This morning, I forgot to post a morning message for the kids, but they completed the Friday section of the vocabulary sheet for our word of the week, observe. Then, they chose which academic skill they wanted to practice. After watching the announcements, we had homeroom math.
First, each student completed a session of Xtra Math. Then, we used Kahoot to practice and review fourth grade math skills.
Next, the children enjoyed lunch and outdoor recess.
When we returned to class we finished the snowflake science activity that we began on Wednesday. Some students were disappointed with the outcome, so they got a chance to redo it.
Then, after students returned from instrumental music, we began our STEM activity. Students worked in groups of 34 to construct a snow fort that will stand on its own and not fall down when hit with snowballs. Each group was able to use 30 toothpicks, 30 mini marshmallows, and 30 regular size marshmallows. The had 40 minutes to design, construct, and test their forts. Then, they reflected on their design, identifying what went well and what they would do differently next time. This entire activity was graded for an engineering and technology grade in science.
We ended the day with a songalong to celebrate the holiday season.
While waiting for dismissal we watched 2 videos to learn about the Muslim religion, Ramadan, and Eid alFitr.
Happy holidays!
See you next year!
Friday, December 22, 2017
Thursday, December 21, 2017
Thrilling Thursday  Interim Progress Reports
This morning the students completed the Thursday portion of the vocabulary sheet for our word of the week, observe. Then, they looked over this week's puzzles and posted their guesses in the comment section. After the announcements, we were treated to the Winter Concert featuring the 5th graders in our school's strings, band, and chorus.
After the concert, the children enjoyed lunch and outdoor recess.
When they returned to class, we began our literacy block. While I met with several students individually to complete the December informal reading assessments, the children worked independently on a few winter tasks.
First, the completed a gingerbread man glyph to practice their reading to perform a task skills. After that, for writing, they wrote acrostic poems using the words snow and winter. Some students also wrote "tweets" they imagined winter characters might post. This gave them practice in writing from a different point of view. Finally, they finished any Flocabulary assignments that were not done.
After going to music with Mrs. Graf, the children returned to class. We ate snack and shared the rest of our paper bag projects. They were AWESOME!!
The students ended the day by working on the literacy activities listed above and organizing the classroom.
After the concert, the children enjoyed lunch and outdoor recess.
When they returned to class, we began our literacy block. While I met with several students individually to complete the December informal reading assessments, the children worked independently on a few winter tasks.
First, the completed a gingerbread man glyph to practice their reading to perform a task skills. After that, for writing, they wrote acrostic poems using the words snow and winter. Some students also wrote "tweets" they imagined winter characters might post. This gave them practice in writing from a different point of view. Finally, they finished any Flocabulary assignments that were not done.
After going to music with Mrs. Graf, the children returned to class. We ate snack and shared the rest of our paper bag projects. They were AWESOME!!
The students ended the day by working on the literacy activities listed above and organizing the classroom.
Wednesday, December 20, 2017
Wonderful Wednesday
This morning the students completed the Wednesday portion of the vocabulary sheet for our word of the week, observe. Then, they used an online site top practice making words, since it is Word Wednesday. After the announcements, we switched for math.
We began math with a multistep word problem involving, multiplication of fractions, division, subtraction, and logic. It stumped most of the children but provided a lot of good teaching moments. After that, we reviewed last night's homework.
Then, the students took a quiz covering the multiplication of a whole number by a fraction. These have been scored and returned. Look for them in the math section of your child's binder this evening.
After enjoying lunch and indoor recess, the math students completed a session of Xtra Math and then we used a Kahoot game to practice solving math word problems.
There is NO math homework this evening since we won't be switching for math until January 2.
After math, we participated in a science lesson and follow up activity using the web site, Mystery Science. First, we watched a video lesson explaining why snow is white. Then, the students participated in a hands on activity examining how they could make a transparent item become less seethough.
Next, we ate snack and shared more paper bag projects.
