We are definitely ready for Winter Break....we have one more day to go!!!
This morning the students went to music with Ms. Thomson. When they returned, we watched the morning announcements.
Then we switched for math and took a Go Noodle brain break. After that we reviewed last night's homework to prepare for today's quiz. NExt the children took the formative. These have been graded and returned to students. Look for them in home folders this evening.
After the quiz, I pulled a small group to continue practicing using place value, multiplication and long division to solve 2 digit by 1digit division problems. While I worked with some of the children, the rest practiced their division skills using selected web sites, posted on GC  math, or by playing board games, that we played in math earlier in the week.
Following math, the students enjoyed lunch and outdoor recess.
When they returned to class, they worked collaboratively to finish designing, and then building, a water collection tool to collect runoff water. They created some cool contraptions! I can't wait to test them in January.
After that, we cleaned the classroom, including their baskets.
Then, we enjoyed playing board and card games during our Dojo reward of Game Afternoon.
I sincerely wish each and everyone one of you a HAPPY and HEALTHY holiday!
See you next year!
Friday, December 23, 2016
Thursday, December 22, 2016
Thrilling Thursday
This morning, before the announcements, the students worked on our Thursday Bamboozle puzzles and then played a synonym/antonym identification online game. After the announcements, we began our science lesson.
Today the children worked collaboratively, using the elementary engineering design process, to plan and design a collection tool to capture runoff water.
After science, we switched for math and took a Go Noodle brain break. Then we did an error analysis warm up and began our math rotations.
During the small group rotation we practiced using place value, and long division, to solve division problems with remainders. During math with a partner, the students played Division Bump, to engage in math discourse and increase basic division fact fluency. During the technology rotation the students used a web site to practice solving division problems using long division.
There is a worksheet for HOMEWORK that we began in class. It is also is also on GC  Holman's Homework.
We will have a math formative tomorrow where the children will solve one division problem involving a remainder.
After math, the children enjoyed lunch and outdoor recess.
When they returned to class, we began our literacy block. I did have to duck out of the classroom for an inhouse meeting. So, while I was gone, the children worked independently on the following tasks. First, they completed the organizer for their business proposal. Then, they read an article about Christopher Columbus's Voyage, identifying questions they wondered about as they read, on a chart. Then, they made inferences, using their background knowledge and the text, to answer their questions, also on the same chart. Finally, the children created synonym and antonym continuum, identifying words with varying "shades".
During this time, the paraeducator covering for me, administered the WTW quizzes. These have been graded and returned to students. Look for them in home folders tonight.
When I returned to class, I began meeting with reading groups.
Pink: I didn't want to start a new text before break. So, we practiced their site word flashcards. For HOMEWORK they need to read for 15 minutes and practice reading their site words.
Blue: We reviewed chapter 7, page by page, using the notes they wrote for homework. Then we orally rehearsed a summary using, "Somebody Wanted But So Then". After that, the children independently wrote a summary in their journals. For HOMEWORK the students need to read chapter 8 but they do not need to take notes.
Orange: We took a comprehension quiz, in group, covering chapters 13 and 14. For HOMEWORK the students need to read the final chapter, chapter 15. They do not have to take notes.
Green: We shared out titles for chapter 17 and 18 and discussed the most important part of each chapter. For HOMEWORK the students need to read chapters 19 and 20.
Today the children worked collaboratively, using the elementary engineering design process, to plan and design a collection tool to capture runoff water.
After science, we switched for math and took a Go Noodle brain break. Then we did an error analysis warm up and began our math rotations.
During the small group rotation we practiced using place value, and long division, to solve division problems with remainders. During math with a partner, the students played Division Bump, to engage in math discourse and increase basic division fact fluency. During the technology rotation the students used a web site to practice solving division problems using long division.
There is a worksheet for HOMEWORK that we began in class. It is also is also on GC  Holman's Homework.
We will have a math formative tomorrow where the children will solve one division problem involving a remainder.
After math, the children enjoyed lunch and outdoor recess.
When they returned to class, we began our literacy block. I did have to duck out of the classroom for an inhouse meeting. So, while I was gone, the children worked independently on the following tasks. First, they completed the organizer for their business proposal. Then, they read an article about Christopher Columbus's Voyage, identifying questions they wondered about as they read, on a chart. Then, they made inferences, using their background knowledge and the text, to answer their questions, also on the same chart. Finally, the children created synonym and antonym continuum, identifying words with varying "shades".
During this time, the paraeducator covering for me, administered the WTW quizzes. These have been graded and returned to students. Look for them in home folders tonight.
When I returned to class, I began meeting with reading groups.
Pink: I didn't want to start a new text before break. So, we practiced their site word flashcards. For HOMEWORK they need to read for 15 minutes and practice reading their site words.
Blue: We reviewed chapter 7, page by page, using the notes they wrote for homework. Then we orally rehearsed a summary using, "Somebody Wanted But So Then". After that, the children independently wrote a summary in their journals. For HOMEWORK the students need to read chapter 8 but they do not need to take notes.
Orange: We took a comprehension quiz, in group, covering chapters 13 and 14. For HOMEWORK the students need to read the final chapter, chapter 15. They do not have to take notes.
Green: We shared out titles for chapter 17 and 18 and discussed the most important part of each chapter. For HOMEWORK the students need to read chapters 19 and 20.
Wednesday, December 21, 2016
Wonderful WEdnesday
This morning, before the announcements, the students worked on their root word worksheets, from last week, and a language review warm up. After the announcements, we went over the language review sheet. Then we began our science lesson.
Today the students read about acid rain and took notes on a capture sheet. Then, we orally answered the questions: What is acid rain and how can we reduce it?
After that, we switched for math and took a Go Noodle brain break. Next, we continued our warm up from yesterday. We still didn't find a solution that matched the criteria for success. So, I challenged the students to work on it when they find extra time. Then, we began our math rotations.
During the small group lesson, we practiced using place value and multiplication facts to solve 2digit by 1digit division problems. During math with a partner, the children played a board game that worked on division fact fluency. Finally, during the technology rotation, the students used multiplication and addition to practice division with remainders, using an online game.
For HOMEWORK, students should use the link on GC  Holman's Homework, Division Drag Race, to work on division fact fluency. They are expected to play for at least 10 minutes.
After math, the students enjoyed lunch and outdoor recess. When they returned to class, we begna our literacy block.
First, students had a chance to share the business they are planning to propose for Clarksburg and their 3 reasons, or opinions. Then I modeled how to take their 3 opinions and support it with facts from their research. I showed them how we could use the numerical statistics to defend their opinions.
WHile I met with guided reading groups, the children continued working on their business proposal, focusing on identifying facts to support their opinions. After that, they created a synonym continuum, using thesauru
Pink: We reviewed the most important event on each page of chapter 9. Then we discussed the chapter and completed the Somebody, Wanted, But, So, Then, summary organizer in our writing journals. I collected their books. For HOMEWORK the students needs to read for 15 minutes  free choice.
After the pink group, we took a break to have our last art class with Mrs. Vanech. Then, after art, we returned to our literacy block.
Blue: We reviewed chapter 6, using their notes from homework, and then practiced summarizing it using, "Somebody Wanted But So Then". Then we previewed chapter 7. For HOMEWORK the children need to read chapter 7 and paraphrase the main events on each page.
Orange: We reviewed the beginning, middle, and end of chapters 11 and 12. For HOMEWORK the students need to read chapters 13 and 14 and either paraphrase the main events on each page or identify the beginning, middle, and end for each chapter.
Green: We discussed the awkward interaction between Harvey and his father. For HOMEWORK the students need to read chapters 17 and 18 and write a 12 word title for each chapter.
Today the students read about acid rain and took notes on a capture sheet. Then, we orally answered the questions: What is acid rain and how can we reduce it?
After that, we switched for math and took a Go Noodle brain break. Next, we continued our warm up from yesterday. We still didn't find a solution that matched the criteria for success. So, I challenged the students to work on it when they find extra time. Then, we began our math rotations.
During the small group lesson, we practiced using place value and multiplication facts to solve 2digit by 1digit division problems. During math with a partner, the children played a board game that worked on division fact fluency. Finally, during the technology rotation, the students used multiplication and addition to practice division with remainders, using an online game.
