This morning the children worked on a Flocabulary lesson about Thanksgiving. Then, after the announcements, we began our first STEM activity of the year.
With the help of our grandparents, the students worked collaboratively, in groups of 3, to build a boat (the Mayflower) that could hold the most cargo (pennies) using just 1 straw, a piece of paper, and one piece of foil. The students were very excited and engaged, and the y learned a lot!
Next the students ate lunch, and many went out with their grandparents.
After lunch we cleaned up the mess from our STEM activity and worked on completing the research for the country we will write up in our expository piece.
We ended the day playing Kahoot. We played a few games related to the history of Thanksgiving. Then, we played a few Thanksgiving related math games, too.
Wishing each and every one of you, and your loved ones, a very happy Thanksgiving!!
Wednesday, November 22, 2017
Tuesday, November 21, 2017
Terrific Tuesday
This morning, the students practiced their keyboarding skills, since it is Typing Tuesday. Then, after the announcements, we were treated to a great presentation about protecting our hearing from our noisy planet. This was sponsored by NIH.
After that, we took a walk around the outside of our building to make maps of our school yard, indicating the natural and humanmade features that are present.
Next, we ate snack and began a shortened literacy block. Students had time to catch up on unfinished work. First, some students had to complete the vocabulary quiz from yesterday. Next, the children completed a paragraph., using RACER, to explain why it is important for our neighborhood to protect the Chesapeake Bay. Finally, they worked on researching the country which they will use to write their expository writing piece.
After our literacy block, we switched for math.
Math began with an eliminate it, fraction warm up. As we reviewed the warm up we got derailed (in a good way) by a mini lesson focusing on the difference between a mixed number and an improper fraction. After that, we reviewed last night's homework.
Then, due to time constraints, we continued with a whole group math lesson. First, we determined that fractions equal to onehalf will have a numerator that is half of its denominator. Then, we watched a quick video lesson explaining how to use onehalf as a benchmark fraction to help us compare fractions. Next, we solved some problems comparing fractions and took time to clearly explain our thinking.
Math homework is posted in Google Classroom.
After math, the students enjoyed outdoor recess and then lunch.
When they returned to the classroom, they had 20 more minutes to work on their science paragraph and their country research. Then the children packed up and went to art, where they ended their day with Mrs. Daniell.
After that, we took a walk around the outside of our building to make maps of our school yard, indicating the natural and humanmade features that are present.
Next, we ate snack and began a shortened literacy block. Students had time to catch up on unfinished work. First, some students had to complete the vocabulary quiz from yesterday. Next, the children completed a paragraph., using RACER, to explain why it is important for our neighborhood to protect the Chesapeake Bay. Finally, they worked on researching the country which they will use to write their expository writing piece.
After our literacy block, we switched for math.
Math began with an eliminate it, fraction warm up. As we reviewed the warm up we got derailed (in a good way) by a mini lesson focusing on the difference between a mixed number and an improper fraction. After that, we reviewed last night's homework.
Then, due to time constraints, we continued with a whole group math lesson. First, we determined that fractions equal to onehalf will have a numerator that is half of its denominator. Then, we watched a quick video lesson explaining how to use onehalf as a benchmark fraction to help us compare fractions. Next, we solved some problems comparing fractions and took time to clearly explain our thinking.
Math homework is posted in Google Classroom.
After math, the students enjoyed outdoor recess and then lunch.
When they returned to the classroom, they had 20 more minutes to work on their science paragraph and their country research. Then the children packed up and went to art, where they ended their day with Mrs. Daniell.
Monday, November 20, 2017
Marvelous Monday
This morning, after commenting about their weekend on the morning message, the students completed a vocabulary quiz covering the first 9 weeks of our word of the week program. After the announcements, we switched for math.
Math began with a mystery number warm up. Then, we began our rotations.
During the small group instruction, we began our study of fractions by generating fractions equal to onehalf, and using benchmarks to help estimate the placement of a fraction on a number line. During math with a partner, the students asked to have time to complete the Mystery Number activity from last week. During the technology portion, the students completed a session of Xtra math and then chose between the factor Soduko and an activity in the fraction Live Binder.
In between the second and third rotation, the students enjoyed lunch and outdoor recess.
Math homework is posted in GC.
After math, we began our literacy block. First we reviewed last week's puzzle and word of the week, essential. Then, we reviewed the "People" page in the research notebook. Students had a chance to begin researching the people of their country before going to PE.
When they returned from PE, we identified and discussed the structural elements of poetry and read a poem called, "Drop a Pebble in the Water". Then, we reviewed today's independent work assignments.
While I met with guided reading groups, the students completed the vocabulary quiz for the words of the weeks that we've done this far. After that, they wrote a paragraph, suing the RACER strategy, explaining why we need to protect the Chesapeake Bay, even though we live far from it. Finally, they worked on researching the people in the country they are going to use for our expository writing piece.
Green: We read and discussed the poem, "The Winter Olympics are Practically Here" and identified the elements of poetry including, line, stanza, and rhyming patterns. The students were told to read this poem out loud as part of their reading homework this evening.
Pink: We read and discussed the poem, "The Setter Sweater Store" and identified the elements of poetry including, line, stanza, and rhyming patterns. The students were told to read this poem out loud as part of their reading homework this evening.
Blue: We read and discussed the poem, "Wendy Wise" and identified the elements of poetry including, line, stanza, and rhyming patterns. The students were told to read this poem out loud as part of their reading homework this evening.
Math began with a mystery number warm up. Then, we began our rotations.
During the small group instruction, we began our study of fractions by generating fractions equal to onehalf, and using benchmarks to help estimate the placement of a fraction on a number line. During math with a partner, the students asked to have time to complete the Mystery Number activity from last week. During the technology portion, the students completed a session of Xtra math and then chose between the factor Soduko and an activity in the fraction Live Binder.
In between the second and third rotation, the students enjoyed lunch and outdoor recess.
Math homework is posted in GC.
After math, we began our literacy block. First we reviewed last week's puzzle and word of the week, essential. Then, we reviewed the "People" page in the research notebook. Students had a chance to begin researching the people of their country before going to PE.
When they returned from PE, we identified and discussed the structural elements of poetry and read a poem called, "Drop a Pebble in the Water". Then, we reviewed today's independent work assignments.
While I met with guided reading groups, the students completed the vocabulary quiz for the words of the weeks that we've done this far. After that, they wrote a paragraph, suing the RACER strategy, explaining why we need to protect the Chesapeake Bay, even though we live far from it. Finally, they worked on researching the people in the country they are going to use for our expository writing piece.
Green: We read and discussed the poem, "The Winter Olympics are Practically Here" and identified the elements of poetry including, line, stanza, and rhyming patterns. The students were told to read this poem out loud as part of their reading homework this evening.
Pink: We read and discussed the poem, "The Setter Sweater Store" and identified the elements of poetry including, line, stanza, and rhyming patterns. The students were told to read this poem out loud as part of their reading homework this evening.
Blue: We read and discussed the poem, "Wendy Wise" and identified the elements of poetry including, line, stanza, and rhyming patterns. The students were told to read this poem out loud as part of their reading homework this evening.
Friday, November 17, 2017
Fantastic Friday
This morning, the students completed the Friday section of the vocabulary sheet for our word of the week, essential. Then, they wrote what they are thankful for on a leaf that will be hung on our Wimsthankful Tree in the main hallway of the school. After watching the announcements, the students had time to catch up on their country research since we were in a shelter in pace. Once that was lifted, we switched for math.
We began math with a warm up that prepared us for our formative of prime and composite numbers. Then, we reviewed last night's homework. Next, we began our formative. Since it was almost lunch time, I begged the children, numerous times, to take their time and reassured them that they would get more time to complete it.
After lunch, the students in my math class had time to complete their formative. The rest of my homeroom, students continued researching their country's geography, history, and culture.
The math assessments have been scored and returned to the students. I was lenient on my grading of the final question because it was poorly worded.
Once everyone was finished, my homeroom took a vote choosing between our reading formative or the science formative. The majority selected to take the reading formative today. So, we will do the science one on Monday.
At the end of the day we had a class meeting. First, we shared what we are thankful for. Then, we exchanged thank yous and compliments. Next, we discussed the useage of the bean bags, which has improved.
Finally, we played some Kahoot games as our whole class Dojo reward.
We began math with a warm up that prepared us for our formative of prime and composite numbers. Then, we reviewed last night's homework. Next, we began our formative. Since it was almost lunch time, I begged the children, numerous times, to take their time and reassured them that they would get more time to complete it.
After lunch, the students in my math class had time to complete their formative. The rest of my homeroom, students continued researching their country's geography, history, and culture.
The math assessments have been scored and returned to the students. I was lenient on my grading of the final question because it was poorly worded.
Once everyone was finished, my homeroom took a vote choosing between our reading formative or the science formative. The majority selected to take the reading formative today. So, we will do the science one on Monday.
At the end of the day we had a class meeting. First, we shared what we are thankful for. Then, we exchanged thank yous and compliments. Next, we discussed the useage of the bean bags, which has improved.
Finally, we played some Kahoot games as our whole class Dojo reward.
Thursday, November 16, 2017
Thrilling Thursday
This morning the students completed the Thursday section of the vocabulary sheet for our word of the week, essential. Then, they attempted to solve our weekly puzzles. After the announcements, we switched for math.
Math began with a "Tell Me About It" warm up. The students were given a set of data and had to identify true mathematical statements they could make using it. Then, we reviewed last night's homework. After that, we began our rotations.
During the small group instruction, we applied our understanding of factors and multiples to solve number puzzles. During math with a partner, the students worked together, engaging in math discourse, to use clues, involving factors and multiples, top identify mystery numbers. Finally, during the technology portion, the students completed a session of Xtra Math. Then, they worked on Soduko type puzzles, using factors as clues.
In between the second and third rotations, the students enjoyed lunch and outdoor recess.
Math homework tonight is the last 3 questions on the worksheet we used during the small group instruction. For those who forgot their paper in school, it is also posted in GC.
After math, we began our literacy block. I took time to model how to use the online resources to research the history/culture of Australia. After that, the children had time to work on researching the history and culture of their own country, before going to music.
When the children returned to class, they ate snack, while I did a minilesson introducing proverbs. I defined proverbs as brief, popular sayings expressing a wise thought. We identified and explained a few. Then I reviewed today's independent work.
While I met with guided reading groups, the children spent the majority of their time working on their research for their countries. They used online resources, available in Google Classroom  Writing, to complete the Geography and History/Culture pages.
I met with all three reading groups. We reviewed the definition of a proverb. Then, as a warm up, each student had 5 minutes to see how many common proverbs they could complete on a worksheet. After reviewing the 12 proverbs, we discussed a proverb from the play, "The Gifts of Wali Dad". Finally, we wrapped up by discussing the proverb, "Don't judge a book by its cover."
We ended the day with a science lesson. First, we reviewed the concept of a watershed. Then we watched a short video explaining the idea of a watershed and discussed new understandings. After that, the students used several online resources to discuss, with their table mates, why it is important for our neighborhood to take steps to protect the Chesapeake Bay.
Math began with a "Tell Me About It" warm up. The students were given a set of data and had to identify true mathematical statements they could make using it. Then, we reviewed last night's homework. After that, we began our rotations.
During the small group instruction, we applied our understanding of factors and multiples to solve number puzzles. During math with a partner, the students worked together, engaging in math discourse, to use clues, involving factors and multiples, top identify mystery numbers. Finally, during the technology portion, the students completed a session of Xtra Math. Then, they worked on Soduko type puzzles, using factors as clues.
In between the second and third rotations, the students enjoyed lunch and outdoor recess.
Math homework tonight is the last 3 questions on the worksheet we used during the small group instruction. For those who forgot their paper in school, it is also posted in GC.
After math, we began our literacy block. I took time to model how to use the online resources to research the history/culture of Australia. After that, the children had time to work on researching the history and culture of their own country, before going to music.
When the children returned to class, they ate snack, while I did a minilesson introducing proverbs. I defined proverbs as brief, popular sayings expressing a wise thought. We identified and explained a few. Then I reviewed today's independent work.
While I met with guided reading groups, the children spent the majority of their time working on their research for their countries. They used online resources, available in Google Classroom  Writing, to complete the Geography and History/Culture pages.
I met with all three reading groups. We reviewed the definition of a proverb. Then, as a warm up, each student had 5 minutes to see how many common proverbs they could complete on a worksheet. After reviewing the 12 proverbs, we discussed a proverb from the play, "The Gifts of Wali Dad". Finally, we wrapped up by discussing the proverb, "Don't judge a book by its cover."
We ended the day with a science lesson. First, we reviewed the concept of a watershed. Then we watched a short video explaining the idea of a watershed and discussed new understandings. After that, the students used several online resources to discuss, with their table mates, why it is important for our neighborhood to take steps to protect the Chesapeake Bay.
Wednesday, November 15, 2017
Wonderful Wednesday
This morning, the students completed the Wednesday portion of the vocabulary sheet for our word of the week, essential. Then, they played an online game focusing on the spelling of commonly misspelled words. After the announcements, we switched for math.
Math began with a factor pair warm up. After that, we reviewed last night's homework. Then, we began our rotations.
During the small group instruction we used our knowledge of factors and multiples to solve problems. The students also completed a graded exit card covering factors and multiples. During math with a partner, the children played an online factor game, engaging in math discourse. Finally, during the technology rotation, the children completed a session of Xtra Math. Then, they chose an online game from the Prime and Composite Live Binder.
In between the second and third rotations, the students enjoyed lunch and outdoor recess.
Math homework is posted in GC.
After math, we began our literacy block. First, we went through the research notebook, for our expository writing piece, page by page. Then, we briefly discussed that plays can be presented in written, oral, and performance forms. after that, I reviewed the children's independent work for today.
First, the students listened to an oral presentation of "Wali Dad". Then, they watched a visual performance of it. During this time, they responded to questions to help the compare and contrast the written, oral, and visual forms of the drama. After that, they researched the geography of the country they chose, using online resources. Finally, the students had time to review the parts of speech using the Flocabulary.com assignment from yesterday.
While they worked, I met with all 3 guided reading groups. In each group we did the same lesson.
First, we reviewed that a theme is the main message, that is inferred through the words and actions of the main characters, in fiction. Then we discussed possible themes of "Wali Dad". After that, we assigned parts and read through a new play, "Cinderella Outgrows the Glass Slipper". Then, we discussed possible themes of Cinderella. Finally, we compared the themes of Wali Dad and Cinderella.
After our literacy block, we took a quick Go Noodle brain break.
Then we watched an online presentation defining and describing watersheds. After that,m the students rewatched the video and completed a Frayer Model for watershed, defining it, and identifying characteristics, examples, and nonexamples.
Math began with a factor pair warm up. After that, we reviewed last night's homework. Then, we began our rotations.
During the small group instruction we used our knowledge of factors and multiples to solve problems. The students also completed a graded exit card covering factors and multiples. During math with a partner, the children played an online factor game, engaging in math discourse. Finally, during the technology rotation, the children completed a session of Xtra Math. Then, they chose an online game from the Prime and Composite Live Binder.
In between the second and third rotations, the students enjoyed lunch and outdoor recess.
Math homework is posted in GC.
After math, we began our literacy block. First, we went through the research notebook, for our expository writing piece, page by page. Then, we briefly discussed that plays can be presented in written, oral, and performance forms. after that, I reviewed the children's independent work for today.
First, the students listened to an oral presentation of "Wali Dad". Then, they watched a visual performance of it. During this time, they responded to questions to help the compare and contrast the written, oral, and visual forms of the drama. After that, they researched the geography of the country they chose, using online resources. Finally, the students had time to review the parts of speech using the Flocabulary.com assignment from yesterday.
While they worked, I met with all 3 guided reading groups. In each group we did the same lesson.
First, we reviewed that a theme is the main message, that is inferred through the words and actions of the main characters, in fiction. Then we discussed possible themes of "Wali Dad". After that, we assigned parts and read through a new play, "Cinderella Outgrows the Glass Slipper". Then, we discussed possible themes of Cinderella. Finally, we compared the themes of Wali Dad and Cinderella.
After our literacy block, we took a quick Go Noodle brain break.
Then we watched an online presentation defining and describing watersheds. After that,m the students rewatched the video and completed a Frayer Model for watershed, defining it, and identifying characteristics, examples, and nonexamples.
