This morning, after watching the announcements, the students went to music with Mrs. Thomson.
When they returned, I demonstrated how to use my modeled writing piece to help them write their informative paragraphs. I explained that they should read my sentence, think about what I included, and then go back and write a similar sentence using their own information. After that, I showed the children how to install and use Read and Write for Google to help with the pronunciation of unknown words.
While I met with guided reading groups the students worked on the following tasks. First, they finished writing their informative paragraphs about how their Native American tribe used geographic features to survive. Then they installed Read and Write for Google and used it to pronounce unknown words in an assigned piece of text. Finally, if they had time, they watched a lesson about conjunctions and took notes on it in their writing journal.
Orange: The two students who did their homework last night shared their inferences and we discussed why they were either correct or incorrect. Then we installed Read and Write for Google on their Chrome Books. I collected their books. We will start a new one next week.
Green: The entire group shared the inferences they wrote for homework last night and we discussed what made them correct. I collected their texts. We will begin a new one next week.
Blue: We read page 15 and identified an inference we could make based on what the text said and our own background knowledge. I collected the books and we will start a new one next week.
Pink: We practiced their site word flashcards and added 2 new words. Then we whisper read pages 2-7 and reviewed their lists of unknown words from Wednesday nightś homework.
After our literacy block the students ate lunch. When we returned to class, a large number of students went to their violin lesson with Mr. Gillenwater. So, those of us left behind practiced math by playing Kahoot .
We ended the day with a class meeting. First, each student shared what they can do to be respectful in the classroom. Then we exchanged compliments and thank yous.
Have a wonderful three day weekend. See you Tuesday!
Friday, September 30, 2016
Thursday, September 29, 2016
Thrilling Thursday
This morning, the children had time to complete their diagrams of the aquariums and the Learn Zillion lesson about sentence fragments.
After the announcements, we reviewed the interdependence among the organisms in the aquarium. Then the students read about the organisms in their terrarium and identified how each either helped or relied on another in the ecosystem.
After science, we switched for math and took a Go Noodle break.
During the small group rotation, in math, we practiced estimating and solving multi-digit subtraction problems using the standard algorithm and then using addition to check our answers.
During math with a partner the children engaged in math discourse as they estimated and solved multi-digit subtraction problems, and then used addition to check their answers.
Finally, during the technology rotation, the students worked on a Ten Marks assignment focusing adding and subtracting multi-digit numbers.
After math, the students enjoyed lunch and indoor recess.
Following recess we began our literacy block. Today I modeled how to use the note taking graphic organizer to write two informative paragraphs stating how the Native American tribes used their physical and human-made features to survive. As I modeled and explained what I was doing, the students and I collaborated to create a list of criteria for success for this writing assignment. Both my model writing piece and the criteria for success are linked to their writing assignment in Google Classroom. PLEASE encourage your child to use these resources.
While I met with guided reading groups, the students wrote their 2 informative paragraphs, and finished the reading comprehension task linked to the book, A Logś Life.
Orange: We reviewed some vocabulary from the childrenś lists of unknown words. Then we reread sections of the text and made inferences using what the text states and our background knowledge. HW: Reread book, make an inference on a sticky note, and stick it to the section of text.
Green: The students did not have any unknown words so we reread portions of the text and practiced making inferences. HW: Reread the book, make an inference on a sticky note, and stick it to the section of the text.
Blue: Together we reread sections of text (pages 12 and 14) and practiced making inferences using what was written in the text and our background knowledge. HW: Reread the book, working on fluency.
Pink: First we practiced our site word flashcards. Then we practiced the syllable patterns -le, er, and ce, and found words in the story which include these. Finally, we read the first part of the book and discussed what happened. HW: Reread pages 2-7.
After the announcements, we reviewed the interdependence among the organisms in the aquarium. Then the students read about the organisms in their terrarium and identified how each either helped or relied on another in the ecosystem.
After science, we switched for math and took a Go Noodle break.
During the small group rotation, in math, we practiced estimating and solving multi-digit subtraction problems using the standard algorithm and then using addition to check our answers.
During math with a partner the children engaged in math discourse as they estimated and solved multi-digit subtraction problems, and then used addition to check their answers.
Finally, during the technology rotation, the students worked on a Ten Marks assignment focusing adding and subtracting multi-digit numbers.
After math, the students enjoyed lunch and indoor recess.
Following recess we began our literacy block. Today I modeled how to use the note taking graphic organizer to write two informative paragraphs stating how the Native American tribes used their physical and human-made features to survive. As I modeled and explained what I was doing, the students and I collaborated to create a list of criteria for success for this writing assignment. Both my model writing piece and the criteria for success are linked to their writing assignment in Google Classroom. PLEASE encourage your child to use these resources.
While I met with guided reading groups, the students wrote their 2 informative paragraphs, and finished the reading comprehension task linked to the book, A Logś Life.
Orange: We reviewed some vocabulary from the childrenś lists of unknown words. Then we reread sections of the text and made inferences using what the text states and our background knowledge. HW: Reread book, make an inference on a sticky note, and stick it to the section of text.
Green: The students did not have any unknown words so we reread portions of the text and practiced making inferences. HW: Reread the book, make an inference on a sticky note, and stick it to the section of the text.
Blue: Together we reread sections of text (pages 12 and 14) and practiced making inferences using what was written in the text and our background knowledge. HW: Reread the book, working on fluency.
Pink: First we practiced our site word flashcards. Then we practiced the syllable patterns -le, er, and ce, and found words in the story which include these. Finally, we read the first part of the book and discussed what happened. HW: Reread pages 2-7.
Wednesday, September 28, 2016
Wonderful Wednesday
This morning, when the students cam in, they had a chance to complete the science diagram of their aquarium and the Learn Zillion lesson about sentence fragments.
After the announcements, we had a brief class meeting discussing the expectations and responsibilities, especially as it pertains to the completion of independent work.
Then we discussed the fact that there were Native American tribes living here prior to the establishment of the 13 original colonies. We learned that there were three main societies that lived in Maryland. Then, the students worked collaboratively to identify the way these tribes used the natural resources available to them to obtain food, clothing, and shelter.
After social studies, we switched for math and took a Go Noodle brain break.
During our small group instruction, we practiced using the standard algorithm to add multi-digit numbers. Then we wrote the steps for subtracting multi-digit numbers, and practiced solving a couple of problems.
During math with a partner, the students engaged in math discourse as they used the standard algorithm to add multi-digit numbers.
Finally, during the technology rotation the children watched a Learn Zillion lesson about using the standard algorithm to subtract multi-digit numbers. As they watched, in their math journal, they listed the 3 steps mentioned in the lesson, 2 mistakes they might make, and 1 question they still had.
After math, the children enjoyed lunch and indoor recess.
Then we began our literacy block. First, I reviewed my mini-lesson from yesterday, in which I modeled how I researched and took notes on the organizer, about the human-made and physical features used by the Nanticoke Indians. Then I reviewed the tasks on our independent work chart.
While I met with guided reading groups, the children completed their research and note taking. After that, they completed their response to the story, A Log's Life, where they named, and explained, evidence of how organisms used their habitat in the book. Finally, they finished watching the Learn Zillion lesson about sentence fragments.
Blue: We reviewed their unknown words from homework and then reviewed the idea that we make inferences by reading what the text says and using our background knowledge to arrive at a new understanding. Next the students reread pages 5-8 and identified what they inferred about natural resources. HW: Read pages 8-15.
After the blue group, Mrs. VanEch came in for art. Then we took a Go Noodle brain break and returned to our literacy block.
Orange: We reviewed their unknown words from homework and then reviewed the idea that we make inferences by reading what the text says and using our background knowledge to arrive at a new understanding. Next the students reread chapter 2 and identified what they inferred about animals who live in temperate forests. HW: Read pages 18-23 and list unknown words.
Green: We reviewed their unknown words from homework and then reviewed the idea that we make inferences by reading what the text says and using our background knowledge to arrive at a new understanding. Next the students reread 11-14 and identified what they inferred about Keiko. HW: Read pages 16-22 and list unknown words.
Pink: We reviewed their flashcards and reread their book. Then I collected books and passed out a new one, Road Trip. We reviewed some vocabulary (fort, peg) and I gave a brief introduction. HW: Read Road Trip, list unknown words, practice flashcards.
After the announcements, we had a brief class meeting discussing the expectations and responsibilities, especially as it pertains to the completion of independent work.
Then we discussed the fact that there were Native American tribes living here prior to the establishment of the 13 original colonies. We learned that there were three main societies that lived in Maryland. Then, the students worked collaboratively to identify the way these tribes used the natural resources available to them to obtain food, clothing, and shelter.
After social studies, we switched for math and took a Go Noodle brain break.
