This morning, the students came in and had time to work on unfinished tasks such as the decomposition of bread observation, the main idea activities, and the examples of symbiosis follow up. After the announcements, we began science.
Today, during science, the students worked independently on two assignments in Google Classroom. First, the students watched a Discovery Education video to learn the roles humans play in the food web. Also, they were expected to be able to explain the difference between a food web and food chain after viewing the lesson. After watching the video, the students completed a follow up, fill-in-the-blank exercise.
Next, the children read a Google Slides presentation explaining how the body uses food. Before reading they made a list of how they thought food is used. Then, as they read the slides, they highlighted ways the body uses food. After reading, the children returned to their lists, and using the highlighted portion of the text, they added and removed ways our body uses energy.
After science, we switched for math and took a Go Noodle brain break. Then we began our rottions.
During the small group, teacher-led, instruction we practiced representing and solving comparative word problems involving any operation (not just multiplication) and with unknowns in any position.
During math with a partner, the students played a card game, similar to the game Headbandz, that helped them increase their multiplication fluency.
Finally, during the technology rotation, the students worked on increasing their multiplication facts fluency using 3 different games linked on Google Classroom.
After math, the students enjoyed lunch and outdoor recess.
When we returned to class we played Kahoot to brush up on identifying the main idea nad supporting details.
Then the students changed into their costumes and we celebrated Halloween with a fun parade and fabulous party. :-)
Finally, we wound down by enjoying some healthy snacks and watching It's the Great Pumpkin, Charlie Brown.
Monday, October 31, 2016
Friday, October 28, 2016
Fabulous Friday
This morning the students began their final observation on our decomposing bread. Then they went to music. When they returned to class we watched a portion of the morning announcements and selected to members of our class to be Green Team representatives.
After that, we switched for math and took a Go Noodle brain break. Next we reviewed how to represent and solve a multiplicative comparison word problem using a bar diagram and an equation. Then the children took their weekly formative. These have been scored and returned. Look for them in home folders this evening.
Following math, the students enjoyed lunch and outdoor recess.
When we returned to class, I reviewed how to determine the main idea and supporting details in non-fiction text. Once again, I demonstrated how to use the heading/title, repeated words or phrases, and the topic sentence to help. Next, I shared the exact rubric I will be using to score their historical fiction stories and showed the children how to use it to help with their final drafts.
Then the students worked independently to determine the main idea and supporting details of a text about water, and used the rubric to complete the final draft of their historical fiction story. During this time I met with WTW groups to test them on the spelling and meaning of their words and continued my informal October reading assessments with individual students.
Unfortunately, some students were out of the room and missed their WTW test. They will take it on Monday morning.
We ended the day with a popcorn party and class meeting. During the class meeting we shared what we were proud of from this past week and exchanged thank yous and compliments.
After that, we switched for math and took a Go Noodle brain break. Next we reviewed how to represent and solve a multiplicative comparison word problem using a bar diagram and an equation. Then the children took their weekly formative. These have been scored and returned. Look for them in home folders this evening.
Following math, the students enjoyed lunch and outdoor recess.
When we returned to class, I reviewed how to determine the main idea and supporting details in non-fiction text. Once again, I demonstrated how to use the heading/title, repeated words or phrases, and the topic sentence to help. Next, I shared the exact rubric I will be using to score their historical fiction stories and showed the children how to use it to help with their final drafts.
Then the students worked independently to determine the main idea and supporting details of a text about water, and used the rubric to complete the final draft of their historical fiction story. During this time I met with WTW groups to test them on the spelling and meaning of their words and continued my informal October reading assessments with individual students.
Unfortunately, some students were out of the room and missed their WTW test. They will take it on Monday morning.
We ended the day with a popcorn party and class meeting. During the class meeting we shared what we were proud of from this past week and exchanged thank yous and compliments.
Thursday, October 27, 2016
Thrilling Thursday
This morning, before the announcements, the students had time to complete the examples of symbiosis worksheet, that went along with the Magic School Bus video, and to work on a WTW practice activity. After the announcements, we went to the media center for a lesson about the Back-Eyed Susan books with Mrs. Allaire. When we returned to class we determined how the mold, that is growing on our bread, was causing the decomposition of it.
Next, we switched for math and took a Go Noodle brain break. Then we did a warm up that involved the students identifying and correcting a mathematical mistake I made. After that, we began our rotations.
During the small group, teacher-led instruction we continued using bar diagrams to represent and solve comparative multiplication word problems.
During math with a partner, the students engaged in math discourse as the played a comparative multiplication scoot game.
Finally, during the technology rotation, the children completed 2 Khan Academy practice activities, as a follow up from the lessons they watched earlier this week. Then they chose between practicing using bar diagrams to solve multiplication word problems using Thinking Blocks, or working on basic facts fluency, using Xtra Math.
After math, the students enjoyed lunch and indoor recess.
Then we began our literacy block. I began by modeling how to revise the historical fiction story to avoid using the word "and" more than 7 times. Additionally, I demonstrated ho to put the word "said" to bed...by using speaking words that added more description. Then we reviewed how to determine the main idea in non-fiction text and its supporting details.
Afterwards, the students worked independently to revise their writing and identify the main idea and supporting details in non-fiction text. They also completed a WTW practice activity.
Today, as they worked, I worked with a few students to improve their historical fiction stories. Most of the my time, however, was spent continuing my informal reading assessments for October. We WILL get back to reading groups next week!
Next, we switched for math and took a Go Noodle brain break. Then we did a warm up that involved the students identifying and correcting a mathematical mistake I made. After that, we began our rotations.
During the small group, teacher-led instruction we continued using bar diagrams to represent and solve comparative multiplication word problems.
During math with a partner, the students engaged in math discourse as the played a comparative multiplication scoot game.
Finally, during the technology rotation, the children completed 2 Khan Academy practice activities, as a follow up from the lessons they watched earlier this week. Then they chose between practicing using bar diagrams to solve multiplication word problems using Thinking Blocks, or working on basic facts fluency, using Xtra Math.
After math, the students enjoyed lunch and indoor recess.
Then we began our literacy block. I began by modeling how to revise the historical fiction story to avoid using the word "and" more than 7 times. Additionally, I demonstrated ho to put the word "said" to bed...by using speaking words that added more description. Then we reviewed how to determine the main idea in non-fiction text and its supporting details.
Afterwards, the students worked independently to revise their writing and identify the main idea and supporting details in non-fiction text. They also completed a WTW practice activity.
Today, as they worked, I worked with a few students to improve their historical fiction stories. Most of the my time, however, was spent continuing my informal reading assessments for October. We WILL get back to reading groups next week!
Wednesday, October 26, 2016
Wonderful Wednesday
This morning, prior to the announcements, the students completed their symbiosis worksheet, identifying examples from "The Magic School Bus Takes a Dive", and worked on a WTW practice activity. After the announcements we began our science lesson.
Today we investigated how groups of organisms obtain energy from the sun through their food source. First the children listed the food they ate yesterday on a chart and color coded it according to the food group to which it belongs. After that, we read some informational text to learn about producers (plants that make their own food) and consumers (living things that eat other living things). We identified and defined three types of consumers; herbivores, carnivores, and omnivores.
Next we switched for math and took a Go Noodle brain break.
We began math with an "Agree or Disagree" warm up encouraging students to use math discourse to prove their mathematical thinking. Then we began our rotations.
During the small group instruction we used bar diagrams to solve multiplicative comparison word problems.
During math with a partner, the students collaborated to finish the task cards they began yesterday and check their answers using QR codes.
Finally, during the technology rotation, the children watched 2 more Khan Academy lessons about solving multiplicative comparison word problems. Then they practiced solving word problems using Thinking Blocks. Those who had extra time worked on their basic fact fluency using Xtra Math.
After math, the children enjoyed lunch and outdoor recess. When they returned to class we began our literacy block.
Today I modeled how to write a conclusion and then listen to the story using an app called Read and Write for Google. After that, the students worked independently, while I met with more reading groups to conference with the students on their historical fiction stories.
First the children revised their conclusion. Then they listened to their story using Read and Write for Google, and made necessary changes. Next, the identified the main idea and supporting details of a non-fiction piece of text about cavities. Finally, the children had time to work on their WTW practice activities.
The children had art with Mrs. Vanech in the middle of our literacy block.
Today we investigated how groups of organisms obtain energy from the sun through their food source. First the children listed the food they ate yesterday on a chart and color coded it according to the food group to which it belongs. After that, we read some informational text to learn about producers (plants that make their own food) and consumers (living things that eat other living things). We identified and defined three types of consumers; herbivores, carnivores, and omnivores.
Next we switched for math and took a Go Noodle brain break.
We began math with an "Agree or Disagree" warm up encouraging students to use math discourse to prove their mathematical thinking. Then we began our rotations.
During the small group instruction we used bar diagrams to solve multiplicative comparison word problems.
During math with a partner, the students collaborated to finish the task cards they began yesterday and check their answers using QR codes.
Finally, during the technology rotation, the children watched 2 more Khan Academy lessons about solving multiplicative comparison word problems. Then they practiced solving word problems using Thinking Blocks. Those who had extra time worked on their basic fact fluency using Xtra Math.