Tuesday, November 14, 2017
Terrific Tuesday
This morning the students completed the Tuesday portion of the vocabulary sheet for our word of the week, essential. Then, because it is Typing Tuesday, they practiced their keyboarding skills using Typing Club. After the announcements, we switched for math.
Math began with a number sense, logic warm up. After that, we reviewed last night's homework. Then, we began our rotations.
During the small group rotation, we reviewed the difference between a prime and composite number, and how to identify factor pairs. Then, we used a hundreds chart, and our knowledge of multiples, to identify the prime numbers, up to 100. During math with a partner, the students played the Factor Game to reinforce factor pairs and prime and composite numbers. Finally, during the technology rotation, the children completed a session of Xtra Math and then chose a prime and composite number online game to further reinforce this skill.
In between the second and third rotations, the children enjoyed lunch and outdoor recess.
Math homework is posted in GC.
After math,we began our literacy block. We started with our writing lesson.
First, we reviewed what we did in class yesterday. Then, I distributed a "Research Notebook" to each student. After that, they had 10 minutes to SILENTLY explore various web sites and list 46 countries about which they want to learn. Next, they continued exploration but were allowed to engage in discussion with peers. Finally, they chose their country to research.
Next, we focused on reading. We reviewed the elements of drama and I did an introduction to the play, "Wali Dad".
While I met with guided reading groups, the students worked independently on the following tasks. First, they watched a video explaining the characteristics of drama and completed a chart to capture the important ideas. After that, they completed the first two columns of a KWL chart, identifying what they KNOW and WANT to learn about the country they chose to research. After that, they began working their way through a Flocabulary lesson reviewing the parts of speech.
Green: We identified several play elements in the script of "Wali Dad". Then, we assigned roles and read through the play.
Pink and Blue: I met with both groups together. We identified several play elements in the script of "Wali Dad". Then, we assigned roles and read through the play.
After our literacy block, we took a quick Go Noodle brain break and then began a science lesson.
Today, in science, we learned about the ONOW project to help improve the conditions of the Chesapeake Bay.
The students ended their day in art, with Mrs. Daniell, while I attended our weekly team planning meeting.
Math began with a number sense, logic warm up. After that, we reviewed last night's homework. Then, we began our rotations.
During the small group rotation, we reviewed the difference between a prime and composite number, and how to identify factor pairs. Then, we used a hundreds chart, and our knowledge of multiples, to identify the prime numbers, up to 100. During math with a partner, the students played the Factor Game to reinforce factor pairs and prime and composite numbers. Finally, during the technology rotation, the children completed a session of Xtra Math and then chose a prime and composite number online game to further reinforce this skill.
In between the second and third rotations, the children enjoyed lunch and outdoor recess.
Math homework is posted in GC.
After math,we began our literacy block. We started with our writing lesson.
First, we reviewed what we did in class yesterday. Then, I distributed a "Research Notebook" to each student. After that, they had 10 minutes to SILENTLY explore various web sites and list 46 countries about which they want to learn. Next, they continued exploration but were allowed to engage in discussion with peers. Finally, they chose their country to research.
Next, we focused on reading. We reviewed the elements of drama and I did an introduction to the play, "Wali Dad".
While I met with guided reading groups, the students worked independently on the following tasks. First, they watched a video explaining the characteristics of drama and completed a chart to capture the important ideas. After that, they completed the first two columns of a KWL chart, identifying what they KNOW and WANT to learn about the country they chose to research. After that, they began working their way through a Flocabulary lesson reviewing the parts of speech.
Green: We identified several play elements in the script of "Wali Dad". Then, we assigned roles and read through the play.
Pink and Blue: I met with both groups together. We identified several play elements in the script of "Wali Dad". Then, we assigned roles and read through the play.
After our literacy block, we took a quick Go Noodle brain break and then began a science lesson.
Today, in science, we learned about the ONOW project to help improve the conditions of the Chesapeake Bay.
The students ended their day in art, with Mrs. Daniell, while I attended our weekly team planning meeting.
Monday, November 13, 2017
Marvelous Monday...Welcome to MP 2!
This morning, the students commented about their weekend on our morning message which was posted in GC  Homeroom. Then, they completed the Monday section of the vocabulary sheet for our new word of the week, essential. After the announcements, we switched for math.
Math began with a logic problem involving numbers and operations. Then, we began our rotations. During the small group instruction we focused on identifying factor pairs for prime and composite numbers. During math with partner, the students engaged in math discourse as they determined which operations to use to make a set of numbers equal to an established answer. Finally, during the technology portion the students completed a session of Xtra Math, watched 2 Learn Zillion lessons about prime and composite numbers, and then used the Factorization web site to determine factor pairs using rectangular arrays.
We switched lunch with second grade, just for today, so our math block was not interrupted by lunch and recess.
Math homework is posted in GC.
After math, we began our literacy block. We started with our writing lesson. Since we are beginning a new unit, expository writing, the students chose new writing partners. After that, we reviewed what we know about nonfiction writing and shared what we know about Australia. Then, we read some pages from a nonfiction book about Australia and discussed what we learned. After that, we took a look at the books table of contents and discussed the difference between that and an index. Finally, using padlet.com, the students began to share what country they would like to learn about and why.
After writing, the students enjoyed lunch and outdoor recess. Then, they went to PE with Mr. Smith.
When they returned from PE, the students ate snack while we reviewed the Padlet identifying the countries they want to study. Then, the children wrote for 15 minutes, silently, either listing countries they want to research, questions they are wondering about a country, or anything else they chose.
After writing, the students completed an online, MCPS mandatory test, identifying and explaining the main idea, and key details from the nonfiction article they read in group last week. They were able to use the article, their graphic organizer, and the RACER strategy chart.
We ended the day by reviewing the structural elements of a drama, or play, and watching a Learn Zillion lesson about it.
Math began with a logic problem involving numbers and operations. Then, we began our rotations. During the small group instruction we focused on identifying factor pairs for prime and composite numbers. During math with partner, the students engaged in math discourse as they determined which operations to use to make a set of numbers equal to an established answer. Finally, during the technology portion the students completed a session of Xtra Math, watched 2 Learn Zillion lessons about prime and composite numbers, and then used the Factorization web site to determine factor pairs using rectangular arrays.
We switched lunch with second grade, just for today, so our math block was not interrupted by lunch and recess.
Math homework is posted in GC.
After math, we began our literacy block. We started with our writing lesson. Since we are beginning a new unit, expository writing, the students chose new writing partners. After that, we reviewed what we know about nonfiction writing and shared what we know about Australia. Then, we read some pages from a nonfiction book about Australia and discussed what we learned. After that, we took a look at the books table of contents and discussed the difference between that and an index. Finally, using padlet.com, the students began to share what country they would like to learn about and why.
After writing, the students enjoyed lunch and outdoor recess. Then, they went to PE with Mr. Smith.
When they returned from PE, the students ate snack while we reviewed the Padlet identifying the countries they want to study. Then, the children wrote for 15 minutes, silently, either listing countries they want to research, questions they are wondering about a country, or anything else they chose.
After writing, the students completed an online, MCPS mandatory test, identifying and explaining the main idea, and key details from the nonfiction article they read in group last week. They were able to use the article, their graphic organizer, and the RACER strategy chart.
We ended the day by reviewing the structural elements of a drama, or play, and watching a Learn Zillion lesson about it.
Friday, November 10, 2017
Fabulous Friday
Thank you to any veterans reading this blog!!
This morning the students completed the Friday portion of our vocabulary sheet for our word of the week, reduce. Then they chose which academic skill to practice, since it is Free Choice Friday.
After watching the announcements, we discussed Veteran's Day and watched a Flocabulary video about the holiday and reviewed some vocabulary.
Then, we went to our school's Veteran's Day flag raising ceremony.
When we returned to class, the students continued working through the Flocabulary lesson about Veteran's Day as we listened to patriotic music. It was a really nice morning!!
After eating lunch, we switched for math.
Math began with a number sense, logic word problem. Then the children completed a session of Xtra math and worked on converting measurements using the Live Binder posted in GC. We ended math playing a Kahoot focusing on mass and weight conversions.
After math, we began our literacy block. We started by reviewing the genre of drama and its elements by making an anchor chart. Then, we watched a short video clip describing it. After that, the students explored reader's theater scripts, looking for the elements of a drama, using 2 links posted in GC  Reading.
We ended the day by reviewing the weekly vocabulary words for weeks 8 and 9; propose and reduce. Then we discussed and posted various discussion starters that we will be using in class.
Have a great weekend!
This morning the students completed the Friday portion of our vocabulary sheet for our word of the week, reduce. Then they chose which academic skill to practice, since it is Free Choice Friday.
After watching the announcements, we discussed Veteran's Day and watched a Flocabulary video about the holiday and reviewed some vocabulary.
Then, we went to our school's Veteran's Day flag raising ceremony.
When we returned to class, the students continued working through the Flocabulary lesson about Veteran's Day as we listened to patriotic music. It was a really nice morning!!
After eating lunch, we switched for math.
Math began with a number sense, logic word problem. Then the children completed a session of Xtra math and worked on converting measurements using the Live Binder posted in GC. We ended math playing a Kahoot focusing on mass and weight conversions.
After math, we began our literacy block. We started by reviewing the genre of drama and its elements by making an anchor chart. Then, we watched a short video clip describing it. After that, the students explored reader's theater scripts, looking for the elements of a drama, using 2 links posted in GC  Reading.
We ended the day by reviewing the weekly vocabulary words for weeks 8 and 9; propose and reduce. Then we discussed and posted various discussion starters that we will be using in class.
Have a great weekend!
Thursday, November 9, 2017
Thrilling Thursday  End of MP 1
Today is not only an early release day but it also marks the end of the first marking period.
This morning, after unpacking and signing in, the students completed the Thursday portion of the vocabulary sheet for our word of the week, reduce. Then, they attempted to solve our weekly puzzles. After the announcements, we switched for math.
Math began with a multistep word problem involving different operations and some logic. After that, we reviewed last night's homework. Next, the students completed a quick formative covering the conversions of measurements involving mass and weight. These have been graded and returned to students.
Finally, the children completed a session of Xtra Math and we reviewed the answers to the formative.
Next, the students ate lunch.
When we returned to class we began our literacy block.
Students had one final opportunity to complete their persuasive essay, the engineering design process activity, and the Native American brochure. During this time I met with all three guided reading groups.
During our group time we read a nonfiction piece about thunderstorms. Then, I modeled how to complete a graphic organizer identifying the main idea and three supporting details. After that, I modeled how to use the organizer and the RACER strategy to draft a paragraph explaining the main idea and key details.
We ended the day playing a Kahoot to reinforce our understanding of ecosystems.
This morning, after unpacking and signing in, the students completed the Thursday portion of the vocabulary sheet for our word of the week, reduce. Then, they attempted to solve our weekly puzzles. After the announcements, we switched for math.
Math began with a multistep word problem involving different operations and some logic. After that, we reviewed last night's homework. Next, the students completed a quick formative covering the conversions of measurements involving mass and weight. These have been graded and returned to students.
Finally, the children completed a session of Xtra Math and we reviewed the answers to the formative.
Next, the students ate lunch.
When we returned to class we began our literacy block.
Students had one final opportunity to complete their persuasive essay, the engineering design process activity, and the Native American brochure. During this time I met with all three guided reading groups.
During our group time we read a nonfiction piece about thunderstorms. Then, I modeled how to complete a graphic organizer identifying the main idea and three supporting details. After that, I modeled how to use the organizer and the RACER strategy to draft a paragraph explaining the main idea and key details.
We ended the day playing a Kahoot to reinforce our understanding of ecosystems.
Wednesday, November 8, 2017
Wonderful Wednesday
This morning the students completed the Wednesday portion of the vocabulary sheet for our word of the week, reduce. Then, they practiced editing sentences using a website. After the announcements, we switched for math.
During math we had extra students. Therefore, we stuck to whole group math today. First, we completed a "Find the Error" math warm up. Then we reviewed last night's homework. After that, we began our lesson today which focused on solving word problems involving weight.
We began by watching 2 short videos top reinforce that 16 oz is equal to 1 lb, and 2,000 lbs is equal to 1 ton. After that, the students practiced converting oz to pounds, pounds to tons, and vice versa, by completing a chart. Next, we solved word problems involving the conversion of weight.
Before going to lunch and outdoor recess, we played a Kahoot focusing on converting ounces to pounds, pounds to tons, the reverse of each.
When they returned to class, we took an elapsed time formative and, those who finished early, completed a session of Xtra Math.
After math, we began our literacy block.
Today all students reread their informative article from Monday's guided reading group. Then they used a graphic organizer to identify 3 key details and the main idea which they support. After that, the students had time to complete any and all unfinished work. This included; the persuasive writing essay, the Engineering Design Process activity, the science vocabulary formative, and their Native American brochure.
During the literacy block I met with individual students to provide support with the assignments listed above.
Next, Ms. Snyder visited us to do a lesson about personal body safety.
We ended the day by reviewing the Engineering Design Process using Kahoot. Then we discussed how to redesign our ecocolumns to improve them.
During math we had extra students. Therefore, we stuck to whole group math today. First, we completed a "Find the Error" math warm up. Then we reviewed last night's homework. After that, we began our lesson today which focused on solving word problems involving weight.
We began by watching 2 short videos top reinforce that 16 oz is equal to 1 lb, and 2,000 lbs is equal to 1 ton. After that, the students practiced converting oz to pounds, pounds to tons, and vice versa, by completing a chart. Next, we solved word problems involving the conversion of weight.
Before going to lunch and outdoor recess, we played a Kahoot focusing on converting ounces to pounds, pounds to tons, the reverse of each.
When they returned to class, we took an elapsed time formative and, those who finished early, completed a session of Xtra Math.
After math, we began our literacy block.
Today all students reread their informative article from Monday's guided reading group. Then they used a graphic organizer to identify 3 key details and the main idea which they support. After that, the students had time to complete any and all unfinished work. This included; the persuasive writing essay, the Engineering Design Process activity, the science vocabulary formative, and their Native American brochure.
During the literacy block I met with individual students to provide support with the assignments listed above.
Next, Ms. Snyder visited us to do a lesson about personal body safety.
We ended the day by reviewing the Engineering Design Process using Kahoot. Then we discussed how to redesign our ecocolumns to improve them.
Tuesday, November 7, 2017
Terrific Tuesday
This morning the students completed the Tuesday section of the vocabulary sheet for our word of the week, reduce. Then, they practiced their keyboarding skills using Typing Club. After the announcements, we switched for math.
Math began with a measurement Eliminate One warm up. Then, we reviewed last night's homework. After that, the students completed a graded, 2 problem Exit Card for the skill of interpreting remainders. These have been graded and returned to students. Look for them in home folders this evening.
After returning the Exit Cards, we reviewed the 2 problems and then began math rotations.
During the small group instruction we solved problems involving mass. The focus was converting grams to kilograms and vice versa. During math with a partner, the students got to choose between playing the elapsed time Toss and Talk, the Squares game from last week, or Multiplication War. During the technology portion, the students completed a session of Xtra Math, watched a Brain Pop lesson about measuring mass, and then practiced calculating elapsed time using links in the Live Binder.
In between the second and third rotations, the students enjoyed lunch and outdoor recess.
Math homework is posted in GC.
After math, we began our literacy block. First we reviewed a Story Works article about the Louisiana Flood of 2016 and watched a video to gain some background knowledge.
Next, we read about the Engineering Design Process and discussed it.
While I met with small groups the students worked independently on the following tasks. First, they read an article, about the Louisiana floods, called, "Our World Turned to Water." Then, they used some close reading questions to prepare for guided reading groups. After that, students completed the final version of their persuasive writing piece. Next, the students reread the passage about the engineering design process and completed some comprehension questions. Finally, the students worked on their Native American brochure.
I met with all three reading groups and discussed the article using the close discussion questions.
The children ended their day in art with Mrs. Daniell.
Math began with a measurement Eliminate One warm up. Then, we reviewed last night's homework. After that, the students completed a graded, 2 problem Exit Card for the skill of interpreting remainders. These have been graded and returned to students. Look for them in home folders this evening.
After returning the Exit Cards, we reviewed the 2 problems and then began math rotations.
During the small group instruction we solved problems involving mass. The focus was converting grams to kilograms and vice versa. During math with a partner, the students got to choose between playing the elapsed time Toss and Talk, the Squares game from last week, or Multiplication War. During the technology portion, the students completed a session of Xtra Math, watched a Brain Pop lesson about measuring mass, and then practiced calculating elapsed time using links in the Live Binder.