During our small group instruction, we practiced using the standard algorithm to add multi-digit numbers. Then we wrote the steps for subtracting multi-digit numbers, and practiced solving a couple of problems.
During math with a partner, the students engaged in math discourse as they used the standard algorithm to add multi-digit numbers.
Finally, during the technology rotation the children watched a Learn Zillion lesson about using the standard algorithm to subtract multi-digit numbers. As they watched, in their math journal, they listed the 3 steps mentioned in the lesson, 2 mistakes they might make, and 1 question they still had.
After math, the children enjoyed lunch and indoor recess.
Then we began our literacy block. First, I reviewed my mini-lesson from yesterday, in which I modeled how I researched and took notes on the organizer, about the human-made and physical features used by the Nanticoke Indians. Then I reviewed the tasks on our independent work chart.
While I met with guided reading groups, the children completed their research and note taking. After that, they completed their response to the story, A Log's Life, where they named, and explained, evidence of how organisms used their habitat in the book. Finally, they finished watching the Learn Zillion lesson about sentence fragments.
Blue: We reviewed their unknown words from homework and then reviewed the idea that we make inferences by reading what the text says and using our background knowledge to arrive at a new understanding. Next the students reread pages 5-8 and identified what they inferred about natural resources. HW: Read pages 8-15.
After the blue group, Mrs. VanEch came in for art. Then we took a Go Noodle brain break and returned to our literacy block.
Orange: We reviewed their unknown words from homework and then reviewed the idea that we make inferences by reading what the text says and using our background knowledge to arrive at a new understanding. Next the students reread chapter 2 and identified what they inferred about animals who live in temperate forests. HW: Read pages 18-23 and list unknown words.
Green: We reviewed their unknown words from homework and then reviewed the idea that we make inferences by reading what the text says and using our background knowledge to arrive at a new understanding. Next the students reread 11-14 and identified what they inferred about Keiko. HW: Read pages 16-22 and list unknown words.
Pink: We reviewed their flashcards and reread their book. Then I collected books and passed out a new one, Road Trip. We reviewed some vocabulary (fort, peg) and I gave a brief introduction. HW: Read Road Trip, list unknown words, practice flashcards.
Tuesday, September 27, 2016
Terrific Tuesday
This morning the students continued drawing a diagram of the living materials in their aquariums and using resources to identify one characteristic for each. We did have to stop mid-way to discuss the importance of reading the resources and identifying something new they had learned.
After science we took a Go Noodle brain break and switched for math.
During math we took the MAP-M. This is the computerized, self-adjusting math assessment used to drive planning and instruction.
After math, the students enjoyed lunch and outdoor recess. Then they went to PE.
When they returned to class, I modeled how to research and take notes, using the provided graphic organizer, for their Native American tribe. after that, while I met with some reading groups, the students worked to complete their research organizer. Then they explained how organisms used their habitat in the book, A Log's Life. Finally, they completed the Learn Zillion lesson about sentence fragments.
Pink: We reviewed their flashcards and reread their book. Then we made inferences based on similarities and differences between the generations. HW: Practice site word flashcards and reread book.
Orange: We reread pages 8-12 and discussed inferences we made based on what the text says and our background knowledge. HW: Read pages 13-17.
Green: We reread page 9 and drew a conclusion, a backwards inference, as to why horses have become less important in our society. HW: Read pages 10-15.
I was unable to get to the blue group. :-( I will definitely meet with them tomorrow.
After science we took a Go Noodle brain break and switched for math.
During math we took the MAP-M. This is the computerized, self-adjusting math assessment used to drive planning and instruction.
After math, the students enjoyed lunch and outdoor recess. Then they went to PE.
When they returned to class, I modeled how to research and take notes, using the provided graphic organizer, for their Native American tribe. after that, while I met with some reading groups, the students worked to complete their research organizer. Then they explained how organisms used their habitat in the book, A Log's Life. Finally, they completed the Learn Zillion lesson about sentence fragments.
Pink: We reviewed their flashcards and reread their book. Then we made inferences based on similarities and differences between the generations. HW: Practice site word flashcards and reread book.
Orange: We reread pages 8-12 and discussed inferences we made based on what the text says and our background knowledge. HW: Read pages 13-17.
Green: We reread page 9 and drew a conclusion, a backwards inference, as to why horses have become less important in our society. HW: Read pages 10-15.
I was unable to get to the blue group. :-( I will definitely meet with them tomorrow.
Monday, September 26, 2016
Marvelous Monday!!
This morning the students created a diagram of their aquariums, drawing, labeling, and listing one characteristic for each organism. Then Ms. Snyder visited us to discuss the counseling program at Wims and identify the difference, and how to respond to, small, medium, and large problems.
After that we took a Go Noodle brain break and switched for math.
This week in math we will be focusing on using the standard algorithm to add and subtract multi-digit numbers.
Today during the small group instruction we identified the steps in the standard algorithm to solve addition problems. We discussed why it is a good idea to estimate the sum before finding the exact number. Then we determined how we would know when we needed to compose a ten, a hundred, or a thousand. Finally we practiced estimating and solving a couple of multi-digit addition problems.
During math with a partner, the students engaged in math discourse, as they played a game called Shut the Box. This reinforced the addition basic facts.
Finally, during the technology rotation, the students watched a Learn Zillion lesson about using the standard algorithm, and took notes identifying the steps of the algorithm, in their math journal. If they finished early they practiced the basic facts using Xtra Math.
After math the children enjoyed lunch and outdoor recess.
When they returned to class we began our literacy block.
I began by reading the story, A Log's Life, and modeling how to identify sections of text that explain how organisms use their habitat. After that, I reviewed the Google Slide presentation showing the students how to research and take notes on their Native American tribes for our inquiry project.
While I called guided reading groups, for the first time, the students completed an assignment explaining how organisms used their habitat. Then they began researching and taking notes for their first inquiry project. They needed to identify and describe 3 natural features and 3 human-made features that their tribe used and how it helped them.
Blue: The students received their first book, Regions and Resources. We reviewed the highlighted vocabulary words and practiced using them in sentences. HW: Read up to page 8 and list any unknown words.
Pink: The students received their first book, When They Were Little Like Me. We read and discussed the book. Then the children reread it independently. Students also received flashcards to practice EVERY night at home. HW: Reread book and practice flashcards.
Orange: The students received their first book, Surviving the Weather. We reviewed the meaning of specific vocabulary and practiced using it in sentences. HW: Read up to page 12 and list any unknown words on the sticky note.
Green: The students received their first book, Animals in Film. We reviewed some vocabulary and practiced using it in sentences. Then we read, and discussed, the introduction to the book. HW: Read pages 4-9 and list unknown words. Think about (no writing, just thinking) the obstacle the horses faced, the human he bonded with, and if he acted like a real horse.
We ended the day with a short class meeting to discuss how our first literacy block with guided reading groups went. Students shared what worked for them and what didn't work. It was great feedback for me!!
After that we took a Go Noodle brain break and switched for math.
This week in math we will be focusing on using the standard algorithm to add and subtract multi-digit numbers.
Today during the small group instruction we identified the steps in the standard algorithm to solve addition problems. We discussed why it is a good idea to estimate the sum before finding the exact number. Then we determined how we would know when we needed to compose a ten, a hundred, or a thousand. Finally we practiced estimating and solving a couple of multi-digit addition problems.
During math with a partner, the students engaged in math discourse, as they played a game called Shut the Box. This reinforced the addition basic facts.
Finally, during the technology rotation, the students watched a Learn Zillion lesson about using the standard algorithm, and took notes identifying the steps of the algorithm, in their math journal. If they finished early they practiced the basic facts using Xtra Math.
After math the children enjoyed lunch and outdoor recess.
When they returned to class we began our literacy block.
I began by reading the story, A Log's Life, and modeling how to identify sections of text that explain how organisms use their habitat. After that, I reviewed the Google Slide presentation showing the students how to research and take notes on their Native American tribes for our inquiry project.
While I called guided reading groups, for the first time, the students completed an assignment explaining how organisms used their habitat. Then they began researching and taking notes for their first inquiry project. They needed to identify and describe 3 natural features and 3 human-made features that their tribe used and how it helped them.
Blue: The students received their first book, Regions and Resources. We reviewed the highlighted vocabulary words and practiced using them in sentences. HW: Read up to page 8 and list any unknown words.
Pink: The students received their first book, When They Were Little Like Me. We read and discussed the book. Then the children reread it independently. Students also received flashcards to practice EVERY night at home. HW: Reread book and practice flashcards.
Orange: The students received their first book, Surviving the Weather. We reviewed the meaning of specific vocabulary and practiced using it in sentences. HW: Read up to page 12 and list any unknown words on the sticky note.
