Monday, September 25, 2017

Go Pro!

This morning, the children wrote about their weekend on our GC - Homeroom page.  Then, they completed the Monday portion of the vocabulary sheet for our word of the week, assume.

After the announcements, we were treated to an assembly. Two professional soccer players, Alyssa Kleiner and Lindsay Agnew, visited us to discuss the importance of being active and not giving up.

Following the presentation, the students enjoyed lunch and outdoor recess.

When they returned to class, we began our literacy block.  We reviewed that the theme of a text is the central message, that is usually inferred.  Then, we went over the correct answers from Friday's theme practice activity, where the children matched passages of text to a theme.

After that, the students worked independently, while I met with guided reading groups.  First, they read two chapters in their guided reading book and wrote a summary for one of them.  Next, they read a short passage of text, answered two comprehension questions, and wrote about the theme, using evidence to support their thinking.  Then, they identified two similes and/or metaphors, from Pop's Bridge, determined what they were comparing, and interpreted each.  Finally, those who had time, read about several human-made landmarks in Maryland.

Guided Reading Groups:
Blue:  We met and reviewed vocabulary for chapter 3 and then read it silently.  After discussing that portion of the text, we went over some vocabulary for chapter 4 and then, the students read the chapter independently, marking places they thought were funny, surprising, and/or confusing.

Pink:  Independently, the students read chapter 3 and 4, marked places they felt were funny, surprising, and/or confusing, and wrote a summary for chapter 4.  In group, we shared and discussed their think marks.  Then, we drew a line of learning, under the summary they wrote, and wrote a summary, together, that would meet the criteria for an A.

Green:  The students read chapters 5 and 6, independently, marking places they thought were funny, confusing, and/or surprising.  They also wrote a summary of chapter 6.  In group, we discussed the two chapters and shared some of the summaries.

In between the pink and green groups, the students went to PE.

After our reading groups met, we ate snack, read Wonder, and discussed the upcoming SGA elections for kindergarten representative and class rep.

Then we began our writing block.  Today we reread the first line in Tea with Milk and The Bicycle Man.  We reviewed first and third person points of view and identified from which each was written.  Next, the children thought about a person, from their own life, that they might write about, and shared their ideas with their writing partner.  Finally, the students wrote for 15 minutes, silently, about a memory from their own life, a person they know or remember, or anything else that interested them.

We ended the day by creating our aquariums so that the water can adjust and we will be prepared when our critters arrive later this week.  Then we began Module 2 of our science unit by defining needs, photosynthesis, and development. WE also discussed the things plants need in order to survive and the changes we have observe in our terrariums.

HOMEWORK:  Practice basic facts and read for 20 minutes!

Friday, September 22, 2017

Fabulous Friday

This morning the students completed the section for Thursday and Friday for this week's word of the week, produce.  Then, they worked on solving this week's puzzles.  After the announcements, we switched for math.

My math class began with a missing digits addition warm up.  During this time, some students were pulled for a small group reteaching rounding and addition.  Then, we began our rotations.

During the small group lesson, we practiced subtraction with decomposition.  During math with a partner, we used addition and subtraction to begin solving an addition ladder.  Finally, during the technology portion, the students compelted a section of Xtra Math, and then chose a web site to use to practice their addition skills.

The children enjoyed lunch and recess between the second and third rotations.

After math, we began drafting the blog and then started out literacy block.

In reading we focused on identifying the theme of a text and understanding similes and metaphors.  First, we read about the difference between the topic and theme of a text.  Then we matched text to its theme.  After that, we reviewed the the difference between a simile and a metaphor.

While I met with small groups, the students worked on guided reading group assignments.  Then, they read a few passages of text and matched each to a theme.  After that, the students identified 3-4 examples of similes or metaphors, from Pop's Bridge, and explained their meaning.

Blue:  We retold chapters 1 and 2 of Soccer Shake Up.  Then, we reviewed the Somebody Wanted But So then strategy for summarizing text.  Finally, we used the strategy to write a summary of chapter 2, together.

Pink:  The students reread chapters 1 and 2.  Then they wrote an answer to the question, would you rather be friends with Nick or have Mrs. Granger as a teacher.  When they came to group, we drew a line of learning under their response, and together, as a group, we drafted a response that would get an A.  Finally, the students were encouraged to compare their original response to the one we wrote as a group, noticing what they did well, and where they needed to improve.

Green: The students read chapters 3 and 4 of Drita.  Then they wrote an answer to the question, would you rather be friends with Drita or Maxie.  When they came to group, we drew a line of learning under their response, and together, as a group, we drafted a response that would get an A.  Finally, the students were encouraged to compare their original response to the one we wrote as a group, noticing what they did well, and where they needed to improve.

After our reading block, we ate snack and had a quick class meeting.  During class meeting we begin with a group share.  Today the children shared which food they would like to eat for breakfast, lunch, and dinner.  Then, we exchanged compliments.  Finally, we reviewed the instrumental music schedule.

Next, we began our writing block.  First, the children reread their recent pieces of writing and underlined one or two sentences that they really liked.  After that, they did a 5 minute quick write, beginning with one of the sentences they underlined.  Next, they shared what they wrote with their writing partner.  Finally, they wrote, silently, for 20 minutes on a topic of their choice.

We ran out of time and did not get to science or social studies but we will make that a priority next week.

Look for PARCC scores in home folders tonight.

Have a great weekend!!!

Wednesday, September 20, 2017

A Novel Kind of a Day!

We didn't post yesterday because we were visiting the Chesapeake Bay.  We had a fabulous time and learned a lot about ecosystems.

This morning, the students wrote a comment on the Google Classroom - Homeroom page, identifying their favorite part of yesterday's field trip.  Then, they completed the Tuesday and Wednesday sections for our vocabulary word of the week, produce.  After the morning announcements,  we switched for math.

We began math with a warm up, reviewing rounding multi-digit numbers to various places.  Then, the students took a formative on rounding.  These have been graded and returned to the children.  Look for them in the math section of your child's binder.

Next, the children enjoyed lunch and outdoor recess.

When they returned to math, we quickly reviewed using the standard algorithm to add multi-digit numbers with composing.  Then, they completed a quick exit card, so I can see what they know and what they need to learn.

After math, the students returned to homeroom and we began drafting this blog post.  Then, we began our literacy block.

First, we identified theme as the central message, or a lesson, that we can learn from the text and apply elsewhere in our lives.  It is usually inferred.  After reading through a list of themes commonly used in children's literature, we identified the theme of Pop's Bridge.  Then the students worked independently, on the following tasks, as I met with guided reading groups.

First, each group read the first two chapters of the guided reading book and marked places they felt were funny, surprising, and/or confusing.  Then, they completed the perspective assignment that they began on Monday.  Finally, the finished the 3-2-1 task for the Chesapeake Bay.

Reading Groups:
Blue:  They are reading Soccer Shake-Up. We reviewed some vocabulary from the first two chapters.  Then they watched and listened, as I thought out loud, and read a couple of pages to model how to use think marks.  Finally, they read chapters 1 and 2 and marked places they felt were funny, surprising or confusing.

Pink:  They are reading Frindle.  When they came to group, we reviewed some of their think marks and discussed the characters of Nick and Mrs. Granger.

Green:  They are reading  Drita.  When they came to group we discussed Drita's perspective regarding her new life in America.  We also compared the two girls.

After reading, we ate snack and continued reading Wonder.

Then, we read about Allen Say's life and discussed how he used events from his life to write his books.  After that, the students wrote independently for 20 minutes.

We didn't get to science or social studies because there were a gazillion flyers to hand out.  PLEASE have your child clear out his/her home folder this evening.

NO HOMEWORK


Monday, September 18, 2017

This morning, the students wrote about their weekend and began working on the vocabulary sheet for our word of the week, produce.

After the announcements, we did NOT switch for math, because two of the classes were on the field trip to the bay,  So, we took advantage of our time together, and finally complete the writing lesson for week 2, day 2.  This lesson used Allen Say's book, Tea with Milk, and focused on using our own life experiences for writing.

Next, the students enjoyed lunch and recess.

When they returned to the classroom we put together our terrariums and planted, alfalfa, mustard, and grass seeds.

Then the students went to PE.

After that, we began writing this blog post, ate snack, and read Wonder.

Next, we began our reading block.  After reviewing point of view (first versus third) and perspective, we did a quick warm up identifying different perspectives on 3 issues.  Then, while I met VERY briefly with reading groups, to introduce their novels, the students listened to the story, Hey, Little Ant, and identified the different perspectives of the ant and the boy.  Then, they completed the ChHesapeake Bay 3-2-1 from Friday.

Friday, September 15, 2017

Week 2...That's a wrap!

This morning the students finished the vocabulary sheet for our word of the week, assess.  Then, since it was Free Choice Friday, they chose to either practice keyboarding skills, read quietly, work on writing, or solve our weekly puzzles.  After watching the announcements, we switched for math.

In my math class, we completed a mystery number warm up.  Then, we reviewed last night's homework, rounding using a number line. Next, we began our rotations.

During the small group lesson, we practiced a new strategy for rounding multi-digit numbers.  During math with a partner, the students finished their number chains and played Multiplication War, to work on basic fact fluency.  Finally, during the technology portion they completed an Xtra Math session and played Boom Cards to practice rounding.

In between the second and third rotations, the children enjoyed lunch and outdoor recess.