We ended the day with a cultural arts assembly.
We began math with a multistep word problem involving, multiplication of fractions, division, subtraction, and logic. It stumped most of the children but provided a lot of good teaching moments. After that, we reviewed last night's homework.
Then, the students took a quiz covering the multiplication of a whole number by a fraction. These have been scored and returned. Look for them in the math section of your child's binder this evening.
After enjoying lunch and indoor recess, the math students completed a session of Xtra Math and then we used a Kahoot game to practice solving math word problems.
There is NO math homework this evening since we won't be switching for math until January 2.
After math, we participated in a science lesson and follow up activity using the web site, Mystery Science. First, we watched a video lesson explaining why snow is white. Then, the students participated in a hands on activity examining how they could make a transparent item become less seethough.
Next, we ate snack and shared more paper bag projects.
We ended the day with a cultural arts assembly.
Tuesday, December 19, 2017
Terrific Tuesday
This morning the students completed the Tuesday section of the vocabulary sheet for our word of the week, observe. Then they practiced their keyboarding skills using Typing Club. After the announcements, we switched for math.
Math began with a word problem warm up involving the multiplication of whole numbers and fractions. Then, we went over last night's homework. Next, the children completed a session of Xtra Math. After that, the students completed an online, MCPS required, math progress check.
After enjoying lunch and outdoor recess, the students came back to class and we practiced solving math word problems using Kahoot.
After math, the students completed on online, MCPS required progress check for reading and writing. They had to write a 2 paragraph summary, using main ideas and key details, for the informational piece they have worked with for the past week.
After everyone was finished, we ate snack and began sharing paper bag projects.
The students ended their day in art, with Mrs. Daniell, while I attended my weekly planning meeting.
Math began with a word problem warm up involving the multiplication of whole numbers and fractions. Then, we went over last night's homework. Next, the children completed a session of Xtra Math. After that, the students completed an online, MCPS required, math progress check.
After enjoying lunch and outdoor recess, the students came back to class and we practiced solving math word problems using Kahoot.
After math, the students completed on online, MCPS required progress check for reading and writing. They had to write a 2 paragraph summary, using main ideas and key details, for the informational piece they have worked with for the past week.
After everyone was finished, we ate snack and began sharing paper bag projects.
The students ended their day in art, with Mrs. Daniell, while I attended my weekly planning meeting.
Monday, December 18, 2017
Marvelous Monday
This morning the students commented about their weekend, in GC, and then completed the Monday section of the vocabulary sheet for our new word of the week, observe. After the announcements, we switched for math.
We began math with a warm up involving word problems practicing the multiplication of a whole number by a fraction. Then we began our rotations.
During the small group instruction, we practiced solving word problems involving the multiplication of a whole number and a fraction. During math with a partner, the students chose between playing the board game, "Multiplying Madness," or, another game, "Rolling to Multiply Fractions," to continue practicing multiplying whole numbers by fractions. Finally, during the technology rotation, the students completed a session of Xtra Math and then used a web site to practice multiplying whole numbers and fractions.
In between the second and third rotations, the students enjoyed lunch and outdoor recess.
Math homework is posted in GC.
After math, we began our literacy block with a writing lesson. First, we reviewed what we had learned, about writing personal narratives, last week. Then, we read, and discussed, a new personal narrative called, "Hot Rolls." After that, the students thought about sensory details they might include if they were writing about eating breakfast at their own house. Finally, they did a 5 minute QuickWrite, using sensory details to describe a breakfast they've experienced. After a few volunteers shared their writing, the students went to PE with Mr. Smith.
When they returned to class, they ate snack while I did a whole group reading lesson. Together, we reread the article, "New Ways with Words," identified the main idea, and three key details. Then I demonstrated how to write a 2 paragraph summary using the main idea and 2 key details. The students were instructed to use the following format:
Paragraph 1: main idea, name 1 key details, quote from text, explain how text and key detail are related in your own words
Paragraph 2: name a different key details, quote from text, explain how quote and key detail are related in your own words, recap with main idea
After that, we read a new article, "Can We Drink Salt Water," and I though out loud, about the main idea and key details, so they could get inside of a good reader's mind. Next, I discussed the main idea and key details.