After math, the children enjoyed lunch and outdoor recess. When they returned to class we began our literacy block.
Today I modeled how to write a conclusion and then listen to the story using an app called Read and Write for Google. After that, the students worked independently, while I met with more reading groups to conference with the students on their historical fiction stories.
First the children revised their conclusion. Then they listened to their story using Read and Write for Google, and made necessary changes. Next, the identified the main idea and supporting details of a non-fiction piece of text about cavities. Finally, the children had time to work on their WTW practice activities.
The children had art with Mrs. Vanech in the middle of our literacy block.
Tuesday, October 25, 2016
Terrific Tuesday
This morning, prior to the announcements, the students either completed a WTW practice task or worked on their keyboarding skills using Typing Club. After the announcements we changed seating assignments and then began science.
First we reviewed the 3 types of symbiosis. Then, while I continued doing my monthly one-on-one informal reading assessments, the student rewatched "The Magic School Bus Takes a Dive", video and identified, and described, 4 examples of symbiosis
Next we switched for math and took a Go Noodle brain break. After that, we did a quick warm up called Eliminate One. The students were shown four numbers and had to pick one to get rid of and then share their thinking, or reasoning. This was a great way to warm up our math brains and engage in math discourse.
During the small group, teacher-led instruction, we continued using bar diagrams and equations to represent and solve comparative multiplication word problems.
During math with a partner, the students engaged in math discourse as they solved comparative multiplication task cards and checked them using QR codes.
Finally, during the technology rotation, the students watched 2 Khan Academy lessons and then practiced using bar diagrams to represent and solve word problems using the site, Thinking Blocks Multiplication.
After math the children enjoyed lunch and outdoor recess. Then they went to PE with Mr. Smith.
When they returned we spent more time than usual in a whole group setting. First, I reviewed the main idea activity from yesterday. I read the text out loud and explained how I determined the most important details from each section. Then I demonstrated how I used the headings and the supporting details to determine the main idea of the entire text.
After that, I reviewed the correct punctuation for the dialogue paragraph from their independent work yesterday. Then I modeled adding three pieces of dialogue, using the correct punctuation, to my historical fiction rough draft.
While I met with some students to conference on their writing, the rest of the class revised their historical fiction stories to add 3 pieces of dialogue and to correct capitalization errors. Then they read a non-fiction text about cavities and identified the main idea and 3 supporting details. Finally, those who had time, completed a WTW practice activity.
I did meet with the BLUE and ORANGE groups to listen to and provide feedback for a portion of their historical fiction story. With both groups I reminded the children to visualize their story as a movie. Their writing should reflect what they would see if they were watching it.
First we reviewed the 3 types of symbiosis. Then, while I continued doing my monthly one-on-one informal reading assessments, the student rewatched "The Magic School Bus Takes a Dive", video and identified, and described, 4 examples of symbiosis
Next we switched for math and took a Go Noodle brain break. After that, we did a quick warm up called Eliminate One. The students were shown four numbers and had to pick one to get rid of and then share their thinking, or reasoning. This was a great way to warm up our math brains and engage in math discourse.
During the small group, teacher-led instruction, we continued using bar diagrams and equations to represent and solve comparative multiplication word problems.
During math with a partner, the students engaged in math discourse as they solved comparative multiplication task cards and checked them using QR codes.
Finally, during the technology rotation, the students watched 2 Khan Academy lessons and then practiced using bar diagrams to represent and solve word problems using the site, Thinking Blocks Multiplication.
After math the children enjoyed lunch and outdoor recess. Then they went to PE with Mr. Smith.
When they returned we spent more time than usual in a whole group setting. First, I reviewed the main idea activity from yesterday. I read the text out loud and explained how I determined the most important details from each section. Then I demonstrated how I used the headings and the supporting details to determine the main idea of the entire text.
After that, I reviewed the correct punctuation for the dialogue paragraph from their independent work yesterday. Then I modeled adding three pieces of dialogue, using the correct punctuation, to my historical fiction rough draft.
While I met with some students to conference on their writing, the rest of the class revised their historical fiction stories to add 3 pieces of dialogue and to correct capitalization errors. Then they read a non-fiction text about cavities and identified the main idea and 3 supporting details. Finally, those who had time, completed a WTW practice activity.
I did meet with the BLUE and ORANGE groups to listen to and provide feedback for a portion of their historical fiction story. With both groups I reminded the children to visualize their story as a movie. Their writing should reflect what they would see if they were watching it.
Monday, October 24, 2016
Marvelous Monday
Prior to the announcements, the students finished their reading formative from last Friday and then complete a WTW practice activity.
After the announcements we began our study of symbiosis in science. We began by viewing an introductory video clip. Next we reviewed the 3 types of symbiosis; mutualism (both parties benefit), commensalism (one benefits, the other is not affected), and parasitism (one benefits, the other is harmed). Then we began watching "The Magic School Bus Takes a Dive" and began identifying examples of the three types of symbiosis.
After science we switched for math and took a Go Noodle brain break.
During the small group math instruction we practiced using bar diagrams to solve multiplicative comparison word problems.
During math with a partner, the children played Multiplication Number Battle, a card game practicing multiplication fact fluency.
Finally, during the technology rotation, the children watched and took notes on a Learn Zillion lesson about using a bar diagram to solve multiplicative comparison word problems. Then they practiced this skill using a web site called Thinking Blocks.
After math the children enjoyed lunch and outdoor recess.
When we returned to class we began our literacy block. Today the children will be watching a Learn Zillion lesson about identifying the main idea and then practicing the skill using an article about the sun. After that, the students watched a Learn Zillion and a Brain Pop lesson explaining how to properly use dialogue in their writing. Then they read through a Google Slides presentation demonstrating how to punctuate dialogue. Finally, they copied a paragraph using the correct punctuation for the dialogue present in it. Those who finished early, completed another WTW Practice activity.
Pink: I collected their old books and handed out a new one, Chickens. After that, we reviewed the vowel pattern -oi and practiced the patterns -ea, and -ai. Next, after taking a book walk, we read pages 2-3 and wrote about the main idea and supporting details in our writing journals. HW: Read pages 2-7 and list unknown words.
Blue: We reviewed the strategies we've been practicing to identify the main idea in text. Then we reread page 5 and used those strategies to determine the main idea. After that, we wrote the main idea and used the text to write 2 supporting detail sentences. HW: Read pages 8-11 and list unknown words.
Orange: We reviewed the strategies we've been practicing to identify the main idea of text. Then we read over pages 18 and 19 and the students wrote a main idea statement in their journals. Then they drew a line of learning and copied the main idea statement that I modeled as I thought out loud. After that, I showed the students how to identify a supporting detail that explains the main idea and they tried to add one of their own. HW: Read pages 20-23 and list unknown words.
Green: We reviewed the strategies we've been practicing to identify the main idea of text. Then we read pages 8 and 9 and discussed the head, sub-headings, and repeated words and phrases. After that, the children wrote a min idea statement in their reading journal. Then they drew a line of learning and copied one that I modeled by thinking out loud. Next they compared theirs to mine. After that, together, we added supporting details, from the text, that explained the main idea. HW: read pages 10-15 and list unknown words.
After the announcements we began our study of symbiosis in science. We began by viewing an introductory video clip. Next we reviewed the 3 types of symbiosis; mutualism (both parties benefit), commensalism (one benefits, the other is not affected), and parasitism (one benefits, the other is harmed). Then we began watching "The Magic School Bus Takes a Dive" and began identifying examples of the three types of symbiosis.
After science we switched for math and took a Go Noodle brain break.
During the small group math instruction we practiced using bar diagrams to solve multiplicative comparison word problems.
During math with a partner, the children played Multiplication Number Battle, a card game practicing multiplication fact fluency.
Finally, during the technology rotation, the children watched and took notes on a Learn Zillion lesson about using a bar diagram to solve multiplicative comparison word problems. Then they practiced this skill using a web site called Thinking Blocks.
After math the children enjoyed lunch and outdoor recess.
When we returned to class we began our literacy block. Today the children will be watching a Learn Zillion lesson about identifying the main idea and then practicing the skill using an article about the sun. After that, the students watched a Learn Zillion and a Brain Pop lesson explaining how to properly use dialogue in their writing. Then they read through a Google Slides presentation demonstrating how to punctuate dialogue. Finally, they copied a paragraph using the correct punctuation for the dialogue present in it. Those who finished early, completed another WTW Practice activity.
Pink: I collected their old books and handed out a new one, Chickens. After that, we reviewed the vowel pattern -oi and practiced the patterns -ea, and -ai. Next, after taking a book walk, we read pages 2-3 and wrote about the main idea and supporting details in our writing journals. HW: Read pages 2-7 and list unknown words.
Blue: We reviewed the strategies we've been practicing to identify the main idea in text. Then we reread page 5 and used those strategies to determine the main idea. After that, we wrote the main idea and used the text to write 2 supporting detail sentences. HW: Read pages 8-11 and list unknown words.
Orange: We reviewed the strategies we've been practicing to identify the main idea of text. Then we read over pages 18 and 19 and the students wrote a main idea statement in their journals. Then they drew a line of learning and copied the main idea statement that I modeled as I thought out loud. After that, I showed the students how to identify a supporting detail that explains the main idea and they tried to add one of their own. HW: Read pages 20-23 and list unknown words.