Green: The students received their first book, Animals in Film. We reviewed some vocabulary and practiced using it in sentences. Then we read, and discussed, the introduction to the book. HW: Read pages 4-9 and list unknown words. Think about (no writing, just thinking) the obstacle the horses faced, the human he bonded with, and if he acted like a real horse.
We ended the day with a short class meeting to discuss how our first literacy block with guided reading groups went. Students shared what worked for them and what didn't work. It was great feedback for me!!
Friday, September 23, 2016
TGIF!!!!
This morning the students came in and worked on the Learn Zillion lesson focusing on identifying and correcting run-on sentences. Then, after the announcements, they went to music with Ms. Thomson.
After music we came back, took care of a few housekeeping items, and switched for math.
Following our Go Noodle brain break, we had shortened math rotations. During the small group instruction we reviewed rounding to the tens, hundreds, and thousands, using the number from the task yesterday. During math with a partner, the children continued playing Rounding Scoot, practicing rounding multi-digit numbers to the ten thousands. Finally, during the technology rotation the children practiced rounding by completing an assignment in Prodigy. Then they practiced the basic facts using Xtra math.
Next, the students took a math formative on rounding multi-digit numbers to any place. These have been graded and returned to students. Look for them in home folders this eveing.
After math the students enjoyed lunch and outdoor recess.
When they returned to class, we finished putting the live materials into the terrariums and aquariums...this resulted in a small, but controlled, circus in the portable...and I was the ring leader! LOL! This is not in my wheel-house!!! But, together we got the job done. I should have taken pictures for your entertainment.
Finally, we began our literacy block!! First the students took a reading formative where they identified reasons and evidence an author provided to support a particular point. Then they edited and revised their character analysis (both paragraphs) for correct capitalization and sentence structure.
We ended the day with a brief class meeting. We shared the best part of our week and exchanged some thank yous and compliments.
After music we came back, took care of a few housekeeping items, and switched for math.
Following our Go Noodle brain break, we had shortened math rotations. During the small group instruction we reviewed rounding to the tens, hundreds, and thousands, using the number from the task yesterday. During math with a partner, the children continued playing Rounding Scoot, practicing rounding multi-digit numbers to the ten thousands. Finally, during the technology rotation the children practiced rounding by completing an assignment in Prodigy. Then they practiced the basic facts using Xtra math.
Next, the students took a math formative on rounding multi-digit numbers to any place. These have been graded and returned to students. Look for them in home folders this eveing.
After math the students enjoyed lunch and outdoor recess.
When they returned to class, we finished putting the live materials into the terrariums and aquariums...this resulted in a small, but controlled, circus in the portable...and I was the ring leader! LOL! This is not in my wheel-house!!! But, together we got the job done. I should have taken pictures for your entertainment.
Finally, we began our literacy block!! First the students took a reading formative where they identified reasons and evidence an author provided to support a particular point. Then they edited and revised their character analysis (both paragraphs) for correct capitalization and sentence structure.
We ended the day with a brief class meeting. We shared the best part of our week and exchanged some thank yous and compliments.
Thursday, September 22, 2016
Thrilling Thursday
This morning, after the announcements, we read about, discussed, and identified characteristics of the 3 regions of Maryland. The three regions are the Atlantic Coastal Plain, the Piedmont Plateau, and the Appalachian Mountains.
After social studies we took a Go Noodle brain break and switched for math.
Today, in math, we continued to round multi-digit numbers to any place.
During the small group math instruction, the students practiced rounding the population of Garrett County in 2010 to the nearest 10, 100, and 1,000, using number lines.
During math with a partner, the students engaged in math discourse as they payed a game of Rounding Scoot. They completed task cards focusing on rounding tot he nearest ten thousand.
Finally, during the technology rotation the students completed their Ten Marks rounding assignment from yesterday and then practiced rounding using the site, Brain Racer Rounding.
After math the children enjoyed lunch and outdoor recess.
When they returned to class we began our literacy block. Today the children identified evidence and reasons, from text, to support a statement about mussels. Then they watched a Google Slide presentation about note taking during research. After that, they had the chance to completed their charactyer analysis. Finally, they were to watch a Learn Zillion lesson about identifying and correcting sentence fragments.
At the end of the day we had a class meeting, let by Mrs. Mitch, identifying good time to use the restroom.
THEN...during dismissal our "Critters" for the terrariums and aquariums arrived. So, some of the students began distributing the live materials.
It was a crazy end of the day...my apologies for anything that may have been left at school.
After social studies we took a Go Noodle brain break and switched for math.
Today, in math, we continued to round multi-digit numbers to any place.
During the small group math instruction, the students practiced rounding the population of Garrett County in 2010 to the nearest 10, 100, and 1,000, using number lines.
During math with a partner, the students engaged in math discourse as they payed a game of Rounding Scoot. They completed task cards focusing on rounding tot he nearest ten thousand.
Finally, during the technology rotation the students completed their Ten Marks rounding assignment from yesterday and then practiced rounding using the site, Brain Racer Rounding.
After math the children enjoyed lunch and outdoor recess.
When they returned to class we began our literacy block. Today the children identified evidence and reasons, from text, to support a statement about mussels. Then they watched a Google Slide presentation about note taking during research. After that, they had the chance to completed their charactyer analysis. Finally, they were to watch a Learn Zillion lesson about identifying and correcting sentence fragments.
At the end of the day we had a class meeting, let by Mrs. Mitch, identifying good time to use the restroom.
THEN...during dismissal our "Critters" for the terrariums and aquariums arrived. So, some of the students began distributing the live materials.
It was a crazy end of the day...my apologies for anything that may have been left at school.
Thrilling Thursday
This morning, after the announcements, we read about, discussed, and identified characteristics of the 3 regions of Maryland. The three regions are the Atlantic Coastal Plain, the Piedmont Plateau, and the Appalachian Mountains.
After social studies we took a Go Noodle brain break and switched for math.
Today, in math, we continued to round multi-digit numbers to any place.
During the small group math instruction, the students practiced rounding the population of Garrett County in 2010 to the nearest 10, 100, and 1,000, using number lines.
During math with a partner, the students engaged in math discourse as they payed a game of Rounding Scoot. They completed task cards focusing on rounding tot he nearest ten thousand.
Finally, during the technology rotation the students completed their Ten Marks rounding assignment from yesterday and then practiced rounding using the site, Brain Racer Rounding.
After math the children enjoyed lunch and outdoor recess.
When they returned to class we began our literacy block. Today the children identified evidence and reasons, from text, to support a statement about mussels. Then they watched a Google Slide presentation about note taking during research. After that, they had the chance to completed their charactyer analysis. Finally, they were to watch a Learn Zillion lesson about identifying and correcting sentence fragments.
At the end of the day we had a class meeting, let by Mrs. Mitch, identifying good time to use the restroom.
THEN...during dismissal our "Critters" for the terrariums and aquariums arrived. So, some of the students began distributing the live materials.
It was a crazy end of the day...my apologies for anything that may have been left at school.
After social studies we took a Go Noodle brain break and switched for math.
Today, in math, we continued to round multi-digit numbers to any place.
During the small group math instruction, the students practiced rounding the population of Garrett County in 2010 to the nearest 10, 100, and 1,000, using number lines.
During math with a partner, the students engaged in math discourse as they payed a game of Rounding Scoot. They completed task cards focusing on rounding tot he nearest ten thousand.
Finally, during the technology rotation the students completed their Ten Marks rounding assignment from yesterday and then practiced rounding using the site, Brain Racer Rounding.
After math the children enjoyed lunch and outdoor recess.
When they returned to class we began our literacy block. Today the children identified evidence and reasons, from text, to support a statement about mussels. Then they watched a Google Slide presentation about note taking during research. After that, they had the chance to completed their charactyer analysis. Finally, they were to watch a Learn Zillion lesson about identifying and correcting sentence fragments.
At the end of the day we had a class meeting, let by Mrs. Mitch, identifying good time to use the restroom.
THEN...during dismissal our "Critters" for the terrariums and aquariums arrived. So, some of the students began distributing the live materials.
It was a crazy end of the day...my apologies for anything that may have been left at school.
Wednesday, September 21, 2016
Wonderful Wednesday
This morning the students were given one last chance to complete the Learn Zillion lessons about modal auxiliaries and run-on sentences. Then we worked on completing the MAP-R, self-adjusting, computerized reading assessment. Many of the students finished, but some need more time, which they will get.
After that we had a Go Noodle brain break and switched for math.
In math we practiced rounding the population of counties in Maryland to the nearest 10, 100, and 1,000, during the small group lesson. During math with a partner, the students engaged in math discourse as they practiced rounding to the nearest ten thousand while playing the game, Round the Town. Finally, during the technology rotation, the children received logins for another math site, Ten Marks. They logged in and completed their first assignment, which focused on rounding. If they finished early they were able to work on a jam session. Please look for parent letters, about Ten Marks, in home folders this evening.