Then, I reviewed today's independent work tasks. First, the students wrote for 25 minutes, silently, beginning a new personal narrative draft, using sensory details. Next, the students reread the article, "Can We Drink Salt Water," identified the main idea and 3 key details on a chart, and then used the chart to write a two paragraph essay.
As they worked, I met with individual students to continue my bimonthly, informal reading assessments.
We ended the day with a brief discussion of Christopher Columbus, focusing on his origin, destination and goals.
We began math with a warm up involving word problems practicing the multiplication of a whole number by a fraction. Then we began our rotations.
During the small group instruction, we practiced solving word problems involving the multiplication of a whole number and a fraction. During math with a partner, the students chose between playing the board game, "Multiplying Madness," or, another game, "Rolling to Multiply Fractions," to continue practicing multiplying whole numbers by fractions. Finally, during the technology rotation, the students completed a session of Xtra Math and then used a web site to practice multiplying whole numbers and fractions.
In between the second and third rotations, the students enjoyed lunch and outdoor recess.
Math homework is posted in GC.
After math, we began our literacy block with a writing lesson. First, we reviewed what we had learned, about writing personal narratives, last week. Then, we read, and discussed, a new personal narrative called, "Hot Rolls." After that, the students thought about sensory details they might include if they were writing about eating breakfast at their own house. Finally, they did a 5 minute QuickWrite, using sensory details to describe a breakfast they've experienced. After a few volunteers shared their writing, the students went to PE with Mr. Smith.
When they returned to class, they ate snack while I did a whole group reading lesson. Together, we reread the article, "New Ways with Words," identified the main idea, and three key details. Then I demonstrated how to write a 2 paragraph summary using the main idea and 2 key details. The students were instructed to use the following format:
Paragraph 1: main idea, name 1 key details, quote from text, explain how text and key detail are related in your own words
Paragraph 2: name a different key details, quote from text, explain how quote and key detail are related in your own words, recap with main idea
After that, we read a new article, "Can We Drink Salt Water," and I though out loud, about the main idea and key details, so they could get inside of a good reader's mind. Next, I discussed the main idea and key details.
Then, I reviewed today's independent work tasks. First, the students wrote for 25 minutes, silently, beginning a new personal narrative draft, using sensory details. Next, the students reread the article, "Can We Drink Salt Water," identified the main idea and 3 key details on a chart, and then used the chart to write a two paragraph essay.
As they worked, I met with individual students to continue my bimonthly, informal reading assessments.
We ended the day with a brief discussion of Christopher Columbus, focusing on his origin, destination and goals.
Friday, December 15, 2017
Fabulous Friday
This morning, the students completed the Friday section of the vocabulary sheet for our word of the week, usually. Then, they chose which academic skill they wanted to practice, since it is free choice Friday. After watching the announcements, we switched for math.
Math began with a error analysis warm up that involved multiplying a whole number by a fraction. After that, we reviewed last night's homework. Then, we began our rotations.
During the small group instruction, we used our knowledge of factors to match equivalent equations. During math with a partner, the students used dice to create equations involving the multiplication of a whole number and a fraction. Then they wrote the equation, drew a model, show it one a number line, and wrote the product. Finally, during the technology rotation, the students completed a session of Xtra Math and then practiced multiplying a whole number by a fraction using an online web site.
In between the second and third rotations, the students enjoyed lunch and indoor recess.
I left after recess to attend a medical appointment. SO, the following are the plans I left for the sub.
After math, the students continued their writing unit focusing on writing personal narratives. Today they reviewed what they have learned this week and then began a new personal narrative draft, focusing on using sensory details in their writing.