In between the second and third rotations, the students enjoyed lunch and outdoor recess.
Math homework is posted in GC.
After math, we began our literacy block. First we reviewed a Story Works article about the Louisiana Flood of 2016 and watched a video to gain some background knowledge.
Next, we read about the Engineering Design Process and discussed it.
While I met with small groups the students worked independently on the following tasks. First, they read an article, about the Louisiana floods, called, "Our World Turned to Water." Then, they used some close reading questions to prepare for guided reading groups. After that, students completed the final version of their persuasive writing piece. Next, the students reread the passage about the engineering design process and completed some comprehension questions. Finally, the students worked on their Native American brochure.
I met with all three reading groups and discussed the article using the close discussion questions.
The children ended their day in art with Mrs. Daniell.
Monday, November 6, 2017
Marvelous Monday
This morning, the students commented, on our morning message, about their weekend. Then they completed the Monday section for our new word of the week, reduce. After the announcements, we switched for math.
Math began with an elapsed time, multistep, word problem. After that, we began our rotations.
During the small group instruction, we practiced solving elapsed time word problems using a tchart or a number line. During math with a partner, the children played an elapsed time Toss n Talk game. Finally, during the technology portion, the students completed a session of Xtra math and watched a Learn Zillion lesson about solving elapsed time word problems. Those who finished early used the elapsed time Live Binder to get more practice.
In between the second and third rotations, the children enjoyed lunch and outdoor recess.
Math homework is posted in GC.
After math, we began our literacy block. First, we reviewed what we have learned about writing a persuasive essay. Them, several students shared their writing, using the Author's Chair. After each, we discussed what we learned from the essay, if we agreed or disagreed with the author's opinion, and if anyone had been persuaded to change their mind.
Next, the children went to PE with Mr. Smith.
When they returned to class, they ate snack while we had a main idea and supporting details mini lesson. Then, we went over today's independent work assignments.
First, each reading group received a nonfiction article to read, circling unknown words, and marking places that are surprising and/or confusing. Next, students had time to complete their persuasive essay. These are due by the end of the day today. After that, the children completed a science vocabulary formative. Finally, they continued working on their brochure explaining how different Native American tribes used their environment for food, clothing, and shelter.
Pink: We reviewed the article, "Seat Belts Mean Safety", discussing surprising and confusing parts. Then we identified the topic. Next, we tried to find key details supporting the main idea, seat belts are important. When students realized they couldn't, we were forced to reread and determine the key details in order to get a better handle on the main idea.
Green: We reviewed the article, "Get Up and Go!: Breakfast Boost", discussing unknown words, and surprising and confusing parts. Then we identified the topic. After that, we began identifying key details to help determine the main idea.
Blue: We reviewed the article, "What Lives in a Rain Forest?", discussing unknown words, and surprising and confusing parts. Then we identified the topic. After that, we began identifying key details to help determine the main idea.
Math began with an elapsed time, multistep, word problem. After that, we began our rotations.
During the small group instruction, we practiced solving elapsed time word problems using a tchart or a number line. During math with a partner, the children played an elapsed time Toss n Talk game. Finally, during the technology portion, the students completed a session of Xtra math and watched a Learn Zillion lesson about solving elapsed time word problems. Those who finished early used the elapsed time Live Binder to get more practice.
In between the second and third rotations, the children enjoyed lunch and outdoor recess.
Math homework is posted in GC.
After math, we began our literacy block. First, we reviewed what we have learned about writing a persuasive essay. Them, several students shared their writing, using the Author's Chair. After each, we discussed what we learned from the essay, if we agreed or disagreed with the author's opinion, and if anyone had been persuaded to change their mind.
Next, the children went to PE with Mr. Smith.
When they returned to class, they ate snack while we had a main idea and supporting details mini lesson. Then, we went over today's independent work assignments.
First, each reading group received a nonfiction article to read, circling unknown words, and marking places that are surprising and/or confusing. Next, students had time to complete their persuasive essay. These are due by the end of the day today. After that, the children completed a science vocabulary formative. Finally, they continued working on their brochure explaining how different Native American tribes used their environment for food, clothing, and shelter.
Pink: We reviewed the article, "Seat Belts Mean Safety", discussing surprising and confusing parts. Then we identified the topic. Next, we tried to find key details supporting the main idea, seat belts are important. When students realized they couldn't, we were forced to reread and determine the key details in order to get a better handle on the main idea.
Green: We reviewed the article, "Get Up and Go!: Breakfast Boost", discussing unknown words, and surprising and confusing parts. Then we identified the topic. After that, we began identifying key details to help determine the main idea.
Blue: We reviewed the article, "What Lives in a Rain Forest?", discussing unknown words, and surprising and confusing parts. Then we identified the topic. After that, we began identifying key details to help determine the main idea.
Friday, November 3, 2017
Fantastic Friday
This morning the students completed the Friday section of the vocabulary sheet for our word of the week, propose. Then, they chose which academic skill to practice, inc it is Free Choice Friday. After watching the announcements, we switched for math.
Math began with a warm up that relied on number sense and logic. Then, we reviewed last night's homework that focused on interpreting what the quotient and the remainder means. After that, we began our rotations.
During the small group instruction, we practiced using partial quotients to divide 4 digit numbers by a 1 digit number. We also solved a word problem using the same skill. During math with a partner, the students played a game of Squares, focusing on division with remainders. Finally, during the technology portion, the children completed a session of Xtra Math and then practiced division with remainders using the Live Binder.
Between the second and third rotations, the children enjoyed lunch and outdoor recess.
After recess, Mrs. Choudhary was with the class, since I had to leave early for a doctor's appointment.
After math, the students had their literacy block. During this time they worked on the final version of their persuasive essay. They also identified the main idea and supporting details for the section, "Just in Time", from the story, "Out of Shattered Land". Each group met with Mrs. Choudhary to review the text, the main idea and supporting details. After that, the students continued working on the brochure for the Native American Societies explaining how each used their environment to survive.
After the literacy block, the students had a science lesson. They watched, and discussed, 2 video focusing on food chains. Then they drew a diagram of a food chain and explained it in writing.
Math began with a warm up that relied on number sense and logic. Then, we reviewed last night's homework that focused on interpreting what the quotient and the remainder means. After that, we began our rotations.
During the small group instruction, we practiced using partial quotients to divide 4 digit numbers by a 1 digit number. We also solved a word problem using the same skill. During math with a partner, the students played a game of Squares, focusing on division with remainders. Finally, during the technology portion, the children completed a session of Xtra Math and then practiced division with remainders using the Live Binder.
Between the second and third rotations, the children enjoyed lunch and outdoor recess.
After recess, Mrs. Choudhary was with the class, since I had to leave early for a doctor's appointment.
After math, the students had their literacy block. During this time they worked on the final version of their persuasive essay. They also identified the main idea and supporting details for the section, "Just in Time", from the story, "Out of Shattered Land". Each group met with Mrs. Choudhary to review the text, the main idea and supporting details. After that, the students continued working on the brochure for the Native American Societies explaining how each used their environment to survive.
After the literacy block, the students had a science lesson. They watched, and discussed, 2 video focusing on food chains. Then they drew a diagram of a food chain and explained it in writing.
Thursday, November 2, 2017
Thrilling Thursday
This morning the students completed the Thursday portion of the vocabulary sheet for our word of the week, propose. Then, they tried to solve our weekly puzzles. After the announcements, we switched for math.
We began math with a warm up involving 2 division problems. The focus was interpreting what the remainders meant. Then, we began our rotations.
During the small group instruction, we practiced determining the number of digits in a quotient, estimating it, and then solving the problem. During math with a partner, the students played a dots board game that involved dividing 3 and 4digit numbers by a 1 digit number. Finally, during the technology rotation, the students completed a session of Xtra Math, and then practiced dividing with remainders, using the Live Binder.
In between the second and third rotations, the students enjoyed lunch and outdoor recess.
Math homework is posted in GC.
After math we began our literacy block. We started with a writing minilesson. Today we focused on the reasons for using paragraphs in our writing. Then we used a model paper to identify and indent paragraphs. During independent writing time today the children checked that they indented each paragraph, continued proofreading for spelling, grammar, capitalization, and punctuation. Then, students who were ready began working on their final version.
Next, the children went to music with Mrs. Graf.
When they returned to class, they ate snack while I reviewed today's independent work.
First, the students completed revising their persuasive writing pieces. Next, those who needed to, finished the cause and effect assignment from their reading of, "Out of Shattered Land." After that, every student rewrote a sentence used context clues, background knowledge, and dictionary.com. Finally, they had time to begin a new social studies project.
They will be using canva.com to create a brochure demonstrating their knowledge as to how the Sioux, Iroquois, and Navajo tribes used their environment for food, shelter, and clothing.
While they worked I met with guided reading groups.
Pink: Today we revisited "Out of Shattered Land," and practiced providing the key details, when a main idea was provided. We also used the key details that were given to us to determine the main idea.
Green: Today we revisited "Out of Shattered Land," and practiced providing the key details, when a main idea was provided. We also used the key details that were given to us to determine the main idea.
Blue: Today we revisited "Out of Shattered Land," and practiced providing the key details, when a main idea was provided. We also used the key details that were given to us to determine the main idea.
We began math with a warm up involving 2 division problems. The focus was interpreting what the remainders meant. Then, we began our rotations.
During the small group instruction, we practiced determining the number of digits in a quotient, estimating it, and then solving the problem. During math with a partner, the students played a dots board game that involved dividing 3 and 4digit numbers by a 1 digit number. Finally, during the technology rotation, the students completed a session of Xtra Math, and then practiced dividing with remainders, using the Live Binder.
In between the second and third rotations, the students enjoyed lunch and outdoor recess.
Math homework is posted in GC.
After math we began our literacy block. We started with a writing minilesson. Today we focused on the reasons for using paragraphs in our writing. Then we used a model paper to identify and indent paragraphs. During independent writing time today the children checked that they indented each paragraph, continued proofreading for spelling, grammar, capitalization, and punctuation. Then, students who were ready began working on their final version.
Next, the children went to music with Mrs. Graf.
When they returned to class, they ate snack while I reviewed today's independent work.
First, the students completed revising their persuasive writing pieces. Next, those who needed to, finished the cause and effect assignment from their reading of, "Out of Shattered Land." After that, every student rewrote a sentence used context clues, background knowledge, and dictionary.com. Finally, they had time to begin a new social studies project.
They will be using canva.com to create a brochure demonstrating their knowledge as to how the Sioux, Iroquois, and Navajo tribes used their environment for food, shelter, and clothing.
While they worked I met with guided reading groups.
Pink: Today we revisited "Out of Shattered Land," and practiced providing the key details, when a main idea was provided. We also used the key details that were given to us to determine the main idea.
Green: Today we revisited "Out of Shattered Land," and practiced providing the key details, when a main idea was provided. We also used the key details that were given to us to determine the main idea.
Blue: Today we revisited "Out of Shattered Land," and practiced providing the key details, when a main idea was provided. We also used the key details that were given to us to determine the main idea.
Wednesday, November 1, 2017
Wonderful Wednesday
This morning the students completed the Wednesday portion of the vocabulary sheet for our word of the week, propose. After that, they played an online game to practice recognizing the correct spelling of commonly misspelled words, since it is Word Wednesday. After the announcements, we switched for math.
We began math with 2 division word problems that required the students to interpret remainders. Then, the students took an MCPS mandated assessment, covering multiplication and division.
After enjoying lunch and outdoor recess, those students who didn't complete the EMAT had time to do so. The other students completed a session of Xtra Math and then used the Division with Remainders Live Binder to work on division skills.
After math, we began our literacy block. First, we had a minilesson with a focus on identifying and correcting runon sentences. We also reviewed proofreading for spelling, capitalization, and punctuation. Each students received a Word Bank booklet, to be stored in the writing section of the binder, to use for help with their spelling.
While I met with guided reading groups, the students worked on the following tasks. First, they met with their writing partners to proofread their persuasive pieces for runon sentences, spelling, punctuation, and capitalization. Next, they used context clues and dictionary.com to rewrite a sentence. After that, they worked through a Flocabulary lesson about Ecosystems, focusing on food webs.
Guided Reading Groups:
Green: We discussed the need to say something important in a main idea sentence. For example, and this is what I used in group, don't say the text is about why wolves howl, instead say that wolves howl to communicate. Next, we talked about using the title, heading, topic sentences, and concluding sentences to help identify the main idea of text. After that, the students wrote a main idea statement for "Out of Shattered Land". We shared each, discussed it, and I gave it a grade. Then, I wrote a main idea statement and they graded it. Finally, they rewrote my main idea statement to make it an "A".
Pink: We discussed the need to say something important in a main idea sentence. For example, and this is what I used in group, don't say the text is about why wolves howl, instead say that wolves howl to communicate. Next, we talked about using the title, heading, topic sentences, and concluding sentences to help identify the main idea of text. After that, the students wrote a main idea statement for "Out of Shattered Land". We shared each, discussed it, and I gave it a grade. Then, I wrote a main idea statement and they graded it. Finally, they rewrote my main idea statement to make it an "A".
Blue: We discussed the need to say something important in a main idea sentence. For example, and this is what I used in group, don't say the text is about why wolves howl, instead say that wolves howl to communicate. Next, we talked about using the title, heading, topic sentences, and concluding sentences to help identify the main idea of text. After that, the students wrote a main idea statement for "Out of Shattered Land". We shared each, discussed it, and I gave it a grade. Then, I wrote a main idea statement and they graded it. Finally, they rewrote my main idea statement to make it an "A".
After our literacy block we had a science whole group lesson. After reviewing important vocabulary, including, dependent, interdependent, independent, and matter, the students drew a diagram of their ecosystems (or what it should look like), labeling specific items and then drawing arrows showing relationships between two items.
We began math with 2 division word problems that required the students to interpret remainders. Then, the students took an MCPS mandated assessment, covering multiplication and division.
After enjoying lunch and outdoor recess, those students who didn't complete the EMAT had time to do so. The other students completed a session of Xtra Math and then used the Division with Remainders Live Binder to work on division skills.
After math, we began our literacy block. First, we had a minilesson with a focus on identifying and correcting runon sentences. We also reviewed proofreading for spelling, capitalization, and punctuation. Each students received a Word Bank booklet, to be stored in the writing section of the binder, to use for help with their spelling.
While I met with guided reading groups, the students worked on the following tasks. First, they met with their writing partners to proofread their persuasive pieces for runon sentences, spelling, punctuation, and capitalization. Next, they used context clues and dictionary.com to rewrite a sentence. After that, they worked through a Flocabulary lesson about Ecosystems, focusing on food webs.
Guided Reading Groups:
Green: We discussed the need to say something important in a main idea sentence. For example, and this is what I used in group, don't say the text is about why wolves howl, instead say that wolves howl to communicate. Next, we talked about using the title, heading, topic sentences, and concluding sentences to help identify the main idea of text. After that, the students wrote a main idea statement for "Out of Shattered Land". We shared each, discussed it, and I gave it a grade. Then, I wrote a main idea statement and they graded it. Finally, they rewrote my main idea statement to make it an "A".
Pink: We discussed the need to say something important in a main idea sentence. For example, and this is what I used in group, don't say the text is about why wolves howl, instead say that wolves howl to communicate. Next, we talked about using the title, heading, topic sentences, and concluding sentences to help identify the main idea of text. After that, the students wrote a main idea statement for "Out of Shattered Land". We shared each, discussed it, and I gave it a grade. Then, I wrote a main idea statement and they graded it. Finally, they rewrote my main idea statement to make it an "A".
Blue: We discussed the need to say something important in a main idea sentence. For example, and this is what I used in group, don't say the text is about why wolves howl, instead say that wolves howl to communicate. Next, we talked about using the title, heading, topic sentences, and concluding sentences to help identify the main idea of text. After that, the students wrote a main idea statement for "Out of Shattered Land". We shared each, discussed it, and I gave it a grade. Then, I wrote a main idea statement and they graded it. Finally, they rewrote my main idea statement to make it an "A".
After our literacy block we had a science whole group lesson. After reviewing important vocabulary, including, dependent, interdependent, independent, and matter, the students drew a diagram of their ecosystems (or what it should look like), labeling specific items and then drawing arrows showing relationships between two items.
Tuesday, October 31, 2017
Terrific Tuesday  Happy Halloween
This morning, the students completed the Tuesday portion of the vocabulary sheet for our word of the week, propose. Then, they practiced their keyboarding skills. While they worked, I continued the monthly reading testing with a few students. After the announcements, we switched for math.