Green: We reviewed the strategies we've been practicing to identify the main idea of text. Then we read pages 8 and 9 and discussed the head, sub-headings, and repeated words and phrases. After that, the children wrote a min idea statement in their reading journal. Then they drew a line of learning and copied one that I modeled by thinking out loud. Next they compared theirs to mine. After that, together, we added supporting details, from the text, that explained the main idea. HW: read pages 10-15 and list unknown words.
Friday, October 21, 2016
Fabulous Friday
When the students came in this morning they had time to complete their historical fiction rough draft and work on a WTW practice activity. Then, after the announcements, they went to music with Ms. Thomson.
When the returned to class, from music, we reviewed the puzzles from yesterday's morning work and voted on a new class dojo reward, a popcorn party.
Then, we switched for math and took a Go Noodle brain break.
Next, we completed a practiced word problem to prepare for today's math formative. After that, I reviewed the formative and the children worked on it. These have been graded. Look for them in home folders this evening.
I did speak to the math class about the challenges of word problems. I encouraged them to look over the formative and notice one thing that they did well, and to make a goal of one thing to work on next week.
After math, the students enjoyed lunch and outdoor recess.
When they returned to class, we began our literacy block.
I began by doing a mini-lesson
Pink: We reread pages 12-15. Then we reviewed the concept of main idea and how to identify it. After that, we returned to pages 12-15 and determined the main idea. After that, we located supporting details that explained it.
Blue: We reviewed their unknown words from homework last night's homework. Then we used them in a sentence to help us better understand them. After that we reviewed the steps for identifying the main idea in text. Next we read, and reread, page 4 and determined the main idea.
Orange: We reviewed their unknown words from homework last night and copied the meanings into our reading journals. After that, we reviewed how to identify the main idea of text and determined the main idea of pages 16-17.
I didn't get to the green group today but will definitely meet with them on Monday.
We ended the day with a class meeting. First we shared what was on our minds. Then we exchanged thank yous and compliments. Finally, we continued our study of growth mind set. First we watched a Class Dojo video about making mistakes. Then we had a discussion about how making mistakes makes us smarter.
When the returned to class, from music, we reviewed the puzzles from yesterday's morning work and voted on a new class dojo reward, a popcorn party.
Then, we switched for math and took a Go Noodle brain break.
Next, we completed a practiced word problem to prepare for today's math formative. After that, I reviewed the formative and the children worked on it. These have been graded. Look for them in home folders this evening.
I did speak to the math class about the challenges of word problems. I encouraged them to look over the formative and notice one thing that they did well, and to make a goal of one thing to work on next week.
After math, the students enjoyed lunch and outdoor recess.
When they returned to class, we began our literacy block.
I began by doing a mini-lesson
Pink: We reread pages 12-15. Then we reviewed the concept of main idea and how to identify it. After that, we returned to pages 12-15 and determined the main idea. After that, we located supporting details that explained it.
Blue: We reviewed their unknown words from homework last night's homework. Then we used them in a sentence to help us better understand them. After that we reviewed the steps for identifying the main idea in text. Next we read, and reread, page 4 and determined the main idea.
Orange: We reviewed their unknown words from homework last night and copied the meanings into our reading journals. After that, we reviewed how to identify the main idea of text and determined the main idea of pages 16-17.
I didn't get to the green group today but will definitely meet with them on Monday.
We ended the day with a class meeting. First we shared what was on our minds. Then we exchanged thank yous and compliments. Finally, we continued our study of growth mind set. First we watched a Class Dojo video about making mistakes. Then we had a discussion about how making mistakes makes us smarter.
Thursday, October 20, 2016
Thrilling Thursday - Sub in the AM
The students had a substitute teach er this morning while I was at a doctor's appointment. So, I will give you a brief run-down regarding the plans I left for the sub.
They began the day with science. First they observed, and recorded, the evidence of decomposition on the two pieces of bread, from the experiment we started last Thursday. Then they learned about the sun's flow of energy by watching a few video clips and engaging in group discussions.
After that, they switched for math.
During the small group lesson and math with a partner, the students practiced representing and solving multi-step word problems. During the technology rotation, they reviewed multiplication using a Khan Academy lesson and a drill and practice web site.
Then they went to lunch and outdoor recess.
When I picked them up from recess, we returned to class and began our literacy block. I began by modeling, through thinking aloud, how to draft the final two paragraphs of the historical fiction story.
After that, the children worked independently to complete their historical fiction rough draft. Then they did a WTW practice activity and finished the first and second hand accounts activity from yesterday.
Pink: We practiced their flash cards. Then we reviewed the concept of a main idea as being the most important thing the author wants us to know. After copying a list of steps we can used to help identify the main idea into our journals, we practiced determining the main idea for pages 10 and 11. Finally, the students added 1-2 detail sentences that supported the main idea. HW: Practice flashcards and reread pages 12-14.
Blue: We reviewed the concept of a main idea as being the most important thing the author wants us to know. After copying a list of steps we can used to help identify the main idea into our journals, I gave a brief book talk and passed out our next, non-fiction book, Ecosystems on Earth. Then I modeled how I would identify the main idea on page 2 and the students copied it into their journals. HW: Read pages 4-7 and list unknown words (no more than 5, please).
Orange: We reviewed the concept of a main idea as being the most important thing the author wants us to know. After copying a list of steps we can used to help identify the main idea into our journals, we read pages 12 and 13 and I modeled, through thinking aloud, how to identify the main idea. (Then we had a fire drill and didn't have time to complete our group!) HW: Read pages 16-23 and list unknown words (no more than 5, please).
Green: We reviewed the concept of a main idea as being the most important thing the author wants us to know. After copying a list of steps we can used to help identify the main idea into our journals, I gave a brief book talk and passed out our next, non-fiction book, Ecosystems. Then we read page 2 and identified the main idea. HW: Read pages 2-7 and list unknown words (no more than 5, please).
They began the day with science. First they observed, and recorded, the evidence of decomposition on the two pieces of bread, from the experiment we started last Thursday. Then they learned about the sun's flow of energy by watching a few video clips and engaging in group discussions.
After that, they switched for math.
During the small group lesson and math with a partner, the students practiced representing and solving multi-step word problems. During the technology rotation, they reviewed multiplication using a Khan Academy lesson and a drill and practice web site.
Then they went to lunch and outdoor recess.
When I picked them up from recess, we returned to class and began our literacy block. I began by modeling, through thinking aloud, how to draft the final two paragraphs of the historical fiction story.
After that, the children worked independently to complete their historical fiction rough draft. Then they did a WTW practice activity and finished the first and second hand accounts activity from yesterday.
Pink: We practiced their flash cards. Then we reviewed the concept of a main idea as being the most important thing the author wants us to know. After copying a list of steps we can used to help identify the main idea into our journals, we practiced determining the main idea for pages 10 and 11. Finally, the students added 1-2 detail sentences that supported the main idea. HW: Practice flashcards and reread pages 12-14.
Blue: We reviewed the concept of a main idea as being the most important thing the author wants us to know. After copying a list of steps we can used to help identify the main idea into our journals, I gave a brief book talk and passed out our next, non-fiction book, Ecosystems on Earth. Then I modeled how I would identify the main idea on page 2 and the students copied it into their journals. HW: Read pages 4-7 and list unknown words (no more than 5, please).
Orange: We reviewed the concept of a main idea as being the most important thing the author wants us to know. After copying a list of steps we can used to help identify the main idea into our journals, we read pages 12 and 13 and I modeled, through thinking aloud, how to identify the main idea. (Then we had a fire drill and didn't have time to complete our group!) HW: Read pages 16-23 and list unknown words (no more than 5, please).
Green: We reviewed the concept of a main idea as being the most important thing the author wants us to know. After copying a list of steps we can used to help identify the main idea into our journals, I gave a brief book talk and passed out our next, non-fiction book, Ecosystems. Then we read page 2 and identified the main idea. HW: Read pages 2-7 and list unknown words (no more than 5, please).
Wednesday, October 19, 2016
Wonderful Wednesday
This morning, for morning work, the children watched the popular Mike the Camel, Geico commercial. Then they identified what they knew about the camels and the other characters, and how they knew it. After the announcements, we discussed the inferences they made.
After that, the students worked on their social studies charts identifying and comparing how the Native American tribes used their environment to survive. As they worked, I met with individual students to give missed WTW tests from Friday and to continue the informal, monthly reading assessments.
Then we switched for math and took a Go Noodle brain break.
During the small group, teacher led instruction we continued solving multi-step addition and subtraction word problems, but today our focus was on drawing and labeling diagrams to help us understand the problems.
During math with a partner, the students engaged in math discourse, with Mrs. Byrne, as they solved multi-step addition and subtraction word problems.
Finally, during the technology rotation, the students reviewed multiplication, in preparation for next week's multiplicative comparison word problems. So, they watched 2 Khan Academy lessons about multiplication and then practiced the basic multiplication facts using a third site linked to Google Classroom.
After math, the students enjoyed lunch and outdoor recess.
When they returned to class we discussed my expectations for when I have a substitute teacher. Tomorrow morning, only, I will be at a doctor's appointment. There will be a sub here in my place. After our talk, we began our literacy block. Again, I did a mini-lesson identifying criteria to identify text as either a firsthand or secondhand account. Then I shared an assignment in Google Classroom.
