Eric Kimmel meant when he said, "Choose where you sit carefully.  It may change your life."  In group we discussed this and revisited the text to find details to support our thinking.  We also read pages 10-13 and identified who had the most influence in Kimmel's life.  For HOMEWORK the children need to read pages 14-21 and list unknown words on a sticky note.  They should also focus on books he wrote due to his grandma's influence and why he calls his work space the hobbit hole.

Green: Independently the children reread pages 3-5.  Then they identified the meaning, using an online resource, and use the word in their own sentence, for the following vocabulary words; crevice, debris, and obscured.  In group we reviewed their unknown words from last night's homework.  Then we reread pages 3-5 and wrote a summary.  After that we use the summary to identify the main idea.  Our lesson focused on using the topic sentences of each paragraph to help identify what it was mostly about and then using the summary to help figure out the main idea.  For HOMEWORK the children need to read pages 7-13, stopping at the end of each paragraph to think about the big idea.

Blue: Independently the children read chapter 3, and, in their RRJ, identified the main idea and 2-3 key details.  In group we reviewed chapter 1.  Then I modeled, through thinking out loud, how to read chapter 2, stopping along the way to identify what sections of text were mostly about.  I also demonstrated how I tied the "mostly abouts" to the chapter title in order to determine the main idea of the chapter.  For HOMEWORK the children need to read chapter 3, stopping at the end of each paragraph, or page, to recall what the section was mostly about.

After our literacy block, the students enjoyed outdoor recess and lunch.

When the children returned to class we began our math block with a Train Your Brain.  Then we began our rotations.

During the small group instruction we focused on using on identifying the knowns and unknowns to help us represent and solve multi-step word problems.

During math with a partner, the students engaged in math discourse as they represented and solved multi-step word problems together.

Finally, during the technology rotation, the students completed a problem set pon Prodigy which focused on solving multi-step word problems.

HOMEWORK is posted on Google Classroom.

The students ended their day in music with Mrs. Graf.

Terrific Tuesday - Back to Routine

With PARCC testing behind us, we were back to our regular routine today!!

After the morning announcements, we took some time to figure out where we left of and where we are heading.  This included reviewing the assignments for the Genius Hour Project and modeling how to complete the planning guide.

After that, while I met with guided reading groups, the students worked on the following tasks.  First, all reading groups, completed as assignment in Google Classroom, on the literacy page, that helped them build background knowledge for their next text, a biography.  After that, the children focused on their genius hour projects.  Many students began by completing their informational paragraph organizer (which is overdue) and the planning guide.  Others used my feedback, from their informational paragraph organizer, to complete the final draft.  Some students continued gathering facts to answer their driving questions.

Pink:  Independently the students explored Eric Kimmel's web site and, in their RRJ, listed 3 facts they learned about him, 2 ideas to help their own writing, and 1 question they were wondering.  In group we shared their 3-2-1s and then I gave a brief book introduction for their new book, Tuning Up.  We read the first few pages of the book together.  For HOMEWORK the students need to read pages 4-9.

Green:  Independently the children watched a video clip to learn about prehistoric cave paintings, and in their RRJ they completed a 3-2-1, stating 3 facts they learned, 2 ideas that surprised them, and 1 question they still had.  In group we shared their 3-2-1s and I gave a brief book introduction.  For HOMEWORK the students should read pages 3-5 and list unknown words on a sticky note.

Blue:  Independently the students watched a video clip about orphan trains.  Then, in their RRJ, they wrote what it might feel like to leave everything behind and go to an unfamiliar place and the challenges they might face.  In group, we discussed what the orphan trains were and the children shared the RRJ responses.  Then I gave a brief book introduction.  Finally, we read the introduction, in the book, and discussed it.  For HOMEWORK the children should read chapter 1, pages 11 and 12.

After our literacy block the students enjoyed indoor recess and lunch.

When they returned to class we had an emergency class meeting. Between the changes in routine, the rain, and the end of the year, students are struggling to listen, follow directions, and be respectful.

After that we began our math block.

During the small group instruction we practiced using known and unknown charts to help us represent and solve multi-step word problems.

