Wonderful Wednesday

This morning, before the announcements, the students completed a graphic organizer indicating what they know about land use in Maryland.  After the announcements, we were treated to a Native American storyteller, Ms. Dovie Thomason, who shared stories from her culture.

When we returned to class, we switched for math and had a Go Noodle movement break.  Then we did a quick "eye spy" warm up and reviewed last night's homework.  Next we began our rotations.

During the small group instruction we practiced measuring and applying the area formula for rectangles.  During math with a partner, the children began calculating the area and perimeter (using formulas) for rooms in the dream house they created yesterday.  Finally, during the technology rotation, the students practiced applying their knowledge about area and perimeter by designing rooms online with set parameters.

There are 3 area problems, on a worksheet, to solve for HOMEWORK.

After math, the students enjoyed lunch and indoor recess.

When recess was over, we began our literacy block.  First we reviewed the concept of theme in literature.  Then, we defined and identified examples of prepositions and prepositional phrases.

While I met with guided reading groups, the students worked independently.  First, they finished the character sketch describing Mr. Falker.  Then they worked on our class historical fiction book.  After that, they  watched a Lear Zillion lesson about determining the theme in poetry and red the poem, Mother to Son".  Finally, they used a Google slide presentation, and a Learn Zillion lesson, to identify examples of prepositions in a poem.

Pink:  We reviewed the reason Gregory was so happy at the end of chapter 1.  Then we previewed chapter 2 and identified some tricky words.  Finally, we practiced each child's flashcards.  For HOMEWORK the students need to read chapter 2 and identify the most important event from the beginning, middle, and end of that chapter.

After meeting with the pink group, the students had art class with Mrs. Vanech.  When they returned to class, we continued with our literacy block.

Blue:  I gave a brief book introduction for our new book, Jake Drake, Know-It-All.  Then we reviewed some of the tricky vocabulary in the first chapter.  FOr HOMEWORK the students need to read chapter 1 and, with sticky notes, mark one thing that confused them (?), one thing that surprised them (!), and one thing they liked (:-) ).

Orange:  We began by sharing the questions that the students wrote for homework last night, and answering them, too.  After that, we discussed how analyzing a character's traits, feelings, and motivations help us understand the text. For HOMEWORK the children need to read chapters 2 and 3, indetify a character trait for Nick, and make 2 places in the text that support it.

Green:  The students shared the titles they chose for chapter 1 and explained their thinking.  After that we discussed each of the 3 children who ended up at the foster home.  FOr HOMEWORK the children need to read chapter 2-5 and marks places that confused them (?), surprised them (!), and things they liked (:-) ).

Terrific Tuesday

This morning the students completed the science lesson we started yesterday.  After reviewing several natural events, the students identified one impact each could have on the environment.

After that, we began a social studies lesson by reviewing the concept of scarcity and reading to learn about the 6 different types of land use; commercial, residential, institutional, industrial, open/public space, and mixed use.

Then we switched for math and took a Go Noodle brain break.  After that we reviewed last night's homework and began our rotations.

During the small group lesson we developed an understanding of the area formula for rectangles, A=b x h.  Then, during math with a partner, the students began creating a dream house by drawing, and labeling, rooms and hallways on grid paper.  They will eventually calculate the perimeter and area for each.  Finally, during the technology rotation, the students watched 2 Khan Academy lessons, reviewing area, and then practiced calculating the area of rectangles using two Khan Academy activities.

After math, the students enjoyed lunch and indoor recess.  Then they went to PE with Mr. Smith.

When they returned to class we began our literacy block.

First I read the story, Thank You, Mr. Falker.  As I read, the children took notes on Mr. Falker's appearance, strengths and weaknesses, and character traits.  Then I modeled writing a brief character sketch, using a Facebook type format, about myself, addressing my appearance, strengths and weaknesses, and character traits.

Then, while I met with guided reading groups, the students completed a character sketch for Mr. Falker.  After that, they finished working on their historical fiction illustrations for our class book.  Finally, if they had time, they began reading poetry and identifying elements, such as, verses, stanzas, rhythm, and meter.

Pink:  I collected their Safari magazines.  Then, I gave a brief book introduction for their new book, The Chalkbox Kid.  Next we identified some unknown words in the first chapter.  HW:  Read chapter 1 and find out why this is Gregory's best birthday ever.