After that, the students began their independent work for our literacy block. First, the completed a formative focusing on making inferences from text. Next, the reread an article that we began in guided reading groups, earlier this week, and identified 3 key details that supported the main idea. They also explained why they chose the key details. Finally, they worked though a Flocabulary lesson about sensory details.
They ended the day with a science lesson. Earlier in the week we analysed and discussed 3 case studies of runoff water. Today, they will choose 2 to analyze in writing. This will be a graded assignment.
Math began with a error analysis warm up that involved multiplying a whole number by a fraction. After that, we reviewed last night's homework. Then, we began our rotations.
During the small group instruction, we used our knowledge of factors to match equivalent equations. During math with a partner, the students used dice to create equations involving the multiplication of a whole number and a fraction. Then they wrote the equation, drew a model, show it one a number line, and wrote the product. Finally, during the technology rotation, the students completed a session of Xtra Math and then practiced multiplying a whole number by a fraction using an online web site.
In between the second and third rotations, the students enjoyed lunch and indoor recess.
I left after recess to attend a medical appointment. SO, the following are the plans I left for the sub.
After math, the students continued their writing unit focusing on writing personal narratives. Today they reviewed what they have learned this week and then began a new personal narrative draft, focusing on using sensory details in their writing.
After that, the students began their independent work for our literacy block. First, the completed a formative focusing on making inferences from text. Next, the reread an article that we began in guided reading groups, earlier this week, and identified 3 key details that supported the main idea. They also explained why they chose the key details. Finally, they worked though a Flocabulary lesson about sensory details.
They ended the day with a science lesson. Earlier in the week we analysed and discussed 3 case studies of runoff water. Today, they will choose 2 to analyze in writing. This will be a graded assignment.
Thursday, December 14, 2017
Thrilling Thursday
This morning the students completed the Thursday section for the vocabulary word of the week, usually. Then, they attempted to solve this week's puzzles and posted their guesses in the comment section. After the announcements, we switched for math.
We began math with a warm up practicing multiplying a whole number by a fraction. Then, we reviewed last night's homework. After that, the students took a formative covering measurement to the nearest quarter inch (or eighth) and then plotting the data on a line plot. Most students did very well. Look for these in the math section of the binder. With the few minutes remaining before lunch, we played a quick game of Kahoot which practiced reading a ruler.
After enjoying lunch and indoor recess, the students completed a session of Xtra Math. Then, we used a game of Kahoot to practice multiplying a whole number by a fraction.
For math homework the students received a worksheet, but it is also posted in GC.
After math, we began our literacy block with a writing lesson. After reviewing our notes about personal narratives, we read another narrative, by Betsy Byars, about the snake we heard about during yesterday's lesson. After that, we identified examples of sensory details that helped us visualize her experience.
Then, the students went to music with Mrs. Graf.
When they returned to class, the wrote silently for 15 minutes. After that, volunteers shard their writing with the class. After each piece, the class shared what they liked about the child's writing and identified questions they were wondering.
Next, we began our independent work block. First, the children completed the writing piece they began during the writing lesson. After that, they reread the article, from guided reading group earlier this week, and identified the main idea, key details, and some began summarizing the text. FInally, the students completed the Flocabulary summarizing lesson.
During this time I met with individual students to ask comprehension questions for our bimonthly, informal, reading assessments.
Due to some housekeeping items (the paper bag project and determining how to use Makerspace) we did not get to science.
Social Studies begins next week!
We began math with a warm up practicing multiplying a whole number by a fraction. Then, we reviewed last night's homework. After that, the students took a formative covering measurement to the nearest quarter inch (or eighth) and then plotting the data on a line plot. Most students did very well. Look for these in the math section of the binder. With the few minutes remaining before lunch, we played a quick game of Kahoot which practiced reading a ruler.
After enjoying lunch and indoor recess, the students completed a session of Xtra Math. Then, we used a game of Kahoot to practice multiplying a whole number by a fraction.