During math with a partner the children worked together to represent and solve a multi-step word problem.  Then they played multiplication war to improve their basic fact fluency.

Finally, during the technology rotation, the children completed an assignment on Prodigy which focused on representing and solving multi-step word problems.

HOMEWORK is posted on Google Classroom.

We ended the day by reviewing scarcity and finishing the opportunity cost lesson. Then we quikly learned the difference between banked and unbanked money.

Marvelous Monday - LAST day of PARCC!

Today was our last day of PARCC testing!  WOO HOO!!

After the announcements we began the 3 and final sections of the math PARCC test.  We finished just after noon. The students took a much deserved break before we began a social studies lesson.

During social studies we continued our Economics unit.  Before enjoying lunch and recess we watched a lesson about scarcity and discussed limited resources and decisions that had to be made as a result.

When the students returned to class we watched another lesson about opportunity cost.  We discussed the use of a decision tree to help make good choices.

The students ended their day in PE with MR. Benco.

There is NO HOMEWORK tonight.

We are back to our regular routine tomorrow...so no snack!

TGIF!!!

Wow!  The children really put forth GREAT effort during testing this morning.

Right after watching the Friday announcements, we began the PARCC math assessment.  We took 2 of the fourth sessions and didn't end until 12:20 ish.  We took a quick break for  snack but other than that, the children were hard at work ALL morning!

After testing the students ate lunch and then enjoyed outdoor recess.

When we returned to class we used Kahoot to review third grade math.

Finally, we ended the day with a short class meeting.  We began students sharing what was on their minds after such a long day of testing.  The we exchanged some thank yous and compliments.

Have a great weekend!

Remember, we test again on Monday and have a late munch.  PLEASE pack a small, healthy snack!

Wonderful Wednesday

This morning, after the announcements, the students took the third, and final, session for the ELA/Literacy PARCC.  There is NO testing tomorrow.  We will resume testing on Friday, with math.

After testing, the students enjoyed indoor recess and lunch.

When they returned to class we worked, as a class, on the Genius Hour project.  Together we attempted to set up a class web site to organize each students "stuff" (for lack of better term) in one place.  After attempting to use Google Sites, Webs.com, and Wix.com, we put that on hold.  Instead we created a planning guide for each students to complete listing their driving question, the project idea, materials they will need, and the step by step process they will use to complete the project.

After that we continued our budgeting activity to determine if the students are responsible enough to have a pet.  Today we focus on income generators.  Each student completed a chart indicating how they will earn enough money to get and take care of the pet of their choice.

The students ended their day with Mrs. Graf in music.

As a side note....
I will be out tomorrow attending a funeral for a cousin.  Students will be working on their genius hour project.  They will have a quiz covering picture and bar graphs.  Finally, they will complete their budget for their pet.

Terrific Tuesday

This morning, after the announcements, the students took the second session of the PARCC  ELA/Literacy test.  The children put a lot of effort into it!

After the test, we took a short break and then worked on our Genius Hour research and the informational paragraph organizer.

Next the children enjoyed outdoor recess and lunch.

When we returned to class we began our math block.  Instead of our regular math rotations, which were similar to pulling teeth yesterday, we played Kahoot BUT focused on solving word problems.  As we played we talked about various ways to solve the problems and I introduced the concept of distractors - the most common wrong answer.

After math we began our economics unit in social studies.  After giving a brief overview of economics we watched a lesson about budgeting and discussed the components of one including income, fixed expenses, and the concept of saving.

Next we began to work on a task to decide if we are responsible enough to get a pet.  First, the children brainstormed possible pets to adopt and identified the one they most wanted.  After that they got into small groups with others who chose the same pet.  Together they read and analyzed a fact sheet about their choice.  Then they listed advantages and disadvantages, using facts from their reading, on a t-chart.

Later in the week we will identify ways to generate an income and then determine the budget for getting our pet.

NO HOMEWORK!

Marvelous Monday - The start of PARRC

This morning, after the announcements, the students took the ELA/Literacy Unit 1 section of the PARRC.  I was very pleased with the way the children tackled this task.  I saw them take their time and use great strategies.  We can't ask for more than that!!

After testing, they enjoyed indoor recess and lunch.