After math, we began our literacy block.  First we reviewed, the difference between perspective and point of view.  Then the children worked independently, on the following tasks, while I met with guided reading groups.  They reread Pop's Bridge, and re-wrote the first paragraph from the opposite point of view.  Additionally, they used several multi-media resources to prepare for their upcoming field trip to the Chesapeake Bay.  After viewing the resources, they identified 3 cities on the bay, 2 interesting facts about the bay, and 1 organism that lives in the bay.

During each reading group, we reviewed the reasons why we read text more than once, and the purpose for each reading.  We also identified, listed, and discussed "think marks" we will use to better understand text we read.

Then we ate snack, began our blog post, and read Wonder.

Next, Mrs. Luckett, one of our guidance counselors visited and did a lesson problems, how to handle them, and how to get help.

After she left, we continued the writing lesson we began yesterday, by reading, Tea with Milk, by Allen Say.

Then it was time to pack up.

Have a great weekend!

Thursday, September 14, 2017

Thrilling Thursday

We began the morning completed the Thursday section of our vocabulary sheet, for this week's word, assess, then we began solving our weekly puzzles.  After the announcements, we switched for math.

My math class began with a place value, mystery number, warm up.  Then we began our math rotations.

During the small group, we practiced rounding numbers, up to a million, to the nearest 10 and 100, using a number line.  During math with a partner, we created a number chain by placing multi-digit numbers, up to a million, in order from least to greatest.  Finally, during the technology portion, we completed an Xtra Math  session, and watched  Khan Academy lesson about rounding to the nearest 10 and 100 using a number line.  Additionally, there was a Khan Academy practice activity to do.

In between our second and third rotations, the children enjoyed lunch and outdoor recess.

After math, we  reviewed what a good summary, and point of view response, for Freedom Summer, sounded like, by listening to student's work.  Then, we worked independently on the following tasks.

First, we made "See you Later" cards for our classmate, Clara.  After that, we reread Pop's Bridge and rewrote the first paragraph from the opposite point of view.  Due to time constraints, most students didn't get to the second task.

Later we went to music, with Mrs. Graf.

When we returned to class, we ate snack, finished our cards for Clara, and began drafting this blog post.  Then we read more of the novel, Wonder.

Next, we attempted to catch up n our social studies lessons.  First, we defined and identified physical, or natural, and human-made features.  Then we labeled 5 physical features on a map of Maryland; the Allegheny Mountains, the Appalachian Mountains, the Blue Ridge Mountains, the Potomac River, and the Chesapeake Bay.

Finally, we began our first science lesson.  We defined the term ecosystem, as an environment where living and non-living things interact.  Then we read about and discussed various types of ecosystems.  Finally, we read directions that we will use tomorrow to build a terrarium.

Next, we began reading, Tea with Milk, by Allen Say, and identified different perspectives, along with evidence from the story.

After we paced up, we read more from Wonder.

Wednesday, September 13, 2017

Wonderful Wednesday

This morning the students listed synonyms and antonyms for their vocabulary word of the week, assess.  After that, they tried to make words out of the letters n the word, lemonade, since it is Word Wednesday.  Following the announcements, we switched for math.

In my math class, we took our first formative.  These have been graded and returned to students.  They are in the math section of the binder...check them out!

After the formative, the children enjoyed lunch and outdoor recess.

When they returned to math, we watched an instructional video about comparing and ordering numbers.  Then I passed back the formative.

Next, my homeroom visited the media center for a lesson about Digital Citizenship, with Mrs. Allaire.

We finally, began our literacy block when we got back to the classroom.  First, we defined and discussed the difference between point of view and perspective.  After that, we read the realistic fiction story, Pop's Bridge, and discussed point of view, perspective, and setting.  Then, the students worked independently, for a short amount of time, while I called each reading group and they chose a name.  Additionally, during this time, Mr. Gillenwater, the instrumental music teacher, began pulling a few students at a time to discuss instrument choices.

Then, we began drafting this blog and continued reading Wonder.

Next, we took a Go Noodle brain break and began our writing lesson.  We listened to Allen Say's story, The Bicycle Man, based on events in his own life.  Then, the students began a topic list of ideas from their life they could write about.  Finally, they wrote for 15 minutes either adding to their list, working on a piece they had already started, or beginning a new piece of writing.

HW:  read for 20 minutes, GC - math

Tuesday, September 12, 2017

Terrific Tuesday

This morning the children worked on the Tuesday section of their vocabulary practice for the word of the week, "assess".  Those who finished early, practiced their keyboarding skills using, Typing Club.

After the morning the announcements, we switched for math.  My math class began with a place value warm up.  Then, we began our rotations.

During the small group, teacher led rotation, we used data from the US Census web site to read, write, and compare multi-digit numbers.  When working with a partner, we used dice to  identify the least and greatest number that could be written and then found the difference between the two.  Finally, during the technology rotation, the students completed a round of Xtra Math and then chose a site from the place value Live Binder.

Compacted math HOMEWORK is posted in GC.

The children enjoyed lunch and recess between the second and third rotations.

Following math, we began drafting this blog entry and then began our literacy block.

Today was our first time completing independent work during our literacy block.  While I did some reading assessments, the students worked on the following tasks.  First, they wrote a summary and explained the point of view, for Freedom Summer.  Next, they completed a reading interest inventory, so I could learn what they enjoy reading.  Finally, they read quietly or visited the media center, if it was their assigned day.

We continued reading Wonder, as they ate their snack, and then took a Go Noodle brain break.

After that, we began our writing block.  First we read and discussed a pattern poem, by Shel Silverstein, called "The Fly Is In".  Then we practiced writing our own stanza for the poem.  Finally, the students wrote for 15 minutes silently, either continuing an old piece or beginning a new one.

The students ended their day in art, with Mrs. Daniell.

Monday, September 11, 2017

Week 2 Begins...

This morning the students wrote about their weekend and then read quietly until it was time for math.

My math class began with a place value warm -up.  After that, we split into small group rotations for the first time.  They went VERY smoothly.

During the small group, teacher led instruction, students worked on writing multi-digit numbers in standard, word, and expanded form.  While working with a partner, the students changed numbers from expanded form into standard form and then compared them.  Finally, during the technology rotation, the students worked on Xtra Math.  Those who finished early, practice place value activities using an online game, of their choice, from the Livebinder link in GC.

The children did enjoy lunch and recess in between the second and third math rotations.

After math, we began out literacy block by reviewing the three different points of view, and learning to summarize text using Somebody-Wanted-But-So-Then (SWBST).  Next we reread Freedom Summer and orally practiced summarizing it and determining the point of view from which it is told.  Then, I introduced a vocabulary program we will use this year, learning one new word each week.  After completing the "Monday" activity , the students went to PE with Mr. Smith.

When they returned to class, we reviewed the media center checkout system and the schedule.  Then we began drafting the blog while the students ate snack.  After that, we continued reading Wonder.

Next, we took a Go Noodle brain break and began our writing lesson.  Today we focused on getting ideas, for writing, from funny poems.  We read two poems by Jack Prelutsky and then the children wrote for 15 minutes silently.  Afterwards, a few volunteers shared their pieces and we practiced expressing what we liked about one another's writing.

We ended the day by revisiting, revising, and agreeing upon our class rules, during social studies.

HOMEWORK tonight, and every night, is to practice basic facts for 10 minutes and read for 20 minutes.

Friday, September 8, 2017

Day 4: Fabulous Friday!!!!!

This morning, the students completed their "FIRST DAY" activity and then chose a comfy spot in the classroom to read quietly.  After the announcements, we switched for math.

First, we established a schedule for our math block.  After that, we learned the expectations for, and completed, our first warm-up, which focused on place value. Next, we practiced working with partners, using discourse, to read, write, and compare multi-digit numbers.

Then the children enjoyed lunch and outdoor recess.

When they returned to math, they all worked on Xtra Math.  Our goal is to begin rotations on Monday.  :-)

After math, we began drafting today's blog post, and then watched Mrs. Allaire's media center orientation.  Book exchanges will begin next week.  This year, students will have a designated day of the week to check out books from the media center.  If they need to go more than once during the week, they will need to speak to me in order to gain permission.

Next, we began our reading block.  First, I handed out, and reviewed, a resource explaining the 3 different points of view.  Then, we used the worksheet to help us as we played 2 Kahoot games, practicing identifying the point of view.

Then we ate snack and began reading the novel, Wonder, by RJ Palacio.

After that, we began our writing block.  Today, the children were assigned random partners, generated by Class Dojo.  Then, we reviewed the two books we have read thus far and the children discussed, with their new writing partner, the kind of person they think William Steig was.

Next, we read an informational passage about William Steig.  Finally, the students wrote SILENTLY for 15 minutes. They were allowed to write about William Steig, add to their topic list, continue the writing they began yesterday, or begin a new piece of their choice.  When time was up, a few students volunteered to read their writing to the class.

We ended the day with Mr. Gillenwater, the instrumental music teacher, and a few 5th graders.  Together they introduced the instruments available in the program, as well as, some other important information.

Look for instrumental  music information AND the permission slip for the Chesapeake Bay field trip, in take home folders this evening.

Thursday, September 7, 2017

Day 3...Back To School Night

This morning, when the students came in, they unpacked, read their morning message, and continued working on the "FIRST DAY" activity.  They went to math, after the announcements.