For math homework the students received a worksheet, but it is also posted in GC.
After math, we began our literacy block with a writing lesson. After reviewing our notes about personal narratives, we read another narrative, by Betsy Byars, about the snake we heard about during yesterday's lesson. After that, we identified examples of sensory details that helped us visualize her experience.
Then, the students went to music with Mrs. Graf.
When they returned to class, the wrote silently for 15 minutes. After that, volunteers shard their writing with the class. After each piece, the class shared what they liked about the child's writing and identified questions they were wondering.
Next, we began our independent work block. First, the children completed the writing piece they began during the writing lesson. After that, they reread the article, from guided reading group earlier this week, and identified the main idea, key details, and some began summarizing the text. FInally, the students completed the Flocabulary summarizing lesson.
During this time I met with individual students to ask comprehension questions for our bimonthly, informal, reading assessments.
Due to some housekeeping items (the paper bag project and determining how to use Makerspace) we did not get to science.
Social Studies begins next week!
Wednesday, December 13, 2017
Wonderful Wednesday
This morning the students completed the Wednesday portion of the vocabulary sheet for our word of the week, usually. Then, since it is Word Wednesday, they used an online site to practice making 6 and 7 letter words. After the announcements, we switched for math.
First, we completed a warm up that required the addition and subtraction of fractions. Next, we reviewed last night's homework. After that, we began our rotations.
During the small group instruction, we used number lines, and other visuals, to multiply a whole number by a fraction. During math with a partner, the students watched Learn Zillion lesson, with their partner, about multiplying a whole number by a fraction. Then, they used their knowledge to play a board game focusing on the same skill. Finally, during the technology portion, the children completed a session of Xtra Math and then practiced multiplying whole numbers by fractions using sites posted in GC.
In between the second and third rotations, the students enjoyed lunch and indoor recess.
Math homework is posted in GC.
After math, we began our literacy block with a whole group writing lesson. First, we reviewed what we have learned about writing personal narratives and added notes to pour class chart. Then, we read, and discussed, a personal narrative written by Betsy Byars. Next, we all did a Quick Write about an interesting event from our own life. After that, we ate snack and shared our writing.
Next, we began our independent work portion of the literacy block. During this time, the students began by beginning a new personal narrative draft about en interesting event. Next, they reread their article from yesterday and answered questions about the main idea and key details. After that, they had time to complete the Flocabulary lesson about summarizing.
During this time I met with guided a reading group and a couple of individual students.
I met with the reading group reading, "Saving Daylight". We read and discussed the article focusing on unknown words, and surprising and confusing parts. The individual students with whom I met, read out loud for me and answered some comprehension questions, as part of the informal bimonthly reading assessments.
During the block, Mrs. Allaire came to visit us and teach us about Makerspace, a space in the media center that allows the students to create, build, and explore. Today the entire class got to play with an Ozobot. You can check it out on Amazon...it was pretty cool!
After Mrs. Allaire left, we turned our attention to science. We analyzed and discussed 3 different water samples used in a case study.
First, we completed a warm up that required the addition and subtraction of fractions. Next, we reviewed last night's homework. After that, we began our rotations.
During the small group instruction, we used number lines, and other visuals, to multiply a whole number by a fraction. During math with a partner, the students watched Learn Zillion lesson, with their partner, about multiplying a whole number by a fraction. Then, they used their knowledge to play a board game focusing on the same skill. Finally, during the technology portion, the children completed a session of Xtra Math and then practiced multiplying whole numbers by fractions using sites posted in GC.
In between the second and third rotations, the students enjoyed lunch and indoor recess.
Math homework is posted in GC.
After math, we began our literacy block with a whole group writing lesson. First, we reviewed what we have learned about writing personal narratives and added notes to pour class chart. Then, we read, and discussed, a personal narrative written by Betsy Byars. Next, we all did a Quick Write about an interesting event from our own life. After that, we ate snack and shared our writing.