For HOMEWORK, students should use the link on GC  Holman's Homework, Division Drag Race, to work on division fact fluency. They are expected to play for at least 10 minutes.
After math, the students enjoyed lunch and outdoor recess. When they returned to class, we begna our literacy block.
First, students had a chance to share the business they are planning to propose for Clarksburg and their 3 reasons, or opinions. Then I modeled how to take their 3 opinions and support it with facts from their research. I showed them how we could use the numerical statistics to defend their opinions.
WHile I met with guided reading groups, the children continued working on their business proposal, focusing on identifying facts to support their opinions. After that, they created a synonym continuum, using thesauru
Pink: We reviewed the most important event on each page of chapter 9. Then we discussed the chapter and completed the Somebody, Wanted, But, So, Then, summary organizer in our writing journals. I collected their books. For HOMEWORK the students needs to read for 15 minutes  free choice.
After the pink group, we took a break to have our last art class with Mrs. Vanech. Then, after art, we returned to our literacy block.
Blue: We reviewed chapter 6, using their notes from homework, and then practiced summarizing it using, "Somebody Wanted But So Then". Then we previewed chapter 7. For HOMEWORK the children need to read chapter 7 and paraphrase the main events on each page.
Orange: We reviewed the beginning, middle, and end of chapters 11 and 12. For HOMEWORK the students need to read chapters 13 and 14 and either paraphrase the main events on each page or identify the beginning, middle, and end for each chapter.
Green: We discussed the awkward interaction between Harvey and his father. For HOMEWORK the students need to read chapters 17 and 18 and write a 12 word title for each chapter.
Tuesday, December 20, 2016
Terrific Tuesday
This morning, before the announcements, the students worked on their keyboarding skills, using Typing Club. After the announcements, we had a quick class meeting which focused on following directions. I have had students leaving class without permission and chewing gum, again, without permission. I made it very clear, that from here on out, these actions will result in an email home or a reflection sheet.
Next, the children read a book about the European Explorers, and working with a partner, paraphrased the goal of several explorers on a capture sheet. While they worked, I met with individual students to conduct more of my December reading assessments.
After social studies we switched for math and took a Go Noodle brain break. Then we did a math warm up and began out rotations.
During the small group lesson we used arrays and place value to divide 2 digit by 1 digit numbers involving remainders.
During math with a partner, the children played a board game to increase division fact fluency and engage the children in math discourse.
Finally, during the technology rotation, the students watched a Khan Academy lesson about dividing with remainders. Then they completed an online worksheet and practice activity, through Khan Academy. Those who finished early worked on their fact fluency using Xtra Math.
For HOMEWORK the students need to use the link on GC  Holman's Homework to work on their division fact fluency. They should practice for at least 10 minutes.
After math the students enjoyed lunch and outdoor recess. Then they went to PE with Mr. Smith.
When we returned to class, we began our literacy block.
Pink: We practiced rereading chapter 9 and paraphrasing what happened on each page. For HOMEWORK the children need to reread the chapter again and practice their site words cards.
Blue: We reviewed chapter 4 and 5. Then we previewed chapter 6. For HOMEWORK the students need to read chapter 6 and paraphrase the main events on each page, on a sticky note.
Orange: We retold chapters 9 and 10. For HOMEWORK the students need to read chapter 11 and 12, and identify the beginning, middle, and end of each chapter, on a sticky note.
Green: We attempted to discuss chapter 15 but the group wasn't silent. For HOMEWORK tonight the students MUST read chapters 15 and 16 and be prepared to DISCUSS what type of person Carlie is (and why they think that) AND why Harvey's dad won't talk about his mother.
There will be a WTW quiz on THURSDAY!!
We will have a game afternoon (Dojo reward) on Friday.
Next, the children read a book about the European Explorers, and working with a partner, paraphrased the goal of several explorers on a capture sheet. While they worked, I met with individual students to conduct more of my December reading assessments.
After social studies we switched for math and took a Go Noodle brain break. Then we did a math warm up and began out rotations.
During the small group lesson we used arrays and place value to divide 2 digit by 1 digit numbers involving remainders.
During math with a partner, the children played a board game to increase division fact fluency and engage the children in math discourse.
Finally, during the technology rotation, the students watched a Khan Academy lesson about dividing with remainders. Then they completed an online worksheet and practice activity, through Khan Academy. Those who finished early worked on their fact fluency using Xtra Math.
For HOMEWORK the students need to use the link on GC  Holman's Homework to work on their division fact fluency. They should practice for at least 10 minutes.
After math the students enjoyed lunch and outdoor recess. Then they went to PE with Mr. Smith.
When we returned to class, we began our literacy block.
Pink: We practiced rereading chapter 9 and paraphrasing what happened on each page. For HOMEWORK the children need to reread the chapter again and practice their site words cards.
Blue: We reviewed chapter 4 and 5. Then we previewed chapter 6. For HOMEWORK the students need to read chapter 6 and paraphrase the main events on each page, on a sticky note.
Orange: We retold chapters 9 and 10. For HOMEWORK the students need to read chapter 11 and 12, and identify the beginning, middle, and end of each chapter, on a sticky note.
Green: We attempted to discuss chapter 15 but the group wasn't silent. For HOMEWORK tonight the students MUST read chapters 15 and 16 and be prepared to DISCUSS what type of person Carlie is (and why they think that) AND why Harvey's dad won't talk about his mother.
There will be a WTW quiz on THURSDAY!!
We will have a game afternoon (Dojo reward) on Friday.
Monday, December 19, 2016
Marvelous Monday
This morning, before the announcements, the students completed a language review sheet. Then, after the announcements, we went over it. Then, we reviewed 7 different types of punctuation and their uses. These are listed on a chart that is now hanging in the classroom. Students are responsible for using them correctly in all writing assignments.
Next, Ms. Snyder came in to do a lesson with us about being kind and filling each other's "buckets".
After she left, we took a look at a map of the world and began discussing the European explorers who discovered what we now know as the United States.
Next, we switched for math, took a Go Noodle brain break, and began our math rotations.
During the small group rotation we represented division facts using arrays and learned that any "leftovers" are called remainders.
During math with a partner the children worked on their multiplication fact fluency by playing multiplication card games.
During the technology rotation, the students watched 2 Learn Zillion lessons, one about representing division equations with arrays, and the other about remainders, then they used an assigned web site to practice their division facts.
For HOMEWORK the students should work on their basic division facts, for at least 10 minutes, using the site posted on Holman's Homework.
After math, the students enjoyed lunch and outdoor recess. When they returned to class, we began our literacy block.
I began by explaining the next part of their inquiry project, the business proposal. Basically, they will analyze the data they collected about Clarksburg and decide upon a business that should be added to the community.
While I continued meeting with individual students to conduct my December testing, the students worked with partners to list businesses that are presently located in Clarksburg. They they analysed their lists with their partner and decided upon a business that is needed in Clarksburg. After that, the students revised the 4 paragraphs that are part of their Clarksburg Community Profile for spelling, capitalization and punctuation. Finally, they completed the roots vocabulary activity.
We ended the day by enjoying the Wims Winter Concert. What a treat!
Next, Ms. Snyder came in to do a lesson with us about being kind and filling each other's "buckets".
After she left, we took a look at a map of the world and began discussing the European explorers who discovered what we now know as the United States.
Next, we switched for math, took a Go Noodle brain break, and began our math rotations.
During the small group rotation we represented division facts using arrays and learned that any "leftovers" are called remainders.
During math with a partner the children worked on their multiplication fact fluency by playing multiplication card games.
During the technology rotation, the students watched 2 Learn Zillion lessons, one about representing division equations with arrays, and the other about remainders, then they used an assigned web site to practice their division facts.
For HOMEWORK the students should work on their basic division facts, for at least 10 minutes, using the site posted on Holman's Homework.
After math, the students enjoyed lunch and outdoor recess. When they returned to class, we began our literacy block.
I began by explaining the next part of their inquiry project, the business proposal. Basically, they will analyze the data they collected about Clarksburg and decide upon a business that should be added to the community.
While I continued meeting with individual students to conduct my December testing, the students worked with partners to list businesses that are presently located in Clarksburg. They they analysed their lists with their partner and decided upon a business that is needed in Clarksburg. After that, the students revised the 4 paragraphs that are part of their Clarksburg Community Profile for spelling, capitalization and punctuation. Finally, they completed the roots vocabulary activity.