Blue:  We met and I collected their Safari magazines.  I introduced a new book but the group voted to try another one.  To be honest, I didn't blame them.  HW: Read for 15 minutes, free choice.

Orange:  I collected their Safari magazines.  Then I gave a brief book introduction for their next book, Frindle.  HW: Read chapter 1 and write one question to ask the group tomorrow.

Green:  I collected their Safari magazines.  Then we discussed the concepts of a pinball machine and a foster home.  After that I gave a brief book introduction for their new book, Pinballs.  HW:  Read chapter 1 and write a 1 or 2 word title, for the chapter, on a sticky note.  Make sure you can explain your title tomorrow, in group.

Marvelous Monday - Book Fair

This morning, prior to the announcements, the students joined our new Holman's Homework Google Classroom page.  Check it out here (but you will need your child's login):
https://classroom.google.com/c/MzUzMTE2ODM5OFpa

After the announcements we began our science lesson.

Today we identified and discussed how natural events impact the living and non-living things in our ecosystem.

Then we visited the Book Fair for browsing only.  Students will be able to make purchases, during school hours, Tuesday through Friday.  The Book Fair will also be open Tuesday evening and on Saturday.

Next we switched for math and took a Go Noodle brain break.

We began math with an agree/disagree warm up and then moved on to our rotations.

During the small group rotation, we reviewed the concept of perimeter as a linear measurement of the boundary of a shape.  Then we developed an understanding of the formula for the perimeter of a rectangle, P= (2 x L) + (2 x w).

During math with a partner, the students played Products Bingo, to reinforce using mental math to calculate 2-digit by 1-digit multiplication problems.

During the technology rotation, the children watched a Khan Acdemy, review lesson, about perimeter.  Then they practiced calculating the perimeter of shaped using 2 other links in Google Classroom.

My math class has a worksheet, posted in Holman's Homework, to complete this evening.

After math, the students enjoyed lunch and outdoor recess.

When the students returned to class we began our literacy block. First, we discussed how written text differ from audio and performance versions of a play.  Then we reviewed how stage directions enhance a play.  Next, I showed the class a written assignment with two questions that were reflective of our class discussions.  I took time to break down each question and outline what was necessary for students to answer it completely.

While I met with individuals, to continue my November informal reading assessments, the students completed the written activity mentioned above.  Then they did a word sort for their new WTW words.

For HOMEWORK, all groups need to watch a Learn Zillion lesson linked in Holman's Homework and be able to name 2 ways to identify a poem.  Additionally, the children need to finish their word sort or complete a WTW practice activity.

Wonderful Wednesday - Grandparent's Day

This morning, after the announcements, we began our social studies lesson.

First, we reviewed the concept of specialization.  Then the students worked collaboratively, with a partner, to construct a crab with just a piece of white paper--nothing else.  Then the children shared their "Crabs" and their feelings about them.  After that, the students were given more supplies (red paper, paper plates, tape, staplers, hole punchers, scissors, etc.) to make another crab.  Next, we shared these crabs and the  students' feelings, which were much more positive.  The students also shared what helped them with their second crab.  Then we identified these items as pieces of technology.  Finally, we defines technology as tools, skills, methods, and other things that are used to make a task easier.

After social studies we switched for math and took a Go Noodle brain break.

Then we did a quick Agree or Disagree warm up and began our math rotations.

During the small group instruction, we represented and solved 2- and 3-digit by 1-digit multiplication word problems.

During math with a partner, the students worked on their basic fact fluency by solving multiplication facts and coloring in a grid to create a Thanksgiving turkey.

Finally, during the technology rotation, the children continued working on their basic fact fluency using  one of the 4 sites linked to an assignment in Google Classroom.

After math, the students enjoyed lunch.

When we returned to class we worked on various aspects of our class book.  Some students worked on their illustrations.  Other students wrote informational paragraphs about the two tribes.

Then it was time to go home!  :-)

Happy Thanksgiving!!

Terrific Tuesday

This morning, after the announcements, we began discussing examples of economic specialization in different regions of Maryland.  We identified reasons for the locations of the production of various goods and services.  Finally, we took a look at a map of economic activities in Maryland and discussed possible reasons for the location of different goods and services.

After that, we switched for math and took a Go Noodle brain break.  Then we began our math rotations.

During the small group instruction the students completed a data collection tool using place value to find the partial products of 3- and 4-digit by 1-digit multiplication problems.