In my math class, we began by completing the "Getting to Know You by the Numbers" activity.  After that, we spent some time learning names.  Then, we watched, and discussed a Learn Zillion lesson about comparing multi-digit numbers.  When the math class returned from lunch and outdoor recess, they signed in to Xtra Math and completed their first session...this should have been easy...but NO!  The process was frustrating, and therefore, took up the final 20 minutes of math.  Oh well!  :-(

After math, we updated Class Dojo points, learned about the bathroom sign-in/out process, discussed Back to School Night, and began writing our blog entry.

Next, the children began working on a Back to School Night, All About Me, activity.  Then they went to music with Mrs. Graf.

When they returned to the classroom, they ate their snack as we began our writing lesson.  First, we read and discussed, Wizzil, by William Steig.  Then, they wrote, silently, for 15 minutes about a topic of their choice.  Finally, a few children volunteered to share their writing with the class.

We ended the day by working towards completing the All About Me activity.

Back to School Night is at 6:30 this evening.

Wednesday, September 6, 2017

Day 2...Productive and Happy Students

So....today we were able to get into our groove.  Hooray!

When the children came in, they unpacked, ordered lunch, and began a new getting to know you activity.

After the announcements, we switched for math.  In my compacted math class, we began a getting to know you by the numbers activity.  Then the students enjoyed lunch and indoor recess.  After recess, we watched and discussed a Learn Zillion lesson about reading and writing numbers through a million.  Then, the children got their Xtra Math PINs and parent letters.

Next, once back in homeroom, we awarded Dojo points,  explored the class blog, and began writing today's entry.

Then, we took a Go Noodle brain break.

After that, we began our literacy block.  First, we identified how knowing the point of view in which a story is told can help us understand  it.  Then we read and discussed the story, Freedom Summer, and wrote about the point of view.  We also downloaded and used the app Kami to write on and edit PDFs.

Next, we ate snack while we listened to the story, Sylvester and the Magic Pebble, as an example of good literature.  After reading, the students created a Padlet sharing ideas of an object they could write about that has magical powers.  Finally, each student began a list of writing ideas to put n the writing section of their binder.

Following writing, we took another Go Noodle brain break and then worked in collaborative groups to answer questions about how to make our classroom the perfect learning environment.  Finally, we worked as a team to begin drafting our class rules and expectations.

Remember, Back to School Night is tomorrow night, Thursday, September 7, at 6:30 PM.

Tuesday, September 5, 2017

Welcome to Fourth Grade!!

It's crazy how time flies...seems like just yesterday we were saying goodbye to the school year.  But, here we are, beginning a new school year!

This morning went by super quickly, since lunch begins at 10:20.  The students began the day by making name tags, using a new activity that I found, but won't be using again.  LOL

After that, we did a toilet paper getting-to-know you activity.  Students got to tear of squares of toilet paper and then shared I thing about themselves for each square they took.

After that, they went to lunch and outdoor recess.

After recess we spent a majority of the afternoon setting up binders and organizing materials.  Then the students received their assigned Chromebooks and log-ins.  We had time to join 3 Google Classrooms before heading outside for our first fire drill.

The students ended their day in art, with Mrs. Daniell.

Thursday, June 15, 2017

Thrilling Thursday - Last FULL Day

This morning the children tried to solve the last installment of our weekly puzzles.  Then, after the announcements, we played the social studies Kahoots, created by students in our class, about the Southern Region.

Next, we switched for math and took a Go Noodle brain break.  Then we worked on a Challenge 24 that NONE of us could solve...even after 30 ,minutes.  Finally, we enjoyed some Tootsie Roll lollipops and played Kahoot or Prodigy.

After math, the students enjoyed lunch and outdoor recess.

When they returned to class, we switched some students with Mrs. Bigelow's class and then continued sharing our Genius Hour presentations.

When we switched back to homerooms, the class voted to continue sharing their presentations...so, that's what we did!

Wednesday, June 14, 2017

Wonderful Wednesday -Fly Up Day

The students spent the first part of the morning working on their ABC's of Fourth Grade presentations.  Then we went over to the fifth grade classes to learn about next year and ask questions.  After that, the children continued putting the final touches on their presentations.

Next, the students enjoyed lunch and recess.

When they returned to class, the third grade students came to visit us to learn about fourth grade.  The current fourth graders shared their ABC's of Fourth Grade presentations with them.

After the third graders left, we had art with Mr. Cosgrove, and the students made slime!!

Finally, the students received their yearbooks (if they ordered one) and they spent what little time was left completing their Genius Hour presentation, looking through the yearbook, or visiting a web site we have used in class this year.

Tuesday, June 13, 2017

Terrific Tuesday

This morning, the children created place mats and decorations for the Volunteer Breakfast tomorrow morning.  Then they used both print and non-print resources to complete either a flip book or a Kahoot to represent the Southern Region of the original 13 colonies.

Next, we switched for math and took a Go Noodle brain break.  Then we worked on a brain teaser warm up.  After that, the children took their final math formative covering angle measurement, triangles, and multi-step word problems.  These have been graded and returned to students.  Please look for them in your child's home folder this evening.

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

When the students returned to class, we began presenting the Genius Hour projects.  Some of the students went to Mrs. Bigelow's class and some of her class came to ours.  Then, students got to share their presentations.  As each student shared their final project, the audience wrote one thing they learned and one compliment, on a sticky note, to give to the presenter.

After that, the children worked on their ABC's of Fourth Grade.  These are the Google Slides presentations they will be sharing with the third graders, tomorrow afternoon, during Fly Up Day.

We ended the day with an earthquake DRILL to practice Drop, Cover, Hold On.

And...no more HOMEWORK this year!!

Monday, June 12, 2017

Marvelous Monday

It is so hard to believe that the last week of school is hear.  It is definitely bittersweet.

This morning, the students worked on their Genius Hour presentations or the ABC's of Fourth Grade presentations for Fly Up Day.  Then, after the announcements, we began our social studies lesson.

Today, we focused on the Southern Region of the original 13 colonies.  The children were given a bunch of online and print resources to use.  Then they chose whether to create a Kahoot or complete a flip book focusing on the states, the main settlements, and the economy of the region.

Next, we switched for math and took a Go Noodle brain break.  After that, we did a Challenge 24 warm up.  Then, we began our rotations.

During the small group rotation, we practiced using a protractor to draw and measure the angles in an obtuse and a right triangle.  During math with a partner, the students wrote equations, using a variable to represent the unknown, and solved for it, to determine the correct answers for multi-step word problems.  Those who finished early played Multiplication War to work on basic fact fluency.  Finally, during the technology rotation, the students watched two Learn Zillion lessons and then practiced solving word problems using Thinking Blocks.

We will have our last formative tomorrow.  It will cover drawing and measuring the angles in a triangle, and multi-step word problems.

HOMEWORK is posted on GC - Holman's Homework.

After math, the students enjoyed lunch and indoor recess.

When we returned to class, we began our literacy block.  The students worked on their Genius Hour presentations and the ABC's of Fourth Grade, to share with third graders on Fly Up Day.  I worked with students who needed help with their Genius Hour Presentation.  We did take a break around 2:00 to play a fun Kahoot about movies and TV shows.

PLEASE make sure your child reads for at least 20 minutes tonight.

Friday, June 9, 2017

Fabulous Friday

This morning the children got to choose which skill they worked on for morning work since it is Free Choice Friday.  Then they went to music with Ms. Thomson.  When they returned to class we watched the morning announcements and reviewed the answers to this week's puzzles.

Next, we went to math and did a Go Noodle brain break.  After that, we did two Challenge 24 problems for our math warm up.  Then, we began our rotations.

During the small group lesson, we began where we left off yesterday, by using a protractor to draw triangles and measure their angles.  During math with a parnter, the students completed some multi-step word problems.  IF they finished early, they played Multiplication War to practice their basic fact fluency.  FInally, during the technology rotation, the students finished viewing the Khan Academy lessons from yesterday and competing the practice activities.  ANy students who finished early used XTra Math to practice their basic fact fluency.

After math., the students enjoyed lunch and outdoor recess.

When they returned to class, we began our literacy block.  The entire afternoon focused on the Genius Hour project.  A few students finished their dictionaries and informational paragraphs.  The majority worked on their presentations.  Some even published them and shared the links in GC - Genius Hour.

Those who have completed their Genius Hour projects began working on a Google Slides presentation, called the AMC's of Fourth grade, to share with third graders on Fly Up Day, next Wednesday.

Thursday, June 8, 2017

Thrilling Thursday

Since it is Thursday, that means the students worked to figure out our weekly puzzles this morning.  Then, after the announcements, the continued using non-fiction text, and Internet links to complete the flip book about the Middle Region of the original 13 colonies.

As the children worked, I continued meeting with students to complete the monthly informal reading assessments for May.

Next, we switched for math and took a Go Noodle brain break.  After that, we did a Challenge 24 warm up.  Then we began our rotations.

During the small group lesson, we practiced drawing triangles using specific properties and then measuring the angles using a protractor.  During math with a partner the children worked on basic facts fluency by playing Multiplication War.  Finally, during the technology rotation, the students watched 3 Khan Academy lessons about classifying triangles according th=o their angles.  Then, if they had time, they completed 2 follow up activities.