We ended the day by enjoying the Wims Winter Concert. What a treat!
Friday, December 16, 2016
Fabulous Friday
This morning, before going to music, the students watched a Brain Pop lesson about identifying the theme of a text and then completed a follow up, online, activity. After that, if they had time, they completed any unfinished work. After music, we watched the morning announcements and went over yesterday's puzzles.
Next, we switched for math and took a Go Noodle brain break. Then we reviewed last night's homework and did an "Eliminate One" warm up. After that, the students took the week 4 math formative. These have been graded and returned. Look for them in home folders this evening.
After the formative, the students worked on improving their multiplication fact fluency using either selected web sites or playing one of two card games.
The students enjoyed lunch and indoor recess after math. Then we began our literacy block.
I began by showing the children the week 4 reading formative, explaining the directions, and providing a framework for their responses. I also reminded them to revisit the text and told them they could use the chart we created together, in class, yesterday.
As I met with small groups and individual students, to continue my informal monthly reading assessments, the children completed the week 4 reading formative and the community profile for Clarksburg. They also identified the meaning of words with similar roots.
Green: We met to review tricky vocabulary and confusing parts of the text, "The Good Liar" to help prepare them for my monthly reading testing. Then I met with individual students to conduct the assessments.
We ended the day with our weekly class meeting. First we shared our favorite meals...which was not the best idea because we all ended up hungry! LOL! Then we exchanged thank yous and compliments. Finally, we watched a Class Dojo lesson about persistence.
Next, we switched for math and took a Go Noodle brain break. Then we reviewed last night's homework and did an "Eliminate One" warm up. After that, the students took the week 4 math formative. These have been graded and returned. Look for them in home folders this evening.
After the formative, the students worked on improving their multiplication fact fluency using either selected web sites or playing one of two card games.
The students enjoyed lunch and indoor recess after math. Then we began our literacy block.
I began by showing the children the week 4 reading formative, explaining the directions, and providing a framework for their responses. I also reminded them to revisit the text and told them they could use the chart we created together, in class, yesterday.
As I met with small groups and individual students, to continue my informal monthly reading assessments, the children completed the week 4 reading formative and the community profile for Clarksburg. They also identified the meaning of words with similar roots.
Green: We met to review tricky vocabulary and confusing parts of the text, "The Good Liar" to help prepare them for my monthly reading testing. Then I met with individual students to conduct the assessments.
We ended the day with our weekly class meeting. First we shared our favorite meals...which was not the best idea because we all ended up hungry! LOL! Then we exchanged thank yous and compliments. Finally, we watched a Class Dojo lesson about persistence.
Thursday, December 15, 2016
Thrilling Thursday  Interims
Wow...it is cold outside!!!! Good thing our classroom is nice and warm.
Before the announcements, the children work on solving our Thursday puzzles and practiced identifying the meaning of words using the definition of their roots using this site.
After the announcements we began our science lesson. We reviewed water runoff and the effects of fertilizer on the environment. Then we read and discussed an article about road salts and the impact its usage has on the environment. After that, the children reread the article, independently, and took notes on a capture sheet.
Next, we switched for math and took a Go Noodle brain break. Then we reviewed last night's homework and completed an error analysis warm up. After that, we began our math rotations.
During the small group instruction we solved problems involving the conversions of measurements. During math with a partner, the children continued solving problems involving measurement conversions, with Mrs. Byrne. Finally, during the technology rotation, the students completed an assignment on Ten Marks and then worked on their basic fact fluency using Xtra Math.
There is a worksheet linked to GC  Holman's Homework for the children to do tonight. We WILL have a formative, tomorrow, covering measurements conversions.
After math, the students enjoyed lunch and indoor recess.
Then we began our literacy block. First we revisited the play, "Wali Dad", the poem, "Drop a Pebble in Water, " and the story, "Prot and Krot". From each piece of literature, we identified evidence from the text that supported the theme of generosity. After that, I explained that knowing the meaning of common word roots and affixes can help us determine the meaning of unknown words.
While I met with small groups and individual students, the children worked on writing their Clarksburg Community Profile.
Pink: We red and discussed an excerpt from the story, 26 Fairmont Avenue, by Tomie DePaola. Then the children reread it independently. Finally, each child read part of the story to me and answered some comprehension questions for our informal, monthly reading assessment. For HOMEWORK the children should reread chapter 9 of The Chalkbox Kid.
Blue: The students read the story, "Justin and the Best Biscuits in the Wold", independently and then as a group. After that, we met and read and discussed the text. Then I met with individual students to conduct my monthly informal reading assessment. For HOMEWORK the children need to reread chapter 4 of Jake Drake, KnowItAll.
Orange: The children reread chapter 8 and wrote a summary using "Somebody Wanted But So Then. For HOMEWORK they need to read chapter 9 and paraphrase the main event for each page.
Green: The students read the story, "The Good Liar", independently and then as a group. For HOMEWORK the children need to reread chapters 14 and 15.
PLEASE look for interim progress reports in your child's home folder this evening. These are for you to keep.
Before the announcements, the children work on solving our Thursday puzzles and practiced identifying the meaning of words using the definition of their roots using this site.
After the announcements we began our science lesson. We reviewed water runoff and the effects of fertilizer on the environment. Then we read and discussed an article about road salts and the impact its usage has on the environment. After that, the children reread the article, independently, and took notes on a capture sheet.
Next, we switched for math and took a Go Noodle brain break. Then we reviewed last night's homework and completed an error analysis warm up. After that, we began our math rotations.
During the small group instruction we solved problems involving the conversions of measurements. During math with a partner, the children continued solving problems involving measurement conversions, with Mrs. Byrne. Finally, during the technology rotation, the students completed an assignment on Ten Marks and then worked on their basic fact fluency using Xtra Math.
There is a worksheet linked to GC  Holman's Homework for the children to do tonight. We WILL have a formative, tomorrow, covering measurements conversions.
After math, the students enjoyed lunch and indoor recess.
Then we began our literacy block. First we revisited the play, "Wali Dad", the poem, "Drop a Pebble in Water, " and the story, "Prot and Krot". From each piece of literature, we identified evidence from the text that supported the theme of generosity. After that, I explained that knowing the meaning of common word roots and affixes can help us determine the meaning of unknown words.
While I met with small groups and individual students, the children worked on writing their Clarksburg Community Profile.
Pink: We red and discussed an excerpt from the story, 26 Fairmont Avenue, by Tomie DePaola. Then the children reread it independently. Finally, each child read part of the story to me and answered some comprehension questions for our informal, monthly reading assessment. For HOMEWORK the children should reread chapter 9 of The Chalkbox Kid.
Blue: The students read the story, "Justin and the Best Biscuits in the Wold", independently and then as a group. After that, we met and read and discussed the text. Then I met with individual students to conduct my monthly informal reading assessment. For HOMEWORK the children need to reread chapter 4 of Jake Drake, KnowItAll.
Orange: The children reread chapter 8 and wrote a summary using "Somebody Wanted But So Then. For HOMEWORK they need to read chapter 9 and paraphrase the main event for each page.
Green: The students read the story, "The Good Liar", independently and then as a group. For HOMEWORK the children need to reread chapters 14 and 15.
PLEASE look for interim progress reports in your child's home folder this evening. These are for you to keep.
Wednesday, December 14, 2016
Wonderful Wednesday
This morning, before the announcements, the children completed a daily language review activity and watched a lesson about root words, prefixes, and suffixes, on Brain Pop. After the announcements we reviewed the daily language review AND made a chart of class expectations for the use of capital letters. We posted the chart we made and the students understand that this is nonnegotiable...they must use proper capitalization or their grades will reflect it. After that we began our science lesson.
First, we looked at pictures to help us understand the definition of runoff. Then we read an article to understand the problem the negative effects, of using fertilizer, on the environment.
Next, we switched for math and took a Go Noodle brain break. Then we reviewed last night's math homework. After that we began our rotations.
During the small group instruction we solved PARCC type problems involving the conversion of measurements of length. This was not "teaching to the test" but an effort to help the children see what conversion problems might look like.
During math with a partner, the students continued making measurement conversions, with Mrs. Byrne.