After math, the students enjoyed lunch and outdoor recess.
When they returned to class, we began our literacy block.
First we viewed a Google Slide presentation introducing our first inquiry project. The students will write historical fiction stories. They will begin by choosing a group of Indians to research. The information they uncover will serve as their setting in their story. Then they will write an informative paragraph about the group of Indians and their setting. After that, they will plan and write a fictional story set in the time and place of the Indian group they studied.
After reviewing the inquiry project, we discussed how author's use reasons and evidence (or facts) to support their points of view (or opinions).
During their independent work time, the students watched a video about freshwater mussels and identified reasons and evidence the speaker shared to support particular points. Then they explored two native American groups and selected one to research. Next they completed the body paragraph for their character analysis. After that they viewed a Learn Zillion lesson about sentence fragments and completed a follow up worksheet.
While the children worked, I pulled a small group to practiced watching, pausing, and rewinding in order to identify reasons and evidence to support an opinion.
The children ended their day in art.
After that we had a Go Noodle brain break and switched for math.
In math we practiced rounding the population of counties in Maryland to the nearest 10, 100, and 1,000, during the small group lesson. During math with a partner, the students engaged in math discourse as they practiced rounding to the nearest ten thousand while playing the game, Round the Town. Finally, during the technology rotation, the children received logins for another math site, Ten Marks. They logged in and completed their first assignment, which focused on rounding. If they finished early they were able to work on a jam session. Please look for parent letters, about Ten Marks, in home folders this evening.
After math, the students enjoyed lunch and outdoor recess.
When they returned to class, we began our literacy block.
First we viewed a Google Slide presentation introducing our first inquiry project. The students will write historical fiction stories. They will begin by choosing a group of Indians to research. The information they uncover will serve as their setting in their story. Then they will write an informative paragraph about the group of Indians and their setting. After that, they will plan and write a fictional story set in the time and place of the Indian group they studied.
After reviewing the inquiry project, we discussed how author's use reasons and evidence (or facts) to support their points of view (or opinions).
During their independent work time, the students watched a video about freshwater mussels and identified reasons and evidence the speaker shared to support particular points. Then they explored two native American groups and selected one to research. Next they completed the body paragraph for their character analysis. After that they viewed a Learn Zillion lesson about sentence fragments and completed a follow up worksheet.
While the children worked, I pulled a small group to practiced watching, pausing, and rewinding in order to identify reasons and evidence to support an opinion.
The children ended their day in art.
Tuesday, September 20, 2016
Terrific Tuesday
This morning, after the announcements, we had a quick, informal class meeting to discuss responsibility. Topics addressed included storing papers in the appropriate place so that they aren't lost, completing work in a timely manner, and choosing a good place to complete work with minimal distractions.
After that, we began social studies. We continued reading the article about settlement patterns in Maryland. Then the children returned to their seats, and in their table groups, they reread and discussed the same article, in order to complete a chart stating what people might like and dislike about living in urban, suburban, and rural communities.
As we transitioned to math, we took a Go Noodle brain break and some students took a bathroom break.
In math we continued using number lines to round multi-digit numbers to the nearest 100 and 10. During the small group instruction, the students used number lines to round the same multi-digit number to the nearest 100 and the nearest 10.
During math with a partner, the children played a board game called, Round the Town, while practicing rounding to the nearest ten thousand.
Finally, during the technology rotation, the students watched a Khan Academy lesson about rounding multi-digit numbers using a number line, and then completed an "exit card" to show what they know. If they had extra time, they practiced their basic facts using Xtra Math.
After math the students enjoyed lunch an outdoor recess. Then they went to PE with Mr. Smith.
When the students returned to class we took the MAP-R. This is the computerized, self-adjusting, reading assessment, that students take 3 times a year, beginning in third grade. The data compiled from the test is used for planning and instructional purposes.
Many students didn't finish the assessment. They will get more time tomorrow!
After that, we began social studies. We continued reading the article about settlement patterns in Maryland. Then the children returned to their seats, and in their table groups, they reread and discussed the same article, in order to complete a chart stating what people might like and dislike about living in urban, suburban, and rural communities.
As we transitioned to math, we took a Go Noodle brain break and some students took a bathroom break.
In math we continued using number lines to round multi-digit numbers to the nearest 100 and 10. During the small group instruction, the students used number lines to round the same multi-digit number to the nearest 100 and the nearest 10.
During math with a partner, the children played a board game called, Round the Town, while practicing rounding to the nearest ten thousand.
Finally, during the technology rotation, the students watched a Khan Academy lesson about rounding multi-digit numbers using a number line, and then completed an "exit card" to show what they know. If they had extra time, they practiced their basic facts using Xtra Math.
After math the students enjoyed lunch an outdoor recess. Then they went to PE with Mr. Smith.
When the students returned to class we took the MAP-R. This is the computerized, self-adjusting, reading assessment, that students take 3 times a year, beginning in third grade. The data compiled from the test is used for planning and instructional purposes.
Many students didn't finish the assessment. They will get more time tomorrow!
Monday, September 19, 2016
Marvelous Monday
It's hard to believe that we are already in week 4 of the school year but it's only our second Monday!!
This morning, after the announcements, the students had time to work collaboratively to finish their geographic tool chart. Then we quickly shared what they learned about their tools through their research. After that, we began learning how geographic features influence the settlement patterns in Maryland.
First, we shared reason why our families chose to live here. Then we reviewed the differences between urban, suburban, and rural communities. Next, we read, and discussed, why people might want to live in an urban city such as Baltimore, as well as why others would not want to live there.
While we switched for math, we took a quick Go Noodle brain break.
In math this week, we will focus on rounding multi-digit numbers to the nearest 100 and 10.
During the small group lesson, after defining the terms enrollment and capacity, we used a chart identifying those of the high school in MCPS. Then the students wrote comparison numbers sentences for both Clarksburg and Damascus high schools and rounded each to the nearest 100.
During math with a partner, the children engaged in math discourse as they played Roll, Say, Compare, and Round. First they generated a 5 digit number by rolling dice. Then they practiced saying it, they wrote a number sentence to compare their number to their partner's, and they used a number line to round their number to the nearest 100 and 10.
Finally, during the technology round, the students signed into prodigy and completed the placement test. Then they completed a posted assignment about rounding using a number line.
After math, the students enjoyed lunch and indoor recess.
After recess, we talked about becoming involved in the Wims SGA (student government). I explained the application process and interested children took a form that MUST be completed and returned to school NO LATER than this Thursday, September 22, if they plan on running to be a representative.\
Next, we turned our attention to science. We finally got our kit today and we had a lot to catch up on.
So, first we read, while I modeled, how to make our terrarium and plant the seeds. Then, the students worked collaboratively, by table groups to do so. Next, we read, and I modeled, how to set up the aquarium. Then the students worked collaboratively to do that.
BY the time we wee done with science, it was already 2:45!!! So, the students worked on the Learn Zillion, identifying and correcting run-on Sentences lesson and drafting their body paragraph while I gave the Words Their Way inventory to a couple of students who were absent last week when we did it.
This morning, after the announcements, the students had time to work collaboratively to finish their geographic tool chart. Then we quickly shared what they learned about their tools through their research. After that, we began learning how geographic features influence the settlement patterns in Maryland.
First, we shared reason why our families chose to live here. Then we reviewed the differences between urban, suburban, and rural communities. Next, we read, and discussed, why people might want to live in an urban city such as Baltimore, as well as why others would not want to live there.
While we switched for math, we took a quick Go Noodle brain break.
In math this week, we will focus on rounding multi-digit numbers to the nearest 100 and 10.
During the small group lesson, after defining the terms enrollment and capacity, we used a chart identifying those of the high school in MCPS. Then the students wrote comparison numbers sentences for both Clarksburg and Damascus high schools and rounded each to the nearest 100.
During math with a partner, the children engaged in math discourse as they played Roll, Say, Compare, and Round. First they generated a 5 digit number by rolling dice. Then they practiced saying it, they wrote a number sentence to compare their number to their partner's, and they used a number line to round their number to the nearest 100 and 10.
Finally, during the technology round, the students signed into prodigy and completed the placement test. Then they completed a posted assignment about rounding using a number line.
After math, the students enjoyed lunch and indoor recess.
After recess, we talked about becoming involved in the Wims SGA (student government). I explained the application process and interested children took a form that MUST be completed and returned to school NO LATER than this Thursday, September 22, if they plan on running to be a representative.\
Next, we turned our attention to science. We finally got our kit today and we had a lot to catch up on.
So, first we read, while I modeled, how to make our terrarium and plant the seeds. Then, the students worked collaboratively, by table groups to do so. Next, we read, and I modeled, how to set up the aquarium. Then the students worked collaboratively to do that.