While I met with small groups, the children completed the firsthand and secondhand account practice activity. Then they finished writing the first 3 paragraphs of their historical fiction story. After that, they completed a written WTW practice activity.
Any students who has not finished the first three paragraphs and/or a WTW practice activity needs to do it for HOMEWORK tonight!!
Pink: We reviewed the criteria for identifying text as either a first or second hand account. Then we read a paragraph and identified the point of view in which it was told, and explained whether it was a first or second hand account. HW: Students should practice reading the paragraph to an adult and practice their flashcards.
After the pink group met, the children had art with Mrs. Van Ech. Then we resumed our literacy block.
Orange: We reviewed the criteria for determining whether text is told as a firsthand or secondhand account. Then we read two accounts of the same event and identified proof that one was a firsthand account and the other secondhand. After that we reviewed their lists of unknown word from last night's homework. HW: Read for 20 minutes...free choice!
Green: We reviewed the criteria for determining whether text is told as a first hand or secondhand account. Then the children read paragraph and determined from which account it was told. Additionally, they identified two reasons, using the criteria, that supported their thinking. HW: Read for 20 minutes...free choice.
Blue: I did not have a chance to meet with this group. I will definitely meet with them tomorrow afternoon! HW: Read for 20 minutes...free choice!
After that, the students worked on their social studies charts identifying and comparing how the Native American tribes used their environment to survive. As they worked, I met with individual students to give missed WTW tests from Friday and to continue the informal, monthly reading assessments.
Then we switched for math and took a Go Noodle brain break.
During the small group, teacher led instruction we continued solving multi-step addition and subtraction word problems, but today our focus was on drawing and labeling diagrams to help us understand the problems.
During math with a partner, the students engaged in math discourse, with Mrs. Byrne, as they solved multi-step addition and subtraction word problems.
Finally, during the technology rotation, the students reviewed multiplication, in preparation for next week's multiplicative comparison word problems. So, they watched 2 Khan Academy lessons about multiplication and then practiced the basic multiplication facts using a third site linked to Google Classroom.
After math, the students enjoyed lunch and outdoor recess.
When they returned to class we discussed my expectations for when I have a substitute teacher. Tomorrow morning, only, I will be at a doctor's appointment. There will be a sub here in my place. After our talk, we began our literacy block. Again, I did a mini-lesson identifying criteria to identify text as either a firsthand or secondhand account. Then I shared an assignment in Google Classroom.
While I met with small groups, the children completed the firsthand and secondhand account practice activity. Then they finished writing the first 3 paragraphs of their historical fiction story. After that, they completed a written WTW practice activity.
Any students who has not finished the first three paragraphs and/or a WTW practice activity needs to do it for HOMEWORK tonight!!
Pink: We reviewed the criteria for identifying text as either a first or second hand account. Then we read a paragraph and identified the point of view in which it was told, and explained whether it was a first or second hand account. HW: Students should practice reading the paragraph to an adult and practice their flashcards.
After the pink group met, the children had art with Mrs. Van Ech. Then we resumed our literacy block.
Orange: We reviewed the criteria for determining whether text is told as a firsthand or secondhand account. Then we read two accounts of the same event and identified proof that one was a firsthand account and the other secondhand. After that we reviewed their lists of unknown word from last night's homework. HW: Read for 20 minutes...free choice!
Green: We reviewed the criteria for determining whether text is told as a first hand or secondhand account. Then the children read paragraph and determined from which account it was told. Additionally, they identified two reasons, using the criteria, that supported their thinking. HW: Read for 20 minutes...free choice.
Blue: I did not have a chance to meet with this group. I will definitely meet with them tomorrow afternoon! HW: Read for 20 minutes...free choice!
Tuesday, October 18, 2016
Terrific Tuesday
This morning, after the announcements, we spent a few minutes talking about cultural equity and how our background effects the way we communicate our feelings and the way we tackle our work.
After that, the students continued using resources available to them in Google Classroom on the social studies page to complete the chart comparing the way four different Native American societies used their environment to survive. As the students worked collaboratively, I met with individual students to continue my informal, monthly reading assessments.
After social studies, we switched for math and took a Go Noodle brain break.
During the small group instruction, we continued solving multi-step word problems involving addition and subtraction. Today we focused on drawing pictures to help visualize the problem and identifying what is known and unknown.
During math with a partner, the students engaged in math discourse, with Mrs. Byrne, as they continued representing and solving multi-step word problems involving addition and subtraction.
Finally, during the technology rotation, the children completed a Ten Marks assignment working on....word problems!!! If they finished early they worked on their basic fact fluency using Xtra Math.
After math the students enjoyed lunch and outdoor recess. Then they went to PE with Mr. Smith.
When we returned to class I conducted a short mini-lesson about first and second hand accounts. The big take- aways being that a first hand account of an event is told by someone who was involved in the event. It will include pronouns such as I, we, and us. It will also have specific details involving emotion and feelings. A second hand account uses pronouns such as they, him, her, because it is based on research. The person was not involved with the event. It is more fact based and doesn't include feelings and emotions.
After that, I modeled how to use the planning document to
Blue: We reviewed some of their unknown word from last night's homework and then created a sentence to help us learn these new words. After that we reviewed cause and effect and listed key words in their reading journals. Then we attempted to find examples of cause and effect in their book but I could tell that interest was very low. So, I collected the books and asked for the children to suggest topics they would like to read about.
Orange: We reviewed some of their unknown word from last night's homework and then created a sentence to help us learn these new words. After that we reviewed cause and effect and listed key words in their reading journals. Then we read sections of the text and identified examples of cause and effect in our writing journals. HW: Read pages 12-15 and list unknown words.
Green: We reviewed some of their unknown word from last night's homework and then created a sentence to help us learn these new words. After that we reviewed cause and effect and listed key words in their reading journals. Then we read sections of the text and identified examples of cause and effect in our writing journals.
Pink: I didn't meet with this group. I will meet with them first tomorrow.
Remember, Scholastic Book Orders are due October 28.
After that, the students continued using resources available to them in Google Classroom on the social studies page to complete the chart comparing the way four different Native American societies used their environment to survive. As the students worked collaboratively, I met with individual students to continue my informal, monthly reading assessments.
After social studies, we switched for math and took a Go Noodle brain break.
During the small group instruction, we continued solving multi-step word problems involving addition and subtraction. Today we focused on drawing pictures to help visualize the problem and identifying what is known and unknown.
During math with a partner, the students engaged in math discourse, with Mrs. Byrne, as they continued representing and solving multi-step word problems involving addition and subtraction.
Finally, during the technology rotation, the children completed a Ten Marks assignment working on....word problems!!! If they finished early they worked on their basic fact fluency using Xtra Math.
After math the students enjoyed lunch and outdoor recess. Then they went to PE with Mr. Smith.
When we returned to class I conducted a short mini-lesson about first and second hand accounts. The big take- aways being that a first hand account of an event is told by someone who was involved in the event. It will include pronouns such as I, we, and us. It will also have specific details involving emotion and feelings. A second hand account uses pronouns such as they, him, her, because it is based on research. The person was not involved with the event. It is more fact based and doesn't include feelings and emotions.
After that, I modeled how to use the planning document to
Blue: We reviewed some of their unknown word from last night's homework and then created a sentence to help us learn these new words. After that we reviewed cause and effect and listed key words in their reading journals. Then we attempted to find examples of cause and effect in their book but I could tell that interest was very low. So, I collected the books and asked for the children to suggest topics they would like to read about.
Orange: We reviewed some of their unknown word from last night's homework and then created a sentence to help us learn these new words. After that we reviewed cause and effect and listed key words in their reading journals. Then we read sections of the text and identified examples of cause and effect in our writing journals. HW: Read pages 12-15 and list unknown words.
Green: We reviewed some of their unknown word from last night's homework and then created a sentence to help us learn these new words. After that we reviewed cause and effect and listed key words in their reading journals. Then we read sections of the text and identified examples of cause and effect in our writing journals.
Pink: I didn't meet with this group. I will meet with them first tomorrow.
Remember, Scholastic Book Orders are due October 28.
Monday, October 17, 2016
Marvelous Monday
This morning, after the announcements, we began using resources, posted in Google Classroom - Social Studies, to identify how four Native American societies used their environment to survive. We will work on this throughout the week and eventually identify the similarities and differences among the tribes.
Around 9:30 Ms. Snyder, our counselor, came in to conduct a lesson about personal body safety. This is a lesson required by MCPS. Ask our child to share with you the cartoon they made depicting how they could tell a trusted adult that they need to talk.
After that we switched for math and took a Go Noodle brain break.
During the small group instruction we began solving multi-step word problems involving addition and subtraction. Today we practiced using a known and unknown chart to organize information involved in the word problem.
During math with a partner, the children engaged in math discourse, while working on addition fluency, as they played a card game called Advanced Addition Number Battle.
Finally, during the technology rotation, the students watched, and took notes on, a Learn Zillion lesson explaining how to solve multi-step addition and subtraction word problems. If they finished early they practiced their basic facts using Xtra Math.