Finally, during the technology rotation, the children completed a measurement conversion assignment on Prodigy and worked on their basic fact fluency using Xtra Math.
There is a worksheet for HOMEWORK on GC  Holman's Homework.
After math, the students enjoyed lunch and outdoor recess.
When they returned to class, we began our literacy block. I spent time reviewing the expectations for the third and fourth paragraphs of the Clarksburg community profile. I modeled how to find the necessary information and how to elaborate on each.
WHile I met with guided reading groups the children wrote summaries for the chapters they read last night. Then they continued working on their community profiles. After that, they compared the same theme in various texts.
Pink: We reviewed their sight word flashcards and reread chapter 8. Then we orally rehearsed, several times, a summary for the chapter using, Somebody Wanted But So Then. When the children returned to their seats, they wrote a summary for the chapter, independently. For HOMEWORK the students need to read chapter 9 and write a sentence paraphrasing the main event on each page.
After the pink group, we enjoyed art with Mrs. Vanech. Then we resumed our literacy block.
Blue: We reviewed chapter 4 and orally rehearsed a summary, using Somebody Wanted But So Then. After that we previewed chapter 5 discussing what it means to be a KnowItAll/DoItAll. For HOMEWORK the children need to read chapter 5 and paraphrase the main event for each page on a sticky note.
Orange: We reviewed their main events from each page in chapter 8 and then orally rehearsed a summary using Somebody Wanted But So Then. After that, we previewed chapter 9 discussing the idea of being disrespectful to an authority figure. For HOMEWORK the children need to read chapter 9 and paraphrase the main event on each age, on a sticky note.
Green: We discussed chapters 12 and 13 and identified what all three kids have in common. For HOMEWORK the children need to read chapter 14 and 15 and identify how they would describe Carlie using evidence from chapter 15.
First, we looked at pictures to help us understand the definition of runoff. Then we read an article to understand the problem the negative effects, of using fertilizer, on the environment.
Next, we switched for math and took a Go Noodle brain break. Then we reviewed last night's math homework. After that we began our rotations.
During the small group instruction we solved PARCC type problems involving the conversion of measurements of length. This was not "teaching to the test" but an effort to help the children see what conversion problems might look like.
During math with a partner, the students continued making measurement conversions, with Mrs. Byrne.
Finally, during the technology rotation, the children completed a measurement conversion assignment on Prodigy and worked on their basic fact fluency using Xtra Math.
There is a worksheet for HOMEWORK on GC  Holman's Homework.
After math, the students enjoyed lunch and outdoor recess.
When they returned to class, we began our literacy block. I spent time reviewing the expectations for the third and fourth paragraphs of the Clarksburg community profile. I modeled how to find the necessary information and how to elaborate on each.
WHile I met with guided reading groups the children wrote summaries for the chapters they read last night. Then they continued working on their community profiles. After that, they compared the same theme in various texts.
Pink: We reviewed their sight word flashcards and reread chapter 8. Then we orally rehearsed, several times, a summary for the chapter using, Somebody Wanted But So Then. When the children returned to their seats, they wrote a summary for the chapter, independently. For HOMEWORK the students need to read chapter 9 and write a sentence paraphrasing the main event on each page.
After the pink group, we enjoyed art with Mrs. Vanech. Then we resumed our literacy block.
Blue: We reviewed chapter 4 and orally rehearsed a summary, using Somebody Wanted But So Then. After that we previewed chapter 5 discussing what it means to be a KnowItAll/DoItAll. For HOMEWORK the children need to read chapter 5 and paraphrase the main event for each page on a sticky note.
Orange: We reviewed their main events from each page in chapter 8 and then orally rehearsed a summary using Somebody Wanted But So Then. After that, we previewed chapter 9 discussing the idea of being disrespectful to an authority figure. For HOMEWORK the children need to read chapter 9 and paraphrase the main event on each age, on a sticky note.
Green: We discussed chapters 12 and 13 and identified what all three kids have in common. For HOMEWORK the children need to read chapter 14 and 15 and identify how they would describe Carlie using evidence from chapter 15.
Tuesday, December 13, 2016
Terrific Tuesday
This morning, the children had a substitute while I attended a quarterly planning meeting, in the building.
They began the day with social studies. During that time they worked collaboratively, in small groups, to make an economic decision, based on a given scenario, using a decision tree. After making their decision, they identified the opportunity cost and limited resource associated with it. Finally, all groups shared their scenarios and decisions with the rest of the class.
After that, they switched for math. First, they reviewed last night's homework. Then, they continued yesterday's warm up, searching for a word worth 50 points. Next, they began math rotations.
During the small group lesson, the students represented and solved word problems involving measurement conversions. During math with a partner, the children worked on the same skill with Mrs. Byrne. Finally, during the technology rotation, the children practiced measurement conversions using an online site.
For HOMEWORK the students need to complete problems 24 on the PAPER worksheet they got in class.
After math, the children enjoyed lunch and outdoor recess. Then they went to PE with Mr. Smith.
After I picked them up from the gym, we returned to class and began our literacy block.
Today, while I met with guided reading groups, the children reread their guided reading assignment from last night, and used the SWBST strategy to write a summary on a Google Slide in GCReading.
Blue: We met and orally rehearsed a summary for chapter 3. Then we previewed chapter 4. For HOMEWORK the children need to read chapter 4 and parphrase the main event for each page, on a sticky note.
Orange: We met and reviewed chapter 7, orally rehearsing the summary. Then we talked Nick as a student. We agreed he causes trouble but probably learned news concepts with ease. For HOMEWORK the children need to read chapter 8 and paraphrase the main event for each page on a sticky note.
Green: We reread and discussed chapter 10. Then I waked them through the SWBST strategy to summarize text. After orally rehearsing it, the students wrote a summary in their reading journals. When they returned to their seats, they reread chapter 11 and wrote a summary on the Google Slide assignment. For HOMEWORK the students need to read chapters 12 and 13, marking places that they find surprising confusing and important.
Pink: We met and previewed chapter 8. For HOMEWORK the children need to read chapter 8 and paraphrase the main event on each page, on a sticky note.
They began the day with social studies. During that time they worked collaboratively, in small groups, to make an economic decision, based on a given scenario, using a decision tree. After making their decision, they identified the opportunity cost and limited resource associated with it. Finally, all groups shared their scenarios and decisions with the rest of the class.
After that, they switched for math. First, they reviewed last night's homework. Then, they continued yesterday's warm up, searching for a word worth 50 points. Next, they began math rotations.
During the small group lesson, the students represented and solved word problems involving measurement conversions. During math with a partner, the children worked on the same skill with Mrs. Byrne. Finally, during the technology rotation, the children practiced measurement conversions using an online site.
For HOMEWORK the students need to complete problems 24 on the PAPER worksheet they got in class.
After math, the children enjoyed lunch and outdoor recess. Then they went to PE with Mr. Smith.
After I picked them up from the gym, we returned to class and began our literacy block.
Today, while I met with guided reading groups, the children reread their guided reading assignment from last night, and used the SWBST strategy to write a summary on a Google Slide in GCReading.
Blue: We met and orally rehearsed a summary for chapter 3. Then we previewed chapter 4. For HOMEWORK the children need to read chapter 4 and parphrase the main event for each page, on a sticky note.
Orange: We met and reviewed chapter 7, orally rehearsing the summary. Then we talked Nick as a student. We agreed he causes trouble but probably learned news concepts with ease. For HOMEWORK the children need to read chapter 8 and paraphrase the main event for each page on a sticky note.
Green: We reread and discussed chapter 10. Then I waked them through the SWBST strategy to summarize text. After orally rehearsing it, the students wrote a summary in their reading journals. When they returned to their seats, they reread chapter 11 and wrote a summary on the Google Slide assignment. For HOMEWORK the students need to read chapters 12 and 13, marking places that they find surprising confusing and important.
Pink: We met and previewed chapter 8. For HOMEWORK the children need to read chapter 8 and paraphrase the main event on each page, on a sticky note.
Monday, December 12, 2016
Marvelous Monday
This morning, after the announcements, we began our social studies lesson. We reviewed natural, capital, and human resources. Then we practiced using a decision tree to make economic choices associated with a scenario, by listing good and bad points for each. We also identified the opportunity cost and limited resources associated with the situation.