Next, we began our independent work portion of the literacy block. During this time, the students began by beginning a new personal narrative draft about en interesting event. Next, they reread their article from yesterday and answered questions about the main idea and key details. After that, they had time to complete the Flocabulary lesson about summarizing.
During this time I met with guided a reading group and a couple of individual students.
I met with the reading group reading, "Saving Daylight". We read and discussed the article focusing on unknown words, and surprising and confusing parts. The individual students with whom I met, read out loud for me and answered some comprehension questions, as part of the informal bimonthly reading assessments.
During the block, Mrs. Allaire came to visit us and teach us about Makerspace, a space in the media center that allows the students to create, build, and explore. Today the entire class got to play with an Ozobot. You can check it out on Amazon...it was pretty cool!
After Mrs. Allaire left, we turned our attention to science. We analyzed and discussed 3 different water samples used in a case study.
Tuesday, December 12, 2017
Terrific Tuesday
This morning the students completed the Tuesday section of the vocabulary sheet for our word of the week, usually. Then, they practiced their keyboarding skills using Typing Club. After the announcements, we switched for math.
Math began with an error analysis warm up involving the subtraction of fractions. Then, we reviewed last night's homework. After that, we began our rotations.
During the small group instruction, we represented and interpreted measurement data using line plots. During math with a partner, the students watched a Learn Zillion lesson about line plots and then created a line plot using dice to determine the data. Finally, during the technology rotation, the students completed a session of Xtra Math. Then, they viewed a Khan Academy lesson about line plots and completed the associated practice activity.
In between the second and third rotations, the students enjoyed lunch and outdoor recess.
Students were given a paper during the small group instruction to complete for homework. I also attached it to a post in GC.
After math, we began our literacy block.
First, I showed the students the information about the Paper Bag Project representing the countries they researched. We spent time discussing the requirements, the due date, and who was to complete the work. Then, they each got a copy of the instructions, and a paper bag to use.
Next, we began our writing lesson. First, we reviewed the personal narratives we read yesterday. Next, we began a class chart titled, "Notes about Personal Narratives," and added "tells a true story from the author's life." Next, we read another personal narrative written by Eloise Greenfield, about an experience she had when the boxing champ, Joe Louis, played on a golf course near her home. After that, the students spent 20 minutes beginning a draft of a personal narrative about a special memory from their life. Finally, while we ate snack, the students shared their writing with the class.
Next, we began our independent work block. First, the children read an assigned article, twice. The second time they read it, they circled unknown words and marked places that were surprising and/or confusing. Next, they worked on the two drafts they began yesterday and today during the writing block. Additionally, they finished their topic list for personal narratives. After that, they completed the Flocabulary assignment, about summarizing text, that they began yesterday.
Guided Reading:
Today the groups were based on our upcoming bimonthly informal reading assessments. Based on data, students were assigned an article to read.
I had a chance to meet with 2 out of the 3 groups and listen to each child read. Additionally, we discussed unknown words, and confusing and surprising parts.
The students ended their day in art with Mrs. Daniell.
Math began with an error analysis warm up involving the subtraction of fractions. Then, we reviewed last night's homework. After that, we began our rotations.
During the small group instruction, we represented and interpreted measurement data using line plots. During math with a partner, the students watched a Learn Zillion lesson about line plots and then created a line plot using dice to determine the data. Finally, during the technology rotation, the students completed a session of Xtra Math. Then, they viewed a Khan Academy lesson about line plots and completed the associated practice activity.
In between the second and third rotations, the students enjoyed lunch and outdoor recess.
Students were given a paper during the small group instruction to complete for homework. I also attached it to a post in GC.
After math, we began our literacy block.
First, I showed the students the information about the Paper Bag Project representing the countries they researched. We spent time discussing the requirements, the due date, and who was to complete the work. Then, they each got a copy of the instructions, and a paper bag to use.