After math, the students enjoyed lunch and outdoor recess.
When they returned to class we began our literacy block. I took time to model how to use the planning graphic organizer for the historical fiction story to begin drafting my story. I showed the students how I read over stories written by past fourth grade students to get ideas for how to begin my story. I also modeled how I constantly went back to my organizer to see what I had planned then turned my phrases into complete sentences.
Blue: The students turned in their Wolves book and I handed out our next text, The Golden Spike. Before reading we reviewed the concept of cause (why did something happen) and Effect (what happened). Then we read sections of text, identified a fact (effect) and turned it into a question to identify the cause. HW: Read pages 6-9 and list unknown words.
Orange: First we reviewed the concept of cause (why did something happen) and effect (what happened). Then we read pages 6-7 and I thought out loud as I identified facts that were effects and turned them into questions to identify the cause. HW: Read pages 8-11 and list unknown words.
Green: We reread pages 16 and 17 and the children shared the main idea statements they wrote for homework last week. After that we discussed examples of cause (why did something happen) and effect (what happened) and I shared examples of key words they might find in text. Then the students reread pages 16 and 17, because they were already familiar with it, and attempted to identify an effect and turn it into a why did, or what caused question. HW: Read pages 18-23 and list unknown words.
Pink: We practiced their sight word flashcards. Then we reviewed cause (why did something happen) and effect (what happened). After using some real life examples, we read pages 8 in our text and identified 2 examples of cuase and effect. HW: Read pages 9- 14 and list unknown words.
Around 9:30 Ms. Snyder, our counselor, came in to conduct a lesson about personal body safety. This is a lesson required by MCPS. Ask our child to share with you the cartoon they made depicting how they could tell a trusted adult that they need to talk.
After that we switched for math and took a Go Noodle brain break.
During the small group instruction we began solving multi-step word problems involving addition and subtraction. Today we practiced using a known and unknown chart to organize information involved in the word problem.
During math with a partner, the children engaged in math discourse, while working on addition fluency, as they played a card game called Advanced Addition Number Battle.
Finally, during the technology rotation, the students watched, and took notes on, a Learn Zillion lesson explaining how to solve multi-step addition and subtraction word problems. If they finished early they practiced their basic facts using Xtra Math.
After math, the students enjoyed lunch and outdoor recess.
When they returned to class we began our literacy block. I took time to model how to use the planning graphic organizer for the historical fiction story to begin drafting my story. I showed the students how I read over stories written by past fourth grade students to get ideas for how to begin my story. I also modeled how I constantly went back to my organizer to see what I had planned then turned my phrases into complete sentences.
Blue: The students turned in their Wolves book and I handed out our next text, The Golden Spike. Before reading we reviewed the concept of cause (why did something happen) and Effect (what happened). Then we read sections of text, identified a fact (effect) and turned it into a question to identify the cause. HW: Read pages 6-9 and list unknown words.
Orange: First we reviewed the concept of cause (why did something happen) and effect (what happened). Then we read pages 6-7 and I thought out loud as I identified facts that were effects and turned them into questions to identify the cause. HW: Read pages 8-11 and list unknown words.
Green: We reread pages 16 and 17 and the children shared the main idea statements they wrote for homework last week. After that we discussed examples of cause (why did something happen) and effect (what happened) and I shared examples of key words they might find in text. Then the students reread pages 16 and 17, because they were already familiar with it, and attempted to identify an effect and turn it into a why did, or what caused question. HW: Read pages 18-23 and list unknown words.
Pink: We practiced their sight word flashcards. Then we reviewed cause (why did something happen) and effect (what happened). After using some real life examples, we read pages 8 in our text and identified 2 examples of cuase and effect. HW: Read pages 9- 14 and list unknown words.
Friday, October 14, 2016
Fabulous Friday
This morning, before going to music, the students had time to complete their planning organizer for the historical fiction story, finish any WTW assignments, or do the Word Sleuth, context clues practice.
After going to music with Ms. Thomson, we watched the video taped morning announcements and went over the thinkable puzzle fro morning work yesterday.
Then we switched for math and took a Go Noodle brain break.
After that, we reviewed how to estimate, find the exact difference of a mulit-digit subtraction problem involving decomposing across zeroes, and check it using addition. Then the students took the week 6 formative. These have been scored and returned to the children. Look for them in home folders this evening.
Next, the children enjoyed lunch and outdoor recess.
After recess, we began our literacy block.
We briefly discussed the historical fiction inquiry project. I explained that planning organizers must be completed, and handed in online, today. Then we moved studentś names on the Trello chart so that is accurately represented on what they are currently working.
After that, the students got their individual pictures taken.
When we returned to class, I met with WTW groups and gave the spelling and vocabulary assessment for the current lesson.
During that time, the rest of the class took a context clues formative and completed their planning organizer for the historical fiction story and read it to a buddy. Then they looked over historical fiction stories written by former fourth grade students to help them get ideas for their own. They also worked on their social studies web quest.
We ended the day with a full blown class meeting, although we were missing several students who were at their violin class. First we each shared an academic goal we will work on. The we exchanged compliments and thank yous. Finally, we watched a CLass Dojo lesson about Growth Mindset, the belief that the brain is a muscle that needs to be worked in order to get smarter.
PLEASE check home folders this weekend.
After going to music with Ms. Thomson, we watched the video taped morning announcements and went over the thinkable puzzle fro morning work yesterday.
Then we switched for math and took a Go Noodle brain break.
After that, we reviewed how to estimate, find the exact difference of a mulit-digit subtraction problem involving decomposing across zeroes, and check it using addition. Then the students took the week 6 formative. These have been scored and returned to the children. Look for them in home folders this evening.
Next, the children enjoyed lunch and outdoor recess.
After recess, we began our literacy block.
We briefly discussed the historical fiction inquiry project. I explained that planning organizers must be completed, and handed in online, today. Then we moved studentś names on the Trello chart so that is accurately represented on what they are currently working.
After that, the students got their individual pictures taken.
When we returned to class, I met with WTW groups and gave the spelling and vocabulary assessment for the current lesson.
During that time, the rest of the class took a context clues formative and completed their planning organizer for the historical fiction story and read it to a buddy. Then they looked over historical fiction stories written by former fourth grade students to help them get ideas for their own. They also worked on their social studies web quest.
We ended the day with a full blown class meeting, although we were missing several students who were at their violin class. First we each shared an academic goal we will work on. The we exchanged compliments and thank yous. Finally, we watched a CLass Dojo lesson about Growth Mindset, the belief that the brain is a muscle that needs to be worked in order to get smarter.
PLEASE check home folders this weekend.
Thursday, October 13, 2016
Thrilling Thursday
Reminder - Tomorrow is individual picture day. We are scheduled to have our pictures taken AFTER lunch and recess, at 1:15.
This morning, after the announcements, we reviewed how to use the main idea and supporting details to summarize non-fiction text. Then the students summarized a paragraph about baby rattlesnakes. After that, they worked on the Native American Indian webquests.
Then, the children had 15 extra minutes of recess, which they had earned as a Dojo reward last week.
Next, we switched for math and took a Go Noodle brain break.
During the small group instruction we practiced solving multi-digit subtraction problems involving the decomposition across zeroes.
During math with a partner, the students engaged in math discourse as they solved multi-digit subtraction problems that involved decomposing across zeroes.
During the technology rotation, the children completed a Ten Marks assignment practicing the addition and subtraction of multi-digit numbers. If they finished early they could choose between doing a Jam Session on Ten Marks or practicing basic facts using Xtra Math.
After math, the students enjoyed lunch and outdoor recess.
When we returned to class we began our literacy block. After having students add their names to our class Trello chart ( an app we will use to keep track of where each students is in the inquiry writing process), I did a mini-lesson about using context clues to determine the meaning of unknown words in text.
Then, while I met with guided reading groups, the students completed their planning sheet for the historical fiction story they are writing for this marking periodś inquiry project. After that, they did a practice activity to reinforce my mini-lesson about context clues. Next, those who had time, completed another WTW practice activity and worked on the social studies web quest.
Pink: First we practiced reading their site word flashcards. Then I introduced their new book, What is Soil? and we took a look at the -oi vowel pattern. After reading several words with that pattern, we were introduced to some content vocabulary from the book. Then we read pages 2-6 and identified the main idea for pages 2 and 3. HW: Practice flashcards and reread pages 2-6.
Blue: First we discussed how to summarize non-fiction text, using the main idea and supporting details. Students were told that a summary should be short than the original text, written in their own words, and include only the most important facts. Then we read pages 12 and 13 and wrote main idea statements. After that we read pages 14 and 15 and wrote main idea statements. HW: Reread the book, Wolves.
Orange: We reread page 27 in Hurricanes and discussed the main idea. Then I collected their books and handed out a new one, What Are the Properties of Matter? Before defining the concept of matter, I reviewed the expectations for summarizing non-fiction text; state the main idea and important details that support it, using your own words. HW: read pages 2-5.
Green: We reread pages 14 and 15 and shared main idea statements. Then we discussed strategies to infer the main idea of non-fiction text, including using the heading and repeated words and phrases. HW: Read pages 16 and 17 and write a main statement, using the heading and repeated words.