We began math with 2 division word problems to warm up our math brains. After that, we reviewed last night's homework. Then, we took the week 7 formative covering division with remainders. These have been graded and returned to students. Please look for them in the math section this evening.
After enjoying lunch and recess, we reviewed today's formative. Then we did a quick, whole group math lesson, using multiplication to help solve 3 and 4digit division problems.
After math we began our literacy block. Today the students worked independently while I finished the October reading assessments with individuals.
First, the students reread the article, "Out of Shattered Land", and paraphrased specific details from the text, identifying the effects of the two brothers leaving Syria and coming to the US. After that, they had time to finish revising their persuasive pieces, using their partners feedback from yesterday. Then, they had ONE last day to finish their science paragraph explaining how two organisms rely on one another. Finally, they worked through a Flocabulary assignment about possessive nouns.
After our literacy block, we celebrated Halloween. First, we had a parade, and then, we had an awesome party.
The students ended their day in art with Mrs. Daniell.
NO HOMEWORK today!
We began math with 2 division word problems to warm up our math brains. After that, we reviewed last night's homework. Then, we took the week 7 formative covering division with remainders. These have been graded and returned to students. Please look for them in the math section this evening.
After enjoying lunch and recess, we reviewed today's formative. Then we did a quick, whole group math lesson, using multiplication to help solve 3 and 4digit division problems.
After math we began our literacy block. Today the students worked independently while I finished the October reading assessments with individuals.
First, the students reread the article, "Out of Shattered Land", and paraphrased specific details from the text, identifying the effects of the two brothers leaving Syria and coming to the US. After that, they had time to finish revising their persuasive pieces, using their partners feedback from yesterday. Then, they had ONE last day to finish their science paragraph explaining how two organisms rely on one another. Finally, they worked through a Flocabulary assignment about possessive nouns.
After our literacy block, we celebrated Halloween. First, we had a parade, and then, we had an awesome party.
The students ended their day in art with Mrs. Daniell.
NO HOMEWORK today!
Monday, October 30, 2017
Marvelous Monday
This morning, the students commented about their weekend on our morning message. Then they completed the Monday section of our vocabulary sheet for our new word of the week, propose. After the announcements, we switched for math.
Before beginning our rotations, we completed an operations based, vocabulary rich, math warm up.
During the small group instruction we used the relationship between multiplication and division to determine the unknown in a division problem. During math with a partner, the students chose between 2 board games, both focusing on interpreting remainders in a division problem. Finally, during the technology portion, the students completed a session of Xtra Math and then solved 3 and 4digit division problems with remainders.
Between the second and third rotation, the students enjoyed lunch and outdoor recess.
Math homework is posted on GC.
After math, we began our literacy block. We started with a writing lesson. Today we focused on peer conferencing to get feedback as to the clarity of the persuasive writing piece. Students met with their writing partner and focused on the author's opinion, 3 convincing reasons, and whether the essay makes sense.
After writing, the students went to PE with MR. Smith.
When they returned to class, they ate snack while we reviewed today's independent work assignments. First, all reading groups read an article about two brothers who escaped from Syria and started a new life in the United States. Since this was their first reading they circled unknown words and marked places they found surprising and/or confusing. After that, they made revisions to their persuasive pieces based upon the feedback given by their writing partner. Then, students had one last day to complete the science activity where they used RACER to explain how two organisms in their ecosystem benefited from each other. Finally, those who had time, worked their way through a Flocabulary lesson about possessive nouns.
As they worked, I continued my monthly reading assessments. Then I met with guided reading groups.
Pink: We discussed the text structure of cause and effect and identified the main idea as the brothers left Syria because it was too dangerous. After that, we reviewed unknown words and answered some literal comprehension questions. Finally, we began identifying causes that led to the brothers coming to the United States.
Green: We discussed the text structure of cause and effect and identified the main idea as the brothers left Syria because it was too dangerous. After that, we reviewed unknown words and answered some literal comprehension questions. Finally, we began identifying causes that led to the brothers coming to the United States.
Blue: We discussed the text structure of cause and effect and identified the main idea as the brothers left Syria because it was too dangerous. After that, we reviewed unknown words and answered some literal comprehension questions. Finally, we began identifying causes that led to the brothers coming to the United States.
Before beginning our rotations, we completed an operations based, vocabulary rich, math warm up.
During the small group instruction we used the relationship between multiplication and division to determine the unknown in a division problem. During math with a partner, the students chose between 2 board games, both focusing on interpreting remainders in a division problem. Finally, during the technology portion, the students completed a session of Xtra Math and then solved 3 and 4digit division problems with remainders.
Between the second and third rotation, the students enjoyed lunch and outdoor recess.
Math homework is posted on GC.
After math, we began our literacy block. We started with a writing lesson. Today we focused on peer conferencing to get feedback as to the clarity of the persuasive writing piece. Students met with their writing partner and focused on the author's opinion, 3 convincing reasons, and whether the essay makes sense.
After writing, the students went to PE with MR. Smith.
When they returned to class, they ate snack while we reviewed today's independent work assignments. First, all reading groups read an article about two brothers who escaped from Syria and started a new life in the United States. Since this was their first reading they circled unknown words and marked places they found surprising and/or confusing. After that, they made revisions to their persuasive pieces based upon the feedback given by their writing partner. Then, students had one last day to complete the science activity where they used RACER to explain how two organisms in their ecosystem benefited from each other. Finally, those who had time, worked their way through a Flocabulary lesson about possessive nouns.
As they worked, I continued my monthly reading assessments. Then I met with guided reading groups.
Pink: We discussed the text structure of cause and effect and identified the main idea as the brothers left Syria because it was too dangerous. After that, we reviewed unknown words and answered some literal comprehension questions. Finally, we began identifying causes that led to the brothers coming to the United States.
Green: We discussed the text structure of cause and effect and identified the main idea as the brothers left Syria because it was too dangerous. After that, we reviewed unknown words and answered some literal comprehension questions. Finally, we began identifying causes that led to the brothers coming to the United States.
Blue: We discussed the text structure of cause and effect and identified the main idea as the brothers left Syria because it was too dangerous. After that, we reviewed unknown words and answered some literal comprehension questions. Finally, we began identifying causes that led to the brothers coming to the United States.
Friday, October 27, 2017
Fabulous Friday
This morning, the students completed the Friday section of the vocabulary sheet for our word of the week, confirm. Then, they chose which academic skill to practice, since it is Free Choice Friday. After the video announcements, we switched for math.
Math began with an addition based puzzle for our math warm up. Then, we reviewed last night's homework. After that, we began our rotations.
During the small group rotation, we practiced using partial quotients to solve 4digit by 1digit division problems. Then we checked our quotients using multiplication. During math with a partner, the students played, "Remainders Race," a board game practicing mental math division of 2digit by 1digit numbers involving remainders. During the technology portion, the students completed a session of Xtra Math and then practiced partial quotients using this website.
Between the second and third rotations, the children enjoyed lunch and outdoor recess.
After math, we reviewed all of the vocabulary words of the week since the beginning of the year and then reviewed the answers to this week's puzzles.
Then, we began our literacy block. We started with a writing minilesson. With their writing partner, the students reread the concluding paragraphs of the model essays. Then they discussed what they noticed about each. Finally, as a class we recognized that the conclusions restated the opinion and their reasons but did not explain them.
Next, we reviewed the concept of cause and effect. We defined the cause as the "because" or the reason, and the effect as the result. We spent time identifying causes and effects for common, everyday examples.
Then, while I continued with the monthly oneonone reading assessments, the students worked independently. First, they COMPLETED their persuasive essay draft, focusing on the concluding paragraph. After that, they worked through a Flocabulary lesson on cause and effect. This included a video, flashcards, a reading passage, and finally, a quiz. Finally, they had one last day to explain how organisms in their ecosystem rely on one another.
We ended the day with a class meeting. First, we each shared what was on our minds. Then, we exchanged thank yous and compliments. After that, we discussed some challenges. One challenge was needing extra help with the curriculum. I recommended putting a sticky note on my desk or coming for help during morning work. Then, we revisited sharing the bean bags. This seems to be a hot topic! We decided that this week we would work on using kind words to remind people of the expectations. We ended the meeting by watching a video about being mindful.
Math began with an addition based puzzle for our math warm up. Then, we reviewed last night's homework. After that, we began our rotations.
During the small group rotation, we practiced using partial quotients to solve 4digit by 1digit division problems. Then we checked our quotients using multiplication. During math with a partner, the students played, "Remainders Race," a board game practicing mental math division of 2digit by 1digit numbers involving remainders. During the technology portion, the students completed a session of Xtra Math and then practiced partial quotients using this website.
Between the second and third rotations, the children enjoyed lunch and outdoor recess.
After math, we reviewed all of the vocabulary words of the week since the beginning of the year and then reviewed the answers to this week's puzzles.
Then, we began our literacy block. We started with a writing minilesson. With their writing partner, the students reread the concluding paragraphs of the model essays. Then they discussed what they noticed about each. Finally, as a class we recognized that the conclusions restated the opinion and their reasons but did not explain them.
Next, we reviewed the concept of cause and effect. We defined the cause as the "because" or the reason, and the effect as the result. We spent time identifying causes and effects for common, everyday examples.
Then, while I continued with the monthly oneonone reading assessments, the students worked independently. First, they COMPLETED their persuasive essay draft, focusing on the concluding paragraph. After that, they worked through a Flocabulary lesson on cause and effect. This included a video, flashcards, a reading passage, and finally, a quiz. Finally, they had one last day to explain how organisms in their ecosystem rely on one another.
We ended the day with a class meeting. First, we each shared what was on our minds. Then, we exchanged thank yous and compliments. After that, we discussed some challenges. One challenge was needing extra help with the curriculum. I recommended putting a sticky note on my desk or coming for help during morning work. Then, we revisited sharing the bean bags. This seems to be a hot topic! We decided that this week we would work on using kind words to remind people of the expectations. We ended the meeting by watching a video about being mindful.
Thursday, October 26, 2017
Thrilling Thursday
This morning the students completed the Thursday section of their vocabulary sheet for our word of the week, confirm. After that, they worked on solving our weekly puzzles. After the announcements, we switched for math.
Math began with a logic based addition puzzle for warm up. Then, we reviewed last night's homework using the partial quotients strategy. After that, we began our rotations.
During the small group instruction, we practiced solving 3digit by 1digit division problems using BOTH the partial quotients strategy and the area model that we used for multiplication. During math with a partner, the students played a Tic Tac Toe board game focusing on estimating quotients using compatible numbers. Finally, during the technology portion, the children completed an Xtra Math session and then used the Division Live Binder to practice their division skills.
In between the second and third rotation, the children enjoyed lunch and outdoor recess.
Math homework is posted in GC.
After math, we began our literacy block with a writing lesson. Today we focused on using transitional words and phrases to connect opinions and reasons. After watching a cute rap video on transitional words, we highlighted those used in the essay, "Insects are Amazing". Then, the students met with their partners to identify places, in their opinion piece, where they used transitional words or phrases, pr could add them.
Next, the children went to music with Mrs. Graf.
When they returned to class, we ate our snack and reviewed the independent work tasks for today. I made it clear that I wouldn't be available for support because I had to get some of the monthly testing done.
While I met with individual students the rest of the class worked on their opinion rough drafts. By tomorrow they need to have this completed. After that, they reread a nonfiction account of a bus ride from the north to the south during the 1950's. Then, they determined the correct meaning of the word face, as used in the article, and identified context clues they used. They also used the word, face, in a new sentence, with the meaning that was used in the paragraph. Finally, students worked to completed the science assignment explaining how two organisms, from our ecosystem, help one another.
Math began with a logic based addition puzzle for warm up. Then, we reviewed last night's homework using the partial quotients strategy. After that, we began our rotations.
During the small group instruction, we practiced solving 3digit by 1digit division problems using BOTH the partial quotients strategy and the area model that we used for multiplication. During math with a partner, the students played a Tic Tac Toe board game focusing on estimating quotients using compatible numbers. Finally, during the technology portion, the children completed an Xtra Math session and then used the Division Live Binder to practice their division skills.
In between the second and third rotation, the children enjoyed lunch and outdoor recess.
Math homework is posted in GC.
After math, we began our literacy block with a writing lesson. Today we focused on using transitional words and phrases to connect opinions and reasons. After watching a cute rap video on transitional words, we highlighted those used in the essay, "Insects are Amazing". Then, the students met with their partners to identify places, in their opinion piece, where they used transitional words or phrases, pr could add them.
Next, the children went to music with Mrs. Graf.
When they returned to class, we ate our snack and reviewed the independent work tasks for today. I made it clear that I wouldn't be available for support because I had to get some of the monthly testing done.
While I met with individual students the rest of the class worked on their opinion rough drafts. By tomorrow they need to have this completed. After that, they reread a nonfiction account of a bus ride from the north to the south during the 1950's. Then, they determined the correct meaning of the word face, as used in the article, and identified context clues they used. They also used the word, face, in a new sentence, with the meaning that was used in the paragraph. Finally, students worked to completed the science assignment explaining how two organisms, from our ecosystem, help one another.
Wednesday, October 25, 2017
Wonderful Wednesday  Fun Run Day!
This morning, the students completed the Wednesday portion of the vocabulary sheet for our word of the week, confirm. Then, the completed an online Mad Libs type activity, reinforcing knowledge of the parts of speech. After the announcements, we switched for math.
Math began with a mutistep word problem involving multiplication and division. Then we reviewed last night's homework, using grid paper and arrays to divide 2digit by 1digit numbers. Next, we did a whole group lesson covering the partial quotient strategy for division. After reviewing the process, students had time to practice using this web site. Finally, the children had time to complete a session of Xtra Math and then use the Division Live Binder to practice division fluency.
Math homework is posted on GC.
After math, the students enjoyed lunch and outdoor recess. Then, we had our Fun Run!!
It was a blast to see the students determined to meet their goal and their enthusiasm when they did.
When we returned to class, the students were hot and tired, so we ate snack and played a fun Kahoot, which they earned as one of their Fun Run rewards.
After the Kahoot, we finally began our literacy block. Today's reading lesson focused on context clues. After reviewing what a context clue is and how to use the text to understand the meaning of unknown words, we watched a short video, and did a practice example together.
Next, we began our writing lesson. Today we spent time identifying the structure of the middle paragraphs in the persuasive essays we have been reading in class. We used highlighters to color code the reason, the explanation, and the recap sentence.
Finally, the students had time to practice using context clues to define made up words. Then they completed a graphic organizer to cite their reasons and supporting facts for their own opinion essay. After that, they completed the science activity identifying how 2 organisms in their ecocolumns support one another.
At the end of the day, we reviewed the context clues activity as a class.
Math began with a mutistep word problem involving multiplication and division. Then we reviewed last night's homework, using grid paper and arrays to divide 2digit by 1digit numbers. Next, we did a whole group lesson covering the partial quotient strategy for division. After reviewing the process, students had time to practice using this web site. Finally, the children had time to complete a session of Xtra Math and then use the Division Live Binder to practice division fluency.
Math homework is posted on GC.
After math, the students enjoyed lunch and outdoor recess. Then, we had our Fun Run!!
It was a blast to see the students determined to meet their goal and their enthusiasm when they did.
When we returned to class, the students were hot and tired, so we ate snack and played a fun Kahoot, which they earned as one of their Fun Run rewards.
After the Kahoot, we finally began our literacy block. Today's reading lesson focused on context clues. After reviewing what a context clue is and how to use the text to understand the meaning of unknown words, we watched a short video, and did a practice example together.
Next, we began our writing lesson. Today we spent time identifying the structure of the middle paragraphs in the persuasive essays we have been reading in class. We used highlighters to color code the reason, the explanation, and the recap sentence.
Finally, the students had time to practice using context clues to define made up words. Then they completed a graphic organizer to cite their reasons and supporting facts for their own opinion essay. After that, they completed the science activity identifying how 2 organisms in their ecocolumns support one another.
At the end of the day, we reviewed the context clues activity as a class.
Tuesday, October 24, 2017
Terrific Tuesday
This morning, the students completed the Tuesday section for our vocabulary word of the week, confirm. Then they practiced their keyboarding skills using Typing Club. After the announcements, we switched for math.
We began math with a place value based, multiplication warm up. The we reviewed last night's homework. Next, we began our rotations.