BY the time we wee done with science, it was already 2:45!!! So, the students worked on the Learn Zillion, identifying and correcting run-on Sentences lesson and drafting their body paragraph while I gave the Words Their Way inventory to a couple of students who were absent last week when we did it.
Friday, September 16, 2016
Fantastic Friday
This morning, after the announcements, the students went to music with Mrs. Thomson. When they returned they had a few minutes to catch up on any unfinished work, then we reviewed class dojo and gave out earned rewards, and shared the answers to the morning work puzzle from yesterday.
After that we switched for math.
Today we had short math rotations, since we took a formative assessment towards the end of our math block. During the small group rotation, we reviewed comparing multi-digit numbers and practiced rounding, to the nearest 100, using a number line. During math with a partner, the students engaged in math discourse as they played the game "Roll, Say, Compare, and Round". Basically, they rolled dice to generate a 5 digit number, and then they said the number, compared it to their partner's number, and, finally, used a number line to round it to the nearest 100. Finally, during the technology rotation, the students received logins for Prodigy. This is a wonderful website that we will use to learn and practice math concepts. Look for a parent letter, about Prodigy, in home folders this evening!
After our rotations, the students took a math formative covering comparing multi-digit numbers. These have been graded and returned to students. Please look for them in home folders this evening.
Following our math block, the students enjoyed lunch and outdoor recess. we began our literacy block.
I began by reviewing the reading formative and providing strategies for success. Then I shared my model body paragraph for the character analysis. I reviewed the expectations; a topic sentence restating their opinion and naming and explaining 3 pieces of evidence from the text. Then we revisited my model and I color-coded (highlighted) the sentences to identify the topic , naming, and explaining sentences.
Today, while I finished my reading assessments, the students completed their reading formative. Then they began drafting the body paragraph. Students who completed those two tasks, worked on the Learn Zillion, run-on sentences assignment.
After our literacy block, we had a quick class meeting. First we each shared what was on our mind. Then, we exchanged thank yous and compliments.
We ended the day with an extra recess, as a reward for earning 10 class Dojos.
After that we switched for math.
Today we had short math rotations, since we took a formative assessment towards the end of our math block. During the small group rotation, we reviewed comparing multi-digit numbers and practiced rounding, to the nearest 100, using a number line. During math with a partner, the students engaged in math discourse as they played the game "Roll, Say, Compare, and Round". Basically, they rolled dice to generate a 5 digit number, and then they said the number, compared it to their partner's number, and, finally, used a number line to round it to the nearest 100. Finally, during the technology rotation, the students received logins for Prodigy. This is a wonderful website that we will use to learn and practice math concepts. Look for a parent letter, about Prodigy, in home folders this evening!
After our rotations, the students took a math formative covering comparing multi-digit numbers. These have been graded and returned to students. Please look for them in home folders this evening.
Following our math block, the students enjoyed lunch and outdoor recess. we began our literacy block.
I began by reviewing the reading formative and providing strategies for success. Then I shared my model body paragraph for the character analysis. I reviewed the expectations; a topic sentence restating their opinion and naming and explaining 3 pieces of evidence from the text. Then we revisited my model and I color-coded (highlighted) the sentences to identify the topic , naming, and explaining sentences.
Today, while I finished my reading assessments, the students completed their reading formative. Then they began drafting the body paragraph. Students who completed those two tasks, worked on the Learn Zillion, run-on sentences assignment.
After our literacy block, we had a quick class meeting. First we each shared what was on our mind. Then, we exchanged thank yous and compliments.
We ended the day with an extra recess, as a reward for earning 10 class Dojos.
Thursday, September 15, 2016
Thrilling Thursday
This morning, after our announcements, we had a quick class meeting to discuss some important items.
Student absences: Typically i have students ask 3 (students) before asking me...but if a child is returning to school after being out, I want them to check in with me to see what assignments they have missed and need to make up.
Morning routine: Students needs to unpack, sign in on the Promethean Board, and then go to Google Classroom, Class Meeting, to read my daily message and determine what they need to work on.
HOMEWORK: Homework is to read for twenty minutes EVERY night and practice math skills on a web site that is listed on the Google Classroom Homework page BUT if students fall behind in classwork they will need to complete unfinished work at home. I told the children that if there is a graded assignment that "disappears" from the daily task list on the flip chart, then they are now expected to complete it at home. So, I will provide a certain amount of time in class, but once class time is not provided, any unfinished work (that is to be graded) becomes homework. I told the children that if they are ever confused about missing work they should come see me.
After our chat, the students worked collaborative to continue researching the geographic tool they were assigned on Tuesday and begin creating a presentation to share their knowledge. As they worked, I met with individuals to continue my reading assessments...I am truly hoping to be done by tomorrow afternoon. Wish me luck! :-)
After social studies we switched for math.
Today, during the small group instruction, we began rounding multi-digit numbers to the nearest 10 or 100 using a number line. Today, I modeled and explained while the students took some notes.
During math with a partner, the students played a game called, Follow the Leader. In pairs they colored squares with multi-digit numbers, creating a path in which each number was greater than the number before. Then they wrote number sentences, in their math journals, comparing the numbers along their path.
Finally, during the technology rotation, the students watched two Learn Zillion lessons about rounding and took notes on the second lesson in their math journal. After that they practiced their basic facts using Xtra math.org.
After math, the children enjoyed lunch and outdoor recess.
When they returned to class we jumped into our literacy block. First we retold the story, The Gold Coin. Then we reviewed the theme as an inferred message the author wants us to learn from his story. We looked at a list of common themes in fiction and identified and discussed a common theme for both, The Gold Coin and Pop's Bridge. Then we talked about how we, as good readers, can use context clues to identify the meaning of unknown words and phrases in text.
While I met with students to continue my reading assessments, the students completed an organizer and a written response to compare the themes of The Gold Coin and Pop's Bridge. Then they had one last chance, in class, to complete the intro paragraph for their character analysis. Next, they watched a Learn Zillion lesson about identifying and correcting run-on sentences and complete a worksheet that goes with it.
The class has won a Dojo reward of extra recess. I had planned to give it to them today, but we are struggling to get written work completed. I am NOT taking their reward away but I did postpone it until another day.
Student absences: Typically i have students ask 3 (students) before asking me...but if a child is returning to school after being out, I want them to check in with me to see what assignments they have missed and need to make up.
Morning routine: Students needs to unpack, sign in on the Promethean Board, and then go to Google Classroom, Class Meeting, to read my daily message and determine what they need to work on.
HOMEWORK: Homework is to read for twenty minutes EVERY night and practice math skills on a web site that is listed on the Google Classroom Homework page BUT if students fall behind in classwork they will need to complete unfinished work at home. I told the children that if there is a graded assignment that "disappears" from the daily task list on the flip chart, then they are now expected to complete it at home. So, I will provide a certain amount of time in class, but once class time is not provided, any unfinished work (that is to be graded) becomes homework. I told the children that if they are ever confused about missing work they should come see me.
After our chat, the students worked collaborative to continue researching the geographic tool they were assigned on Tuesday and begin creating a presentation to share their knowledge. As they worked, I met with individuals to continue my reading assessments...I am truly hoping to be done by tomorrow afternoon. Wish me luck! :-)
After social studies we switched for math.
Today, during the small group instruction, we began rounding multi-digit numbers to the nearest 10 or 100 using a number line. Today, I modeled and explained while the students took some notes.
During math with a partner, the students played a game called, Follow the Leader. In pairs they colored squares with multi-digit numbers, creating a path in which each number was greater than the number before. Then they wrote number sentences, in their math journals, comparing the numbers along their path.
Finally, during the technology rotation, the students watched two Learn Zillion lessons about rounding and took notes on the second lesson in their math journal. After that they practiced their basic facts using Xtra math.org.
After math, the children enjoyed lunch and outdoor recess.
When they returned to class we jumped into our literacy block. First we retold the story, The Gold Coin. Then we reviewed the theme as an inferred message the author wants us to learn from his story. We looked at a list of common themes in fiction and identified and discussed a common theme for both, The Gold Coin and Pop's Bridge. Then we talked about how we, as good readers, can use context clues to identify the meaning of unknown words and phrases in text.
While I met with students to continue my reading assessments, the students completed an organizer and a written response to compare the themes of The Gold Coin and Pop's Bridge. Then they had one last chance, in class, to complete the intro paragraph for their character analysis. Next, they watched a Learn Zillion lesson about identifying and correcting run-on sentences and complete a worksheet that goes with it.
The class has won a Dojo reward of extra recess. I had planned to give it to them today, but we are struggling to get written work completed. I am NOT taking their reward away but I did postpone it until another day.