For HOMEWORK the students need to use the link on GC - Holman's Homework to practice identifying and classifying triangles.

After math, the students enjoyed lunch and outdoor recess.

When we returned to class we turned our attention to our Genius Hour projects.  First, we reviewed the organization of my model informational paragraphs.  Then, the students pulled up their paragraphs, on their Chrome Books, and using my model paragraphs, we reviewed the criteria for the various sentences.  As we did this, the children had the opportunity to read sentences out loud, as I provided feedback.  Next, the students  met with their writing partners and worked together to revise and edit their paragraphs.

Once they were done the continued working on their Genius Hour presentations.  

During this time I completed my informal reading assessments for May...which then concluded all reading testing for this year!!!

HOMEWORK is posted on GC - Holman's Homework.

Wednesday, June 7, 2017

Wonderful Wednesday

This morning the students worked on their Writing Wednesday stories.  Then, after the announcements, we began our social studies lesson.  First, we reviewed the main reasons for creating new colonies in the New England region, as well as, their primary sources to support the economy.  Then, the student worked independently to identify the states, settlements, and economic sources for the Middle region.

Next, we switched for math and took a Go Noodle brain break.  Then, we completed 3 statements about triangles identifying properties that are ALWAYS, SOMETIMES, and NEVER true, to warm up our math brains.  After that, we began our rotations.

During the small group instruction we practiced sorting triangles based on side lengths and angle measurements.  During math with a partner, the children practiced drawing right angles, measuring the second and third angles for each, and writing an equation showing that all three angles equal 180 degrees.  Finally, during the technology rotation, the students used a virtual Geoboard to create the 6 different types of triangles.  Then they took a screenshot of each, and imported it, and a definition, into a Google Slides presentation.

For HOMEWORK the students need to use the link provided on GC - Holman's Homework, to practice classifying triangles.

After math, the students enjoyed lunch and recess.

They spent the afternoon working with a substitute, Mrs. Tanzi.  I had to attend an event at my son's school.

First, they used the RACER organization method to write two informational paragraphs answering their Genius Hour question with the research the found.  Then, they worked on their presentations.

Reading HOMEWORK is posted on GC - Holman's Homework.

Tuesday, June 6, 2017

Terrific Tuesday

Today we switched lunch and recess with the third graders so that they could enjoy WIMS day.  Therefore, we had a shortened math block in order to be ready for recess at 10:20.

We were a bit short handed in math, so we began with a whole group lesson.  Today we practiced identifying and representing triangles using properties of angle measurements and side lengths.  After naming and defining 6 different types of triangles, we practiced using the properties to identify different triangles.  Then, the students watched a Khan Academy lesson about classifying triangles by angles and reviewed the definitions using another web site.  Finally, the students played an online game  to practice classifying triangles.

 For HOMEWORK the children should visit this site to practice classifying triangles based on side lengths and angle measurements.

After math, the children enjoyed lunch and indoor recess (due to WIMS Day).

When we returned to class we began our literacy block.  First we discussed the many tasks that need to be completed between now and the end of the school year.  We also chatted about the need to be responsible and to stay on task.  This has been a struggle recently.

Today's focus, for the students, was to complete the Genius Hour research and their dictionary/glossary for domain specific words.

While the students worked, I began my May informal reading assessments...yes, I am a bit late in doing so.

The day ended with extra recess for the children to celebrate the end of PARCC and make up for the specials they are missing this week due to WIMS Day.

Monday, June 5, 2017

Marvelous Monday - WIMS Day

The students had a fabulous time rotations between 11 stations during WIMS Day today.  The rain held off and we were able to participate on all of the fun.  After the WIMS Day activities, we had time to enjoy a quick game of Kahoot.

Then the children enjoyed lunch and indoor recess.

After recess we enjoyed a WIMS Day Popsicle party.

When we returned to class some of the children elected to work on their Genius Hour project, while the rest of the class played a Dreamworks version of Kahoot.

NO HOMEWORK tonight and back to academics tomorrow!  :-)

Friday, June 2, 2017

Fabulous Friday

I had to leave early today for a dental appointment.  Therefore, this will be a brief post.

Due to 3rd grade PARCC testing, we had to switch lunch and recess with third grade.  So, we began our day with math and then went to recess and lunch.

We began math with a warm up involving additive angles.  Then, the children took a formative covering additive angles.  Afterwards, we played a geometry Kahoot.

After math, the students enjoyed outdoor recess and then lunch.

Mrs. Carlson, my sub for the afternoon, picked the class up from lunch.

They spent the afternoon working on their Genius Hour projects, and reading, discussing, and answering comprehension questions about the New England colonies.

The class also went to music in the afternoon.

Don't forget WIMS day is Monday!

Have a great weekend!!

Thursday, June 1, 2017

Thrilling Thursday - Anything but Routine! :-)

With 2 spring concerts and switching lunch and recess with third grade, today was anything but routine!  However, we took advantage of this and used it to redo assignments that didn't meet the criteria and catch up on unfinished work and our Genius Hour project.

So...here's the rundown...

This morning, some students checked in and went directly to the morning concert.  Those who stayed behind worked on solving this week's Thursday puzzles.  After that, I reviewed missing assignments with the students and gave them time to redo or complete them.  As students returned from the morning concert, those who were caught up with their work began working on their Genius Hour research.

Then we went to recess and lunch early.  We switched with third grade to accommodate their PARCC testing schedule.

When we returned to class, we focused on our Genius Hour projects.  First, I modeled developing a genius hour question, identifying sub questions, using search engines to locate facts to answer the questions, citing my sources, and beginning to create a web site to present my information.  This took a while but the students seemed to think it was helpful.

After that, the children worked on their research and some began web sites, as I helped students one-on-one.

At 2:00 we packed up and then went to the afternoon spring concert.

Wednesday, May 31, 2017

Wonderful Wednesday

This morning, since it is Writing Wednesday, the children worked on their stories.  We switched for math early, in order to complete the MAP-M testing in math classes.  Therefore, the children spent most of their morning in their math class.

As a reminder, the MAP-M is the computerized, self-adjusting math test that the children take three times each year.  The data helps us plan, instruct, and assess growth.

The MAP-M testing took all morning, and some students still need more time to complete it.

After math, the children enjoyed lunch and outdoor recess.

When they returned to class, some students worked on the MAP-R testing that we began yesterday.  The rest of the children worked on the New England colonies flip book that we started in social studies yesterday.

Next, the students had art with Mr. Cosgrove.

After art, we worked on our Genius Hour research questions.  Students spent time using various search engines to read about their topic and identify facts to answer their questions.  I worked one-on-one with several students to help them with their research.

NO HOMEWORK tonight and tomorrow night.

Tuesday, May 30, 2017

Terrific Tuesday

This morning, the students worked on their keyboarding fluency using Typing Club.  After the announcement, we began our social studies lesson.

Today, the students used various resources, available via Google Classroom, to identify the colonies, who, when , and why they were founded, and the products and occupations that supported the economy in the New England region.  The children recorded this information in a flip book.

Next, we switched for math and took a Go Noodle brain break.  After that, we completed a warm up involving the construction of additive angles.  Then, we began our rotations.

During the small group instruction we classified 2-dimensional figures by describing their angles (acute, obtuse, right) or their lines (parallel or perpendicular).  During math with a partner, the students engaged in math discourse as they used additive angles to meet criteria given on a chart.  Those who finished early worked on their basic facts by playing Multiplication War.  Finally, during the technology rotation, the children  worked on identifying different types of angles and then estimated the measurement of angles using provided links to various web sites.

For HOMEWORK the students need to watch a Learn Zillion lesson about classifying angles based on their sides and angles.  Then they will use a link called shape guess to practice the skill.

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

When we returned to class, the students began taking the spring session of the MAP-R.  This is the computerized reading assessment that self-adjusts according to the child's responses.  We had some technical  issues, but many students were able to finish.  Those who didn't will do so later in the week.

MATH HOMEWORK is posted on GC - Holman's Homework.  Reading homework is to read for 15 minutes - free choice.

Friday, May 26, 2017

Fabulous Friday

This morning, since it was Free Choice Friday, the children got to choose which skills they practiced during morning work.  Then, they went to music with Ms. Thomson.  When they returned to class, we watched the morning announcements and went over the answers for our weekly puzzles.

Next, we switched for math and took a Go Noodle brain break.  Then, we did a warm up that reviewed the types of lines.  After that, I went over the formative and the children took it.  These have been graded and returned.  Towards the end of math we reviewed today's quiz and then we practiced identifying angle measures as additive to meet given criteria.

After math, the students enjoyed lunch and outdoor recess.

When we returned to class, we began our literacy block.  I took time to review the expectations for two past due assignments, that the class, in general, did not complete in way that demonstrated proficiency.  After re-explaining both tasks, and identifying how each would be graded, the children returned to their seats and worked on improving both.

The first task was to take technical text, a recipe for Rice Krispie Treats, and present it in a way that was easy to read and follow using 7 different text features.  The second assignment was to choose a current event article and write a summary for it.  Once the students completed both activities, they were expected to continue researching their Genius Hour questions.

Pink/Blue:  First I collected their Safari magazines.  Then we discussed our background knowledge regarding the original 13 colonies.  After that, I passed out a text about the New England colonies.  Finally, we read and defined some of the domain specific vocabulary in the article.  I collected the article until our next guided reading group.