Next we switched for math and took a Go Noodle brain break. Then we did a warm up where each letter of the alphabet was given a number based on its place in the alphabet (a = 1, b = 2, etc.), the students were challenged to identify a word worth 50. Apple is one word that equals 50. Can you think of another?
After our warm up we began our rotations.
During the small group lesson we practiced solving problems involving the conversion of pounds and ounces. During math with a partner, the students engaged in math discourse as they continued converting measurements of length. Finally, during the technology rotation, the students watched a lesson about converting pounds and ounces and then practiced the skill using an online game.
For HOMEWORK, there is a ponds to ounces chart posted on GC  Holman's Homework.
After math, the students enjoyed lunch and recess.
When the children returned to class, we began our literacy block. Before the students worked independently, I modeled how to write an informative community profile using the data that the children had gathered during their research. The students will be writing about Clarksburg, but I wrote about Westminster.
Then, while I met with guided reading groups, the students completed a new WTW sort. Then they wrote 2 paragraphs about Clarksburg, Maryland. The first was about it's location and the second, about the population. Finally, the children revisited the play, "The Gifts of Wali Dad", the poem, "Drop a Pebble in Water", and the story, Prot and Krot, and identified evidence supporting the thee of generosity from each.
Pink: We shard the sentences they had written at the bottom of each page in chapter 6. After that, we used the "somebody, Wanted, But, So, Then" strategy to write a summary of chapter 6. Then we previewed chapter 7. For HOMEWORK the students need to read chapter 7 and write a sentence at the bottom of each page, on a sticky note, paraphrasing the most important event on that page.
Blue: We attempted to share the sentences they had written at the bottom of each page in chapter 3 but over half the group either didn't do it at all or didn't reread when the text didn't make sense. So, we had a discussion strategies we have practiced to help us understand what we read, and the importance of doing our reading homework. FOr HOMEWORK tonight, the students need to reread pages 2022 and write a sentence, on a sticky note, paraphrasing the most important event on each page.
Orange: We reviewed the sentences that some students had written to paraphrased the most important event on each page of chapter 6. Then I introduced a summarizing strategy, "Somebody Wanted But So Then," and we orally rehears a summary for chapter 6. Then, together, we wrote a summary for that chapter. For HOMEWORK the students need to read chapter 7 and paraphrase the main event, for each page, on a sticky note.
Green: We quickly reviewed chapters 8 and 9. Then we discussed the two chapters using the places they had marked in the text. For HOMEWORK the children need to read chapters 10 and 11 and mark places that confuse or surprise them.
Next we switched for math and took a Go Noodle brain break. Then we did a warm up where each letter of the alphabet was given a number based on its place in the alphabet (a = 1, b = 2, etc.), the students were challenged to identify a word worth 50. Apple is one word that equals 50. Can you think of another?
After our warm up we began our rotations.
During the small group lesson we practiced solving problems involving the conversion of pounds and ounces. During math with a partner, the students engaged in math discourse as they continued converting measurements of length. Finally, during the technology rotation, the students watched a lesson about converting pounds and ounces and then practiced the skill using an online game.
For HOMEWORK, there is a ponds to ounces chart posted on GC  Holman's Homework.
After math, the students enjoyed lunch and recess.
When the children returned to class, we began our literacy block. Before the students worked independently, I modeled how to write an informative community profile using the data that the children had gathered during their research. The students will be writing about Clarksburg, but I wrote about Westminster.
Then, while I met with guided reading groups, the students completed a new WTW sort. Then they wrote 2 paragraphs about Clarksburg, Maryland. The first was about it's location and the second, about the population. Finally, the children revisited the play, "The Gifts of Wali Dad", the poem, "Drop a Pebble in Water", and the story, Prot and Krot, and identified evidence supporting the thee of generosity from each.
Pink: We shard the sentences they had written at the bottom of each page in chapter 6. After that, we used the "somebody, Wanted, But, So, Then" strategy to write a summary of chapter 6. Then we previewed chapter 7. For HOMEWORK the students need to read chapter 7 and write a sentence at the bottom of each page, on a sticky note, paraphrasing the most important event on that page.
Blue: We attempted to share the sentences they had written at the bottom of each page in chapter 3 but over half the group either didn't do it at all or didn't reread when the text didn't make sense. So, we had a discussion strategies we have practiced to help us understand what we read, and the importance of doing our reading homework. FOr HOMEWORK tonight, the students need to reread pages 2022 and write a sentence, on a sticky note, paraphrasing the most important event on each page.
Orange: We reviewed the sentences that some students had written to paraphrased the most important event on each page of chapter 6. Then I introduced a summarizing strategy, "Somebody Wanted But So Then," and we orally rehears a summary for chapter 6. Then, together, we wrote a summary for that chapter. For HOMEWORK the students need to read chapter 7 and paraphrase the main event, for each page, on a sticky note.
Green: We quickly reviewed chapters 8 and 9. Then we discussed the two chapters using the places they had marked in the text. For HOMEWORK the children need to read chapters 10 and 11 and mark places that confuse or surprise them.
Friday, December 9, 2016
Friday Funday!
Today we went into downtown DC to see the Air Force band perform at DAR Constitution Hall. It was an awesome experience!!!!!
I tweeted out a few pictures and a video. Check it out: @runnerdana
The students ate lunch on the bus ride home.
When we got back to school we wrote about the trip and drew pictures to illustrate our thoughts. Then we shared these with our classmates.
Finally, we wrote thank you notes and made cards for Master Sgt. Miller who was kind enough to extend an invitation to the fabulous concert.
Have a great weekend!!
I tweeted out a few pictures and a video. Check it out: @runnerdana
The students ate lunch on the bus ride home.
When we got back to school we wrote about the trip and drew pictures to illustrate our thoughts. Then we shared these with our classmates.
Finally, we wrote thank you notes and made cards for Master Sgt. Miller who was kind enough to extend an invitation to the fabulous concert.
Have a great weekend!!
Thursday, December 8, 2016
Thursday
Please remember that our field trip to DAR Constitution Hall is TOMORROW. Students need to be at school at 8:00 am, dressed appropriately, with a bagged lunch, clearly labelled with their name. The children do not need to bring backpacks.
This morning, before the announcements, the students completed a daily language warm up. We went over it after the announcements, and then began our science lesson.
Today, in science, we used a Google Slide presentation to help us understand and discuss the positive and negative impact of humanmade and natural events on our environment. Some of the events discussed included wildfires and air pollution.
Next we switched for math and took a Go Noodle brain break. Then we did a "Tell Me About It" warm up and reviewed last night's homework. After that, we began our math rotations.
During the small group instruction we sued multiplication to convert units of times. During math with a partner, the children practiced converting units of length with Mrs. Byrne. Finally, during the technology rotation, the students watched a Khan Academy lesson about converting measurements of time. Then they used 2 links to practice converting units of time.
For HOMEWORK there is a web site on GC  Holman's Homework to practice conversions.
After math the children enjoyed lunch and outdoor recess.
When they returned to class we began our literacy block. First, we quickly reviewed prepositions and prepositional phrases. Then we revisited "Prot and Krot" and I modeled writing about the theme, using, and explaining, evidence from the text.
While I met with reading groups the students completed an exit card identifying prepositions and prepositional phrases. Then they read the poem, "You Were There" and wrote about the theme, using evidence from the poem to support and explain their thinking. Finally, the children completed their research about Clarksburg.
Pink: We reviewed chapter 5 by sharing the sentences they wrote for each page. Then, together, we wrote a summary of the chapter. After that we previewed chapter 6. For HOMEWORK the students need to read chapter 6 and write a sentence for each page paraphrasing the main event.
Blue: We reviewed chapter 2 by sharing the sentences they wrote for each page. Then, I modeled giving an oral summary of the chapter. For HOMEWORK the students need to read chapter 3 and write a sentence for each page paraphrasing the main event.
Orange: We reviewed chapter 5 by sharing the sentences they wrote for each page. Then, I modeled giving an oral summary of the chapter. For HOMEWORK the students need to read chapter 6 and write a sentence for each page paraphrasing the main event.
Green: We discussed chapters 6 and 7 using the places they marked as confusing, surprising, or that they just liked. For HOMEWORK they need to read chapters 8 and 9 and mark places that are confusing, surprising or that they like.