Wednesday, September 14, 2016
Wonderful Wednesday
Today we switched our schedule around, just a bit! We had our literacy block, first thing this morning, so that we could have science, and plant our terrariums, this afternoon with Mrs. Shapot's class.
So, after the announcements, we reviewed the reading assignment from yesterday. Then the students began working independently, on the following tasks, while I continued my reading assessments. First the children completed, and turned in, the evidence organizer explaining why Juan fixed Dona Josefa's roof, in The Gold Coin, and backing up their thinking with three pieces of evidence from the text. After that, they used my model paragraph, their graphic organizer, and the grading rubric to draft their introductory paragraph for the character analysis of John Henry from Freedom Summer. Next, they watched the Learn Zillion lesson about modal auxiliaries and completed the follow up capture sheet. Finally, if they had additional time, they read silently.
After our literacy block we began our math block.
We began the math block by reviewing how to compare multi-digit numbers using <, >, or =. Then we began our rotations. During the small group, teacher led instruction we used expanded form and place value to continue comparing numbers. During math with a partner, the children created multi-digit numbers, by rolling dice, and then compared the two numbers. As they worked with their partner, they engaged in math discourse. Finally, the students watched a Khan Academy lesson about comparing multi-digit numbers, and completed an online practice activity, during the technology rotation. If they finished early, they played Hockey Score to practice place value.
After math, the students enjoyed lunch and outdoor recess.
When they returned to class we began preparing to plant our terrariums...BUT...there was a challenge...I was sent a THIRD grade science kit, instead of a FOURTH grade kit. SO, we had to make some adjustments. We will plat our terrariums tomorrow, hopefully!!
Since we are flexible and have so much learning to do, we were able to fill our new-found free time with academic tasks!!
First, the students took the Words Their Way inventory. Basically, this is a spelling test that I will analyze to help me develop groups for word work. We will begin our Words Their Way program the first week of October.
Next, the students had time to work on their literacy block tasks while I continued testing.
Finally, the students ended their day with art.
So, after the announcements, we reviewed the reading assignment from yesterday. Then the students began working independently, on the following tasks, while I continued my reading assessments. First the children completed, and turned in, the evidence organizer explaining why Juan fixed Dona Josefa's roof, in The Gold Coin, and backing up their thinking with three pieces of evidence from the text. After that, they used my model paragraph, their graphic organizer, and the grading rubric to draft their introductory paragraph for the character analysis of John Henry from Freedom Summer. Next, they watched the Learn Zillion lesson about modal auxiliaries and completed the follow up capture sheet. Finally, if they had additional time, they read silently.
After our literacy block we began our math block.
We began the math block by reviewing how to compare multi-digit numbers using <, >, or =. Then we began our rotations. During the small group, teacher led instruction we used expanded form and place value to continue comparing numbers. During math with a partner, the children created multi-digit numbers, by rolling dice, and then compared the two numbers. As they worked with their partner, they engaged in math discourse. Finally, the students watched a Khan Academy lesson about comparing multi-digit numbers, and completed an online practice activity, during the technology rotation. If they finished early, they played Hockey Score to practice place value.
After math, the students enjoyed lunch and outdoor recess.
When they returned to class we began preparing to plant our terrariums...BUT...there was a challenge...I was sent a THIRD grade science kit, instead of a FOURTH grade kit. SO, we had to make some adjustments. We will plat our terrariums tomorrow, hopefully!!
Since we are flexible and have so much learning to do, we were able to fill our new-found free time with academic tasks!!
First, the students took the Words Their Way inventory. Basically, this is a spelling test that I will analyze to help me develop groups for word work. We will begin our Words Their Way program the first week of October.
Next, the students had time to work on their literacy block tasks while I continued testing.
Finally, the students ended their day with art.
Tuesday, September 13, 2016
Terrific Tuesday
This morning, after the announcements, we began learning about geographic tools of the United States. Based on the curriculum, it seems a geographic tool is a man -made feature that relates to a natural feature....for example, the Chesapeake Bay bridge (man-made) allows us to cross the Chesapeake Bay (natural feature) and thus access the Atlantic beaches.
After reviewing natural and man-made features, and introducing the concept of a geographic tool, the students began working collaboratively, in small groups, to research an assigned geographic tool in the United States. They took notes on a capture sheet and then planned a presentation to "teach" the rest of the class about the tool they researched.
After social studies we switched for math.
In my math class today, we focused on comparing numbers using <, >, or =.
During the small group, teacher led instruction, we focused on taking numbers written expanded form and writing them in standard form. Then we compared the two numbers using <, >, or =.
During math with a partner, the students played a Talk and Toss game to practice reading and writing multi-digit numbers.
Finally, during the technology rotation, the students watched a Learn Zillion lesson about comparing multi-digit numbers and took notes in their math journals. If they finished early, they played Place Value Pirates.
After our math block, the students enjoyed lunch and outdoor recess. Then they had PE with Mr. Smith.
When they returned to class, we began our literacy block. We reviewed the 5 generalizations of change and discussed using what the text says, and our background knowledge, to make inferences which help us to better understand what we read. Then we read the story The Gold Coin and identified changes in the main character Juan.
While I met with individual students to continue my informal reading assessments, the students worked on the following tasks independently.
First the children reread The Gold Coin, and explained why they thought Juan helped repair Dona Josef's roof. They also found three pieces of evidence from the text to support their thinking. After that, they reviewed the feedback I provided on their character analysis chart and then worked on their introductory paragraph. If they finished early, they completed the Learn Zillion lesson on modal auxiliaries and read quietly.
It was another great day with this crew! :-)
After reviewing natural and man-made features, and introducing the concept of a geographic tool, the students began working collaboratively, in small groups, to research an assigned geographic tool in the United States. They took notes on a capture sheet and then planned a presentation to "teach" the rest of the class about the tool they researched.
After social studies we switched for math.
In my math class today, we focused on comparing numbers using <, >, or =.
During the small group, teacher led instruction, we focused on taking numbers written expanded form and writing them in standard form. Then we compared the two numbers using <, >, or =.
During math with a partner, the students played a Talk and Toss game to practice reading and writing multi-digit numbers.
Finally, during the technology rotation, the students watched a Learn Zillion lesson about comparing multi-digit numbers and took notes in their math journals. If they finished early, they played Place Value Pirates.
After our math block, the students enjoyed lunch and outdoor recess. Then they had PE with Mr. Smith.
When they returned to class, we began our literacy block. We reviewed the 5 generalizations of change and discussed using what the text says, and our background knowledge, to make inferences which help us to better understand what we read. Then we read the story The Gold Coin and identified changes in the main character Juan.
While I met with individual students to continue my informal reading assessments, the students worked on the following tasks independently.
First the children reread The Gold Coin, and explained why they thought Juan helped repair Dona Josef's roof. They also found three pieces of evidence from the text to support their thinking. After that, they reviewed the feedback I provided on their character analysis chart and then worked on their introductory paragraph. If they finished early, they completed the Learn Zillion lesson on modal auxiliaries and read quietly.
It was another great day with this crew! :-)
Friday, September 9, 2016
Fabulous Friday...Time to Show What we Know!
This morning, after watching the announcements on the Promethean board, the students went to music with Ms. Thomson.
When they returned to class they took a quick assessment covering organisms. These have been graded. Look for them in home folders this evening.
After that, the students went to math.
In my math class, we began with shortened rotations. During the small group instruction we practiced writing the word form of number written in standard form. During math with a partner, the students played a Toss and Talk game matching numbers in standard and word form. Finally, during the technology rotation, the students finished watching the Learn Zillion lesson about writing multi-digit numbers in word form and taking notes, on it, in their math journal. If they finished early they visit the site Really Big Numbers.
After our rotations, the students took a formative on reading and writing multi-digit numbers. These have been graded and returned to students. Look for them in home folders this evening.
Next the children enjoyed lunch and outdoor recess.
When they returned to class, we began our literacy block.
We reviewed the concept of theme as being something the author wants you to know, that is a broad idea about life, and is usually inferred. Then we reviewed a long list of common themes in fiction.
After that, I continued with my informal reading assessments while the children worked independently.
First, the children completed a reading formative focusing on the narrator's point of view in both, Freedom Summer, and Pop's Bridge. After that, they completed their intro paragraph for the character analysis. Then, if they had time, they watched a Learn Zillion lesson about modal auxiliaries and completed a follow up worksheet.
The reading assessment will be graded over the weekend. Don't look for that one tonight. LOL!
We ended the day with a class meeting to build trust and respect in our class community. First, we shared one thing the others didn't know about us. Then we exchanged thank yous and compliments.
Have a wonderful weekend! Remember there is NO SCHOOL for students on Monday. It is a professional day for teachers.
When they returned to class they took a quick assessment covering organisms. These have been graded. Look for them in home folders this evening.
After that, the students went to math.