Orange:   First I collected their Safari magazines.  Then we discussed our background knowledge regarding the original 13 colonies.  After that, I passed out a text about the New England colonies.  Finally, we read and defined some of the domain specific vocabulary in the article.  I collected the article until our next guided reading group.

Green:  First I collected their Safari magazines.  Then we discussed our background knowledge regarding the original 13 colonies.  After that, I passed out a text about the New England colonies.  Finally, we read and defined some of the domain specific vocabulary in the article.  I collected the article until our next guided reading group.

At 2:20 the STRINGS students went to their instrumental music practice with Mr. Gillenwater.

Thursday, May 25, 2017

Thrilling Thursday - Last Day of PARCC!!

Today was our final day of PARCC testing.  Yippee!!

Prior to the morning announcements, the students worked on solving our weekly puzzles.  After, we reviewed the text features used to help with comprehending technical text.  Then, given a list of ingredients and the procedure, the students used the text features to create a recipe for Rice Krispie Treats.

Next, we switched for math and took a Go Noodle brain break.  After that, we did an "Eliminate It" warm up, involving angles.  Then, we began our rotations.

During the small group lesson, we reviewed how to use a protractor to measure angles, and then used a protractor to construct angles.  During math with a partner, the students played Multiplication War to work on basic fact fluency.  Finally, during the technology rotation, the students watched a Khan Academy lesson about using a protractor to construct angles.  Then they completed a follow up practice activity.  Those who had time left, used a protractor to construct angles in their math journals.

There is NO HOMEWORK tonight but we WILL have a FORMATIVE tomorrow.  The formative will cover parallel and perpendicular lines and angle measurement using a protractor.

After math, the students enjoyed lunch and outdoor recess.

When we returned to class, the students took the fourth, and final, unit of the math PARCC.  They were very focused and put a lot of effort into the test.  I am very pleased!!

After testing, they had some much needed "chill time" to hang out and unwind.  Then, we played a Kahoot game covering the novel Shiloh.

Once again, the students have earned a night without homework!

Remember, all STRINGS students should bring their instruments tomorrow!

Wednesday, May 24, 2017

Wonderful Wednesday

Ahhhh...this morning we took the unit 3 math portion of the PARCC assessment.  Once again, the children made me so very proud.  I saw each student focused, using their strategies, and solving problems more than once, to check their work.    We only have one more unit to take, and we will do so tomorrow afternoon.

Once again, after testing, the students had a well earned break...they were exhausted.

After going to lunch and outdoor recess, we returned to class to begin our literacy block.  First, we used examples of technical text to arrive at a class definition.  We determined that it was a type of non-fiction text that provides the reader with information to perform a task.  After that, we examined more samples of technical text and identified which text features were present and which were missing.  We discussed how the text features were helpful and how we could improve the text.

Then, it was time for art with Mr. Cosgrove.

After art, over half the class went to the Spring Concert practice with Mr. Gillenwater.  Those left behind worked on researching their Genius Hour questions.

NO HOMEWORK

LAST day of PARCC testing is tomorrow beginning at 12:50.  :-)

Tuesday, May 23, 2017

Terrific Tuesday - Math PARCC Day 2

This morning the students took the second unit of the Math PARCC.  Once again, I was super proud of their focus and effort during the testing session.

After the test, the students had some time to unwind.  Then, we read and discussed some non-fiction text about the 3 regions of the original 13 colonies.

Next, the students enjoyed lunch and outdoor recess.  Then they went to PE with Mr. Smith.

After PE, we returned to class and began our literacy block.  First, as a group, we went over the steps we have already started and the expectations for each.  Then, the students worked on identifying at least 4 sub-questions for their Genius Hour project and then use various search engines to research the answers to them.

While the students worked, I met with a few students to improve their sub-questions for their Genius Hour project.  Then, I met with guided reading groups.

Pink/Blue:  We discussed text structure as the way an author organizes the text.  Then we determined that the article about Hot Air Ballooning was written in a question/answer explanation format.  After that, we used the RACER strategy to orally answer what we learned about hot air balloons from the article.

Orange:  We discussed text structure as the way an author organizes the text.  Then we determined that the article about Rescue Support Vehicles article was written in a compare/contrast format.  After that, we used the RACER strategy to orally compare and contrast the Sea King Helicopter and the MSV.

Green:  We discussed text structure as the way an author organizes the text.  Then we determined that the article the Earth's surface was written in a cause and effect format.  After that, we used the RACER strategy to orally explain the effects of water on the Earth's surface.

NO HOMEWORK!

Monday, May 22, 2017

Math Monday - PARCC

Today begins the PARCC math testing.  We will be testing for the next four days, for about an hour each session.  Today and Thursday, we will test in the afternoon, right after recess.  Tuesday and Wednesday, we will test in the morning, beginning around 9:15.

This morning, the children read quietly prior to the announcements.  After, we reviewed some of the PARCC practice math test items, concentrating on using the tools available.

Next, we switched for math and took a Go Noodle brain break.  After that, we did a warm up involving multi-digit multiplication and divisions, and a word problem using angle measurement.  Then, we did a whole group math lesson focusing on additive angles.  Basically, given known angle measurements, we used addition (or subtraction) to figure out an unknown.  Finally, as promised, we finished a PARCC practice Kahoot that we began on Friday.

After math, the students enjoyed lunch and outdoor recess.

When hey returned to class, we began the Unit 1 portion of the math PARCC assessment.  The test itself took about an hour but the session took a bit longer.  When the children were finished, they got to take a well deserved break.

We ended the day by going over our Genius Hour Driving questions and identifying sub-questions that will need to be answered in order to complete an amazing project.

NO HOMEWORK!

Friday, May 19, 2017

Fabulous Friday

This morning the students chose which skills to practice during morning work, since it is Free Choice Friday.  Then, they went to music with Ms. Thomson.  When they returned to class, we watched the announcements and reviewed the answers to our weekly puzzle.

Next, we switched for math and took a Go Noodle brain break.  After that, we did part of a PARCC review Kahoot.  Then, we began our regular rotations.  There was no formative today.

During the small group lesson, we practice measuring angles with a protractor.  During math with a partner, we played Multiplication War, to work on basic fact fluency.  Finally, during the technology portion, the students worked their way through 2 different Google Slides presentations to work on measuring angles with a protractor.

After math, the children enjoyed lunch and outdoor recess.

I had to leave early for a doctor appointment and a "mommy" obligation.  So, a substitute picked the students up from recess.  They spent the rest of the day working on literacy activities, including;  completing the 2 Shiloh final activities, finishing and uploading the Genius Hour planning guide, and reading and summarizing a current event of their choice.


Thursday, May 18, 2017

Thrilling Thursday - Interim Reports

This morning, the students viewed our weekly puzzles and posted their guesses in GC-Class Meeting.  Then, they worked on a WTW activity.

After the announcements, we began our science lesson.  After reviewing the physical characteristics that scientists use to identify minerals, we tested some more minerals, and shared and discussed our results.

Next, we switched for math and took a Go Noodle brain break.  Then, we completed a warm up, involving the multiplication and division algorithms, and went over last night's homework.  Before beginning, our rotations, I did a quick whole group lesson introducing the use of protractors to measure angles.

During the small group instruction, we practiced measuring angles with a protractor.  During math with a partner, the students played two Toss and Talk games focusing on the various types of angles.  FInally, during the technology rotation, the students watched 3 Khan Academy lessons about using protractors to measure angles and then completed a practice activity.

HOMEWORK is posted on GC-Holman's Homework.

After math, the students enjoyed lunch and outdoor recess.

When we returned to class, we began our literacy block.  First, I modeled completing a chart to identify, define, and explain the importance of domain specific words in text.  Then we reviewed the expectations for the culminating activities for Shiloh, the WTW definitions and sentences, and the Genius Hour Planning Guide.

While I met with guided reading groups, the children identified, defined, and explained 4 domain specific words from the non-fiction article in their Safari Magazine.  Then, they worked on 2 culminating activities for Shiloh.  After that, they finished their planning guides for their Genius Hour Project.  Finally, they worked on their WTW definitions, sentences, and practice activities.

Pink/Blue:  We reviewed the domain specific vocabulary they identified, defined, and explained.  Then, the students chose one word, from a list we created as a group, to define and use in their own sentence for a vocabulary grade.  For HOMEWORK, the students need to reread the non-fiction article on pages 2-9, in their Safari Magazine.

Orange:  We reviewed the domain specific vocabulary they identified, defined, and explained.  Then, the students chose one word, from a list we created as a group, to define and use in their own sentence for a vocabulary grade.  For HOMEWORK, the students need to reread the non-fiction article on pages 2-9, in their Safari Magazine, and think about what 2 things are being compared and contrasted.

Green:  We reviewed the domain specific vocabulary they identified, defined, and explained.  Then, the students chose one word, from a list we created as a group, to define and use in their own sentence for a vocabulary grade.  For HOMEWORK, the students need to reread the non-fiction article on pages 2-9, in their Safari Magazine, and think about cause and effects relationships.

Interims reports are being sent home today.  These are yours to keep.

Wednesday, May 17, 2017

Wonderful Wednesday

This morning the students worked on their WTW definitions and sentences or their writing Wednesday stories.  After the announcements, we began our science lesson.