During math with a  partner, the students used place value to determine the products of 3-digit by 1-digit multiplication problems to follow a path to get through a maze.

Finally, during the technology rotation, the students chose between two multiplication games in order to increase their basic multiplication fact fluency.

After math, the students enjoyed lunch and outdoor recess.  Then they went to PE with MR. Smith.

When we returned to our classroom we began our literacy block.

Today the children continued working to finalize their historical fiction story and illustration for our class book.  Then they listened to an oral presentation of, "The Gifts of Wali Dad," which we read last week.  After that, they watched a performance of the play.  Next week we will be comparing the written, oral, and visual forms of the play.

First, though, the orange and green groups read a narrative story silently, marking confusing words and phrases.  Then they read the story, as a group, and discussed the sections they had marked.

After both groups were done, I began meeting with those children, individually, to work on my November informal reading assessments.

Don't forget, tomorrow is an early release day AND, more importantly, it is Grandparent's Day.

Marvelous Monday

This morning, after the announcements, Ms. Snyder visited us and read us a book called, "What if Everybody Did That?" and discussed respect and responsibility with the children.  Then the students created a page, for a class book, identifying something they shouldn't do.

After that, we switched for math and took a Go Noodle brain break.

Then we did an, Eliminate One!, math warm up before beginning our rotations.

During the small group instruction, we practiced using partial products and area models to solve 3- and 4-digit by 1-digit multiplication problems.

During math with a partner, the children engaged in math discourse, as they practiced their basic multiplication facts while playing the card game, "Shout!"

Finally, during the technology rotation, the students watched two Khan academy lessons about multiplying 3-digit numbers by 1-digit numbers with and without regrouping.  Then they used the site, Drag and Drop Math, to practice what they learned.

After math, the students enjoyed lunch and indoor recess.  Then we began our literacy block.

Today we read the play, "The Raven", and discussed the main character Trish, as a whole group.

Then, we ended the day with a motivational guest speaker, Kinja Dixon, who talked to us about the puzzle pieces to happiness; success, health, emotional control, the hunger to gain new knowledge, and loving what you do for a living.  It was a fabulous experience!!

Fabulous Friday

This morning, before going to music with Ms. Thomson, the students identified one thing they are thankful for on a paper leaf to be added to our school's Gratitude Tree.

After music, we watched the morning announcements and went over the answers to the puzzles from yesterday's morning work.  Then we took a Go Noodle brain break and had math, in our homeroom.

Students in my math class watched a Learn Zillion lesson about using an area model to solve 3- and 4-digit by 1-digit multiplication problems.  Then they completed a follow up worksheet to practice what they had learned.  Compacted math children completed an assignment, left by their teacher, in Google Classroom.

As the students worked, I met with individuals to complete my November informal reading assessments.  Mrs. Mitch was available to help students with their math.

After math, the children enjoyed lunch and outdoor recess.

When the children returned to class we began our literacy block.

I spent some time reviewing my expectations for today's reading formative.  For each question, I described, and listed on the Promethean board, what was required to receive a P.

Then, while I met with WTW groups to give the formative, the students worked on their reading formative, which I will grade over the weekend.  Then they continued cleaning up and illustrating their historical fiction stories for our class book.

We ended the day with our weekly class meeting.  First, we shared what we were doing this weekend.  Then we exchanged thank yous and compliments.  Finally, we continued our study of the growth mindset by watching a Class Dojo lesson about neurons.  We discovered that when we challenge ourselves, our neurons fire to our brains which helps our brain grow smarter!!

Thrilling Thursday - Report Card Day!

This morning, before the announcements, the children had time to work on a WTW practice activity.  We will have a WTW assessment tomorrow.  Remember, they are responsible for knowing the spelling and meaning of each word.

After the announcements we began science.  First, the children completed a short formative.  Using the list of ecological levels, with their definitions, they had to identify the smallest and largest level and then which one represented where they fit in and why.  After that, they finished their illustrations of the ecological levels and then shared them with the rest of the class.

Then we took a Go Noodle brain break and began our math block.  Today the children stayed in homerooms for math, since two of the other classes were on the field trip to Flag Ponds.

My math class watched a Learn Zillion lesson about multiplying 3 and 4-digit numbers by a 1-digit number using place value, and then completed a follow up worksheet.  Compacted math worked on comparing fractions using benchmarks.