When they returned to class, we began our math block with a Train Your Brain focusing on a multi-step word problem.  Then we began math rotations.

During the small group instruction, we began using strategies to represent and solve multi-step word problems.

During math with a partner, the children engaged in math discourse to create a bar graph representing data on a chart.

Finally, during the technology rotation, the students worked on a Ten Marks assignment focusing on using bar graphs and picture graphs to answer questions.

THERE IS NO HOMEWORK THIS WEEK!

In between our first and second rotations, the children went to PE with Mr. Benco.

I have to say the students were exhausted after testing.  I commend their attempts to stay focused, but in hindsight, I wish I had not forced math on them today.

Thrilling Thursday

This morning, after the announcements, we began our literacy block.  Students began by explaining, in their RRJ, why Cabree was able to stand up to the tigers in The Banza.  After that, the students had an extended chunk of time to continue with their Genius Hour project research and to complete the informational paragraph organizer for their topic.

As they worked, I met with individual students to conference on their research and guided reading groups.

Pink:  We began group with a word work quiz.  Then we discussed why Cabree was able to stand up to the tigers using support from the text.

Green:  We began group with a word work quiz.  Then we discussed why Cabree was able to stand up to the tigers using support from the text.

Blue:  We began group with a word work quiz.  Then we discussed why Cabree was able to stand up to the tigers using support from the text.

After our literacy block the students enjoyed recess and lunch.

When we returned to class we began out math rotations.

During the small group instruction we created a bar graph to represent the type and number of animals on Farmer Ted's Farm.  We focused on the required elements of a bar graph (title, headings, labels, and a scale with equal intervals).

During math with a partner the students engaged in math discourse as they created a picture graph displaying students birthday months from our class.

Finally, during the technology rotation, the students completed an assignment on Prodigy, covering reading and constructing bar graphs.

HOMEWORK is posted on Google Classroom.

In between our second and third rotations, the students went to art with Mrs. Daniell.

We ended the day by going through a PARCC practice test in order to better understand how to navigate the test.

Reminder:  Field trip tomorrow...pack a BAGGED, DISPOSABLE lunch!!!

Wonderful Wednesday

This morning, after the announcements, we began our literacy block.  I began by reviewing the expectations, thus far, for the Genius Hour project.  Then I shared with the students that I had looked over their research notes and was shocked to find many students had not done anything over the past week.  Finally, I shared a resource, that I put in the Genius Hour page of Google Classroom, providing some ideas for their final projects.

While I met with students to conference on their Genius Hour project and small guided reading groups, the students worked on the following tasks.  First, all groups completed a vocabulary task using three words from The Banza.  After that, they practiced their word work words by doing a buddy check or look, say, cover, write, check.  We will have a word work quiz tomorrow. Finally, the children turned their attention to their genius hour project.  Most students continued with their research.  Some began planning their informational paragraph.

Pink:  We met to review the meanings of the vocabulary words, astonished, demanded, and intently.  We analyzed the sentences each word appeared in, in the text.  Then we looked at the meanings using dictionary.com.  Finally, the students wrote their own sentence proving they understood the meaning of the vocabulary word.  For HOMEWORK the students need to reread The Banza.

Green:  In group we reviewed the meanings of the three vocabulary words, astonished, demanded, and intently.  Then we practiced using the words in sentences.  For HOMEWORK the students need to reread The Banza.

Blue:  In group we reviewed the meanings of the three vocabulary words, astonished, demanded, and intently.  Then we practiced using the words in sentences.  For HOMEWORK the students need to reread The Banza.

After our literacy block the students enjoyed outdoor recess and lunch.

When they returned to class we began our math block.  We started with a Train Your Brain listing equations with a difference of 50.  Then we began our math rotations.

During the small group instruction the children used a set of data to create two picture graphs.  The first one each symbol counted as 1, but for the second each symbol counted as 2.  After that they responded to questions about their picture graphs.

During math with a partner the students answered questions using data represented on a tally chart.  Then they reinforced their multiplication fluency by playing Multiplication War.

Finally, during the technology rotation, the students watched two Khan Academy lessons about picture and bar graphs and then completed an activity using their new knowledge.