First, we read non-fiction text to understand which properties scientists use to identify and describe minerals.  After that, the students were given 7 different minerals to test and describe.

Next, we switched for math and took a Go Noodle brain break.  After that we completed a warm up which relied on our knowledge of factor pairs and multi-digit multiplication.  Then, we  reviewed last night's homework and watched a short music video that introduced the different types of angles.

During the small group lesson we defined and identified right, acute, obtuse, and straight angles.  Then we drew and labeled each, using grid paper.  During math with a partner, the students played a Toss and Talk game using symmetry, and then, if they had extra time, they played Multiplication War.  Finally, during the technology rotation, the students watched a Learn Zillion lesson, about classifying angles, and took notes in their math journals.  Those who finished early used two web sites to practice classifying angles.

For HOMEWORK the students need to draw at least one example of each of the four types of angles, using the grid paper we used in small group.

After math, the students enjoyed lunch and outdoor recess.

When the students returned to class, we began our literacy block with reading.  First, the children chose one metaphor or simile from their chart and, on an index card, copied it from the text, identified the two things being compared, and then explained the meaning of it.  After that, they worked on a culminating activity, from the chart in GC - Reading, for the novel, Shiloh.  Those who finished early, chose between completing another final activity for Shiloh, or working on their planning guide for their Genius Hour project.

After that, the students had art with Mr. Cosgrove.

When art was over, half of the class went to band practice with Mr. Gillenwater.  SO, the students left behind continued working on the independent work listed above.

HOMEWORK is posted on GC - Holman's Homework.

Tuesday, May 16, 2017

Terrific Tuesday

This morning, the students worked on their keyboarding skills using Typing Club.  Then we began our science lesson.

First, we reviewed the different types of rocks.  Then we made model rocks.  Finally, we played a Kahoot to learn more about rocks and minerals.

Next, we switched for math and took a Go Noodle brain break.  Next, we completed a warm up using parallel and perpendicular lines, and we reviewed last night's homework.  Then, we began our rotations.

During the small group lesson, we identified and drew lines of symmetry.  During math with a partner, the students played Multiplication War to increase their basic fact fluency.  Finally, during the technology rotation, the students watched a Learn Zillion lesson about identifying lines of symmetry, and took notes in their math journals.  Those who finished early, played a game called Symmetry Shoot, to practice identifying lines of symmetry.

For HOMEWORK, the students need to complete a Line of Symmetry worksheet, which was passed out in class, and is linked to GC - Holman's Homework.

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

When we returned to class we began our literacy block.  First, I demonstrated how to complete the planning guide for our Genius Hour project.  After that, the students worked independently on the following tasks, while I met with a couple of children about their Genius Hour projects, and met with guided reading groups.

First, the children finished the smile and metaphor task from yesterday.  Next, those who hadn't done so, finished the Genius Hour KWH chart and uploaded it to Trello.  After that, they worked on a culminating activity for Shiloh, using the chart that is in GC - Reading.

Pink/Blue:  We shared the unknown words, and meanings, that they identified for homework.  Then we practiced identifying and determining the meaning of a domain specific word, in group together.  For HOMEWORK the children need to read pages 6 and 7 and identify, and define, 2 domain specific words.

Orange:  We shared the unknown words, and meanings, that they identified for homework.  Then we practiced identifying and determining the meaning of a domain specific word, in group together.  For HOMEWORK the children need to read pages 8 and 9 and identify, and define, 2 domain specific words.

Green:   We shared the unknown words, and meanings, that they identified for homework.  Then we practiced identifying and determining the meaning of a domain specific word, in group together.  For HOMEWORK the children need to read pages 8 and 9 and identify, and define, 2 domain specific words.

HOMEWORK is posted on GC - Holman's Homework.

Monday, May 15, 2017

Marvelous Monday

This morning, the children worked on a language review activity.  After going over the correct answers, we moved on to social studies.

During social studies, the students had one last day to work on the 3 branches of the Maryland state government activity.  Those who finished early, worked on their WTW practice activities.

Next we switched for math and took a Go Noodle brain break.  Then we completed an error analysis warm up, involving factors, and watched a quick video introducing different types of lines.  Then we began our rotations.

During the small group lesson we defined, identified, and named lines, line segments, parallel lines, and perpendicular lines.  During math with a partner, the students played Multiplication War.  Finally, during the technology rotation, the students watched two Learn zillion lesson about points and lines.

The students were given a worksheet to be completed for HOMEWORK.

After math, the students enjoyed lunch and outdoor recess.

When they returned to class, we began our literacy block.  First, we reviewed similes and metaphors.  Then, the students worked in small groups to identify one from the novel, Shiloh, and interpret it.  After that, the groups shared with the class and we discussed their simile or metaphor.

Next, I introduced a chart of 6 choices for culminating activities for Shiloh.  I explained each and gave some very brief, oral descriptions.

Then, while I met with small groups, the children identified and explained 4 similes or metaphors from Shiloh, on a chart in Google Classroom.  After that, they chose 2 culminating activities, from the chart, and began working on them.

Blue/Pink:  We reviewed the various ways to find the meaning of unknown words in text.  Then we read and discussed pages 2-4 in their Safari magazine and looked at how an author can embed a definition into the text.  For HOMEWORK the children need to read pages 4 and 5, select 2 unknown words, and use dictionary.com (or another resource) to identify the CORRECT meaning of the word as used in the text.

Orange:   We reviewed the various ways to find the meaning of unknown words in text.  Then we read and discussed pages 2-3 in their Safari magazine and looked at how we can use dictionary.com to find the correct meaning of an unknown word in text.  For HOMEWORK the children need to read pages 4-7, select 2 unknown words, and use dictionary.com (or another resource) to identify the CORRECT meaning of the word as used in the text.

Green:  We reviewed the various ways to find the meaning of unknown words in text.  Then the students read pages 2-4, identified an unknown word, and used a resource to determine the meaning as used in text.  Finally, they shared the word, resource, and meaning with the group.  For HOMEWORK the children need to read pages 5-7, select 2 unknown words, and use dictionary.com (or another resource) to identify the CORRECT meaning of the word as used in the text.

After reading, we turned our attention to our Genius Hour Project.  First, we reviewed the steps we've taken thus far.  Then, the children had a chance to complete their KWH charts and meet with partners to share what they know, what they want to learn, and how they plan to do so.

HOMEWORK is posted on Google Classroom - Holman's Homework.

Friday, May 12, 2017

Fabulous Friday

This morning, since it is Free Choice Friday, the students chose their own morning work.  Then they went to music.  Ms. Thomson was absent, so they had a substitute.  When they returned to class we watched the morning announcements and reviewed the answers to this week's puzzles.

Next, we switched for math and took a Go Noodle brain break.  After that, we reviewed last night's homework.  Then, the children took the formative for weeks 2 and 3.  These have been scored and returned to the students.  Look for them in home folders tonight.

After the quiz, we reviewed the correct answers and did a Kahoot to review math skills in preparation for the math PARCC.

Then, the children enjoyed lunch and outdoor recess.

When they returned to class, we began our literacy block.  First, I modeled writing a summary for chapter 14.  After that, the children copied my response under the one they wrote yesterday, or last night for homework.  Then, the children analyzed the two answers noticing what they did well and where they need to improve.

Next, we read, and discussed, chapter 15, the final chapter in Shiloh.  Then, the children got a sticky note and listed the 5 most important events in the story.  After sharing out their thoughts, we orally rehearsed a summary of the book and possible themes.

Finally, while some students went to instrumental band, the rest of us worked on finishing the K-W-H chart for our Genius Hour project, and spent time learning how to upload a screenshot to Trello.

Thursday, May 11, 2017

Thriving Thursday

This morning the students worked on solving our weekly puzzles and then had time to complete a WTW practice activity.  After the announcements, we began social studies.

Today the students began working on a tree showing the three branches of the Maryland state government, with leaves identifying the roles and responsibilities of each.  AS the students worked, I met with several to discuss and approve their Genius Hour question.

Next, we switched for math and took a Go Noodle brain break.  After that, we reviewed last night's homework and then did a PARCC Kahoot as a warm up.  Then, we began our rotations.

During the small group instruction, we practiced solving 2-digit by 2-digit multiplications problems and 4-digit by 1-digit division problems.  During math with a partner, the children played a game called, "Salamander Big Division Game" to practice dividing multiples of ten mentally.  Finally, during the technology rotation, the students used the site, Long Division - Kids Numbers, to practice using long division to solve 4-digit by 1-digit problems.

For HOMEWORK the students need to solve the following problems on paper:

56 x 24 =
34 x 27 =
5783 ÷ 6 = 
4367 ÷ 4 =

After math, the children enjoyed lunch and indoor recess.  The we began our literacy block.

First, I gave the students 10 minutes to complete their homework from last night.  Then I modeled writing a good summary for chapter 11.  After that, the students copied my summary, under their own, and noticed what they did well and what changes needed to be made.

Next, we read and discussed chapters 12-14 of Shiloh.

Then, the students began listening to chapter 14, again, and began writing a summary for it.  They will finish this for HOMEWORK this evening.  As they worked, I met with a few more students to tweak and approve their Genius Hour Question.

We ended the day working on Genius Hour.  First, each child created a Trello account and joined our class page.  After that, I modeled how to complete Step 2, a K-W-H chart.  Then., while I approved the rest of the students' questions, they began working on the KWH chart, listing what they Know about their topic, what they Want to know about it, and How they will get the necessary information.