This morning, before the announcements, the students completed a daily language warm up. We went over it after the announcements, and then began our science lesson.
Today, in science, we used a Google Slide presentation to help us understand and discuss the positive and negative impact of humanmade and natural events on our environment. Some of the events discussed included wildfires and air pollution.
Next we switched for math and took a Go Noodle brain break. Then we did a "Tell Me About It" warm up and reviewed last night's homework. After that, we began our math rotations.
During the small group instruction we sued multiplication to convert units of times. During math with a partner, the children practiced converting units of length with Mrs. Byrne. Finally, during the technology rotation, the students watched a Khan Academy lesson about converting measurements of time. Then they used 2 links to practice converting units of time.
For HOMEWORK there is a web site on GC  Holman's Homework to practice conversions.
After math the children enjoyed lunch and outdoor recess.
When they returned to class we began our literacy block. First, we quickly reviewed prepositions and prepositional phrases. Then we revisited "Prot and Krot" and I modeled writing about the theme, using, and explaining, evidence from the text.
While I met with reading groups the students completed an exit card identifying prepositions and prepositional phrases. Then they read the poem, "You Were There" and wrote about the theme, using evidence from the poem to support and explain their thinking. Finally, the children completed their research about Clarksburg.
Pink: We reviewed chapter 5 by sharing the sentences they wrote for each page. Then, together, we wrote a summary of the chapter. After that we previewed chapter 6. For HOMEWORK the students need to read chapter 6 and write a sentence for each page paraphrasing the main event.
Blue: We reviewed chapter 2 by sharing the sentences they wrote for each page. Then, I modeled giving an oral summary of the chapter. For HOMEWORK the students need to read chapter 3 and write a sentence for each page paraphrasing the main event.
Orange: We reviewed chapter 5 by sharing the sentences they wrote for each page. Then, I modeled giving an oral summary of the chapter. For HOMEWORK the students need to read chapter 6 and write a sentence for each page paraphrasing the main event.
Green: We discussed chapters 6 and 7 using the places they marked as confusing, surprising, or that they just liked. For HOMEWORK they need to read chapters 8 and 9 and mark places that are confusing, surprising or that they like.
Wednesday, December 7, 2016
Wonderful Wednesday
This morning, prior to the announcements, the students reread their assigned guided reading chapters from last night's homework. Rereading is an important part of reading comprehension. Then, after the announcements, we began our social studies lesson.
We began by reviewing the concept of opportunity cost. Then we played a crabbing simulation game to help students understand the economic concepts of supply and demand, limited resources, and opportunity cost.
Next, we switched for math and took a Go Noodle brain break. Then we did an "Eye Spy" warm up and reviewed last night's math homework. After that we began our math rotations.
During the small group lesson we practiced converting inches, feet, and yards. The children continued this during math with a partner, with Mrs. Byrne. Finally, during the technology rotation, the students watched a Learn Zillion lesson about converting inches, feet, and yards. Then they used two different sites to practice these conversions.
There is a worksheet linked to GC  Holman's Homework for HOMEWORK this evening. Our next math formative will be NEXT TUESDAY.
After math, the children enjoyed lunch and outdoor recess.
When they returned to class, we began our literacy block. First I reviewed what we are working on which included identifying the theme in literature, using evidence from the text, and gathering information to write an informative piece about Clarksburg, Maryland.
Then we played a quick game of Kahoot to review the concept of theme.
After that, we discussed the themes of greed and generosity. Then I began reading the Junior Great Books story, Prot and Krot, out loud. I modeled the comprehension skill of stop and retell as I read. I stopped at the end of each page and paraphrased the events on it. If I Couldn't remember, I modeled going back and rereading the portion I had forgotten.
We began this before going to art and then finished it when the children returned. Believe it or not, we didn't complete the story until 3:00...it was a lloooonnnnngggggg story!!!
So, we discussed examples of generosity and greed from the story and then I reviewed the student's reading homework for tonight.
ALL reading groups are to review Prot and Krot (skim and scan the text), and identify 2 examples of greed and 2 examples of generosity. They will add these, with the page number from the text, to the greed and generosity chart in GC  Reading.
We began by reviewing the concept of opportunity cost. Then we played a crabbing simulation game to help students understand the economic concepts of supply and demand, limited resources, and opportunity cost.
Next, we switched for math and took a Go Noodle brain break. Then we did an "Eye Spy" warm up and reviewed last night's math homework. After that we began our math rotations.
During the small group lesson we practiced converting inches, feet, and yards. The children continued this during math with a partner, with Mrs. Byrne. Finally, during the technology rotation, the students watched a Learn Zillion lesson about converting inches, feet, and yards. Then they used two different sites to practice these conversions.
There is a worksheet linked to GC  Holman's Homework for HOMEWORK this evening. Our next math formative will be NEXT TUESDAY.
After math, the children enjoyed lunch and outdoor recess.
When they returned to class, we began our literacy block. First I reviewed what we are working on which included identifying the theme in literature, using evidence from the text, and gathering information to write an informative piece about Clarksburg, Maryland.
Then we played a quick game of Kahoot to review the concept of theme.
After that, we discussed the themes of greed and generosity. Then I began reading the Junior Great Books story, Prot and Krot, out loud. I modeled the comprehension skill of stop and retell as I read. I stopped at the end of each page and paraphrased the events on it. If I Couldn't remember, I modeled going back and rereading the portion I had forgotten.
We began this before going to art and then finished it when the children returned. Believe it or not, we didn't complete the story until 3:00...it was a lloooonnnnngggggg story!!!
So, we discussed examples of generosity and greed from the story and then I reviewed the student's reading homework for tonight.
ALL reading groups are to review Prot and Krot (skim and scan the text), and identify 2 examples of greed and 2 examples of generosity. They will add these, with the page number from the text, to the greed and generosity chart in GC  Reading.
Tuesday, December 6, 2016
Terrific Tuesday
This morning, before the announcements, the children practiced their keyboarding skills using Typing Club. After the announcements we had a quick class meeting about responsibility, completing classwork on time, and homework.
After our chat, we began our social studies lesson. Today was the third, and final, day the children had to complete their land use maps. Originally, they had color coded the map to include 5 different zones. Today they were instructed to add details to each zone.
As they worked I met with a reading group.
Pink: We practiced reading words ending in a y. Then we reviewed their homework from last night and used it to write a summary of chapter 4. After that, we previewed chapter 5. For HOMEWORK the students needs to read chapter 5 and write one sentence, telling the most important event/idea, at the end of each page.
Next we switched for math and took a Go Noodle brain break. Then we did an Eliminate One math warm up and reviewed last night's math homework.
After that, we reviewed and posted, on the classroom walls, 2 resources to help the students convert metric units. Then we began our rotations.
During the small group instruction we continued converting metric units but today we used a two column table to do so. During math with a partner, the students engaged in math discourse, with the help of Mrs. Byrne, to continue converting metric units. Finally, during the technology rotation, the students watched a Khan Academy lesson and completed a practice activity to convert metric units.
There is a worksheet, posted on GC  Holman's Homework, for students to complete this evening.
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. We reviewed the research organizer that they began with Mrs. Allaire yesterday. Then I modeled writing a poem about Kickboxing, including some of my similes and metaphors that I had written yesterday.
While I met with more reading groups, the students worked on completing their research organizer for the inquiry project and wrote a poem using similes and metaphors.
Blue: We met and the students expressed that they are struggling to remember what they are reading. So, we went back through chapter 2, read each page, visualizing along the way. Then we wrote one sentence at the bottom of each page stating the main idea/event.
Orange: We began group with a discussion that led to students admitting that when they read, they often struggle to remember, or understand, what happened in the text. We shared some of the strategies they currently use. Then I modeled how to stop after reading a paragraph or two, visualize what they read, and then at the end of each page, write one sentence about the main idea or event. I modeled doing this for two pages and then the children practiced with a third. For HOMEWORK the students need to read pages 2532 and write one sentence, at the end of each page, paraphrasing the most important event/idea.
Green: We retold and discussed chapters 4 and 5. For HOMEWORK the students need to read chapters 6 anad 7, marking places that confuse (?), surprise (!), and that they like :).
After our chat, we began our social studies lesson. Today was the third, and final, day the children had to complete their land use maps. Originally, they had color coded the map to include 5 different zones. Today they were instructed to add details to each zone.