After math, the students enjoyed lunch and outdoor recess.

When they returned to class we began our literacy block.

First the students met with their guided reading group members to reread their play and write a response explaining which element they would add or improve it it.  Then the students worked on cleaning up and illustrating their historical fiction stories for our class book.  Those who finished early, completed a WTW practice activity.

Pink: This morning I met with each child individually to conduct my November informal reading testing.  Then, this afternoon, we met as a group.  First we practiced reading words with the -ou vowel pattern.  Then we did a quick word chain activity.  After that, we finished reading the play.  Then we listed the structural elements of a play and the students reviewed theirs to identify one that they would add or improve.  Finally, we practiced writing which element we would add and how it would improve the play.  HW:  Practice flashcards and reread play, with an adult, working on fluency.

Blue:  This morning, we met as a group, to read through a story I will be using for their November informal reading assessment.  Then, this afternoon they met to reread the play and identify an element they would add or improve.  In group we shared their responses and reviewed how to construct a model answer.  Then they drew a line of learning below their independent answer and wrote a new response with my help.  HW:  Reread play, with am adult, working on fluency.

After the blue group met, I had to attend an in-house meeting.

Mrs. Moran met with the final two groups.

Orange:  The students met and reread their play.  Then they discussed  which element they would add or improve.  Next they wrote a response explaining their thinking.  In group they shared their responses.

Green: The students met and reread their play.  Then they discussed  which element they would add or improve.  Next they wrote a response explaining their thinking.  In group they shared their responses.

Report cards are coming home today!  Keep the report card, but, please, sign and return the empty envelope.

Wonderful Wednesday

This morning, for morning work, the children completed a quick  language arts review.  So, after the announcements we went over it.  I discovered that most students either learned something new, or remembered something that they had learned.  With this in mind, I plan to include more of these into our daily routine.

After that, we began our science lesson.  First, I reviewed the ecological levels of organization in an environment, giving examples of each and explaining how each differs from the one just before.  Then the children continued working on their illustration of each level, in their collaborative groups.

Next, we switched for math and took a Go Noodle brain break.  Then we reviewed using partial products and an area model to determine the product of a 2-digit by 1-digit multiplication problem.  After that, the students took a short formative.

The formatives have been graded and returned to students.  Overall they did very well!

After the formative, we did quick math rotations.

During the small group rotation, the students matched factors to products using cards.  Then during math with a partner the children began using the area model to solve 3-digit by  1-digit multiplication problems.  Finally, during the technology rotation, the students watched a Khan Academy lesson about determining the product of a 3-digit by 1-digit multiplication problem and then completed a practice activity.

Next the students enjoyed lunch and outdoor recess.

When the children returned to class, we began our literacy block.

We briefly discussed which elements of a play help us better understand a character.  For example, the setting doesn't give us any information about how a character is feeling or thinking but the stage directions (telling the character how to say their dialogue or how to move) does give us this type of insight.

While I met with guided reading groups the students completed a vocabulary match focusing on the vocabulary linked to the elements of a play.  Then they continued cleaning up their historical fiction story and working on their illustrations for our class book.  If they had extra time, the completed a WTW practice activity.

Pink:  We practiced reading words with the patterns -ou and sh-.  Then we did a quick word chain activity to practice identifying letter sounds, especially the short vowels.  After that we continued reading the play.  HW:  Practice flashcards and reread pages 26-27.

After the pink group, the students had art with Mrs. VanEch.  Then we continued our literacy block.

Blue:  We practiced reading words with the -tion spelling pattern.  Then we listed the elements of a play and found examples in the play, Leonardo da Vinci".  HW:  Reread the play with an adult or by yourself.

Orange:  The students identified two elements of a play, using their guided reading group play, "A New Game".  Then we began sharing their examples and discussing whether or not it helps us better understand a character or how we might improve the element in this play.  HW: Reread play and think about how you might improve the play by adding or changing a structural element.

Green: We identified structural elements of a play, using their play, "Natural Wonder".  As we named the elements, we found examples and discussed what information we got about the characters and how we might improve the play.  HW:  Reread play and think about how you might imporve the play by adding or changing a structural element.

Terrific, but Tired, Tuesday - The Day After!!!

So, yesterday we had our fabulous field trip to Flag Ponds, home of Calvert Cliffs.  We did a ton of walking and saw many organisms working together to make a successful ecosystem.  It was a GREAT day!