After our literacy block we began a science experiment. We put two pieces of bread into separate baggies. One piece was freshly baked and the other was from a processed loaf. Then we put five drops of apple juice on each. The students took note of todayś date and wrote observable features of each piece of bread and drew a diagram, too. We will observe the bread, over the next two weeks as it begins to decompose.
This morning, after the announcements, we reviewed how to use the main idea and supporting details to summarize non-fiction text. Then the students summarized a paragraph about baby rattlesnakes. After that, they worked on the Native American Indian webquests.
Then, the children had 15 extra minutes of recess, which they had earned as a Dojo reward last week.
Next, we switched for math and took a Go Noodle brain break.
During the small group instruction we practiced solving multi-digit subtraction problems involving the decomposition across zeroes.
During math with a partner, the students engaged in math discourse as they solved multi-digit subtraction problems that involved decomposing across zeroes.
During the technology rotation, the children completed a Ten Marks assignment practicing the addition and subtraction of multi-digit numbers. If they finished early they could choose between doing a Jam Session on Ten Marks or practicing basic facts using Xtra Math.
After math, the students enjoyed lunch and outdoor recess.
When we returned to class we began our literacy block. After having students add their names to our class Trello chart ( an app we will use to keep track of where each students is in the inquiry writing process), I did a mini-lesson about using context clues to determine the meaning of unknown words in text.
Then, while I met with guided reading groups, the students completed their planning sheet for the historical fiction story they are writing for this marking periodś inquiry project. After that, they did a practice activity to reinforce my mini-lesson about context clues. Next, those who had time, completed another WTW practice activity and worked on the social studies web quest.
Pink: First we practiced reading their site word flashcards. Then I introduced their new book, What is Soil? and we took a look at the -oi vowel pattern. After reading several words with that pattern, we were introduced to some content vocabulary from the book. Then we read pages 2-6 and identified the main idea for pages 2 and 3. HW: Practice flashcards and reread pages 2-6.
Blue: First we discussed how to summarize non-fiction text, using the main idea and supporting details. Students were told that a summary should be short than the original text, written in their own words, and include only the most important facts. Then we read pages 12 and 13 and wrote main idea statements. After that we read pages 14 and 15 and wrote main idea statements. HW: Reread the book, Wolves.
Orange: We reread page 27 in Hurricanes and discussed the main idea. Then I collected their books and handed out a new one, What Are the Properties of Matter? Before defining the concept of matter, I reviewed the expectations for summarizing non-fiction text; state the main idea and important details that support it, using your own words. HW: read pages 2-5.
Green: We reread pages 14 and 15 and shared main idea statements. Then we discussed strategies to infer the main idea of non-fiction text, including using the heading and repeated words and phrases. HW: Read pages 16 and 17 and write a main statement, using the heading and repeated words.
After our literacy block we began a science experiment. We put two pieces of bread into separate baggies. One piece was freshly baked and the other was from a processed loaf. Then we put five drops of apple juice on each. The students took note of todayś date and wrote observable features of each piece of bread and drew a diagram, too. We will observe the bread, over the next two weeks as it begins to decompose.
Tuesday, October 11, 2016
Terrific Tuesday
This morning, prior to the announcements, the children had time to catch up on the planning organizer for the inquiry historical fiction story. Then, they chose between completing a WTW practice activity or working on their keyboarding skills using Typing Club.
After the announcements we worked on our Native American Webquest for social studies.
Then we switched for math and took a Go Noodle brain break. We also went out to take part in a back door bus evacuation drill.
When we returned to math class, we began our rotations.
During the small group instruction we looked at a few subtraction problems and discussed how many digits we would expect to be in the difference. Then we practiced estimating and solving a multi-digit subtraction problem involving decomposing across zeroes. Finally, we checked our answer using addition.
During math with a partner, the students practiced subtracting, sometimes across zeroes, as they played a game called, Race to Zero. Each student began with 1,000 and rolled three dice to create a 3-digit number to subtract fro their total. They continued doing so until they reached zero. The first student to get to zero was the winner.
During the technology rotation, the students watched a Learn Zillion lesson about subtraction involving regrouping, sometimes across zeroes. Then they solved a problem, involving regrouping across zeroes, in their math journal. Those who finished early practiced their basic facts using Xtra Math.
After math, the children enjoyed lunch and outdoor recess. Then they went to PE with Mr. Smith.
When they returned to class, we began our literacy block.
First, I introduced the students to Trello, an online app that will be used to keep track of what students are working on in writing. Next, I modeled, using various resources and thinking aloud, how to plan and complete the graphic organizer planning document for the historical fiction story. Finally, I identified some steps for using context clues to determine the meaning of unknown words in text.
As the students worked, I spent time troubleshooting challenges with individual students. I didn´t meet with reading groups but we will get back to them on Thursday!
Due to the Jewish holiday, there is no school tomorrow. Individual pictures are FRIDAY. Order forms are coming home today. Finally, we would appreciate donations of paper towels.
After the announcements we worked on our Native American Webquest for social studies.
Then we switched for math and took a Go Noodle brain break. We also went out to take part in a back door bus evacuation drill.
When we returned to math class, we began our rotations.
During the small group instruction we looked at a few subtraction problems and discussed how many digits we would expect to be in the difference. Then we practiced estimating and solving a multi-digit subtraction problem involving decomposing across zeroes. Finally, we checked our answer using addition.
During math with a partner, the students practiced subtracting, sometimes across zeroes, as they played a game called, Race to Zero. Each student began with 1,000 and rolled three dice to create a 3-digit number to subtract fro their total. They continued doing so until they reached zero. The first student to get to zero was the winner.
During the technology rotation, the students watched a Learn Zillion lesson about subtraction involving regrouping, sometimes across zeroes. Then they solved a problem, involving regrouping across zeroes, in their math journal. Those who finished early practiced their basic facts using Xtra Math.
After math, the children enjoyed lunch and outdoor recess. Then they went to PE with Mr. Smith.
When they returned to class, we began our literacy block.
First, I introduced the students to Trello, an online app that will be used to keep track of what students are working on in writing. Next, I modeled, using various resources and thinking aloud, how to plan and complete the graphic organizer planning document for the historical fiction story. Finally, I identified some steps for using context clues to determine the meaning of unknown words in text.
As the students worked, I spent time troubleshooting challenges with individual students. I didn´t meet with reading groups but we will get back to them on Thursday!
Due to the Jewish holiday, there is no school tomorrow. Individual pictures are FRIDAY. Order forms are coming home today. Finally, we would appreciate donations of paper towels.
Monday, October 10, 2016
Magnificent Monday - Open House
It was so much fun to begin our day with so many parents!! Thanks to all who could make it!!
This morning we began our day by playing the Kahoot game that the class helped to create on Friday. After that, we were put into collaborative groups and we began the Webquest, an online scavenger hunt, created by Ms. Marsh. This week, as we work on the Webquest, we will take on roles and investigate an assigned Native American tribe.
After social studies we switched for math and took a Go Noodle brain break.
During the small group math rotation, the students continued subtracting multi-digit numbers, but we took it up a notch...today we began subtracting across zeroes.
During math with a partner, the students played Subtraction Number Battle, using playing cards, to work on their subtraction fluency.
Finally, during the technology rotation, the children watched a Khan Academy lesson about subtracting across zeroes, and completed a practice activity. Those who finished early, worked on their basic facts using Xtra Math.
After math, the children enjoyed lunch and outdoor recess.
When they returned to class, we began our literacy block. After defining the word chronological we discussed how to create a timeline by highlighting important dates and events in text. Next, I introduced the planning organizer for the inquiry historical fiction story. I reviewed the different sections and provided examples, and some non-examples.
While I met with guided reading groups the students read the text, Anasazi, highlighted important dates and events, and created a timeline. Then they began planning their historical fiction story by identifying the physical and human-made features available to their chosen Native American tribe, choosing and describing a main character, and identifying the problem in their story. After that, they completed a WTW activity.
Pink: We reread the text about Polar Bears. Then we highlighted and copied three details that support the main idea, polar bears are not actually white. HW: Reread Polar Bears and practice flashcards.
Blue: The students reread the text about Polar Bears and marked sentences that they thought supported the main idea that polar bears aren´t actually white. Then we shared their sentences, and underlined and copied three supporting details. HW: Read pages 10 and 11 in Wolves and identify the main idea (one sentence) on a sticky note.
Orange: We reviewed the main idea of text as being the MOST important part of the text that the author wants us to know. Then we identified strategies to use before, during, and after reading, to help us identify the main idea of non-fiction text. After that, the students read pages 21-25 in their book, Hurricanes, and listed repeated words and phrases. When they were done, they reflected on what the main idea might be. Finally, we discussed it. HW: Read pages 26 and 27 and identify a main idea on the sticky note.
Green: We reviewed the main idea of text as being the MOST important part of the text that the author wants us to know. Then we identified strategies to use before, during, and after reading, to help us identify the main idea of non-fiction text. After that, the students read page 13 in their book, A Nation of Many Colors, and listed repeated words and phrases. When they were done, they reflected on what the main idea might be. Finally, we discussed it. HW: Read pages 14 and 15 and identify a main idea on the sticky note.