As they worked I met with a reading group.
Pink: We practiced reading words ending in a y. Then we reviewed their homework from last night and used it to write a summary of chapter 4. After that, we previewed chapter 5. For HOMEWORK the students needs to read chapter 5 and write one sentence, telling the most important event/idea, at the end of each page.
Next we switched for math and took a Go Noodle brain break. Then we did an Eliminate One math warm up and reviewed last night's math homework.
After that, we reviewed and posted, on the classroom walls, 2 resources to help the students convert metric units. Then we began our rotations.
During the small group instruction we continued converting metric units but today we used a two column table to do so. During math with a partner, the students engaged in math discourse, with the help of Mrs. Byrne, to continue converting metric units. Finally, during the technology rotation, the students watched a Khan Academy lesson and completed a practice activity to convert metric units.
There is a worksheet, posted on GC  Holman's Homework, for students to complete this evening.
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. We reviewed the research organizer that they began with Mrs. Allaire yesterday. Then I modeled writing a poem about Kickboxing, including some of my similes and metaphors that I had written yesterday.
While I met with more reading groups, the students worked on completing their research organizer for the inquiry project and wrote a poem using similes and metaphors.
Blue: We met and the students expressed that they are struggling to remember what they are reading. So, we went back through chapter 2, read each page, visualizing along the way. Then we wrote one sentence at the bottom of each page stating the main idea/event.
Orange: We began group with a discussion that led to students admitting that when they read, they often struggle to remember, or understand, what happened in the text. We shared some of the strategies they currently use. Then I modeled how to stop after reading a paragraph or two, visualize what they read, and then at the end of each page, write one sentence about the main idea or event. I modeled doing this for two pages and then the children practiced with a third. For HOMEWORK the students need to read pages 2532 and write one sentence, at the end of each page, paraphrasing the most important event/idea.
Green: We retold and discussed chapters 4 and 5. For HOMEWORK the students need to read chapters 6 anad 7, marking places that confuse (?), surprise (!), and that they like :).
Monday, December 5, 2016
Marvelous Monday
This morning, prior to the announcements, the students shared what they did this weekend, in Google Classroom  Class Meeting, and then read the December issue of the school News paper. Then, after the announcements, we began our social studies lesson.
We began by reviewing the various land use zones. Then the children continued working on their community maps by identifying area for each zone and then adding details to show exactly what would be in their community.
While the students worked, I met with a reading group.
Pink: We reviewed words with the ook pattern. Then we retold chapters 1, 2, and 3. Next we previewed chapter 4 and went over some tricky words. For HOMEWORK the students need to read chapter 4, stopping at the bottom of each page and writing, in their own words, the most important idea/event, from that page, on a sticky note. We did page 23 together, in class.
Next, we switched for math and took a Go Noodle brain break.
We began math with an error analysis warm up. Then we began our rotations.
During the small group we learned about converting metric lengths using place value. During math with a partner some groups reviewed converting metric lengths and others continued calculating the area and perimeter of rooms in their Dream House. Finally, during the technology rotation, the children watched two Learn Zillion lessons about recognizing and converting metric units, and took notes in their math journals. Those who finished early used Xtra Math to work on their basic fact fluency.
There are practice problems, linked in Google Classroom  Holman's Homework, for homework.
After math, the students enjoyed lunch and outdoor recess.
When they returned to class, we began our literacy block. We had a lost of loose ends to tie u from last week. So, that is where we began.
First we reviewed prepositions and prepositional phrases. Then we reviewed the three sample responses for the theme of, "The Race", and discussed what score we would give each. using the criteria for success we developed on Friday.
Next, we reviewed similes and metaphors as tools writers (or poets) use to compare 2 seemingly unrelated things. After that, we identified and discussed examples of similes and metaphors in the poem, "Cat in Moonlight". Finally, I modeled how to use a graphic organizer to plan a poem using similes and metaphors. Then we were treated to a visitor...
Mrs. Allaire came by to introduce our next inquiry project. This marking period the students will write an informative piece about Clarksburg and then recommend a business that they feel will be successful, based on their research.
Today, Mrs. Allaire shared many of the businesses in Clarksburg and discussed what people would need to know when deciding upon a new business venture. Then she led the class through an exercise which demonstrated, and had the children practice , locating they needed, using various sites, for their research.
Blue: We tried to identify and discuss the 3 most important events, in chapter 2, that they had marked with sticky notes. Some students didn't do the assignment, and others didn't remember what they read. So, I reassigned chapter 2 for HOMEWORK tonight.
Orange  We attempted to discuss chapters 4 and 5 but the children either didn't do their reading or forgot what they had read. So, for HOMEWORK, the students need to reread chapter 5 and complete a vocabulary entry for ONE new word, and write a brief summary of chapter 5, on a Google Slide presentation in GC  reading.
Green  I met with the group for about 90 seconds...for HOMEWORK, the students need to reread chapters 4 and 5 and complete a vocabulary entry for ONE new word, and write a brief summary of chapters 4 and 5, on a Google Slide presentation in GC  reading.
We began by reviewing the various land use zones. Then the children continued working on their community maps by identifying area for each zone and then adding details to show exactly what would be in their community.
While the students worked, I met with a reading group.
Pink: We reviewed words with the ook pattern. Then we retold chapters 1, 2, and 3. Next we previewed chapter 4 and went over some tricky words. For HOMEWORK the students need to read chapter 4, stopping at the bottom of each page and writing, in their own words, the most important idea/event, from that page, on a sticky note. We did page 23 together, in class.
Next, we switched for math and took a Go Noodle brain break.
We began math with an error analysis warm up. Then we began our rotations.
During the small group we learned about converting metric lengths using place value. During math with a partner some groups reviewed converting metric lengths and others continued calculating the area and perimeter of rooms in their Dream House. Finally, during the technology rotation, the children watched two Learn Zillion lessons about recognizing and converting metric units, and took notes in their math journals. Those who finished early used Xtra Math to work on their basic fact fluency.
There are practice problems, linked in Google Classroom  Holman's Homework, for homework.
After math, the students enjoyed lunch and outdoor recess.
When they returned to class, we began our literacy block. We had a lost of loose ends to tie u from last week. So, that is where we began.
First we reviewed prepositions and prepositional phrases. Then we reviewed the three sample responses for the theme of, "The Race", and discussed what score we would give each. using the criteria for success we developed on Friday.
Next, we reviewed similes and metaphors as tools writers (or poets) use to compare 2 seemingly unrelated things. After that, we identified and discussed examples of similes and metaphors in the poem, "Cat in Moonlight". Finally, I modeled how to use a graphic organizer to plan a poem using similes and metaphors. Then we were treated to a visitor...
Mrs. Allaire came by to introduce our next inquiry project. This marking period the students will write an informative piece about Clarksburg and then recommend a business that they feel will be successful, based on their research.
Today, Mrs. Allaire shared many of the businesses in Clarksburg and discussed what people would need to know when deciding upon a new business venture. Then she led the class through an exercise which demonstrated, and had the children practice , locating they needed, using various sites, for their research.
Blue: We tried to identify and discuss the 3 most important events, in chapter 2, that they had marked with sticky notes. Some students didn't do the assignment, and others didn't remember what they read. So, I reassigned chapter 2 for HOMEWORK tonight.
Orange  We attempted to discuss chapters 4 and 5 but the children either didn't do their reading or forgot what they had read. So, for HOMEWORK, the students need to reread chapter 5 and complete a vocabulary entry for ONE new word, and write a brief summary of chapter 5, on a Google Slide presentation in GC  reading.
Green  I met with the group for about 90 seconds...for HOMEWORK, the students need to reread chapters 4 and 5 and complete a vocabulary entry for ONE new word, and write a brief summary of chapters 4 and 5, on a Google Slide presentation in GC  reading.
Friday, December 2, 2016
Fabulous Friday
This morning, before going to music, the children had time to complete any unfinished work from this past week. When they returned to class, after music, we watched the morning announcements. Next we reviewed yesterday's puzzles.
After that we switched for math and took a Go Noodle brain break. Then we completed a number puzzle, looking at the relationship between numbers, to warm up our math brain, and reviewed last night's math homework to prepare for our formative. After the students completed the formative, we reviewed each problem. These have been graded and returned to students.