Unfortunately, the fall out from a fabulous day yesterday is exhaustion today!!

After the announcements, the students worked collaboratively, in their table groups, to depict the different ecological levels found in an environment.

Then we switched for math and took a Go Noodle brain break. Next we began our math rotations.

During the small group instruction, we practiced solving 2-digit by 1-digit multiplication problems but the children got to choose whether they used the area model strategy or the partial product strategy.

During math with a partner, the children engaged in math discourse as they practiced solving 2-digit by 1-digit multiplication problems using either the area model or partial products.

Finally, during the technology rotation, the students logged onto Front Row, for the first time, and began taking the initial assessments.  This is a site that allows me to assign problems similar to what we do in small group but at THEIR level, based on the initial assessment results.

After math, the students enjoyed lunch and outdoor recess.  Then they went to PE.

When they returned to class, we began our literacy block.

This week the children will use my feedback to clean up their historical fiction stories in preparation for publishing them in our class book.  They will also complete their final illustration for the book.  WHile working on these, they will also complete WTW practice activities.

Pink:  We reviewed reading words with the -oi and -ea vowel patterns.  Then we practiced reading words with the -ou pattern.  After that, we reviewed the short vowel sounds and wrote word chains to practice hearing and spelling them correctly. Then we listed and discussed the elements of a play.  Finally, we found examples of stage directions and dialogue in the play, A Visit from Detective Seymour", and read pages 22-25.  HW: Reread pages 22-25 and practice flashcards.

Orange:  The students met and read through their play.

Green:  The students met and read through their play.

Due to the book publishing activity and a shortened afternoon (we had PE), I only met with the pink group.  I will get to the rest tomorrow.

Fabulous Friday

This morning the students chose between reading quietly, practicing their keyboarding skills, or practicing math concepts, since it was free choice Friday.  Then, after the announcements, the children went to art with Ms. Thomson.  During music, the students attended a flag raising ceremony in honor of Veteran's Day.

When they returned to class. we reviewed the puzzles from yesterday's morning work and discussed expectations for Monday's field trip.

After that, we switched for math and took a Go Noodle brain break.  Then we began our rotations.

During the small group, teacher-led, instruction we continued solving 2-digit by 1-digit multiplication problems using partial products and the area strategy.  The last two groups were also introduced to the standard algorithm.

During math with a partner, the students worked in groups of 3 to complete two multiplication problems using the area strategy.  Then they played a card game called "Guess My Number" to increase their multiplication facts fluency.

Finally, during the technology rotation, the students completed an assignment on Prodigy.  If they finished early, they practiced their basic facts using Xtra Math.

After math, the children ate lunch.

When they returned to class the students worked on their literacy block assignments from earlier this week.  These assignments included identifying elements of a play from "Wali Dad", and explaining how they help them understand characters and events.  They also worked on a WTW practice activity.  Finally, they practiced illustrations for their historical fiction stories.

Since many students had violin  during this time frame, I didn't meet with a reading group or assign anything new.

Have a terrific weekend!

Thursday - Early Release and Parent Conferences

This morning the students worked on solving our Thursday puzzles and had time to begin a WTW practice activity.  After the announcements, we had a heart-to-heart talk about focusing on instruction and asking questions.  This was a follow up to the shock I saw when the students received their graded inquiry projects yesterday afternoon.

After that, we reviewed yesterday's independent literacy tasks and the students got to work while I met with a reading group.  As a recap, the children reread the play, "Wali Dad" and highlighted examples of the elements we discussed yesterday.  Then they completed a chart indicating an element, how it looked in the text of the play, and how it helped their comprehension of the play.  After that, the children completed a WTW practice activity.  Finally, they practiced illustrating their historical fiction story for our class book.

Blue:  We reviewed the elements of a play.  Then I shared some background information about Leonard da Vinci, since we read a play about him.  After that, the students chose parts and read the play out loud.  We also reviewed the spelling pattern -tion when we ran across the word irrigation, in the play.

Next, we switched for math and took a Go Noodle brain break.  After that, we did an Agree or Disagree warm up.  Students were shown the equation 7 x 15 = 95 and had to decide if it was right or wrong and explain their thinking.

Then we began our math rotations.

During the small group lesson, we continued decomposing 2-digit numbers to solve 2-digit by 1-digit multiplication problems using the partial products method.