This morning we began our day by playing the Kahoot game that the class helped to create on Friday. After that, we were put into collaborative groups and we began the Webquest, an online scavenger hunt, created by Ms. Marsh. This week, as we work on the Webquest, we will take on roles and investigate an assigned Native American tribe.
After social studies we switched for math and took a Go Noodle brain break.
During the small group math rotation, the students continued subtracting multi-digit numbers, but we took it up a notch...today we began subtracting across zeroes.
During math with a partner, the students played Subtraction Number Battle, using playing cards, to work on their subtraction fluency.
Finally, during the technology rotation, the children watched a Khan Academy lesson about subtracting across zeroes, and completed a practice activity. Those who finished early, worked on their basic facts using Xtra Math.
After math, the children enjoyed lunch and outdoor recess.
When they returned to class, we began our literacy block. After defining the word chronological we discussed how to create a timeline by highlighting important dates and events in text. Next, I introduced the planning organizer for the inquiry historical fiction story. I reviewed the different sections and provided examples, and some non-examples.
While I met with guided reading groups the students read the text, Anasazi, highlighted important dates and events, and created a timeline. Then they began planning their historical fiction story by identifying the physical and human-made features available to their chosen Native American tribe, choosing and describing a main character, and identifying the problem in their story. After that, they completed a WTW activity.
Pink: We reread the text about Polar Bears. Then we highlighted and copied three details that support the main idea, polar bears are not actually white. HW: Reread Polar Bears and practice flashcards.
Blue: The students reread the text about Polar Bears and marked sentences that they thought supported the main idea that polar bears aren´t actually white. Then we shared their sentences, and underlined and copied three supporting details. HW: Read pages 10 and 11 in Wolves and identify the main idea (one sentence) on a sticky note.
Orange: We reviewed the main idea of text as being the MOST important part of the text that the author wants us to know. Then we identified strategies to use before, during, and after reading, to help us identify the main idea of non-fiction text. After that, the students read pages 21-25 in their book, Hurricanes, and listed repeated words and phrases. When they were done, they reflected on what the main idea might be. Finally, we discussed it. HW: Read pages 26 and 27 and identify a main idea on the sticky note.
Green: We reviewed the main idea of text as being the MOST important part of the text that the author wants us to know. Then we identified strategies to use before, during, and after reading, to help us identify the main idea of non-fiction text. After that, the students read page 13 in their book, A Nation of Many Colors, and listed repeated words and phrases. When they were done, they reflected on what the main idea might be. Finally, we discussed it. HW: Read pages 14 and 15 and identify a main idea on the sticky note.
Friday, October 7, 2016
TGIF
This morning the children practiced their word work words using a choice off of one of the menus. Then they went to music with Ms. Thomson. After music, we switched for math and had a Go Noodle brain break.
We began math by reviewing how to estimate and subtract multi-digit numbers, and then check our answer using addition. Then the children took a math formative. These have been scored and returned to students. Look for them in home folders this evening. Next we practiced finding the sum of multiple addends. We looked for tricks such as making tens, and adding doubles.
After math the children enjoyed lunch and outdoor recess.
When they returned to class we began our literacy block. Students had a chance to complete their informative paragraphs about how the Native Americans used their geographic features to survive. These are due TODAY. Then they finished taking directed notes on the Learn Zillion lesson about conjunctions. Today is also the last day for that. Students who completed both of these were rewarded with the opportunity to write questions about science and social studies, using the resources we have read and are posted in both Google Classrooms, in order to create a Kahoot quiz for Open House on Monday.
Orange: We put our book aside today and used a nonfiction article about Polar Bears. Our purpose today was to identify the main idea of text. First we identified some before, during, and after reading strategies. Such as looking at the title and text features before we read, looking for repeated words and reading the headings as we read, and then when we are done reading, thinking about what the headings and important ideas have in common. Next we read the article, twice, and identified repeated words. From there we looked at the topic sentence and determined the main idea.
Blue: We put our book aside today and used a nonfiction article about Polar Bears. Our purpose today was to identify the main idea of text. First we identified some before, during, and after reading strategies. Such as looking at the title and text features before we read, looking for repeated words and reading the headings as we read, and then when we are done reading, thinking about what the headings and important ideas have in common. Next we read the article, twice, and identified repeated words. From there we looked at the topic sentence and determined the main idea.
I did not meet with the other two reading groups for a variety of reasons. So, the remainder of the afternoon was spent completing and printing the informative paragraphs and creating our class Kahoot.
Have a great weekend!
We began math by reviewing how to estimate and subtract multi-digit numbers, and then check our answer using addition. Then the children took a math formative. These have been scored and returned to students. Look for them in home folders this evening. Next we practiced finding the sum of multiple addends. We looked for tricks such as making tens, and adding doubles.
After math the children enjoyed lunch and outdoor recess.
When they returned to class we began our literacy block. Students had a chance to complete their informative paragraphs about how the Native Americans used their geographic features to survive. These are due TODAY. Then they finished taking directed notes on the Learn Zillion lesson about conjunctions. Today is also the last day for that. Students who completed both of these were rewarded with the opportunity to write questions about science and social studies, using the resources we have read and are posted in both Google Classrooms, in order to create a Kahoot quiz for Open House on Monday.
Orange: We put our book aside today and used a nonfiction article about Polar Bears. Our purpose today was to identify the main idea of text. First we identified some before, during, and after reading strategies. Such as looking at the title and text features before we read, looking for repeated words and reading the headings as we read, and then when we are done reading, thinking about what the headings and important ideas have in common. Next we read the article, twice, and identified repeated words. From there we looked at the topic sentence and determined the main idea.
Blue: We put our book aside today and used a nonfiction article about Polar Bears. Our purpose today was to identify the main idea of text. First we identified some before, during, and after reading strategies. Such as looking at the title and text features before we read, looking for repeated words and reading the headings as we read, and then when we are done reading, thinking about what the headings and important ideas have in common. Next we read the article, twice, and identified repeated words. From there we looked at the topic sentence and determined the main idea.
I did not meet with the other two reading groups for a variety of reasons. So, the remainder of the afternoon was spent completing and printing the informative paragraphs and creating our class Kahoot.
Have a great weekend!
Thursday, October 6, 2016
Thrilling Thursday - Interims
Before I get started on our day, I wanted to let you know that Interim progress reports (these are not report cards) will be coming home in home folders this evening. These are yours to keep. They will let you know how your child is doing at this halfway point in the first marking period.
On to our way...
This morning the students had a chance to complete a WTW assignment prior to the announcements. Then we began our science lesson.
Today, students worked with a partner, or two, to read about how a Native American society, either the Eastern Woodlands or the Great Plains, used their environment to meet their clothing needs. Then they shared their information with another group, at their table, who read about the other society. Together they compared and contrasted how these two tribes met their clothing needs.
Next we switched for math and took a Go Noodle brain break.
During the small group, teacher led instruction, we continued estimating and solving multi-digit subtraction problems and then checking our answers using addition.
During math with a partner, the student engaged in math discourse as they estimated and solved multi-digit subtraction problems and checked their answers using addition. Then they solved subtraction problems with missing digits.
Finally, during the technology rotation, students completed a subtraction assignment on Prodigy. If they finished early, they used Xtra Math to practice the basic facts.
After math, the students enjoyed lunch and outdoor recess.
When they returned to class we began our literacy block. We reviewed how to paraphrase text and I modeled paraphrasing a paragraph in writing.
While I met with guided reading groups the students worked on the following tasks. First they chose a paragraph from their guided reading book to paraphrase in their reading journal. Then they worked on the final draft of the two informative paragraphs naming and explaining how their Native American tribe used geographic features to survive. Finally, the students took notes on a Learn Zillion lesson demonstrating how to use conjunctions to write compound sentences.
Pink: Together we paraphrased page 4 in the book, Road Trip, by using synonyms and rearranging the order of words. Then we reviewed their flashcards. HW: Read pages 10-16 and list unknown words on a sticky note.
Blue: We tried to review the paragraph the students paraphrased but there were many challenges. So, instead, we read pages 4-5 and marked the roles of the wolf pack. Then the students paraphrased the role of the leader in their reading and writing journal. HW: Read pages 8-16 and list unknown words.
Orange: In group students shared their paraphrased versions of paragraphs from the text. We identified and discussed what they did well! HW: Read pages 21-27.
Green: In group students shared their paraphrased versions of paragraphs from the text. We identified and discussed what they did well! HW: Read pages 21-27.
On to our way...
This morning the students had a chance to complete a WTW assignment prior to the announcements. Then we began our science lesson.
Today, students worked with a partner, or two, to read about how a Native American society, either the Eastern Woodlands or the Great Plains, used their environment to meet their clothing needs. Then they shared their information with another group, at their table, who read about the other society. Together they compared and contrasted how these two tribes met their clothing needs.
Next we switched for math and took a Go Noodle brain break.
During the small group, teacher led instruction, we continued estimating and solving multi-digit subtraction problems and then checking our answers using addition.
During math with a partner, the student engaged in math discourse as they estimated and solved multi-digit subtraction problems and checked their answers using addition. Then they solved subtraction problems with missing digits.
Finally, during the technology rotation, students completed a subtraction assignment on Prodigy. If they finished early, they used Xtra Math to practice the basic facts.
After math, the students enjoyed lunch and outdoor recess.