During the small group instruction we used grid paper to make arrays to solve 2digit by 1digit division problems. During math with a partner, the students played a board game called, "Race to the Finish," which provided practice with division of multiples of 10, 100, and 1,000. Finally, during the technology portion, the children completed a session of Xtra Math and then practice their division skills using links in the Division Live Binder.
Between the second and third rotation, the students enjoyed recess and then lunch. We switched with 5th grade, just for today, to help them get to a field trip on time.
Math homework is posted in GC.
After math, we began our literacy block.
We started with a writing lesson. Today we focused on the opening paragraph of our persuasive essay. We reviewed some of the model essays from the past week and noticed how they grabbed their readers attention. Then we practiced, with our partners, beginning our writing (orally) using a question, a strong emotion, or just a word.
Next, I returned the persuasive essay plans that the children created and turned in yesterday. Those who met the criteria of having a strong opinion and 3 good reasons, began drafting their opinion writing piece, focusing on a strong beginning and clearly stating their opinion. Those who were struggling met with me to revise their opinion statement and/or their 3 reasons.
While we ate snack some students volunteered to share their strong beginnings and clear opinion statements.
I did not meet with guided reading groups today. Instead I met with individuals to continue the monthly reading assessments that I began last week.
As I tested students, the rest of the class worked independently on the following tasks. First, they read an online article about the sun. They chose one section and identified the heading, determined the main idea, and selected 2 supporting details. Next, the worked on module 5 of the science curriculum. They sued 4 links (1 matching game, 2 articles, and 1 video) to learn how organisms support one another in an ecosystem. Then they chose 2 organisms from our ecocolumns and explained, in writing, how they support one another. After that, the children continued working on the first draft of their persuasive essay.
The children ended their day in art with Mrs. Daniell.
We began math with a place value based, multiplication warm up. The we reviewed last night's homework. Next, we began our rotations.
During the small group instruction we used grid paper to make arrays to solve 2digit by 1digit division problems. During math with a partner, the students played a board game called, "Race to the Finish," which provided practice with division of multiples of 10, 100, and 1,000. Finally, during the technology portion, the children completed a session of Xtra Math and then practice their division skills using links in the Division Live Binder.
Between the second and third rotation, the students enjoyed recess and then lunch. We switched with 5th grade, just for today, to help them get to a field trip on time.
Math homework is posted in GC.
After math, we began our literacy block.
We started with a writing lesson. Today we focused on the opening paragraph of our persuasive essay. We reviewed some of the model essays from the past week and noticed how they grabbed their readers attention. Then we practiced, with our partners, beginning our writing (orally) using a question, a strong emotion, or just a word.
Next, I returned the persuasive essay plans that the children created and turned in yesterday. Those who met the criteria of having a strong opinion and 3 good reasons, began drafting their opinion writing piece, focusing on a strong beginning and clearly stating their opinion. Those who were struggling met with me to revise their opinion statement and/or their 3 reasons.
While we ate snack some students volunteered to share their strong beginnings and clear opinion statements.
I did not meet with guided reading groups today. Instead I met with individuals to continue the monthly reading assessments that I began last week.
As I tested students, the rest of the class worked independently on the following tasks. First, they read an online article about the sun. They chose one section and identified the heading, determined the main idea, and selected 2 supporting details. Next, the worked on module 5 of the science curriculum. They sued 4 links (1 matching game, 2 articles, and 1 video) to learn how organisms support one another in an ecosystem. Then they chose 2 organisms from our ecocolumns and explained, in writing, how they support one another. After that, the children continued working on the first draft of their persuasive essay.
The children ended their day in art with Mrs. Daniell.
Monday, October 23, 2017
Marvelous Monday
This morning, the students commented on our morning message about their weekend and then completed the Monday portion of their new vocabulary sheet for our word of the week, confirm. After the announcements, we switched for math.
We began math with a an area and perimeter warm up. After that, the students took an area and perimeter formative. These have been graded and returned to students. Look for them in the math section of binders this evening.
After the formative, we had a brief introduction to division. We explored how division is the opposite of multiplication and reviewed the terms, dividend, divisor, and quotient.
Then, the children enjoyed lunch and outdoor recess.
When they returned to class, we continued our whole group lesson, focusing on using arrays to represent and solve 2digit by 1digit division problems. First, we watched, and discussed, a Learn Zillion lesson. After that, we practiced drawing arrays to solve a division problem and then wrote a related multiplication equation.
HOMEWORK is posted on GC.
After math, I handed out the Fun Run prizes and tshirts. PLEASE have your child wear the shirt on Wednesday. Then, we began our literacy block.
We started our writing lesson by reviewing the essays we read last week. Then, we reviewed the four things we noticed about persuasive writing. After that, I handed out a new opinion piece called, Bike Helmets. We read and discussed the essay, focusing on the author's opinion, intended audience, and reasons to support his/her thinking.
Next, the students went to PE with Mr. Smith.
When they returned to class, they ate snack while we went over today's independent work task list. First, the children reread pages 610 of Cliff Dwellers and used the heading to identify the main idea. Then, they used the text to determine 2 key details. Next, they chose an opinion for their persuasive essay, identified the intended audience, and stated 3 reasons to support their thinking. After that, they used Quizlet.com to learn science vocabulary.
Green: In group we reviewed pages 610 and identified and discussed the main idea and key details. Students were reminded to use the heading to help determine the main idea. Then, the children read pages 1113 and used the heading to identify the main idea.
Pink: In group we reviewed how to use the heading to determine the main idea. Then we identified several key details to support it.
Blue: In group we determined the main idea by answering the question asked in the heading. Then we reread the pages to find supporting, or key, details, that told us more about how they lived.
We began math with a an area and perimeter warm up. After that, the students took an area and perimeter formative. These have been graded and returned to students. Look for them in the math section of binders this evening.
After the formative, we had a brief introduction to division. We explored how division is the opposite of multiplication and reviewed the terms, dividend, divisor, and quotient.
Then, the children enjoyed lunch and outdoor recess.
When they returned to class, we continued our whole group lesson, focusing on using arrays to represent and solve 2digit by 1digit division problems. First, we watched, and discussed, a Learn Zillion lesson. After that, we practiced drawing arrays to solve a division problem and then wrote a related multiplication equation.
HOMEWORK is posted on GC.
After math, I handed out the Fun Run prizes and tshirts. PLEASE have your child wear the shirt on Wednesday. Then, we began our literacy block.
We started our writing lesson by reviewing the essays we read last week. Then, we reviewed the four things we noticed about persuasive writing. After that, I handed out a new opinion piece called, Bike Helmets. We read and discussed the essay, focusing on the author's opinion, intended audience, and reasons to support his/her thinking.
Next, the students went to PE with Mr. Smith.
When they returned to class, they ate snack while we went over today's independent work task list. First, the children reread pages 610 of Cliff Dwellers and used the heading to identify the main idea. Then, they used the text to determine 2 key details. Next, they chose an opinion for their persuasive essay, identified the intended audience, and stated 3 reasons to support their thinking. After that, they used Quizlet.com to learn science vocabulary.
Green: In group we reviewed pages 610 and identified and discussed the main idea and key details. Students were reminded to use the heading to help determine the main idea. Then, the children read pages 1113 and used the heading to identify the main idea.
Pink: In group we reviewed how to use the heading to determine the main idea. Then we identified several key details to support it.
Blue: In group we determined the main idea by answering the question asked in the heading. Then we reread the pages to find supporting, or key, details, that told us more about how they lived.
Friday, October 20, 2017
Fantastic Friday
This morning, the children completed the Friday portion of the vocabulary sheet for our word of the week, compare. Then they chose which academic skill they worked on before the announcements. After watching the video announcements, we switched for math.
We began math with an extensive area and perimeter word problem. In fact, it was so involved that I switched it to be our math with a partner activity. We also reviewed last night's homework. Then, we began our rotations.
During the small group instruction, we practiced solving a multistep perimeter and area word problem. During math with a partner, the students worked together to solve a multistep area and perimeter word problem involving logical thinking, too. Finally, during the technology portion, the children completed a session of Xtra Math and then they practiced calculating area and perimeter with sites linked to a Live Binder.
Between the second and third rotation, the students enjoyed lunch and outdoor recess.
After math, we began our literacy block. We started with our writing lesson. First, students reviewed the essay, "Helping other Countries" with their writing partner and discussed the author's opinion and reasons for it. Next, we read a new persuasive essay, "It is Our Money and We Need It," and discussed the author's opinion, their intended audience, and their reasons. After brainstorming additional opinions to write about, the students wrote for 20 minutes silently about an opinion of their choice. Finally, the children shared their writing with their partners.
After writing, we ate snack while we reviewed today's independent work tasks. First, the students watched a short video about identifying the main idea in nonfiction text. Then they read up to page 10 of the book, Cliff Dwellers, marking places that were confusing and/or surprising, as well as, circling unknown words. After that, they had ONE LAST CHANCE to complete their narrative writing piece that was due on MONDAY. Next, they completed their slide for the group's Native American web quest.
As they worked, I helped individual students with their writing and met with guided reading groups.
Green: We reread pages 35 and used the heading to write a main idea sentence. After that, we located key details that matched the main idea.
Pink: We reread pages 35 and used the heading to write a main idea sentence. After that, we located key details that matched the main idea.
Blue: We reread pages 35 and used the heading to write a main idea sentence. After that, we located key details that matched the main idea.
We ended the day with a class meeting. First, we shared one thing we didn't know about one another. This helps us build a community and get to know each other better. After that, we exchanged thank yous and compliments. Next, we discussed challenges such as how to share the class bean bags and what to do when you have trouble getting along with a friend. Finally, we watched a short video about Growth Mindset. This is the idea that smart isn't something you are but something you GET by exercising your brain. ANYONE can GET SMARTER!
Have a great weekend!
We began math with an extensive area and perimeter word problem. In fact, it was so involved that I switched it to be our math with a partner activity. We also reviewed last night's homework. Then, we began our rotations.
During the small group instruction, we practiced solving a multistep perimeter and area word problem. During math with a partner, the students worked together to solve a multistep area and perimeter word problem involving logical thinking, too. Finally, during the technology portion, the children completed a session of Xtra Math and then they practiced calculating area and perimeter with sites linked to a Live Binder.
Between the second and third rotation, the students enjoyed lunch and outdoor recess.
After math, we began our literacy block. We started with our writing lesson. First, students reviewed the essay, "Helping other Countries" with their writing partner and discussed the author's opinion and reasons for it. Next, we read a new persuasive essay, "It is Our Money and We Need It," and discussed the author's opinion, their intended audience, and their reasons. After brainstorming additional opinions to write about, the students wrote for 20 minutes silently about an opinion of their choice. Finally, the children shared their writing with their partners.
After writing, we ate snack while we reviewed today's independent work tasks. First, the students watched a short video about identifying the main idea in nonfiction text. Then they read up to page 10 of the book, Cliff Dwellers, marking places that were confusing and/or surprising, as well as, circling unknown words. After that, they had ONE LAST CHANCE to complete their narrative writing piece that was due on MONDAY. Next, they completed their slide for the group's Native American web quest.
As they worked, I helped individual students with their writing and met with guided reading groups.
Green: We reread pages 35 and used the heading to write a main idea sentence. After that, we located key details that matched the main idea.
Pink: We reread pages 35 and used the heading to write a main idea sentence. After that, we located key details that matched the main idea.
Blue: We reread pages 35 and used the heading to write a main idea sentence. After that, we located key details that matched the main idea.
We ended the day with a class meeting. First, we shared one thing we didn't know about one another. This helps us build a community and get to know each other better. After that, we exchanged thank yous and compliments. Next, we discussed challenges such as how to share the class bean bags and what to do when you have trouble getting along with a friend. Finally, we watched a short video about Growth Mindset. This is the idea that smart isn't something you are but something you GET by exercising your brain. ANYONE can GET SMARTER!
Have a great weekend!
Thursday, October 19, 2017
Thrilling Thursday
This morning, after completing the Thursday portion of our vocabulary sheet for our word of the week, compare, the children worked on our weekly puzzles. Then, after the announcements, we switched for math.
Math began with an area word problem for warm up. Then we reviewed last night's homework. After that, we began our daily rotations.
During the small group instruction, we used the area and perimeter formulas, for rectangles, to help us solve word problems. During math with a partner, the children continued playing the Snakes board game, to practice partial products. Finally, during the technology portion, the children completed a session of Xtra Math and then played an online version of Truth or Dare which relied on the knowing and using the formulas for area and perimeter of a rectangle.
In between the second and third rotations, the children enjoyed lunch and outdoor recess.
Math homework is posted on GC.
After math, we began our literacy block.
We started with our writing lesson. First, we reviewed the essay, "Insects Are Amazing," and identified the author's opinion and the three reasons used to support it. Then, the children began a new opinion piece and wrote for 20 minutes, silently. During this time, I touched base with each child to ensure they were clearly stating their opinions, and helping those who hadn't done so.
After writing, the students enjoyed music with Mrs. Graf.
When they returned to class, we ate snack and reviewed the independent work assignments for our reading block. First the children viewed the first seven slides, including Brain Pop video, of a Google Slide presentation about identifying the main idea in nonfiction text. Then, they read an article about The Pueblo People. After that, they worked on their slide for their group's Native American web quest.
Guided Reading Groups:
All reading groups met with me. During each group we used the slides in Google Classroom reading to review the idea of what is a topic versus what is a main idea. Then, we looked over the article, "The Pueblo People," and identified both the topic and the main idea.
After our literacy block, we began Module 5 of the science curriculum. First we reviewed content vocabulary. Then the students worked in groups to classify various organism cards. After creating posters identifying their groups, we took a gallery walk and discussed how the organisms interact with one another.
Math began with an area word problem for warm up. Then we reviewed last night's homework. After that, we began our daily rotations.
During the small group instruction, we used the area and perimeter formulas, for rectangles, to help us solve word problems. During math with a partner, the children continued playing the Snakes board game, to practice partial products. Finally, during the technology portion, the children completed a session of Xtra Math and then played an online version of Truth or Dare which relied on the knowing and using the formulas for area and perimeter of a rectangle.
In between the second and third rotations, the children enjoyed lunch and outdoor recess.
Math homework is posted on GC.
After math, we began our literacy block.
We started with our writing lesson. First, we reviewed the essay, "Insects Are Amazing," and identified the author's opinion and the three reasons used to support it. Then, the children began a new opinion piece and wrote for 20 minutes, silently. During this time, I touched base with each child to ensure they were clearly stating their opinions, and helping those who hadn't done so.
After writing, the students enjoyed music with Mrs. Graf.
When they returned to class, we ate snack and reviewed the independent work assignments for our reading block. First the children viewed the first seven slides, including Brain Pop video, of a Google Slide presentation about identifying the main idea in nonfiction text. Then, they read an article about The Pueblo People. After that, they worked on their slide for their group's Native American web quest.
Guided Reading Groups:
All reading groups met with me. During each group we used the slides in Google Classroom reading to review the idea of what is a topic versus what is a main idea. Then, we looked over the article, "The Pueblo People," and identified both the topic and the main idea.
After our literacy block, we began Module 5 of the science curriculum. First we reviewed content vocabulary. Then the students worked in groups to classify various organism cards. After creating posters identifying their groups, we took a gallery walk and discussed how the organisms interact with one another.
Wednesday, October 18, 2017
Wonderful Wednesday
This morning the students completed the Wednesday portion of our vocabulary sheet for the word of the week, compare. Then, they played a parts of speech game, online. After the announcements, we switched for math.
Math began with a logic puzzle to warm up our brains. Then, we reviewed last night's homework. Next, the students took the week 5 formative, which covered multidigit multiplication using place value and partial products. These have been graded and returned to students. Please look for them in the section of the binder this evening.
After the formative, the children enjoyed lunch and outdoor recess.
When they returned to math, we had a whole group lesson about understanding and using the formula to determine the area of a rectangle. The lesson included watching, and discussing, a video module, reviewing several slides, and answering a word problem, with a partner.
Math homework is posted on GC.
After math, we began our literacy block. We began with a writing lesson. First, the children, with their writing partner, reviewed the two persuasive pieces we read this week and identified the purpose and audience of each. Next, we read and discussed a new persuasive essay. Then, we highlighted the sentences that stated the authors purpose and reasons to support it. After that, the students chose a topic and did a 5 minute quick write. Finally, the students wrote for 15 minutes, silently, either continuing their quickwrite or beginning a new opinion piece.