During math with a partner, the students engaged in math discourse, as they solved 2-digit by 1-digit multiplication problems using area models.

Finally, during the technology rotation, the children watched a Learn Zillion lesson and completed 3 follow up problems.  Then they practiced decomposing a 2-digit number into tens and ones, to solve a 2-digit by 1-digit multiplication problem, using the site Amoeba Multiplication. n Thoser who finished early practiced their basic facts using Xtra Math.

After math, the children ate lunch.

When they returned to class we continued our literacy block.

Orange:  We worked with the play , on page 22, in the children's Safari magazine.  We discussed some of the elements and then assigned parts and began reading it.  Unfortunately, we didn't get far because of time constraints.

Wonderful Wednesday: MP 2 Begins!!

Today is the first day of the second marking period.  Therefore, we are shifting our focus of Thinking and Academic Success Skills to elaboration and persistence.  These skills will be worked into our daily activities and assignments to help prepare students for the future!!

Today we began our day with science.  The students collaborated with their table groups to illustrate and label the various levels or organization in our environment.

After science, we switched for math and took a Go Noodle brain break.  Then we did an Eliminate One warm up, where students had to get rid of one out of 4 numbers and explain their reasoning using math vocabulary.  Next we began our math rotations.

During the small group, teacher-led  instruction we began finding the products of 2-digit by 1-digit multiplication problems by using a rectangular area model.  Then we practiced finding the product by decomposing the 2-digit number into tens and ones and then adding the two products together.  This is called partial products.  Here's an example:  42 x 8  =  You would decompose the 42 into 40 + 2 and then solve 40 x 8 = and 2 x 8 = to find the product of 42 x 8.

During math with a partner, the students played a card game called, "Multiplication Zone" to increase their basic fact fluency.

Finally, during the technology rotation, the students watched a Khan Academy lesson about solving multiplication problems using area models and arrays.  Then they practiced what they learned  through Khan Academy.  If they finished early, they worked on their basic facts using Xtra Math.

After math the students enjoyed lunch and recess.

When they returned to class, we began our literacy block.

With this being a new marking period, we are switching from the comprehension of non-fiction text to studying the structure and elements of plays.  So, today we began by sharing what the children already knew about plays.  Then we identified vocabulary linked to the elements of a play and discussed the defintion of each.  After that, I read the play "The Gifts of Wali Dad", to the class, and pointed out the structural elements along the way.

Then it was time for art with Mrs. VanEch.

After art, we quickly voted for the front cover artwork for our class book of historical fiction stories.  Then we began our independent work block.  HOWEVER, by this time is was already 2:40!!

So, I reviewed the assignments and called one reading group.  We will continue with these assignments and I will meet with the remainder of the reading groups tomorrow.

First, students reread the play "Wali Dad", and highlighted elements of the play using a color coded system.  After that, they completed an online chart identifying elements, examples from the play, and how they help with the reader's comprehension.  Next, the students completed a WTW practice activity.  Finally, they continued working on their personal illustrations for their page in our class book.

Pink:  We read through a play and identified the elements as we came across them.  Then we practiced our sight word flashcards.

Fantastic Friday

This morning, before going to music with Ms. Thomson, the children had free choice Friday.  They got to select from a list of several activities such as reading using MyON, practicing basic facts, and using math sites to practice various concepts and skills.  After music, we watched the announcements and went over yesterday's morning work puzzles.

Then we switched for math and took a Go Noodle brain break.  Next we did an "eliminate It" warm up where students had a choice of 4 numbers and had to eliminate one of them use math reasoning.  After that, we solved two practice comparative word problems to prepare for our weekly formative.  Finally, the students took the formative.

The formatives have been graded and returned to students.  Look for them in home folders this evening.  We did go over the formative at the end of math class.  I believe that many students rushed through the first problem and didn't visualize it, or read it carefully.  We discussed this.

After math, the students enjoyed lunch and outdoor recess.

When they returned to class we began our literacy block.  Since today is the last day of the first marking period, we took some time to go over who still owes me work.  Then I explained rules for the  contest we are going to have to select who will illustrate the front cover of our class book of historical fiction stories.

While I met with guided reading groups, the students completed unfinished assignments.  The

Pink:  We reviewed the -oi and -ea vowel patterns and spent time reading words with -er, -ir, and -ur.  Then we did a quick word chain activity to practice writing short vowel sounds.  After that, we reviewed strategies for determining the main idea in text.  Finally, we read pages 10 and 11 and identified the main idea for that section, and wrote it in our journals.