In my math class, we began with shortened rotations. During the small group instruction we practiced writing the word form of number written in standard form. During math with a partner, the students played a Toss and Talk game matching numbers in standard and word form. Finally, during the technology rotation, the students finished watching the Learn Zillion lesson about writing multi-digit numbers in word form and taking notes, on it, in their math journal. If they finished early they visit the site Really Big Numbers.
After our rotations, the students took a formative on reading and writing multi-digit numbers. These have been graded and returned to students. Look for them in home folders this evening.
Next the children enjoyed lunch and outdoor recess.
When they returned to class, we began our literacy block.
We reviewed the concept of theme as being something the author wants you to know, that is a broad idea about life, and is usually inferred. Then we reviewed a long list of common themes in fiction.
After that, I continued with my informal reading assessments while the children worked independently.
First, the children completed a reading formative focusing on the narrator's point of view in both, Freedom Summer, and Pop's Bridge. After that, they completed their intro paragraph for the character analysis. Then, if they had time, they watched a Learn Zillion lesson about modal auxiliaries and completed a follow up worksheet.
The reading assessment will be graded over the weekend. Don't look for that one tonight. LOL!
We ended the day with a class meeting to build trust and respect in our class community. First, we shared one thing the others didn't know about us. Then we exchanged thank yous and compliments.
Have a wonderful weekend! Remember there is NO SCHOOL for students on Monday. It is a professional day for teachers.
Thursday, September 8, 2016
Thrilling Thursday
This morning, after the announcements, we began our science lesson. Today, the children worked collaboratively, in assigned, small groups, to research and become experts in unfamiliar environments. Their job was to identify the characteristics of the ecosystem, the organisms that survive there, and why they do. As the children worked, I continued with my informal reading assessments.
After science, we began our math block. Today we focused on writing multi-digit numbers in word form.
During small group we practiced reading and writing, in word form, numbers up to a million. There will be a short formative assessment on this tomorrow.
During math with a partner the students completed their digit value activity from yesterday and then participated in a number sort, matching numbers in standard form to the word and expanded form.
During the technology rotation the children watched a Learn Zillion lesson about writing multi-digit numbers in word form, and took notes in their math journals. Then, if they had time, they visited a web site called Really Big Numbers to practice reading and writing multi-digit numbers.
After math the children enjoyed lunch and outdoor recess.
When they returned to class, they were very hot and exhausted!! We took a cool down break and set up Go Guardian accounts. This will allow me to monitor what they do on their Chrome Book at ALL times. :-)
Next we began our literacy block.
We reviewed the 5 generalizations of change. Then we reviewed the character analysis organizer that began on Tuesday. After that I introduced and explained the criteria for an introductory paragraph for our character analysis. We took a peak at a county example and highlighted the criteria (hook, information about the book, an opinion statement). Then I modeled using my organizer to draft an introductory paragraph. All of these resources are included in our daily flip chart and available for the students to revisit.
While I continued my informal reading assessments, the students completed their character analysis organizer and then began drafting their introductory paragraph. Then they finished their reading assignments from yesterday, identifying the setting in Pop's Bridge. Those who finished early were able to read using a book from the media center, MyON, or Tumblebooks.
After science, we began our math block. Today we focused on writing multi-digit numbers in word form.
During small group we practiced reading and writing, in word form, numbers up to a million. There will be a short formative assessment on this tomorrow.
During math with a partner the students completed their digit value activity from yesterday and then participated in a number sort, matching numbers in standard form to the word and expanded form.
During the technology rotation the children watched a Learn Zillion lesson about writing multi-digit numbers in word form, and took notes in their math journals. Then, if they had time, they visited a web site called Really Big Numbers to practice reading and writing multi-digit numbers.
After math the children enjoyed lunch and outdoor recess.
When they returned to class, they were very hot and exhausted!! We took a cool down break and set up Go Guardian accounts. This will allow me to monitor what they do on their Chrome Book at ALL times. :-)
Next we began our literacy block.
We reviewed the 5 generalizations of change. Then we reviewed the character analysis organizer that began on Tuesday. After that I introduced and explained the criteria for an introductory paragraph for our character analysis. We took a peak at a county example and highlighted the criteria (hook, information about the book, an opinion statement). Then I modeled using my organizer to draft an introductory paragraph. All of these resources are included in our daily flip chart and available for the students to revisit.
While I continued my informal reading assessments, the students completed their character analysis organizer and then began drafting their introductory paragraph. Then they finished their reading assignments from yesterday, identifying the setting in Pop's Bridge. Those who finished early were able to read using a book from the media center, MyON, or Tumblebooks.
Wednesday, September 7, 2016
Wonderful Wednesday
This morning, after the announcements, we began our science lesson. First we reviewed what an organism is, the two categories organisms can be separated into, and the difference between plants and animals. After that, we took a walk through a familiar environment, our school playground, and took notes on the various organisms we saw overhead, at eye-level, and underfoot. Next we defined the concept of an ecosystem and read brief descriptions of five different ones.
After science we switched for math.
Today's small group math lesson focused on writing the standard form of numbers that are originally written in expanded form. During math with a partner, the children engaged in math discourse as they identified the value of underlined digits in multi-digit numbers. Finally, during the technology rotation, the students watched a Khan Academy lesson about place value and completed practice activity. If they had additional time, they practiced their basic facts using Xtra Math.
After math, the students enjoyed lunch and outdoor recess.
After recess, we reviewed the 5 generalizations of change and the characteristics of historical fiction. Then I introduced the book, Pop's Bridge, and we read the author's note to gain some background knowledge. After that we read the story and discussed the setting.
Next the students worked independently, on the following tasks, while I met with individual students to continue my informal reading assessments. First, the students reviewed Pop's Bridge and took a screenshot of words and/or images that pointed to the setting. Then they completed a Google Form identifying the importance, in their opinion, of the setting. Next, they continued working on their character analysis organizer for Joe from Freedom Summer. After that, they completed the Learn Zillion lesson about simple sentences, watched the media center orientation, and read independently using MyON, Tumble Books, or a book from the media center.
The students ended their day with art in our portable.
Remember, HOMEWORK is on Google Classroom!
After science we switched for math.
Today's small group math lesson focused on writing the standard form of numbers that are originally written in expanded form. During math with a partner, the children engaged in math discourse as they identified the value of underlined digits in multi-digit numbers. Finally, during the technology rotation, the students watched a Khan Academy lesson about place value and completed practice activity. If they had additional time, they practiced their basic facts using Xtra Math.
After math, the students enjoyed lunch and outdoor recess.
After recess, we reviewed the 5 generalizations of change and the characteristics of historical fiction. Then I introduced the book, Pop's Bridge, and we read the author's note to gain some background knowledge. After that we read the story and discussed the setting.
Next the students worked independently, on the following tasks, while I met with individual students to continue my informal reading assessments. First, the students reviewed Pop's Bridge and took a screenshot of words and/or images that pointed to the setting. Then they completed a Google Form identifying the importance, in their opinion, of the setting. Next, they continued working on their character analysis organizer for Joe from Freedom Summer. After that, they completed the Learn Zillion lesson about simple sentences, watched the media center orientation, and read independently using MyON, Tumble Books, or a book from the media center.
The students ended their day with art in our portable.
Remember, HOMEWORK is on Google Classroom!
Tuesday, September 6, 2016
Welcome to Week 2!
This morning, the students logged into GC - Class Meeting and shared what they did over the weekend. Then they logged into Typing Club to practice keyboarding. After the announcements we began our science lesson.
During science we determined that an organism is anything that is alive. We also identified two categories; plants and animals. Then we learned that the basic difference between the two is movement. Finally we watched a video clip of a Venus Flytrap and discussed whether it should be considered a plant or an animal. We all agreed it's a plant.
After science we began our math block.
Today was our second time meeting in our math classes. Since we didn't get through all of the rotations on Friday, we repeated the rotations today.
Today, during the small group instruction, we focused on the difference between a digit and a number, and using periods to help us read multi digit numbers within 1,000,000. During math with a partner, the children played a spinner game to create multi-digit numbers, and then practiced writing the in standard, expanded, and word form. Finally, during the technology rotation, the children watched a Learn Zillion lesson about place value and took notes in their math journal, using a format I provided.
HOMEWORK: This year homework is assigned weekly on our GC - Homework page...BUT students who didn't finish today's Learn Zillion lesson, should view it at home this evening.
After math the students enjoyed lunch and outdoor recess. Then they went to PE with Mr. Smith.
When we returned to the classroom, we began our literacy block. First, the children had 15 minutes to work on the independent tasks they began on Friday. Then, together, we reread Freedom Summer and I modeled determining a character trait for John Henry and identifying 3 items of support, from the text. This is the organizer that we will use to help us draft a character analysis.