After our writing block, we ate snack and continued reading Wonder.
Then, the children worked in small groups on their Native American web quest. Each group was assigned a Native American Society to research and become experts. As they worked to gather their information, I met with individual students to work on my quarterly reading assessments. This took the place of guided reading groups.
Math began with a logic puzzle to warm up our brains. Then, we reviewed last night's homework. Next, the students took the week 5 formative, which covered multidigit multiplication using place value and partial products. These have been graded and returned to students. Please look for them in the section of the binder this evening.
After the formative, the children enjoyed lunch and outdoor recess.
When they returned to math, we had a whole group lesson about understanding and using the formula to determine the area of a rectangle. The lesson included watching, and discussing, a video module, reviewing several slides, and answering a word problem, with a partner.
Math homework is posted on GC.
After math, we began our literacy block. We began with a writing lesson. First, the children, with their writing partner, reviewed the two persuasive pieces we read this week and identified the purpose and audience of each. Next, we read and discussed a new persuasive essay. Then, we highlighted the sentences that stated the authors purpose and reasons to support it. After that, the students chose a topic and did a 5 minute quick write. Finally, the students wrote for 15 minutes, silently, either continuing their quickwrite or beginning a new opinion piece.
After our writing block, we ate snack and continued reading Wonder.
Then, the children worked in small groups on their Native American web quest. Each group was assigned a Native American Society to research and become experts. As they worked to gather their information, I met with individual students to work on my quarterly reading assessments. This took the place of guided reading groups.
Tuesday, October 17, 2017
Terrific Tuesday
This morning, the children completed the Tuesday section of their vocabulary sheet for our word of the week, compare. Then they practiced their keyboarding skills using Typing Club. After the announcements, we switched for math.
We began math with a multiplication warm up and then reviewed last night's homework. After that, we began our rotations.
During the small group instruction, we developed an understanding of the perimeter formula for a rectangle, and used it to calculate the measurement of unknown sides. During math with a partner, the students played a board game called Snakes to continue working with partial products. Finally, during the technology portion, the students completed a session of Xtra math and then used the multiplication Live Binder to choose a game and work on their multiplication skills.
In between the second and third rotations, the students enjoyed lunch and outdoor recess.
Math homework is posted on GC.
After math, we began our literacy block with a writing lesson. We reviewed yesterday's persuasive essay, "Bugs are Creepy, " and discussed the author's purpose and intended audience. Then we read a new essay, "Bugs are Amazing," and determined the author's opinion and intended audience. After that, we brainstormed some opinions we could use for persuasive essays and began a class topic list. Finally, the students had 10 minutes to add to their own topic list.
While we ate snack, we reviewed today's independent work tasks. First, the children used their guided reading texts, the chart we completed in guided reading groups, and the RACER slides to summarize how the Native American societies used the environment to meet their needs for food, clothing, and shelter. Prior to working on this independently, because it is a graded assignment, we did rehearse it orally. Next, the children worked on their writing, by adding to their topic list, working on a piece they have already started, or beginning a new piece, for 1520 minutes. Finally, they reviewed the social studies web quest that we started after our literacy block.
As the children worked, I met with a group of students who missed our reading groups on Friday. We read and highlighted the text about the Eastern Woodland Native Americans. Then we paraphrased to summarize the text on our chart.
After our literacy block we took a much needed Go Noodle brain break.
Then we began a social studies web quest. After reviewing the introduction, the tasks, and the process, the students were put in groups, randomly, and chose their expert jobs.
The students ended their day in art with Mrs. Daniell.
We began math with a multiplication warm up and then reviewed last night's homework. After that, we began our rotations.
During the small group instruction, we developed an understanding of the perimeter formula for a rectangle, and used it to calculate the measurement of unknown sides. During math with a partner, the students played a board game called Snakes to continue working with partial products. Finally, during the technology portion, the students completed a session of Xtra math and then used the multiplication Live Binder to choose a game and work on their multiplication skills.
In between the second and third rotations, the students enjoyed lunch and outdoor recess.
Math homework is posted on GC.
After math, we began our literacy block with a writing lesson. We reviewed yesterday's persuasive essay, "Bugs are Creepy, " and discussed the author's purpose and intended audience. Then we read a new essay, "Bugs are Amazing," and determined the author's opinion and intended audience. After that, we brainstormed some opinions we could use for persuasive essays and began a class topic list. Finally, the students had 10 minutes to add to their own topic list.
While we ate snack, we reviewed today's independent work tasks. First, the children used their guided reading texts, the chart we completed in guided reading groups, and the RACER slides to summarize how the Native American societies used the environment to meet their needs for food, clothing, and shelter. Prior to working on this independently, because it is a graded assignment, we did rehearse it orally. Next, the children worked on their writing, by adding to their topic list, working on a piece they have already started, or beginning a new piece, for 1520 minutes. Finally, they reviewed the social studies web quest that we started after our literacy block.
As the children worked, I met with a group of students who missed our reading groups on Friday. We read and highlighted the text about the Eastern Woodland Native Americans. Then we paraphrased to summarize the text on our chart.
After our literacy block we took a much needed Go Noodle brain break.
Then we began a social studies web quest. After reviewing the introduction, the tasks, and the process, the students were put in groups, randomly, and chose their expert jobs.
The students ended their day in art with Mrs. Daniell.
Monday, October 16, 2017
Marvelous Monday
This morning, the students commented on GC about their weekend and then completed the Monday portion of the new vocabulary worksheet for our word of the week, compare. After the announcements, we switched for math.
Math began with a quick multiplication warm up. Then we went to the Pep Rally for our new Booster Thon fundraiser. When we returned to class, we had a whole group math lesson using the partial products method to solve 3and 4 digit by 1digit multiplication problems.
After enjoying lunch and outdoor recess, the students returned to math and completed a quick 1 problem 4digit by 1digit multiplication problem. As I suspected, most of the students are quite competent in this skill. There are a few who need to brush up on their basic facts.
After completing the exit card, the students finished a session of Xtra Math and then used the Multiplication Live Binder to work on fact fluency.
Math HOMEWORK is posted on GC.
After math, we began our literacy block. Today we began with writing. After assigning new writing partners, we read an essay called, "Bugs Are Creepy," an example of opinion writing. After I read it aloud, the children reread it with their writing partners and discussed the author's opinion.
Next, the children went to PE.
When they returned to class, they ate snack and we discussed how to integrate our independent, silent writing into our literacy independent work block. I know this sounds redundant, but the children understood what I meant. :)
After that, the students worked independently on the following tasks, while I met with small guided reading groups. First, each group read an article about the Sioux Indians. As they read they circled unknown words, and marked places that were confusing and/or surprising. Next, they spent 510 minutes working on a topic list for opinion writing. After that, they completed a graded paraphrasing activity. Then, they wrote silently for 1520 minutes, either working on the final draft of their narrative or writing about anything they choose.
Green: The students reread the article about Sioux Indians, and based on our purpose for reading (how they used their environment for food, clothing, and shelter), they highlighted important information. Next, we reviewed the highlighted facts and paraphrased it to summarize the text on the chart we started on Friday in group.
Pink: The students reread the article about Sioux Indians, and based on our purpose for reading (how they used their environment for food, clothing, and shelter), they highlighted important information. Next, we reviewed the highlighted facts and paraphrased it to summarize the text on the chart we started on Friday in group.
Blue: Together we reread the article and based on our purpose for reading (how they used their environment for food, clothing, and shelter), we highlighted important information. Then, together, we paraphrased the important facts to summarize the text and add it to the chart we started on Friday in group.
Math began with a quick multiplication warm up. Then we went to the Pep Rally for our new Booster Thon fundraiser. When we returned to class, we had a whole group math lesson using the partial products method to solve 3and 4 digit by 1digit multiplication problems.
After enjoying lunch and outdoor recess, the students returned to math and completed a quick 1 problem 4digit by 1digit multiplication problem. As I suspected, most of the students are quite competent in this skill. There are a few who need to brush up on their basic facts.
After completing the exit card, the students finished a session of Xtra Math and then used the Multiplication Live Binder to work on fact fluency.
Math HOMEWORK is posted on GC.
After math, we began our literacy block. Today we began with writing. After assigning new writing partners, we read an essay called, "Bugs Are Creepy," an example of opinion writing. After I read it aloud, the children reread it with their writing partners and discussed the author's opinion.
Next, the children went to PE.
When they returned to class, they ate snack and we discussed how to integrate our independent, silent writing into our literacy independent work block. I know this sounds redundant, but the children understood what I meant. :)
After that, the students worked independently on the following tasks, while I met with small guided reading groups. First, each group read an article about the Sioux Indians. As they read they circled unknown words, and marked places that were confusing and/or surprising. Next, they spent 510 minutes working on a topic list for opinion writing. After that, they completed a graded paraphrasing activity. Then, they wrote silently for 1520 minutes, either working on the final draft of their narrative or writing about anything they choose.
Green: The students reread the article about Sioux Indians, and based on our purpose for reading (how they used their environment for food, clothing, and shelter), they highlighted important information. Next, we reviewed the highlighted facts and paraphrased it to summarize the text on the chart we started on Friday in group.
Pink: The students reread the article about Sioux Indians, and based on our purpose for reading (how they used their environment for food, clothing, and shelter), they highlighted important information. Next, we reviewed the highlighted facts and paraphrased it to summarize the text on the chart we started on Friday in group.
Blue: Together we reread the article and based on our purpose for reading (how they used their environment for food, clothing, and shelter), we highlighted important information. Then, together, we paraphrased the important facts to summarize the text and add it to the chart we started on Friday in group.
Friday, October 13, 2017
Fabulous Friday
Today, my homeroom had a PJ day to celebrate the 10 whole class Dojos they earned.
After unpacking and signing in, the children completed both the Thursday and Friday section of the vocabulary sheet for our word of the week, significance. After that, they worked on solving our weekly puzzles. Once the announcements were over, we switched for math.
We began math with a multiplication warm up, where the students used the area model to solve two equations. After that, we went over Wednesday night's homework. Next, we began our rotations.
During the small group instruction, we practiced solving 3 and 4digit by 1digit multiplication problems using the area model. During math with a partner, the students practiced explaining partial products by playing Toss and Talk Partial Products. Those who finished early, played Multiplication War to increase their basic fact fluency. Finally, during the technology portion, the students completed a session of Xtra Math. Then they played Amoeba Multiplication to practice partial products.
In between the second and third rotations, the students enjoyed lunch and recess.
After math, we shared information about the SGA food drive and Digital Citizenship spirit week (Monday is crazy sock day). Then, we began our literacy block.
While I met with guided reading groups, the students worked independently on the following tasks. First, they completed a post test from our visit to the Ag Farm yesterday. Next, they finished the decomposers chart. Finally, they used their revisions and the rubric I will be using to grade, to complete the final copy of their narrative writing.
Guided reading groups focused on using paraphrasing to help summarize information we read about how the Native American tribes used their environment for food, clothing, and shelter.
I met with each group to work on paraphrasing and summarizing important information. First, we used text features to narrow down which portion of the text we needed to read. After reading it once, we reread it and highlighted only the important information that matched our purpose for reading today (how the native Americans used their environment for food, clothing, and shelter). Next, we paraphrased the highlighted facts in order to summarize the text.
After our literacy block, we had a guidance lesson, with Mrs. Luckett, about including others to be kind.
Progress reports were distributed to each student at the end of the day. Look for them in take home folders. These are your to keep.
Have a great weekend!!
After unpacking and signing in, the children completed both the Thursday and Friday section of the vocabulary sheet for our word of the week, significance. After that, they worked on solving our weekly puzzles. Once the announcements were over, we switched for math.
We began math with a multiplication warm up, where the students used the area model to solve two equations. After that, we went over Wednesday night's homework. Next, we began our rotations.
During the small group instruction, we practiced solving 3 and 4digit by 1digit multiplication problems using the area model. During math with a partner, the students practiced explaining partial products by playing Toss and Talk Partial Products. Those who finished early, played Multiplication War to increase their basic fact fluency. Finally, during the technology portion, the students completed a session of Xtra Math. Then they played Amoeba Multiplication to practice partial products.
In between the second and third rotations, the students enjoyed lunch and recess.
After math, we shared information about the SGA food drive and Digital Citizenship spirit week (Monday is crazy sock day). Then, we began our literacy block.
While I met with guided reading groups, the students worked independently on the following tasks. First, they completed a post test from our visit to the Ag Farm yesterday. Next, they finished the decomposers chart. Finally, they used their revisions and the rubric I will be using to grade, to complete the final copy of their narrative writing.
Guided reading groups focused on using paraphrasing to help summarize information we read about how the Native American tribes used their environment for food, clothing, and shelter.
I met with each group to work on paraphrasing and summarizing important information. First, we used text features to narrow down which portion of the text we needed to read. After reading it once, we reread it and highlighted only the important information that matched our purpose for reading today (how the native Americans used their environment for food, clothing, and shelter). Next, we paraphrased the highlighted facts in order to summarize the text.
After our literacy block, we had a guidance lesson, with Mrs. Luckett, about including others to be kind.
Progress reports were distributed to each student at the end of the day. Look for them in take home folders. These are your to keep.
Have a great weekend!!
Wednesday, October 11, 2017
Wonderful Wednesday
This morning, after unpacking and signing in, the students completed the Wednesday section of our vocabulary sheet for the word of the week, significance. When they finished, they played a parts of speech online game. After the announcements, we switched for math.
We began math with a 2digit by 1digit multiplication warm up. Then, we went over last night's homework. Next, we took a formative covering multiplicative comparison word problems. These have been graded and returned to students. Please look for them in binder this evening.
After the formative, we took part in the bus evacuation drill. Then the children enjoyed lunch and outdoor recess.
After recess, we did a whole group lesson, using arrays (graph paper) to solve 2digit by 1digit multiplication problems.
There is a worksheet for HOMEWORK that is due FRIDAY, not tomorrow. Instructions, and an example, is on GC.
After math, we began our literacy block. Today we began with a writing lesson. We learned some proofreading marks as we discussed specific capitalization and punctuation rules. Then, the children conferred with their writing partners, and used the proofreading marks to edit each other's drafts.
Then we did a quick, whole group lesson, about paraphrasing in order to summarize nonfiction text.
While the students worked independently, I met with guided reading groups. First the children completed a pretest for tomorrow's Ag Farm field trip. After that, they used the Encyclopedia Britannica to complete the decomposers chart and explain how decomposers benefit their ecosystem. Finally, they began drafting their final version of the narrative writing piece.
pink: We reviewed paraphrasing and then discussed how to summarize nonfiction text. The students were instructed to identify the main idea in the topic sentence, and then to include the main idea of each section of text, using headings whenever possible. After reading the story of Humpty Dumpty, and a summary, we read an article about plants and wrote a summary together.
green: We reviewed paraphrasing and then discussed how to summarize nonfiction text. The students were instructed to identify the main idea in the topic sentence, and then to include the main idea of each section of text, using headings whenever possible. After reading the story of Humpty Dumpty, and a summary, we read an article about plants and wrote a summary together.
blue: We reviewed paraphrasing and then discussed how to summarize nonfiction text. The students were instructed to identify the main idea in the topic sentence, and then to include the main idea of each section of text, using headings whenever possible. After reading the story of Humpty Dumpty, and a summary, we read an article about plants and wrote a summary together.
We ended the day by watching and discussing a video about the early Native American tribes that lived in Northern America before the European settlers arrived.
We began math with a 2digit by 1digit multiplication warm up. Then, we went over last night's homework. Next, we took a formative covering multiplicative comparison word problems. These have been graded and returned to students. Please look for them in binder this evening.
After the formative, we took part in the bus evacuation drill. Then the children enjoyed lunch and outdoor recess.
After recess, we did a whole group lesson, using arrays (graph paper) to solve 2digit by 1digit multiplication problems.
There is a worksheet for HOMEWORK that is due FRIDAY, not tomorrow. Instructions, and an example, is on GC.
After math, we began our literacy block. Today we began with a writing lesson. We learned some proofreading marks as we discussed specific capitalization and punctuation rules. Then, the children conferred with their writing partners, and used the proofreading marks to edit each other's drafts.
Then we did a quick, whole group lesson, about paraphrasing in order to summarize nonfiction text.