Blue:  I collected their Ecosystem books and handed out a Safari Magazine.  We took a few minutes to preview it and then read the poem on page 11.  Using the text, we determined what we could learn about an albatross.

Orange:  Yesterday the students read pages 4 and 5, in their Safari Magazine, and wrote a main idea statement for that section of text.  In group today, we reviewed how to identify the main idea (strategies we use and practice).  Then, after collecting their assignments, I modeled through thinking out loud how I would write a main idea statement.

Green: Yesterday the students read pages 4 and 5, in their Safari Magazine, and wrote a main idea statement and 2 supporting details for that section of text.  In group today, we reviewed how to identify the main idea (strategies we use and practice).  Then, after collecting their assignments, I modeled through thinking out loud how I would write a main idea statement and supporting details.

After our literacy block we had a formal class meeting.  First, during the group share, each student identified one thing they enjoyed during the first marking period of fourth grade.  Then we exchanged thank yous and compliments.  After that, we reviewed what we have learned about growth mindset (smart is something you get, challenges work our brain and help us get smarter).  Then we watched a new lesson from Class Dojo, called, "The Power of Yet".  This was a lesson about adding yet to statements that could be negative.  For example, instead of saying I can't do this, you can say, I can't do this YET!

Thriving Thursday

This morning, prior to the announcements, the children were given time to complete a WTW practice activity.  Then, after the announcements, we began our science lesson.

Today, we had a lot of fun making human food chains.  Each student received a card identifying them as a producer (plant), a herbivore, or a carnivore/omnivore.  They had a description of what they were and what they produced and/or ate.  Then they had to wander around to find others who fit in their chain, either by eating them or being eaten by them.  We did this activity twice.  It was so cool to see the children really grasp the concept of a food chain.

After science, we switched for math and took a Go Noodle brain break.

During the small group, teacher-led, instruction we practiced solving comparative word problems using PARCC sample questions.

During math with a partner, the students engaged in math discourse as they represented and solved comparison word problems.

Finally, during the technology rotation, the students watched two Youtube lessons, through Safe Share, explaining and demonstrating, how to solve comparative word problems.  After each video, they had a question to answer in their math journal.

After math the children enjoyed lunch and recess.  Then we began our literacy block.  Today we took a quick look at some illustrations to help us begin to plan and practice pictures for our historical fiction story.

While I met with guided reading groups the students had time to finish their historical fiction story and any main idea activities from last week.  Then they completed the inference exercise from yesterday.  After that, they began practicing their illustrations for our class book.

Pink:  First we reviewed the -oi and -ea vowel patterns and did a quick word chain exercise to practice the short vowel sounds.  After that we reviewed some of their unknown words from last night's homework.  Then we identified strategies to help us determine the main idea in text.  Finally, we read pages 8-9 and determined the main idea of that section.  HW: Reread book to work on fluency.

Blue:  We reread pages 20 and 21 and then reviewed strategies for determining the main idea of a section of text.  Then, together, we wrote a paragraph stating the main idea and supporting details, in our journals.  HW:  Reread book to work on fluency.

Orange: Independently the children reread pages 4 and 5 and identified the main idea in their reading journal.

Green:  Independently the children reread pages 4 and 5.  Then they identified the main idea and two supporting details, in their journal.

Wonderful Wednesday

This morning, prior to the announcements, the students had time to complete a WTW written practice activity.  After the announcements we began our social studies lesson.

Today we reviewed the main elements of a map.  Then the students completed an activity, using the Marine Corps Marathon Map, identifying whether certain elements were present on the map and which one helped them the most.

After that we switched for math and took a Go Noodle brain break.

Next, we began our rotations.

During the small group rotation we focused on representing and solving comparative multiplication problems, because that created a lot of confusion.

During math with a partner, the children continued representing and solving comparative word problems, involving all operations, with Mrs. Byrne.

During the technology rotation, the students watched a Learn Zillion lesson about comparative multiplication word problems involving multiplication and division, and took notes in their math journal.  After that, they used Xtra Math to increase their basic fact fluency.

After math, the children enjoyed lunch and recess.

When they returned to class, we began our literacy block.