HOMEWORK is posted on GC - Holman's Homework.

Wednesday, May 10, 2017

Wonderful Wednesday

This morning, the students had time to work on either their writing Wednesday stories, or their WTW definitions and sentences.  Then, after the announcements, they continued reading the non-fiction text about rocks and completing the follow up outline.  Those who finished early chose between working on their Genius Hour question or their WTW definitions and sentences.

Next, we switched for math and took a Go Noodle brain break.  After that, we completed a multi-step word problem, for warm up, that required the use of multiplication and division, and we reviewed last night's homework.  Then, we began our rotations.

During the small group instruction, we continued to use place value understanding to divide 4-digit numbers by a 1-digit number.  During math with a partner, the students worked on their multiplication fact fluency as they played the card game, Multiplication Zone. Finally, during the technology rotation, the students rewatched the Learn Zillion lesson from yesterday and then practiced long division using the site, Long Division - Kids Numbers.

For HOMEWORK the students need to complete problem D on the worksheet we used in class.

After math, the students enjoyed lunch and outdoor recess.

When we returned to class, we began our literacy block.  First, we read and discussed chapters 10 & 11 of Shiloh.  Then the children used the text to complete a multiple choice comprehension "quiz" and write a summary of chapter 11.  Those who didn't finish will do so for HOMEWORK.

Then it was time for art.  Mr. Cosgrove had jury duty, so the students worked with a substitute.

After art, a good portion of the class had instrumental music with Mr. Gillenwater.  Those left behind worked on the Shiloh comprehension activities and their Genius Hour question.  I met with a few students to work on their Genius Hour questions.

HOMEWORK is posted on GC - Holman's Homework.

Tuesday, May 9, 2017

Terrific Tuesday

This morning I was at an in-school planning meeting.  Mrs. Carlson stepped in to cover for me in my absence.

Prior to the announcements they used Typing Club to work on keyboarding fluency.  Then they began a science lesson.

Today, they used non-fiction text to explore how rocks hold information about the Earth's past.

In math, they began using long division to divide 4 digit numbers by a 1 digit number.

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

I picked the children up from PE and we returned to class to begin our literacy block.

First, we read chapters 7-9 of Shiloh.

After that, I shared with the class the planning we did this morning.  I shared a Trello web site which will help keep us organized.  It clearly displays the steps need to complete the Genius Hour project.  Additionally, it is interactive, so student names will be moved to identify which step of the project on which they are currently working.  Then, I showed the children the Genius Hour class web site I created.  This site will be where each student uploads their planning, their research, and eventually their project.  Finally, I shared a student's actual questions and research, with the children, so that they understood exactly what I am expecting from each.

There wasn't much time left, by his point, but the children then had time to work on identifying a question, and a back up, for their Genius Hour project.

HO\MEWORK is posted on GC - Holman's Homework.

Monday, May 8, 2017

Marvelous Monday

This morning, the students completed a language review activity.  After that, we began our social studies lesson.

Today we reviewed how the states raises and spends money.  Then we looked at the many committees on which our delegates serve.  After that, the students partnered up, chose a delegate to read about, and then one student took on the role of the legislator while the other students interviewed him/her using a set of questions provided to them.  Finally, we discussed, as a class, how the roles of the state senators and delegates affect our lives as citizens of Maryland.

Next, we switched for math and took a Go Noodle brain break.  After that, we completed a warm up and began our rotations.

During the small group lesson, we continued using place value, and the standard algorithm, to multiply two 2-digit numbers.  During math with a partner, the students played a card game called, "Multiplication Zone", to practice their multiplication basic facts.  Finally, during the technology rotation, the students watched 2 Khan Academy lesson focusing on using long division to divide 4 digit numbers by a 1 digit number.  Then they completed a follow up practice activity.

For HOMEWORK the children need to solve problems 9-12 on the worksheet we began in class.

After math, the students enjoyed lunch and outdoor recess.

When we returned to class we began our literacy block.

First, we read and discussed chapters 5 and 6 of Shiloh.  After that, we reviewed a Symbaloo web site that has links for many different apps that can be used for the Genius Hour presentations.

While I met with small groups, the students reread chapters 5 and 6 and wrote a summary for each.  Then they completed their new WTW sorts.  After that, they browsed apps that they can use for their Genius Hour presentations.

Pink/Blue:  The students reread chapters 5 and 6 of Shiloh, with Mrs. Mitch.  Working as a group, they wrote summaries for both chapters.  When they met with me, we discussed hot air balloons.  Then I handed out a new Safari magazine and we reviewed the story, "Hot Air," on page 12.  For HOMEWORK the students need to read the story and list unknown words and page numbers.

Orange:  We reviewed the student's summaries for chapter 5 and then drew a line of learning and wrote one together.  The students were encouraged to compare and contrast the two summaries.  After that, I handed out a new Safari Magazine.  We previewed the story, "High Rise Rescue" on page 12 and discussed possible story lines.  For HOMEWORK the children need to read the story and think about character traits for the main characters.

Green:  We reviewed the student's summaries for chapter 5 and then drew a line of learning and wrote one together.  The students were encouraged to compare and contrast the two summaries.  After that, I handed out a new Safari Magazine.  We previewed the story, "Friends of Sandy Bay," on page 12.  For HOMEWORK the children need to read the story and think about why the author wrote it....what does the author want us to learn.

Friday, May 5, 2017

Fantastic Friday

This morning, the children had time to finish their Slides presentation of the 3 Branches of Government.  After that, they chose what they wanted to work on, since it is Free Choice Friday.

After that, they went to music with Ms. Thomson.

When they returned, we watched the morning announcements, reviewed the answers to our weekly puzzles, and then switched for math.

We began math with a Go Noodle brain break and then completed a warm up involving multiplication and balancing equations.  Then, we began our rotations.

During the small group lesson, we used place value and the standard algorithm to multiply two 2-digit numbers.  During math with a partner, the students played the card game, Advanced Multiplication Number Battle, to practice multiplying 2-digit numbers.  Finally, during the technology rotation, the children watched a Khan Academy lesson modeling how to multiply two 2-digit numbers.  Then they completed a follow up practice activity.  Those who finished early used either Drag n' Drop Math, to practice multiplying two 2-digit numbers, or Xtra Math, to work on their basic fact fluency.

After math, the students enjoyed lunch and indoor recess.

Next, we got our class and individual pictures taken.

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

First, we read and discussed chapter 4 of Shiloh.  After that, the students worked independently on the following tasks, while I met with WTW groups to test them on their words.

The children partnered up to reread chapter 4.  Then they wrote a summary and an inference, for the chapter, using key details from the text.  Next, they took a multiple choice comprehension "quiz" for chapters 3 and 4, using the novel.  After that, they continued to explore Genius Hour links available in GC.

We ended the day with our Dojo reward, a game day afternoon and a tootsie pop.  :-)


Thursday, May 4, 2017

Thrilling Thursday

This morning the students worked on solving our weekly puzzles and then explored some of the Genius Hour web sites.  After the announcements, we discussed the Genius Hour project, and then began our science lesson.

After reviewing the difference between a mixture and a solution, we observed and explained how a new material can form when we combine two or more items.  We saw that combining steel wool and water will create rust, and adding Alka Seltzer to water will form bubbles.  Both of these are new materials.

Next we had a bus evacuation drill and switched for math.  Since we didn't have math all week, and the bus evacuation set us behind, we skipped the Go Noodle break and warm up.  Therefore, we began our rotations right away.

During the small group rotation, we reviewed the partial products/area model for solving 2-digit multiplication problems.  Then we moved on to using the base ten grid paper to model finding the product.  During math with a partner, the students played Advanced Multiplication Number Battle, which provided more practice with 2-digit multiplication.  Finally, during the technology rotation, the students watched a Learn Zillion lesson, and took notes in their math journal, about using the standard algorithm to solve 2-digit multiplication problems.  Then they used the site Drag n' Drop math to get more practice.

We didn't get as far as I wanted in math today.  Therefore, HOMEWORK is a choice of two web sites posted on GC - Holman's Homework.

After math, the students enjoyed lunch and outdoor recess.  When they returned to class, we began our literacy block.

First, we reviewed how a summary is like a sifter and the characteristics of a good one.  After that I read chapter 3, of Shiloh, to the class, modeling how to stop and think at the end of every couple of pages.

While I met with small groups, the children summarized chapter 3.  Then they completed a WTW practice activity, preparing for their quiz tomorrow.  After that, they made a card for another teacher for Staff Appreciation Week.  Finally, they continued to explore the Genius Hour links and writing questions they are wondering about on a sticky note.

Pink/Blue:  We reread chapter 3 together and used the Somebody-Wanted-But-So-Then strategy to help us summarize it.  After that, the students drafter a summary for chapter 3, independently, and identified an inference they could make.

Orange:  Independently the students reread chapter 3 and wrote a summary.  In group we shared their summaries and made improvements along the way.

Green:  Independently the students reread chapter 3 and wrote a summary.  In group we shared their summaries and made improvements along the way.  We also identified inferences we could make and the key details from the text that supported them.

HW is posted on GC - Holman's Homework.  Tomorrow is Spring Picture Day.  We will be taking our class picture, too.  Finally, we will have a game day afternoon to celebrate our class Dojo's.  Students may bring in a board or card game but absolutely NO ELECTRONICS!