While the students worked independently, I met with guided reading groups. First the children completed a pretest for tomorrow's Ag Farm field trip. After that, they used the Encyclopedia Britannica to complete the decomposers chart and explain how decomposers benefit their ecosystem. Finally, they began drafting their final version of the narrative writing piece.
pink: We reviewed paraphrasing and then discussed how to summarize nonfiction text. The students were instructed to identify the main idea in the topic sentence, and then to include the main idea of each section of text, using headings whenever possible. After reading the story of Humpty Dumpty, and a summary, we read an article about plants and wrote a summary together.
green: We reviewed paraphrasing and then discussed how to summarize nonfiction text. The students were instructed to identify the main idea in the topic sentence, and then to include the main idea of each section of text, using headings whenever possible. After reading the story of Humpty Dumpty, and a summary, we read an article about plants and wrote a summary together.
blue: We reviewed paraphrasing and then discussed how to summarize nonfiction text. The students were instructed to identify the main idea in the topic sentence, and then to include the main idea of each section of text, using headings whenever possible. After reading the story of Humpty Dumpty, and a summary, we read an article about plants and wrote a summary together.
We ended the day by watching and discussing a video about the early Native American tribes that lived in Northern America before the European settlers arrived.
Tuesday, October 10, 2017
Terrific Tuesday
This morning, the students completed the Tuesday portion of their vocabulary sheet for the word of the week, significance. Then they practiced their keyboarding skills using Typing Club. After the announcements, we switched for math.
Math began with a logic based warm up in which the students had to rely on their knowledge of multiples in order to solve both word problems. After that, we reviewed last night's homework. Then, we began our rotations.
During the small group instruction we used area models to represent and solve 2 digit by a digit (and even a 3 digit by 1 digit) multiplication problems. During math with a partner, the children finished the word problem scavenger hunt from yesterday and then practiced their basic facts by playing Multiplication War. Finally, during the technology portion, the children completed a session of Xtra math and then practiced solving word problems using the Live Binder.
HOMEWORK is posted on GC.
Once again, between the second and third rotations, the students enjoyed lunch and outdoor recess.
After math we began our literacy block. First, we reviewed, again, the RACER strategy, using the slides posted in GCWriting. Next, we revisited the concept that the purpose for reading drives what is important (versus interesting) information in nonfiction text.
While I met with guided reading groups, the students worked independently. First, all groups reread their article about the ecosystem and completed an important versus interesting facts chart to help them answer the question, "What is the role of the decomposer in the ecosystem?" Next, students used three links in GCScience to complete a chart comparing/contrasting decomposers and explain why decomposers are important. After that, the children had time to continue revising and editing their narrative piece.
Guided Reading Groups
Blue: We met and reviewed the facts, from their article, that were important versus those that were interesting. We also discussed how they knew which facts to put on each side of their chart.
Pink: We met and reviewed the facts, from their article, that were important versus those that were interesting. We also discussed how they knew which facts to put on each side of their chart.
Green: We met and reviewed the facts, from their article, that were important versus those that were interesting. We also discussed how they knew which facts to put on each side of their chart.
After guided reading groups, we ate snack and reviewed the decomposers chart.
Next, we continued reading Wonder. During this time, some students finished revising their rough draft.
The children ended their day in art, with Mrs. Daniell.
Math began with a logic based warm up in which the students had to rely on their knowledge of multiples in order to solve both word problems. After that, we reviewed last night's homework. Then, we began our rotations.
During the small group instruction we used area models to represent and solve 2 digit by a digit (and even a 3 digit by 1 digit) multiplication problems. During math with a partner, the children finished the word problem scavenger hunt from yesterday and then practiced their basic facts by playing Multiplication War. Finally, during the technology portion, the children completed a session of Xtra math and then practiced solving word problems using the Live Binder.
HOMEWORK is posted on GC.
Once again, between the second and third rotations, the students enjoyed lunch and outdoor recess.
After math we began our literacy block. First, we reviewed, again, the RACER strategy, using the slides posted in GCWriting. Next, we revisited the concept that the purpose for reading drives what is important (versus interesting) information in nonfiction text.
While I met with guided reading groups, the students worked independently. First, all groups reread their article about the ecosystem and completed an important versus interesting facts chart to help them answer the question, "What is the role of the decomposer in the ecosystem?" Next, students used three links in GCScience to complete a chart comparing/contrasting decomposers and explain why decomposers are important. After that, the children had time to continue revising and editing their narrative piece.
Guided Reading Groups
Blue: We met and reviewed the facts, from their article, that were important versus those that were interesting. We also discussed how they knew which facts to put on each side of their chart.
Pink: We met and reviewed the facts, from their article, that were important versus those that were interesting. We also discussed how they knew which facts to put on each side of their chart.
Green: We met and reviewed the facts, from their article, that were important versus those that were interesting. We also discussed how they knew which facts to put on each side of their chart.
After guided reading groups, we ate snack and reviewed the decomposers chart.
Next, we continued reading Wonder. During this time, some students finished revising their rough draft.
The children ended their day in art, with Mrs. Daniell.
Monday, October 9, 2017
Marvelous Monday  Parent Visitation
This morning, after unpacking and signing in, the students completed the Monday section of the vocabulary sheet for our new word of the week, significance. After the announcements, we switched for math.
Math began with 2 logic word problems. Then we began our rotations.
During the small group instruction, we focused on representing and solving multiplicative comparison word problems using an equation with a variable, for the unknown. During math with a partner, the students worked on a word problem scavenger hunt. Finally, during the technology rotation, the children completed a session of Xtra Math and then used the Live Binder to practice solving word problems.
Math HOMEWORK is posted on GC.
In between the second and third rotations, the students enjoyed lunch and outdoor recess.
After math we began our literacy block.
First, the students completed their independent work and I met with the green reading group, since I had missed them on Friday. The children finished the nonfiction formative, identifying and explaining text evidence supporting the author's point of view. Then, they met with their writing partners to revise their writing for strong beginning sentences.
Green: Their nonfiction piece didn't include many text features. Therefore, we used the topic sentences to help identify the main topic of the piece and the four most important facts.
After reading, the students went to PE.
When they returned to class, they ate snack and we read more from Wonder.
Next, we began our writing block. After reviewing the grading rubric I will be using, we had a minilesson about revising our writing to improve spelling. Students were told to review their piece and circle words they thought might have spelling errors. Then, they used dictionary.com or a word back, to check the spelling and make necessary changes.
We ended the day by identifying the role of decomposers in our ecosystem. We defined some important vocabulary, viewed photographs, and watched a short film. Finally, we discussed the benefits that decomposers provide by putting nutrients back into the soil.
Math began with 2 logic word problems. Then we began our rotations.
During the small group instruction, we focused on representing and solving multiplicative comparison word problems using an equation with a variable, for the unknown. During math with a partner, the students worked on a word problem scavenger hunt. Finally, during the technology rotation, the children completed a session of Xtra Math and then used the Live Binder to practice solving word problems.
Math HOMEWORK is posted on GC.
In between the second and third rotations, the students enjoyed lunch and outdoor recess.
After math we began our literacy block.
First, the students completed their independent work and I met with the green reading group, since I had missed them on Friday. The children finished the nonfiction formative, identifying and explaining text evidence supporting the author's point of view. Then, they met with their writing partners to revise their writing for strong beginning sentences.
Green: Their nonfiction piece didn't include many text features. Therefore, we used the topic sentences to help identify the main topic of the piece and the four most important facts.
After reading, the students went to PE.
When they returned to class, they ate snack and we read more from Wonder.
Next, we began our writing block. After reviewing the grading rubric I will be using, we had a minilesson about revising our writing to improve spelling. Students were told to review their piece and circle words they thought might have spelling errors. Then, they used dictionary.com or a word back, to check the spelling and make necessary changes.
We ended the day by identifying the role of decomposers in our ecosystem. We defined some important vocabulary, viewed photographs, and watched a short film. Finally, we discussed the benefits that decomposers provide by putting nutrients back into the soil.
Friday, October 6, 2017
Fantastic Friday  Early Release
This morning the students completed the Friday portion of the vocabulary sheet for our word of the week, brief. After that, since it is free choice Friday, the got to choose which academic skill they wished to practice. After watching the announcements on the Promethean board, we switched for math.
Math began with a logic word problem. Then we reviewed last night's homework. Next we began our rotations.
During the small group rotation, we represented and solved multiplicative comparison problems using equation with a variable to represent the unknown. During math with a partner, the students played a multiplicative comparison bump board game. Finally, during the technology portion, the students completed a session of Xtra math. Then they watched a Learn Zillion lesson about representing and solving multiplicative comparison word problems. Those who had time left over practiced solving word problems using the Live Binder.
In between our second and third rotations, we went to lunch.
After math, we handed out Dojo rewards, went over the weekly puzzles, and then, began our literacy block.
Today I handed out, and reviewed, a text structure chart for nonfiction text. After that, I did a minilesson, for writing, covering strong openings and peer conferencing.
While I met with groups, the students reread their guided reading article and used a web to identify the topic and 4 important pieces of information from the text. After that, they met with their writing partners to peer conference and revise opening sentences.
Pink: We used the title, headings, topic sentences, and other text features to determine the topic of their text and four important facts. We also discussed paraphrasing by changing word order and using synonyms (for example, instead of organisms feed, we wrote organisms eat).
Blue: We used the title, topic sentences, captions, and repeated words to determine the topic of their text and four important facts. We also discussed paraphrasing by changing word order and using synonyms (for example, instead of organisms feed, we wrote organisms eat).
I didn't get a chance to meet with the green group, due to the early release.
Have a great weekend!
Math began with a logic word problem. Then we reviewed last night's homework. Next we began our rotations.
During the small group rotation, we represented and solved multiplicative comparison problems using equation with a variable to represent the unknown. During math with a partner, the students played a multiplicative comparison bump board game. Finally, during the technology portion, the students completed a session of Xtra math. Then they watched a Learn Zillion lesson about representing and solving multiplicative comparison word problems. Those who had time left over practiced solving word problems using the Live Binder.
In between our second and third rotations, we went to lunch.
After math, we handed out Dojo rewards, went over the weekly puzzles, and then, began our literacy block.
Today I handed out, and reviewed, a text structure chart for nonfiction text. After that, I did a minilesson, for writing, covering strong openings and peer conferencing.
While I met with groups, the students reread their guided reading article and used a web to identify the topic and 4 important pieces of information from the text. After that, they met with their writing partners to peer conference and revise opening sentences.
Pink: We used the title, headings, topic sentences, and other text features to determine the topic of their text and four important facts. We also discussed paraphrasing by changing word order and using synonyms (for example, instead of organisms feed, we wrote organisms eat).
Blue: We used the title, topic sentences, captions, and repeated words to determine the topic of their text and four important facts. We also discussed paraphrasing by changing word order and using synonyms (for example, instead of organisms feed, we wrote organisms eat).
I didn't get a chance to meet with the green group, due to the early release.
Have a great weekend!
Thursday, October 5, 2017
Thrilling Thursday
This morning the students completed the Thursday portion of the vocabulary sheet for our word of the week, brief. Then, they worked on solving our weekly puzzles. After the announcements, we switched for math.
We began math by reviewing the homework assignment from Tuesday night. After that, the students took a quick formative covering multistep word problems involving addition and subtraction. These have been graded and returned to the students. Please look for them in the math section of the binder this evening.
Once all students had completed the quiz, we did a whole group lesson (to make the most of our shortened time) covering multiplicative comparison word problems, using a bar model to solve them. We watch 2 short video lessons and discussed each. Then we solved four problems, together, as a class.
After that, the students enjoyed lunch and outdoor recess.
When they returned to class, they completed an Xtra Math session and practiced solving word problems using online sites. I met with a small group to do some reteaching based on our formative from last week, using the standard algorithm to add and subtract.
Math HOMEWORK is posted on GC.
After math we got our pictures taken. Then we had a writing minilesson. We discussed how authors avoid using overused words to make their writing more interesting and clear. Then we created a chart listing words we could use instead of good/great, said, and look. After that, the students marked those words, in their drafts, with postit notes.
Next, they went to music with Mrs. Graf.
After music, we ate snack and had our SGA representative elections.
Then, we began our literacy block.
Students got new reading group assignments, based on their MAPR scores and classwork thus far. Each group received a nonfiction text about decomposers and producers to read, using think marks, and listing 34 tricky words. After that, they went back to their writing draft to revise for overused words. Finally, those who haven't finished had time to work on their nonfiction reading formative.
Reading Groups: This week we are integrating reading and science!
Pink: We met and reviewed unknown words,scientific vocabulary, text features, and confusing and surprising parts that they marked.
Blue: We met and reviewed unknown words,scientific vocabulary, text features, and confusing and surprising parts that they marked.
Green: We met and reviewed unknown words,scientific vocabulary, text features, and confusing and surprising parts that they marked.
We began math by reviewing the homework assignment from Tuesday night. After that, the students took a quick formative covering multistep word problems involving addition and subtraction. These have been graded and returned to the students. Please look for them in the math section of the binder this evening.
Once all students had completed the quiz, we did a whole group lesson (to make the most of our shortened time) covering multiplicative comparison word problems, using a bar model to solve them. We watch 2 short video lessons and discussed each. Then we solved four problems, together, as a class.
After that, the students enjoyed lunch and outdoor recess.
When they returned to class, they completed an Xtra Math session and practiced solving word problems using online sites. I met with a small group to do some reteaching based on our formative from last week, using the standard algorithm to add and subtract.
Math HOMEWORK is posted on GC.
After math we got our pictures taken. Then we had a writing minilesson. We discussed how authors avoid using overused words to make their writing more interesting and clear. Then we created a chart listing words we could use instead of good/great, said, and look. After that, the students marked those words, in their drafts, with postit notes.
Next, they went to music with Mrs. Graf.
After music, we ate snack and had our SGA representative elections.
Then, we began our literacy block.
Students got new reading group assignments, based on their MAPR scores and classwork thus far. Each group received a nonfiction text about decomposers and producers to read, using think marks, and listing 34 tricky words. After that, they went back to their writing draft to revise for overused words. Finally, those who haven't finished had time to work on their nonfiction reading formative.
Reading Groups: This week we are integrating reading and science!
Pink: We met and reviewed unknown words,scientific vocabulary, text features, and confusing and surprising parts that they marked.
Blue: We met and reviewed unknown words,scientific vocabulary, text features, and confusing and surprising parts that they marked.
Green: We met and reviewed unknown words,scientific vocabulary, text features, and confusing and surprising parts that they marked.
Wednesday, October 4, 2017
Wonderful Wednesday
This morning the children completed the Wednesday portion of their vocabulary sheet for our word of the week, brief. Then, they played a computerized version of the game Hangman, using fourth grade vocabulary words.
After the announcements, we switched for math.
The entire math block was spent taking the MAPM. This is the computerized, selfadjusting, math assessment which students take three times each year. The purpose of the test is to guide planning and instruction.
The children did get their regular break to enjoy lunch and outdoor recess.
There is MATH HOMEWORK posted on GC.
After math we began our literacy block. Today we shifted our reading focus to nonfiction text. We began with a lesson about determining what is important when we read nonfiction text. A few important points, we determine what is important based upon our PURPOSED for reading. So, what is important can change if our purpose changes. I read A Log's Life, out loud, and modeled, through thinking out loud, how I would determine the topic and what the author was teaching us.
After that, the students worked independently, while I met with guided reading groups. First, they completed an assigned lesson for their guided reading group. Then, they finished writing their narrative draft. After that, the students completed the nonfiction graded assignment, identifying and explaining evidence that supports a point of view.
Blue: The students used the RACER strategy to identify the theme, using text support, of Soccer Shake Up. In group, we reviewed the RACER strategy and the students handed in their books.
Pink: The students read chapters 1315, finishing the book, and identified the theme of the text. In group, we discussed the ending and then shared themes, discussing evidence from the text. Finally, I collected the texts.
After meeting with the pink group, the students went to the media center, to "taste test" the nominees for this year's Black EyedSusan award.
Green: The students read chapters 2732, finishing the book, and identified the theme of the text. In group, we discussed the ending and then shared themes, discussing evidence from the text. Finally, I collected the texts.
After reading, we turned our attention to a writing minilesson. Today the students focused on revising their drafts. They deleted information that doesn't belong and clarified parts that might be confusing. After working on revising their draft, volunteers shared changes they made and explained their reasoning for doing so.
We will be having our SGA representative elections tomorrow and finally begin studying Native Americans.
Also, individual pictures will be taken tomorrow, after math.
After the announcements, we switched for math.