HOMEWORK is posted on Google Classroom.

The students ended their day in music with Mrs. Graf.

Terrific Tuesday

This morning, after the announcements, we began our literacy block.  I took some time to remind students that they are not finished with their Genius Hour research until they have the information necessary to answer their driving question AND create a final product to share it.  Then, I explained that they will need to write an informational paragraph telling me about an aspect of their genius hour project.  I modeled looking at my driving question, and my research, to identify a topic I could turn into an informational paragraph.  After that, I showed the children how I took my research and completed the organizer for the informational paragraph.  Students were reminded a number of times that they will need to write a topic sentence and then name and explain three facts to support it.

While I met with guided reading groups the children worked on the following tasks.  First, all groups reread The Banza and marked places where Cabree was afraid (A) and courageous (C).  After that, they practiced their word work words by writing them across and down.  Finally, the children continued their Genius Hour research.

Pink: We shared the places the children marked in the text and discussed the reasons for their markings.  For HOMEWORK the students need to reread The Banza and highlight or circle the words; astonished, demanded, and intently.

Green:  We shared the places the children marked in the text and discussed the reasons for their markings.  For HOMEWORK the students need to reread The Banza and highlight or circle the words; astonished, demanded, and intently.

Blue:  We shared the places the children marked in the text and discussed the reasons for their markings.  For HOMEWORK the students need to reread The Banza and highlight or circle the words; astonished, demanded, and intently.

After our literacy block the students enjoyed outdoor recess and lunch.

When the children returned to class we began math with a Train Your Brain, calculating elapsed time.  Then the students took a quiz covering telling time to the nearest minute using an analog clock and calculating elapsed time.

The quizzes have been scored and returned to the students.  Look for them in home folders tonight.

HOMEWORK is posted on Google Classroom.  We are behind so there is math homework even though we had a quiz.  Sorry!

After the quiz we took a movement break and then took some time to prepare for the PARCC.

I am not one for teaching to the test.  That is not what we did.  Instead we took a peak to see what the questions look like and to learn how to use the online tools.

Marvelous Monday

This morning, after the announcements, we attended a short assembly, sponsored by our wonderful PTA.  When we returned to class we began our literacy block.

While I met with small groups, the students worked independently on the following tasks.  First, all groups listened to the Junior Great Books story, The Banza.  As they listened, and followed along with a paper copy, the children listed questions they wondered about in their RRJ.  Then they chose one question to post on our class Padlet.  After that, the children practiced their word work words by writing each two times.  Finally, the students continued researching their Genius Hour project.

Pink:  In group we shared and listed the questions that the students were wondering about as they listened to The Banza.  After that, we identified the first two key events in the story and discussed how the main characters reacted to each.   We also identified how the story might have changed had the characters reacted differently.  For HOMEWORK the students need to reread, or listen to, The Banza,

Green:   In group we shared and listed the questions that the students were wondering about as they listened to The Banza.  We also discussed possible answers, using the text to support our thinking.  After that, we identified the first two key events in the story and discussed how the main characters reacted to each.   We also identified how the story might have changed had the characters reacted differently.  For HOMEWORK the students need to reread, or listen to, The Banza,

Blue:  In group we shared and listed the questions that the students were wondering about as they listened to The Banza.  We also discussed possible answers, using the text to support our thinking.  After that, we identified the first two key events in the story and discussed how the main characters reacted to each.   We also identified how the story might have changed had the characters reacted differently.  For HOMEWORK the students need to reread, or listen to, The Banza,

After our literacy block the students enjoyed outdoor recess and lunch. 

When they returned to class we began our math block with an elapsed time Train Your Brain.  After that we began our math rotations.

During the small group instruction we practiced calculating elapsed time using a number line.

During math with a partner the students played Time Bump to practiced telling time using an analog clock.

Finally, during the technology rotation, the children logged into a site called Prodigy and completed an assignment focusing on elapsed time.

HOMEWORK is posted on Google Classroom.  We will have a math quiz tomorrow focusing on telling time using an analog clock and calculating elapsed time.

In between our first and second rotations, the students went to PE with Mr. Benco.