After that, the students worked independently on their character analysis of Joe (just the planning organizer). Then they continued their tasks from Friday.
AS they worked, I met with students to continue my informal reading assessments.
At the end of the day I reviewed this year's homework expectations.
During science we determined that an organism is anything that is alive. We also identified two categories; plants and animals. Then we learned that the basic difference between the two is movement. Finally we watched a video clip of a Venus Flytrap and discussed whether it should be considered a plant or an animal. We all agreed it's a plant.
After science we began our math block.
Today was our second time meeting in our math classes. Since we didn't get through all of the rotations on Friday, we repeated the rotations today.
Today, during the small group instruction, we focused on the difference between a digit and a number, and using periods to help us read multi digit numbers within 1,000,000. During math with a partner, the children played a spinner game to create multi-digit numbers, and then practiced writing the in standard, expanded, and word form. Finally, during the technology rotation, the children watched a Learn Zillion lesson about place value and took notes in their math journal, using a format I provided.
HOMEWORK: This year homework is assigned weekly on our GC - Homework page...BUT students who didn't finish today's Learn Zillion lesson, should view it at home this evening.
After math the students enjoyed lunch and outdoor recess. Then they went to PE with Mr. Smith.
When we returned to the classroom, we began our literacy block. First, the children had 15 minutes to work on the independent tasks they began on Friday. Then, together, we reread Freedom Summer and I modeled determining a character trait for John Henry and identifying 3 items of support, from the text. This is the organizer that we will use to help us draft a character analysis.
After that, the students worked independently on their character analysis of Joe (just the planning organizer). Then they continued their tasks from Friday.
AS they worked, I met with students to continue my informal reading assessments.
At the end of the day I reviewed this year's homework expectations.
Friday, September 2, 2016
Day 5: TGIF
Thanks to all who came out for Back to School Night last night!
This morning, after watching the announcements, the students went to music with Ms. Thomson.
When they returned to class, it was time to switch for math for the first time this year.
Once my new math students had settled in, I introduced myself and reviewed how I run my math block. Briefly speaking, the students are split into 3 groups that are flexible...meaning, I can, and will, change group assignments on a regular basis, to best met the needs of all learners. The students will rotate through three tasks; small group instruction with me, math with a partner, and technology. Math with a partner will usually be a hands-on way to practice new skills while engaging in math discourse with their partner(s). Technology will involve either a flipped lesson (instruction via the computer) or an online practice game/activity...sometimes, both!
Today, during the small group instruction, we focused on the difference between a digit and a number, and using periods to help us read multi digit numbers within 1,000,000. During math with a partner, the children played a spinner game to create multi-digit numbers, and then practiced writing the in standard, expanded, and word form. Finally, during the technology rotation, the children watched a Learn Zillion lesson about place value and took notes in their math journal, using a format I provided.
Since this was our first math session, we did not get to all three rotations AND the students did not complete any of the rotations they began.
After math, the students enjoyed lunch and outdoor recess.
When we returned to class, the children had a few minutes to complete their morning work. Then they worked indpendently, o several tasks, while I continued to conduct informal reading assessments with individual students.
First, the children watched an introduction for ONOW (Our Neighborhood, Our Watershed) and answered two questions in GC - Science. After that, they watched a Learn Zillion lesson about writing simple sentences (hopefully, a review) and took notes on the common mistake and core lesson, in their writing journal. Next, they watched an orientation video for our school Media Center and posted two rules they need to follow in GC - reading. Lastly, they read a book using an online app called MyOn.
After our literacy block we attended an instrumental music assembly to hear about the program. Look for information in your child's home folder this evening.
Finally, we ended the week with a formal class meeting. First we each shared our favorite part of the first week of school. Then I answered some of the questions, written by the students this morning.
Enjoy the wonderful 3 day weekend!!
This morning, after watching the announcements, the students went to music with Ms. Thomson.
When they returned to class, it was time to switch for math for the first time this year.
Once my new math students had settled in, I introduced myself and reviewed how I run my math block. Briefly speaking, the students are split into 3 groups that are flexible...meaning, I can, and will, change group assignments on a regular basis, to best met the needs of all learners. The students will rotate through three tasks; small group instruction with me, math with a partner, and technology. Math with a partner will usually be a hands-on way to practice new skills while engaging in math discourse with their partner(s). Technology will involve either a flipped lesson (instruction via the computer) or an online practice game/activity...sometimes, both!
Today, during the small group instruction, we focused on the difference between a digit and a number, and using periods to help us read multi digit numbers within 1,000,000. During math with a partner, the children played a spinner game to create multi-digit numbers, and then practiced writing the in standard, expanded, and word form. Finally, during the technology rotation, the children watched a Learn Zillion lesson about place value and took notes in their math journal, using a format I provided.
Since this was our first math session, we did not get to all three rotations AND the students did not complete any of the rotations they began.
After math, the students enjoyed lunch and outdoor recess.
When we returned to class, the children had a few minutes to complete their morning work. Then they worked indpendently, o several tasks, while I continued to conduct informal reading assessments with individual students.
First, the children watched an introduction for ONOW (Our Neighborhood, Our Watershed) and answered two questions in GC - Science. After that, they watched a Learn Zillion lesson about writing simple sentences (hopefully, a review) and took notes on the common mistake and core lesson, in their writing journal. Next, they watched an orientation video for our school Media Center and posted two rules they need to follow in GC - reading. Lastly, they read a book using an online app called MyOn.
After our literacy block we attended an instrumental music assembly to hear about the program. Look for information in your child's home folder this evening.
Finally, we ended the week with a formal class meeting. First we each shared our favorite part of the first week of school. Then I answered some of the questions, written by the students this morning.
Enjoy the wonderful 3 day weekend!!
Thursday, September 1, 2016
Day 4 and Back to School Night
Don't forget that Back to School Night is tonight . It begins at 6:00 pm.
Now a recap of our day...
When the students came in they completed the "Find Someone Who" activity they began yesterday. Then, after watching the announcements via a Google Hangout, we reintroduced ourselves and shared the "Find Someone Who" results.
Next, we began social studies by reading about and locating on a map 6 human-made features in Maryland. These included Deep Creek Lake, Sideling Hill, The Bay Bridge, The Baltimore Harbor Tunnel, and a few others.
Then we got our blood flowing with a Go Noodle brain break.
After that we began our math block. We did not switch for math today. We will begin tomorrow!! So, today they completed their pizza glyphs, completed a Math About Me activity, and practiced the basic facts using Xtra math. While the students worked independently, I pulled students to begin my informal reading assessments.
Over the next few days I will listen to each student read and respond to oral comprehension questions. This is NOT graded. The purpose it to help me create guided reading groups and plan for instruction.
After lunch and outdoor recess we had a quick class meeting to go over some nuts and bolts, including math classes, and the technology permission slip...both coming home this evening.
Then we began our literacy block. We reviewed the 5 generalizations of change and identified the characteristics of historical fiction.
Next, I led a discussion about life in the 19060's and segregation. It was wonderful! Then I read the story, Freedom Summer, out loud and we identified changes in the story and the character's view points towards the events in the book.
After that, the students worked independently to finish their Important poem and Getting to Know You Sandwich. During this time I continued my informal reading assessments and attended an in-house meeting.
Remember, no homework this week.
Back to School Night is at 6:00 pm tonight.
Now a recap of our day...
When the students came in they completed the "Find Someone Who" activity they began yesterday. Then, after watching the announcements via a Google Hangout, we reintroduced ourselves and shared the "Find Someone Who" results.
Next, we began social studies by reading about and locating on a map 6 human-made features in Maryland. These included Deep Creek Lake, Sideling Hill, The Bay Bridge, The Baltimore Harbor Tunnel, and a few others.
Then we got our blood flowing with a Go Noodle brain break.
After that we began our math block. We did not switch for math today. We will begin tomorrow!! So, today they completed their pizza glyphs, completed a Math About Me activity, and practiced the basic facts using Xtra math. While the students worked independently, I pulled students to begin my informal reading assessments.
Over the next few days I will listen to each student read and respond to oral comprehension questions. This is NOT graded. The purpose it to help me create guided reading groups and plan for instruction.
After lunch and outdoor recess we had a quick class meeting to go over some nuts and bolts, including math classes, and the technology permission slip...both coming home this evening.
Then we began our literacy block. We reviewed the 5 generalizations of change and identified the characteristics of historical fiction.
Next, I led a discussion about life in the 19060's and segregation. It was wonderful! Then I read the story, Freedom Summer, out loud and we identified changes in the story and the character's view points towards the events in the book.
After that, the students worked independently to finish their Important poem and Getting to Know You Sandwich. During this time I continued my informal reading assessments and attended an in-house meeting.
Remember, no homework this week.
Back to School Night is at 6:00 pm tonight.
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