The entire math block was spent taking the MAPM. This is the computerized, selfadjusting, math assessment which students take three times each year. The purpose of the test is to guide planning and instruction.
The children did get their regular break to enjoy lunch and outdoor recess.
There is MATH HOMEWORK posted on GC.
After math we began our literacy block. Today we shifted our reading focus to nonfiction text. We began with a lesson about determining what is important when we read nonfiction text. A few important points, we determine what is important based upon our PURPOSED for reading. So, what is important can change if our purpose changes. I read A Log's Life, out loud, and modeled, through thinking out loud, how I would determine the topic and what the author was teaching us.
After that, the students worked independently, while I met with guided reading groups. First, they completed an assigned lesson for their guided reading group. Then, they finished writing their narrative draft. After that, the students completed the nonfiction graded assignment, identifying and explaining evidence that supports a point of view.
Blue: The students used the RACER strategy to identify the theme, using text support, of Soccer Shake Up. In group, we reviewed the RACER strategy and the students handed in their books.
Pink: The students read chapters 1315, finishing the book, and identified the theme of the text. In group, we discussed the ending and then shared themes, discussing evidence from the text. Finally, I collected the texts.
After meeting with the pink group, the students went to the media center, to "taste test" the nominees for this year's Black EyedSusan award.
Green: The students read chapters 2732, finishing the book, and identified the theme of the text. In group, we discussed the ending and then shared themes, discussing evidence from the text. Finally, I collected the texts.
After reading, we turned our attention to a writing minilesson. Today the students focused on revising their drafts. They deleted information that doesn't belong and clarified parts that might be confusing. After working on revising their draft, volunteers shared changes they made and explained their reasoning for doing so.
We will be having our SGA representative elections tomorrow and finally begin studying Native Americans.
Also, individual pictures will be taken tomorrow, after math.
Tuesday, October 3, 2017
This morning, the students completed the Tuesday section for our new vocabulary word of the week, brief. The, they practiced their keyboarding skills using Typing Club. After the announcements we switched for math.
In my math class, we completed a rounding exit ticket for warm up. These have been graded and returned to students. Look for them in home folders this evening.
Then we reviewed last night's homework. Next, we began our math rotations.
During the small group instruction, we worked on representing and solving multi step addition and subtraction word problems. Today we focused on writing equations, using a variable to represent the unknown. During math with a partner, the students played a game called Five in a Row, that provided practice with determining the unknown in addition problems. Finally, during the technology portion of math, the students completed a section of Xtra Math and then used a web site to practiced solving word problems.
Math HOMEWORK is posted on GC.
In between the second and third rotation, the students enjoyed lunch and outdoor recess.
After math, the students had 30 more minutes to complete the MAPR (computerized reading, selfadjusting assessment) that we began yesterday. Those who were absent yesterday, started the test today and will finish it later this week.
Once testing concluded, the students ate snack while I did a quick lesson about identifying evidence, from text, that supports an author's point of view.
Then, the students worked independently while I met with guided reading groups. First, they read assigned chapters in their guided reading book. Next, they completed the rough draft from our writing lesson yesterday. Next, they used the RACER strategy, and my minilesson, to answer a nonfiction comprehension question, that will be graded. Finally, those who have not completed their science assignments, had time to do so.
Blue: We discussed chapter 9, which the children read independently. Then we identified the theme and evidence, from the text, that supported it.
Pink: In group, we discussed chapters 11 and 12 (and we had a mini civics lesson about state and federal taxes!). First, we discussed the news article written by Judy Morgan. Then we identified changes that took place after the article was published. Finally, each student came up with one word to describe how they think Mrs. Granger feels about Nick.
Green: In group we discussed chapters 2126. We spent a lot of time talking about why grandma didn't want Drita and Maxie to be friends, and then why she changed her mind.
After our literacy block, we finally made time for a social studies lesson. We defined the terms geography, geographic tools (versus characteristics), and human and natural features. Additionally, we discussed settlement patterns and why people to choose to live where they do. It was basically catch up day.
The students ended their day in art.
In my math class, we completed a rounding exit ticket for warm up. These have been graded and returned to students. Look for them in home folders this evening.
Then we reviewed last night's homework. Next, we began our math rotations.
During the small group instruction, we worked on representing and solving multi step addition and subtraction word problems. Today we focused on writing equations, using a variable to represent the unknown. During math with a partner, the students played a game called Five in a Row, that provided practice with determining the unknown in addition problems. Finally, during the technology portion of math, the students completed a section of Xtra Math and then used a web site to practiced solving word problems.
Math HOMEWORK is posted on GC.
In between the second and third rotation, the students enjoyed lunch and outdoor recess.
After math, the students had 30 more minutes to complete the MAPR (computerized reading, selfadjusting assessment) that we began yesterday. Those who were absent yesterday, started the test today and will finish it later this week.
Once testing concluded, the students ate snack while I did a quick lesson about identifying evidence, from text, that supports an author's point of view.
Then, the students worked independently while I met with guided reading groups. First, they read assigned chapters in their guided reading book. Next, they completed the rough draft from our writing lesson yesterday. Next, they used the RACER strategy, and my minilesson, to answer a nonfiction comprehension question, that will be graded. Finally, those who have not completed their science assignments, had time to do so.
Blue: We discussed chapter 9, which the children read independently. Then we identified the theme and evidence, from the text, that supported it.
Pink: In group, we discussed chapters 11 and 12 (and we had a mini civics lesson about state and federal taxes!). First, we discussed the news article written by Judy Morgan. Then we identified changes that took place after the article was published. Finally, each student came up with one word to describe how they think Mrs. Granger feels about Nick.
Green: In group we discussed chapters 2126. We spent a lot of time talking about why grandma didn't want Drita and Maxie to be friends, and then why she changed her mind.
After our literacy block, we finally made time for a social studies lesson. We defined the terms geography, geographic tools (versus characteristics), and human and natural features. Additionally, we discussed settlement patterns and why people to choose to live where they do. It was basically catch up day.
The students ended their day in art.
Monday, October 2, 2017
Magnificent Monday
This morning, the students commented about their weekend in GC  Homeroom and then completed the Monday section for our new vocabulary word of the week, brief. After the announcements we switched for math.
In my math class, instead of a warm up, we completed our first MCPS online math progress check. This is a trial year for these new assessments, and therefore, they do not count on the report card. After the students were done, we began our math rotations.
During the small group instruction, we worked on representing and solving multi step addition and subtraction word problems. During math with a partner, the students played a game called Five in a Row, that provided practice with determining the unknown in addition problems. Finally, during the technology portion of math, the students completed a section of Xtra Math and then used a web site to practiced solving word problems.
Math HOMEWORK is posted on GC.
In between the second and third rotation, the students enjoyed lunch and outdoor recess.
After math, we began our literacy block. Today we started with a writing lesson. First, we read about author Allen Say's writing process. Next, the children chose one of their narrative drafts to complete and eventually publish. Finally, they had silent writing time to finish their rough draft.
After writing we went to PE.
When the students returned to class, they had 10 minutes to eat snack and work on finishing their rough draft.
Finally, the students took the MAPR assessment. This is the computerized, selfadjusting reading test that students take three times a year. The data is used for planning and instruction purposes. It is not used towards grades on the report card.
In my math class, instead of a warm up, we completed our first MCPS online math progress check. This is a trial year for these new assessments, and therefore, they do not count on the report card. After the students were done, we began our math rotations.
During the small group instruction, we worked on representing and solving multi step addition and subtraction word problems. During math with a partner, the students played a game called Five in a Row, that provided practice with determining the unknown in addition problems. Finally, during the technology portion of math, the students completed a section of Xtra Math and then used a web site to practiced solving word problems.
Math HOMEWORK is posted on GC.
In between the second and third rotation, the students enjoyed lunch and outdoor recess.
After math, we began our literacy block. Today we started with a writing lesson. First, we read about author Allen Say's writing process. Next, the children chose one of their narrative drafts to complete and eventually publish. Finally, they had silent writing time to finish their rough draft.
After writing we went to PE.
When the students returned to class, they had 10 minutes to eat snack and work on finishing their rough draft.
Finally, the students took the MAPR assessment. This is the computerized, selfadjusting reading test that students take three times a year. The data is used for planning and instruction purposes. It is not used towards grades on the report card.
Friday, September 29, 2017
Fabulous Friday  Park Ranger Visit
This morning the students completed the Friday section of their vocabulary sheet for our word of the week, assume. Then, they chose which skills to work on, because it is Free Choice Friday. After watching the morning announcements, we switched for math.
We began math with a multidigit subtraction and addition warm up. Then, we had an assembly where a US Park Ranger talked to us about the Every Kid in a Park program. Each student received a free National Park pass that is good through August 31, 2018.
When we returned to math class, we reviewed last night's homework.
After that, the students enjoyed lunch and outdoor recess.
As usual, we returned to math class, after recess, and then we took this week's formative. It covered adding and subtracting multidigit numbers fluently.
Math ran a bit long due to the formative. These have been scored and returned to students. Look for them in the binders this evening.
After math we began our literacy block. While I met with guided reading groups the students worked independently. First, the read assigned chapters in their guided reading books, using think marks to increase comprehension, and listed unknown words. After that, they viewed three resources about plant growth and development (science) and completed a note taking chart. Finally, they drew a diagram showing how plants get the things they need.
Guided reading groups:
Blue: In group we discussed chapters 7 & 8, which the students had read independently. We focused on the thoughts, feelings, and actions of the characters. After that, we began discussing possible themes of the book.
Pink: In group we discussed chapters 9 & 10, which the students had read independently. We focused on identifying what the characters said and did that supported our thinking. Additionally, we debated who sent the envelope to the reporter.
Green: In group we discussed chapters 15 20. We focused on using evidence from the text to support our thinking about the fight during the basketball game, and the events that followed. We also started thinking about the theme.
After meeting with guided reading groups, we ate snack and continued reading Wonder.
Next we began our writing lesson. First, we identified, defined, and saw examples of various types of nonbook writing. These included advertisements, brochures, and recipes. Next the students discussed, with their writing partner, for what service or product what they might write an advertisement, brochure, or recipe.
Next, they wrote for 20 minutes about anything they chose. This included creating an advertisement, a recipe, or a brochure. Also, they could choose to work on a piece they had already started. Finally, they took turns reading their writing to their partner, asking questions about the piece, and giving compliments.
Have a wonderful weekend!!
We began math with a multidigit subtraction and addition warm up. Then, we had an assembly where a US Park Ranger talked to us about the Every Kid in a Park program. Each student received a free National Park pass that is good through August 31, 2018.
When we returned to math class, we reviewed last night's homework.
After that, the students enjoyed lunch and outdoor recess.
As usual, we returned to math class, after recess, and then we took this week's formative. It covered adding and subtracting multidigit numbers fluently.
Math ran a bit long due to the formative. These have been scored and returned to students. Look for them in the binders this evening.
After math we began our literacy block. While I met with guided reading groups the students worked independently. First, the read assigned chapters in their guided reading books, using think marks to increase comprehension, and listed unknown words. After that, they viewed three resources about plant growth and development (science) and completed a note taking chart. Finally, they drew a diagram showing how plants get the things they need.
Guided reading groups:
Blue: In group we discussed chapters 7 & 8, which the students had read independently. We focused on the thoughts, feelings, and actions of the characters. After that, we began discussing possible themes of the book.
Pink: In group we discussed chapters 9 & 10, which the students had read independently. We focused on identifying what the characters said and did that supported our thinking. Additionally, we debated who sent the envelope to the reporter.
Green: In group we discussed chapters 15 20. We focused on using evidence from the text to support our thinking about the fight during the basketball game, and the events that followed. We also started thinking about the theme.
After meeting with guided reading groups, we ate snack and continued reading Wonder.
Next we began our writing lesson. First, we identified, defined, and saw examples of various types of nonbook writing. These included advertisements, brochures, and recipes. Next the students discussed, with their writing partner, for what service or product what they might write an advertisement, brochure, or recipe.
Next, they wrote for 20 minutes about anything they chose. This included creating an advertisement, a recipe, or a brochure. Also, they could choose to work on a piece they had already started. Finally, they took turns reading their writing to their partner, asking questions about the piece, and giving compliments.
Have a wonderful weekend!!
Thursday, September 28, 2017
Thrilling Thursday
This morning, after completing the Thursday portion of the word of the week vocabulary sheet, the students worked on solving this week's puzzles. The, after the announcements, we switched for math.
Math began with a subtraction warm up. After that, we reviewed last night's homework. Then, we began our rotations.
During the small group lesson we practiced adding and subtracting multidigit numbers fluently. During math with a partner, the students finished playing the squares game they began yesterday. This focused on the addition of multidigit numbers to get to a sum of 1,000,000. Finally, during the technology rotation, the students completed an Xtra Math session, and then practiced subtracting fluently using the site, Calculator Bingo.
Math HOMEWORK is posted on GC. We will have a formative tomorrow covering addition and subtraction of multidigit numbers.
The students enjoyed lunch and outdoor recess in between the second and third rotations.
After math we began our literacy block, which included some science and social studies today. While I met with small groups the students read assigned chapters in their guided reading books, using think marks and listing unknown words. Then, they used 3 linked resources in the Module 2 slides to identify, explain the job of, 4 things plants need. After that, they drew a diagram of a plant showing how the needs are used within the plant. Students who finished early got a chance to catch up on unfinished work, or they could read silently or work on a writing piece.
Prior to going to music, with Mrs. Graf, I pulled a small group to work with them on identifying and interpreting similes and metaphors. These students are encouraged to redo the assignment from Pop's Bridge , now that they have a better understanding.
After music, I pulled guided reading groups.
Blue: We discussed chapters 5 and 6 and reviewed their unknown words. Today we focused on the changes in Dominic within these pages, especially his thoughts, feelings, and actions.
Pink: We discussed chapters 7 and 8, focusing on the thoughts, actions and feelings of Nick and Mrs. Granger. In particular we discussed how Mrs. Granger feels about the word frindle and how we know this. We also identified the consequences of Nick's actions.
Green: We discussed chapters 1114. We focused on what we could learn through the thoughts, actions, and feelings of Drita and Maxie.
After guided reading groups, we ate snack and reviewed the organisms that we would be adding to the aquariums and terrariums today.
Then... we spent the rest of the day adding critters and plants to our aquariums and terrariums. It was quite chaotic!
Homework is posted on GCMath, for my math class. Students should read for atleast 20 minutes each night.
Math began with a subtraction warm up. After that, we reviewed last night's homework. Then, we began our rotations.
During the small group lesson we practiced adding and subtracting multidigit numbers fluently. During math with a partner, the students finished playing the squares game they began yesterday. This focused on the addition of multidigit numbers to get to a sum of 1,000,000. Finally, during the technology rotation, the students completed an Xtra Math session, and then practiced subtracting fluently using the site, Calculator Bingo.
Math HOMEWORK is posted on GC. We will have a formative tomorrow covering addition and subtraction of multidigit numbers.
The students enjoyed lunch and outdoor recess in between the second and third rotations.
After math we began our literacy block, which included some science and social studies today. While I met with small groups the students read assigned chapters in their guided reading books, using think marks and listing unknown words. Then, they used 3 linked resources in the Module 2 slides to identify, explain the job of, 4 things plants need. After that, they drew a diagram of a plant showing how the needs are used within the plant. Students who finished early got a chance to catch up on unfinished work, or they could read silently or work on a writing piece.
Prior to going to music, with Mrs. Graf, I pulled a small group to work with them on identifying and interpreting similes and metaphors. These students are encouraged to redo the assignment from Pop's Bridge , now that they have a better understanding.
After music, I pulled guided reading groups.
Blue: We discussed chapters 5 and 6 and reviewed their unknown words. Today we focused on the changes in Dominic within these pages, especially his thoughts, feelings, and actions.
Pink: We discussed chapters 7 and 8, focusing on the thoughts, actions and feelings of Nick and Mrs. Granger. In particular we discussed how Mrs. Granger feels about the word frindle and how we know this. We also identified the consequences of Nick's actions.
Green: We discussed chapters 1114. We focused on what we could learn through the thoughts, actions, and feelings of Drita and Maxie.
After guided reading groups, we ate snack and reviewed the organisms that we would be adding to the aquariums and terrariums today.
Then... we spent the rest of the day adding critters and plants to our aquariums and terrariums. It was quite chaotic!
Homework is posted on GCMath, for my math class. Students should read for atleast 20 minutes each night.
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 This morning, the students completed the Tuesday ...
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