When they returned to class we began our literacy block. We reviewed how to paraphrase text and I modeled paraphrasing a paragraph in writing.
While I met with guided reading groups the students worked on the following tasks. First they chose a paragraph from their guided reading book to paraphrase in their reading journal. Then they worked on the final draft of the two informative paragraphs naming and explaining how their Native American tribe used geographic features to survive. Finally, the students took notes on a Learn Zillion lesson demonstrating how to use conjunctions to write compound sentences.
Pink: Together we paraphrased page 4 in the book, Road Trip, by using synonyms and rearranging the order of words. Then we reviewed their flashcards. HW: Read pages 10-16 and list unknown words on a sticky note.
Blue: We tried to review the paragraph the students paraphrased but there were many challenges. So, instead, we read pages 4-5 and marked the roles of the wolf pack. Then the students paraphrased the role of the leader in their reading and writing journal. HW: Read pages 8-16 and list unknown words.
Orange: In group students shared their paraphrased versions of paragraphs from the text. We identified and discussed what they did well! HW: Read pages 21-27.
Green: In group students shared their paraphrased versions of paragraphs from the text. We identified and discussed what they did well! HW: Read pages 21-27.
Wednesday, October 5, 2016
Wonderful Wednesday
It was a gorgeous morning for Walk to School Day!
After the students checked in, they completed one activity to practice their word work words. After the announcement we began social studies.
First the children used words and pictures to show how they meet their needs for food, clothing, and shelter. Then, on the back on the same paper, they used words and pictures to show how Native American societies TODAY meet their needs for food, clothing, and shelter. After that, we read a book called, Meet Naiche, A Native Boy from the Chesapeake Bay Area, and recognized how Native American societies meet their needs in the same ways we do.
Next we switched for math and had a Go Noodle brain break.
During the small group instruction we continued estimating and solving multi-digit subtraction problems and then checking the answers using addition.
During math with a partner the students engaged in math discourse as they estimated, solved, and checked using addition, multi-digit subtraction problems.
Finally, during the technology rotation, the children practiced subtracting multi-digit numbers using the site, Drag and Drop math. This would be a great site to use for homework this evening!
After math, the students enjoyed lunch and outdoor recess. when they returned to class we began our literacy block.
We began by identifying what it means to paraphrase and why we need to do it. Then we learned that we can use synonyms and reorder the words in order to paraphrase what someone else says or writes.
While I met with guided reading groups the students completed a paraphrasing practice activity in their reading and writing journal. Then they worked on their two informational paragraphs about how their Native American tribe used geographic features to survive. After that they watched a Learn Zillion lesson about using conjunctions to write compound sentences.
Blue: The students received a new book, Wolves. We shared what we know about wolves and then reviewed what we learned about paraphrasing. After that, we read pages 2 and 3 and the students shared how wolves and dogs are similar by paraphrasing the text. HW: Read pages 2-7.
After the blue group met, we had art with Mrs. VanEch. Then we took A Go Noodle brain break and resumed our literacy block.
Orange: The students received a new book, Hurricanes. We discussed some of the text features including the table of contents, index, and text box. Then the students read to answer questions orally by paraphrasing the text. HW: Read pages 4-20.
Green: The students received a new book, A Nation of Many Colors. We read the introduction nad paraphrased reasons immigrants come to our country. HW: Read pages 4-12
Pink: We practiced their flashcards and added two more sight words. Then we read an discussed pages 8 and 9. HW: Reread pages 2-9.
After the students checked in, they completed one activity to practice their word work words. After the announcement we began social studies.
First the children used words and pictures to show how they meet their needs for food, clothing, and shelter. Then, on the back on the same paper, they used words and pictures to show how Native American societies TODAY meet their needs for food, clothing, and shelter. After that, we read a book called, Meet Naiche, A Native Boy from the Chesapeake Bay Area, and recognized how Native American societies meet their needs in the same ways we do.
Next we switched for math and had a Go Noodle brain break.
During the small group instruction we continued estimating and solving multi-digit subtraction problems and then checking the answers using addition.
During math with a partner the students engaged in math discourse as they estimated, solved, and checked using addition, multi-digit subtraction problems.
Finally, during the technology rotation, the children practiced subtracting multi-digit numbers using the site, Drag and Drop math. This would be a great site to use for homework this evening!
After math, the students enjoyed lunch and outdoor recess. when they returned to class we began our literacy block.
We began by identifying what it means to paraphrase and why we need to do it. Then we learned that we can use synonyms and reorder the words in order to paraphrase what someone else says or writes.
While I met with guided reading groups the students completed a paraphrasing practice activity in their reading and writing journal. Then they worked on their two informational paragraphs about how their Native American tribe used geographic features to survive. After that they watched a Learn Zillion lesson about using conjunctions to write compound sentences.
Blue: The students received a new book, Wolves. We shared what we know about wolves and then reviewed what we learned about paraphrasing. After that, we read pages 2 and 3 and the students shared how wolves and dogs are similar by paraphrasing the text. HW: Read pages 2-7.
After the blue group met, we had art with Mrs. VanEch. Then we took A Go Noodle brain break and resumed our literacy block.
Orange: The students received a new book, Hurricanes. We discussed some of the text features including the table of contents, index, and text box. Then the students read to answer questions orally by paraphrasing the text. HW: Read pages 4-20.
Green: The students received a new book, A Nation of Many Colors. We read the introduction nad paraphrased reasons immigrants come to our country. HW: Read pages 4-12
Pink: We practiced their flashcards and added two more sight words. Then we read an discussed pages 8 and 9. HW: Reread pages 2-9.
Tuesday, October 4, 2016
Terrific Tuesday
I hope everyone enjoyed the long weekend!!
When the students came in they used a Google Slides presentation to label 6 human made features on a map of Maryland. Then we took a footprint map of our building and added human-made and natural features to it. Eventually, we will be using this map to show water run-off and the direction in which it flows.
After social studies we switched for math and took a Go Noodle brain break.
In math we continued working on rounding, subtracting, and estimating multi-digit numbers.
During the small group instruction, we used rounding to estimate a reasonable answer for a multi-digit subtraction problem. Then we completed the subtraction problem and identified the exact difference. Finally, we checked our subtraction using addition.
During math with a partner, the students engaged in math discourse as they estimated and solved a multi-digit subtraction problem and check their answer using addition.
Finally, during the technology rotation, the students completed an assignment on Ten Marks, practicing the addition and subtraction of multi-digit numbers.
Any student in my math class, who did not finish the Ten Marks assignment in class, MUST do it for homework this evening!
After math, the children enjoyed lunch and outdoor recess. Then they went to PE with Mr. Smith.
When they returned to the classroom we began our literacy block. Today I introduced our word work program, Words Their Way, to the class. Many students were already familiar with it because we used it last year.
Each fourth grade student has been placed in a group based on an assessment that was given a few weeks ago. From there...here are the important things you (and they) need to know:
When the students came in they used a Google Slides presentation to label 6 human made features on a map of Maryland. Then we took a footprint map of our building and added human-made and natural features to it. Eventually, we will be using this map to show water run-off and the direction in which it flows.
After social studies we switched for math and took a Go Noodle brain break.
In math we continued working on rounding, subtracting, and estimating multi-digit numbers.
During the small group instruction, we used rounding to estimate a reasonable answer for a multi-digit subtraction problem. Then we completed the subtraction problem and identified the exact difference. Finally, we checked our subtraction using addition.
During math with a partner, the students engaged in math discourse as they estimated and solved a multi-digit subtraction problem and check their answer using addition.
Finally, during the technology rotation, the students completed an assignment on Ten Marks, practicing the addition and subtraction of multi-digit numbers.
Any student in my math class, who did not finish the Ten Marks assignment in class, MUST do it for homework this evening!
After math, the children enjoyed lunch and outdoor recess. Then they went to PE with Mr. Smith.
When they returned to the classroom we began our literacy block. Today I introduced our word work program, Words Their Way, to the class. Many students were already familiar with it because we used it last year.
Each fourth grade student has been placed in a group based on an assessment that was given a few weeks ago. From there...here are the important things you (and they) need to know:
- Each word list will be a 2 week cycle (words assigned today will be practiced this week and next).
- Day 1: ALL students will receive a word list to cut and glue, sorted according to the lesson, in their WTW (Words Their Way) journal. They will be expected to use a Youtube lesson that will be linked in Google Classroom. They can watch the lesson and then sort their words, they can sort their words and then watch the lesson, OR they can watch the lesson as they sort the words.
- Over the course of the next 2 weeks they need to practice their words DAILY. They will be given time in school, either during morning work or literacy block. If they do not have enough time in school, they will need to practice at home, for homework.
- There are 2 different practice menus (choices of how to practice their words) in the Äbout" section of their Google Classroom.
- They MUST complete at least 3 written practices, for their words, over the course of each cycle. The rest can be written or using technology.
- On the last day of the cycle, students will be assessed on the spelling and meaning of 5-10 words from their list, that I choose. They need to know the spelling and meaning of each word on their list.
As you can imagine, setting this up and getting it running took a large portion of our afternoon.
The remainder of the afternoon was spent on completing their first word sort and working on the two informative paragraphs naming and explaining human-made and natural features, used by their Native American tribe, to survive.
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