Wednesday, May 3, 2017

Wonderful Wednesday - End of ELA PARCC

Well, once again, the children put a ton of effort into their PARCC testing this morning.  I am thrilled with what I saw...students taking their time, revisiting text, using the tools, and showing signs of using strategies taught in class.  Woo hoo!

We began the day with testing.  After testing, we read chapter 2 of Shiloh.

Next, the children enjoyed lunch and outdoor recess.

When they returned to class, we began our literacy block.  First, we reviewed and discussed the characteristics of a summary.  Then I shared a model summary for chapter 1 of Shiloh, and we discussed which details were included and which were not.  We also discussed what could be inferred about Marty, using key details from the chapter.

Next, we reread chapter 2 and worked together to write a summary for it and make inferences using key details.

Then, the students had art with Mr. Cosgrove.

After art, the band students had rehearsal, so we were left with less then half of our class.  The students who remained with me, joined a new Google Classroom for Genius Hour and began exploring several links to help them prepare to plan their project.

NO HOMEWORK tonight!

Tuesday, May 2, 2017

Terrific Tuesday - PARCC Day 2

The students spent the morning completing the Unit 2 ELA PARCC test.  Once again, I was so impressed with the effort put forth by all.  :-)

After testing, I gave a brief book introduction for our next novel, Shiloh.

Then, the children enjoyed lunch and outdoor recess.  Next, they went to PE with Mr. Smith.

When we returned to class, we launched our Genius Hour, a self-directed research program.

We began by identifying various topics students are passionate about on sticky notes.  Then we went to Mrs. Bigelow's room to hear a presentation about Genius Hour, including the criteria for success, examples and non-examples of researchable questions and 3 projects made by last year's fourth graders.

When we returned to class, the students began writing an "I Wonder" question for some, or all , of their topics.

Reminders:

  • NO HOMEWORK tonight
  • All BAND students bring instruments tomorrow
  • All STRINGS students bring instruments on Thursday
  • PARCC testing TOMORROW from 9:15-11:30

Monday, May 1, 2017

Marvelous Monday - Testing Season Begins

WOW!  We had a lot of bread this morning!!  Thanks to all of you who took the time to bake bread with your child this weekend.  I am certain those less fortunate, who will be receiving our donations, will be very grateful!!

Today marks the beginning of testing season.  During this time, there will be many changes to our schedule and routine.  Stay tuned to the blog in order top remain informed.

For starters, we did not have a formal reading or math block today because of the bread donations and testing.  There will be NO HOMEWORK this evening.

We began our day by completing and going over a language review activity.  Then the children completed their 3 Branches of Government Slides presentation, while I worked to complete the April (oops!) informal reading assessments.

After that, we reviewed the format for answering an essay question and I introduced the novel, Shiloh, to the class.

Then the students enjoyed lunch and outdoor recess.

After recess, the students took the Unit 1 ELA PARCC assessment.

There is NO HOMEWORK this evening.

Friday, April 28, 2017

Fantastic Friday

This morning the students worked on a practice PARCC activity to refresh their memories as to the format and tools of this assessment.  Then they went to music with Ms. Thomson.  When they returned, we watched the morning announcements.

After that, we switched for math and took a Go Noodle brain break.  Next, we completed a multi-step word problem warm up and began our rotations.

During the small groups rotation, we used an area model and partial products to solve multiplication equations involving two 2-digit numbers, neither of which were multiples of ten.  During math with a partner, the students played a card game called, "Advanced Multiplication Number Battle", to practice multiplying multi-digit numbers.  Finally, during the technology rotation, the students watched a Khan Academy lesson demonstrating how to solve a multiplication problem with two 2-digit numbers.

After math, the students enjoyed lunch and outdoor recess.

When we returned to class, we went over the answers to our weekly puzzles and spent some time discussing the PARCC testing.

After that, the children worked on completing their odes while I met with a few students to do the April informal reading assessment.

We ended the day with a South African cultural arts assembly.


Thursday, April 27, 2017

Take Your Child to Work Day

Sooooooo...out of a class of 29 students, we only had 10 in class today.  This created an interesting scenario.  We had to find constructive activities to further our knowledge without introducing any new skills or strategies.

The day began as typical Thursdays do.  The students tried to figure out our weekly puzzles and then worked on a WTW practice activity.

After that, we played Kahoot to learn more about the branches of government.

Next, we switched for math and took a Go Noodle brain break.  After that, we went over last night's homework.  Then, we did modified rotations.

First, all students spent 15 minutes using Xtra Math to increase their basic fact fluency.  Second, we all worked together to use an area model to solve 2-digit by 2-digit multiplication problems WITHOUT multiples of ten.  Finally, we played Kahoot to review fourth grade math skills.

After math, the children enjoyed lunch and outdoor recess.

When we returned to class, we began our literacy block.  While I tested some of the students for our April informal reading assessments, the children revised, printed, and illustrated their odes.  Those who completed their odes worked on their WTW practice activities and their branches of government Google Slides presentations.

NO HOMEWORK tonight!
NO math formative, for my class, tomorrow!

Wednesday, April 26, 2017

Wonderful Wednesday

This morning, the students worked on their Writing Wednesday stories.  Then, after the announcements, we began our Social Studies lesson.  After naming and briefly describing the three branches of government on the state and federal levels, the students were given several resources to use to learn more about each.  Then they began working on a Google Slides presentation showing the important facts about the three branches of government on the state and federal level.

As they worked, I met with several students to begin my monthly, informal reading assessments.

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

During our small group instruction we used the area model to multiply a 2 digit number by a multiple of ten.  During math with a partner, the students completed their decimal task cards or played Multiplication Way to work on their basic multiplication fact fluency.  Finally, during the technology rotation, the students watched a Learn Zillion lesson using an area model to multiply two 2-digit numbers, and took notes in their math journals.  Those who finished early worked on their basic facts using Xtra Math.

HOMEWORK is posted on GC - Holman's Homework.  The copy machine is still down.

After math, the students enjoyed math and outdoor recess.

When we returned to class, we began our literacy block.  First, we reviewed making inferences from poetry, which we began yesterday.  After that, we revisited similes and metaphors as the comparison of two seemingly unrelated things.  Then I modeled how to identify one in a poem and complete a chart explaining what it means.

While I met with individual students to continue my April informal reading assessments, the students completed identifying and explaining three inferences they made as they read the poem, "Oranges".  Then, they read through a few poems searching for a simile or metaphor.  Once they found one, they added it to our class Slides presentation and explained what it means.  Finally, they observed small portions of the from cover of the novel, Shiloh, and began making predictions about the story.

After reading, the students had art with Mr. Cosgrove.

Then, we began our writing lesson.  First, we reviewed the steps we've taken thus far to draft our odes.  Then, I modeled how to dd a simile to my model ode and make the necessary revisions.

While I continued my monthly informal reading assessments, the students revised their own odes to include a simile or metaphor.  If they had extra time, they worked on the reading activities listed above.

HOMEWORK is posted on GC - Holman's Homework.

Tuesday, April 25, 2017

Terrific Tuesday

This morning the students used Typing Club to work on their keyboarding fluency.

After the announcements, we began our science lesson.  Today we observed and described that happens when we combined two different materials.  During our investigation we determined whether the different combinations were mixtures (could be separated back apart) or solutions (not able to be separated once combined).  We also identified the solute (lesser material) and the solvent (greater amount of material).

Next, we switched for math and took a Go Noodle brain break.  Then we completed a skill review warm up and began our rotations.

During the small group lesson we used place value to multiply two multiples of ten.  During math with a partner, the students had one last day to complete the decimal task cards.  Those who finished early, played Multiplication War to improve their basic fact fluency.  During the technology rotation, the students watched a Khan Academy lesson about multiplying 2 multiples of ten and then completed a follow up practice activity.  Those who finished early either used another site to practice this further or worked on Xtra Math.

There is a worksheet posted on GC- Holman's Homework to complete tonight.  The copy machine is broken, so I couldn't make paper copies.

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

When we returned to class, we began our literacy block.  First, we reviewed how to use text and our background knowledge to make inferences.  Then, I modeled doing so using the poem, Ode to My Library".  After that, we reviewed several types of poetic devices/techniques and examples of each.

Today, while I worked with small groups the students read a poem called, Oranges", and practiced using the text and their own background knowledge to make inferences.  Then, they chose a poetic device/technique and revised their ode to include it.  If they had time, they also completed a WTW practice activity.

Blue/Pink:  The students read the text on page 30 of their Safari magazine and, on a sticky note, identified the type of writing and elements that support their answer.  After that, they reread the poem and we discussed inferences that could be made.  For HOMEWORK the students need to reread the poem and write 2 lines, about a race, that rhyme.

Orange:  The students read the text on page 30 of their Safari magazine and, on a sticky note, identified the type of writing and elements that support their answer.  After that, they reread the poem and we discussed inferences that could be made.  For HOMEWORK the students need to reread the poem and write one stanza of four lines, about garbage, with the second and fourth line rhyming.

Green:  The students read the text on page 30 of their Safari magazine and, on a sticky note, identified the type of writing and elements that support their answer.  After that, they reread the poem and we discussed inferences that could be made.  For HOMEWORK the students need to reread the poem and write one stanza for "I'm Free".

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