First, we reviewed making inferences using the Pixar clip, "For the Birds".  Then the students worked independently while I met with guided reading groups.  Students completed their historical fiction stories and their main idea assignments from last week.  Then they watched a Learn Zillion lesson about inferences, if they didn't do that yesterday.  Next, they practiced making inferences by watching a guided lesson, posted in GC - reading, and then watching another Mike the Camel commercial and making an inference of their own.

Pink:  We reviewed the -oi and -ea vowel patterns.  Then we did a word chain exercise to practice identifying short vowel sounds.  After that we reviewed unknown words they identified from their book.  Finally, we read pages 4 and 5, and then pages, 6 and 7, and shared facts we learned while reading.  HW:  Read pages 8-16 and list unknown words.  Also, practice reading flashcards.

After the pink group met, we had art and then got back to our literacy block.

Orange:  Prior to group, the students were given a Safari Magazine and told to read pages 2 and 3.  In group we attempted to discuss wheelchair sports and the ParaOlympics but it quickly became evident that many had not done the reading.  So, after quickly rereading (or reading) those pages, we had a brief discussion.  HW:  Read pages 4 and 5, and list unknown words.

Green:  Independently the children read pages 2-5 of the article, "Mountain Climbing" in the Safari Magazine.  In group, we discussed mountain climbing.  The together we determined the main idea and wrote up it using specific details fro the text.  HW: Read pages 4-7 and list unknown words.

Terrific Tuesday

This morning the children practiced their keyboarding skills using the app Typing Club. After the announcements, we began science.

Today, during science, the students worked independently on two assignments in Google Classroom.  First, 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 that, they used a resource to help them draw a diagram of a food chain and a diagram of a food web.

As they worked I FINISHED my informal October reading assessments.

After science, we switched for math and took a Go Noodle brain break.  Then we began our rotations.

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 completed a word problem assignment on Prodigy.  Those who finished early practiced their basic facts using Xtra Math.


After math, the students enjoyed lunch and outdoor recess.  Then they went to PE.

When they returned to class, we began our literacy block.

While I met with guided reading groups the students completed a new WTW sort.  Then they completed their revisions and finalized their historical fiction story.  After that, they watched a Learn Zillion lesson about making inferences and took notes in their reading/writing journals.

Blue:  First we reviewed the concept of the main idea of text and the strategies we used to identify it.  Then we read pages 12 -13 and the students wrote main idea statements in their journals.  After sharing these statements they reread the section to identify 3 supporting details.

Orange:  We reviewed strategies to determine the main idea in text and then discussed turning the heading into a question.  After that, the children read pages 20-21 and wrote a main idea sentence.  Finally, we shared and discussed these.

Green:  We reviewed strategies to determine the main idea in text and then discussed turning the heading into a question.  After that, the children read pages 13 and 14 and wrote a main idea sentences for each.  Finally, we shared and discussed these.

The pink group was working with Mrs. Hostler so we didn't meet.

Terrific Tuesday

This morning the children practiced their keyboarding skills using the app Typing Club. After the announcements, we began science.

Today, during science, the students worked independently on two assignments in Google Classroom.  First, 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 that, they used a resource to help them draw a diagram of a food chain and a diagram of a food web.

As they worked I FINISHED my informal October reading assessments.

After science, we switched for math and took a Go Noodle brain break.  Then we began our rotations.

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 completed a word problem assignment on Prodigy.  Those who finished early practiced their basic facts using Xtra Math.


After math, the students enjoyed lunch and outdoor recess.  Then they went to PE.

When they returned to class, we began our literacy block.

While I met with guided reading groups the students completed a new WTW sort.  Then they completed their revisions and finalized their historical fiction story.  After that, they watched a Learn Zillion lesson about making inferences and took notes in their reading/writing journals.

Blue:  First we reviewed the concept of the main idea of text and the strategies we used to identify it.  Then we read pages 12 -13 and the students wrote main idea statements in their journals.  After sharing these statements they reread the section to identify 3 supporting details.

Orange:  We reviewed strategies to determine the main idea in text and then discussed turning the heading into a question.  After that, the children read pages 20-21 and wrote a main idea sentence.  Finally, we shared and discussed these.

Green:  We reviewed strategies to determine the main idea in text and then discussed turning the heading into a question.  After that, the children read pages 13 and 14 and wrote a main idea sentences for each.  Finally, we shared and discussed these.

The pink group was working with Mrs. Hostler so we didn't meet.