After math, the students enjoyed lunch and outdoor recess.
When they returned to class we began our literacy block.
First we reviewed prepositions and prepositional phrases. Then we created a scoring guide, together, for writing about the theme of a poem, using specific evidence from the text. Next, we discussed the importance of being able to identify a response that meets the criteria for success, and how being able to do so will help improve their own writing.
While I met with some students to complete my November informal reading testing, and then worked with a reading group, the children worked independently. First, they completed their work with prepositions and prepositional phrases, using the resources in Google Classroom. Then they wrote a short poem, using prepositions. After that, they completed an exit card to show their understanding of prepositions. Then, they used the criteria for success that we created as a group to "grade" 3 actual students writing samples.
Pink: We began by reviewing the ook spelling pattern. Then we did a word chain to practice hearing and writing the vowel sounds. Next, we retold chapter 3, using their beginning, middle, and end sticky notes. Then we wrote a summary of the chapter in their journals. Because of our instrumental music schedule and the reading assessments, I was unable to meet with the other groups.
We ended the day with our weekly class meeting. First we shared our favorite part of the Thanksgiving weekend. Then we exchanged thank yous and compliments. Finally, we watched the final segment of the Class Dojo, Growth Mindset series. After watching we discussed how why it is important to challenge ourselves and how we feel when we face challenges. We identified how Mojo has grown over the series. Finally, we remembered that smart is something we get and that our brain is a muscle that heeds to be exercised!
After that we switched for math and took a Go Noodle brain break. Then we completed a number puzzle, looking at the relationship between numbers, to warm up our math brain, and reviewed last night's math homework to prepare for our formative. After the students completed the formative, we reviewed each problem. These have been graded and returned to students.
After math, the students enjoyed lunch and outdoor recess.
When they returned to class we began our literacy block.
First we reviewed prepositions and prepositional phrases. Then we created a scoring guide, together, for writing about the theme of a poem, using specific evidence from the text. Next, we discussed the importance of being able to identify a response that meets the criteria for success, and how being able to do so will help improve their own writing.
While I met with some students to complete my November informal reading testing, and then worked with a reading group, the children worked independently. First, they completed their work with prepositions and prepositional phrases, using the resources in Google Classroom. Then they wrote a short poem, using prepositions. After that, they completed an exit card to show their understanding of prepositions. Then, they used the criteria for success that we created as a group to "grade" 3 actual students writing samples.
Pink: We began by reviewing the ook spelling pattern. Then we did a word chain to practice hearing and writing the vowel sounds. Next, we retold chapter 3, using their beginning, middle, and end sticky notes. Then we wrote a summary of the chapter in their journals. Because of our instrumental music schedule and the reading assessments, I was unable to meet with the other groups.
We ended the day with our weekly class meeting. First we shared our favorite part of the Thanksgiving weekend. Then we exchanged thank yous and compliments. Finally, we watched the final segment of the Class Dojo, Growth Mindset series. After watching we discussed how why it is important to challenge ourselves and how we feel when we face challenges. We identified how Mojo has grown over the series. Finally, we remembered that smart is something we get and that our brain is a muscle that heeds to be exercised!
Thursday, December 1, 2016
Thriving Thursday
This morning the students worked on a language arts review warm up. After the announcements we went over the correct answers and the children were expected to correct any mistakes. Then we began our social studies lesson.
After reviewing the various zoning areas for land use, the students began mapping out a community which included residential, commercial, institutional, industrial, and open space areas.
Then we switched for math and took a Go Noodle brain break.
Next we did an error analysis warm up and reviewed last night's homework.
After that, we began our rotations. During the small group instruction we applied the area and perimeter formulas to solve word problems. During math with a partner, the students continued using formulas to calculate the area and perimeter of each room. Finally, during the technology rotation, the students worked with the formulas to identify the area and perimeter of rectangles online.
We will have a formative tomorrow covering applying the formulas for the area and perimeter of rectangles. There is a word problem, on Google Classroom  Holman's Homework, to solve for homework tonight.
After math, the students enjoyed lunch and outdoor recess.
When they returned to class, we began our literacy block. We began by reading the poem, "Mother to Son", by Langston Hughes and discussing the theme. Then I modeled how to write about the theme, naming and explaining support from the text to prove my thinking.
After that, the children worked independently . Some students worked on their character sketch for MR. Falker and their illustrations for our class book of historical fiction stories. These are way past due! The rest of the class read the poem, "The Race", and wrote about the theme, naming and explaining support from the text to prove their thinking. After that, the students used multiple resources, linked in Google Classroom  Writing,
While the students worked, I met with individuals to work on my November (oops!) informal reading assessments. Then I met with guided reading groups.
Pink: We reviewed the students beginning, middle, and end notes from last night's homework, and the somebodywanted butso strategy to write a summary of chapter 2. After that we did some word work with the ook spelling pattern. Then we previewed chapter 3 and identified tricky words and vocabulary. For HOMEWORK the children need to read chapter 3 and identify the beginning, middle and end on a sticky note.
Blue: First, the students shared the markings they made as they read last night. These were the ideas that surprised, confused, or that made them smile. After that we previewed chapter 2. For HOMEWORK the students needs to read chapter 2 and marl the 3 most important parts (beginning, middle, end) using sticky notes.
Orange: We attempted to share character traits for Nick and the evidence the students marked in their books, but this was a challenge. So, I modeled how to choose a trait and identify specific text to support their thinking. For HOMEWORK the children need to read chapters 4 and 5, choose a character trait for Nick (it can be the same one from last night or a revised one) and mark two places in the text that support their thinking.
Green: We started to discuss chapters 25 and share places the children marked in the book but we ran out of time. :( For HOMEWORK they need to reread chapters 25 and write a title for 2 chapters. Boys should write a title for chapters 2 & 4, and girls should write a title for chapters 3 & 5.
After reviewing the various zoning areas for land use, the students began mapping out a community which included residential, commercial, institutional, industrial, and open space areas.
Then we switched for math and took a Go Noodle brain break.
Next we did an error analysis warm up and reviewed last night's homework.
After that, we began our rotations. During the small group instruction we applied the area and perimeter formulas to solve word problems. During math with a partner, the students continued using formulas to calculate the area and perimeter of each room. Finally, during the technology rotation, the students worked with the formulas to identify the area and perimeter of rectangles online.
We will have a formative tomorrow covering applying the formulas for the area and perimeter of rectangles. There is a word problem, on Google Classroom  Holman's Homework, to solve for homework tonight.
After math, the students enjoyed lunch and outdoor recess.
When they returned to class, we began our literacy block. We began by reading the poem, "Mother to Son", by Langston Hughes and discussing the theme. Then I modeled how to write about the theme, naming and explaining support from the text to prove my thinking.
After that, the children worked independently . Some students worked on their character sketch for MR. Falker and their illustrations for our class book of historical fiction stories. These are way past due! The rest of the class read the poem, "The Race", and wrote about the theme, naming and explaining support from the text to prove their thinking. After that, the students used multiple resources, linked in Google Classroom  Writing,
While the students worked, I met with individuals to work on my November (oops!) informal reading assessments. Then I met with guided reading groups.
Pink: We reviewed the students beginning, middle, and end notes from last night's homework, and the somebodywanted butso strategy to write a summary of chapter 2. After that we did some word work with the ook spelling pattern. Then we previewed chapter 3 and identified tricky words and vocabulary. For HOMEWORK the children need to read chapter 3 and identify the beginning, middle and end on a sticky note.
Blue: First, the students shared the markings they made as they read last night. These were the ideas that surprised, confused, or that made them smile. After that we previewed chapter 2. For HOMEWORK the students needs to read chapter 2 and marl the 3 most important parts (beginning, middle, end) using sticky notes.
Orange: We attempted to share character traits for Nick and the evidence the students marked in their books, but this was a challenge. So, I modeled how to choose a trait and identify specific text to support their thinking. For HOMEWORK the children need to read chapters 4 and 5, choose a character trait for Nick (it can be the same one from last night or a revised one) and mark two places in the text that support their thinking.
Green: We started to discuss chapters 25 and share places the children marked in the book but we ran out of time. :( For HOMEWORK they need to reread chapters 25 and write a title for 2 chapters. Boys should write a title for chapters 2 & 4, and girls should write a title for chapters 3 & 5.
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