Next, we began our writing lesson. First, we reviewed the personal narratives we read yesterday. Next, we began a class chart titled, "Notes about Personal Narratives," and added "tells a true story from the author's life." Next, we read another personal narrative written by Eloise Greenfield, about an experience she had when the boxing champ, Joe Louis, played on a golf course near her home. After that, the students spent 20 minutes beginning a draft of a personal narrative about a special memory from their life. Finally, while we ate snack, the students shared their writing with the class.
Next, we began our independent work block. First, the children read an assigned article, twice. The second time they read it, they circled unknown words and marked places that were surprising and/or confusing. Next, they worked on the two drafts they began yesterday and today during the writing block. Additionally, they finished their topic list for personal narratives. After that, they completed the Flocabulary assignment, about summarizing text, that they began yesterday.
Guided Reading:
Today the groups were based on our upcoming bimonthly informal reading assessments. Based on data, students were assigned an article to read.
I had a chance to meet with 2 out of the 3 groups and listen to each child read. Additionally, we discussed unknown words, and confusing and surprising parts.
The students ended their day in art with Mrs. Daniell.
Monday, December 11, 2017
Marvelous Monday
This morning, the students commented on our morning message, sharing what they did over the weekend. Then, they completed the Monday section, of the vocabulary sheet, for our new word of the week, usually. After the announcements, we switched for math.
Math began with an open ended warm up, involving division, multiplication, and logic. Then, we reviewed Thursday night's homework. After that, we began our rotations.
During the small group instruction, we used our knowledge about equivalent fractions to determine points on an inch ruler partitioned into eighths. During math with a partner, the students watched two short video clips about measurement, using a ruler. Then they solves an equation involving fractions and drew a line that measured the answer to the equation. Finally, during the technology portion, the students completed a session of Xtra Math and then played an online measurement game using rulers partitioned in eighths.
In between the second and third rotations, the students enjoyed lunch and outdoor recess.
Math homework is posted in GC.
After math, we began our literacy block. We began with a writing lesson. Since today was the first day of a new, 4 week unit about writing personal narratives, we began by using Class Dojo to pick new partners. After that, we read and discussed two short personal narratives, written by Eloise Green field. Then, the children thought about their first "remembered life" memories and shared them with their new writing partners. After sharing a few with the class, the students wrote for 5 minutes about an early memory from their life. Then, a few volunteers read their writing out loud.
Next, the students went to PE with Mr. Smith.
When they returned to class, they ate snack and began drafting a personal narrative about an early memory. After 10 minutes, we stopped and a couple of students shared their pieces. Then, we reviewed today's independent work for our literacy block.
First, the students spent another 1020 minutes working on their early memory personal narrative draft. After that, they worked on a topic list for our personal narrative writing unit. Finally, they began a Flocabulary lesson about summarizing text by watching the lesson video and completing 2 activities.
As they worked, I met with guided reading groups.
I met with all 3 reading groups. Each group reviewed the concept of summarizing text to include the main idea and important details. We discussed that an important detail is one that has a direct connection to the main idea. After that, the children read a nonfiction piece about word in the English Language. Next, we discussed unknown words, and surprising and confusing parts of the text. After that, we determined the main idea and the students reread the text with the purpose to underline 3 key details. Finally, we reviewed the details they underlined and discussed the structure of the text.
We ended the day with a guest reader. One of our first grade friends came in to read a book to us. So fun!
Math began with an open ended warm up, involving division, multiplication, and logic. Then, we reviewed Thursday night's homework. After that, we began our rotations.
During the small group instruction, we used our knowledge about equivalent fractions to determine points on an inch ruler partitioned into eighths. During math with a partner, the students watched two short video clips about measurement, using a ruler. Then they solves an equation involving fractions and drew a line that measured the answer to the equation. Finally, during the technology portion, the students completed a session of Xtra Math and then played an online measurement game using rulers partitioned in eighths.
In between the second and third rotations, the students enjoyed lunch and outdoor recess.
Math homework is posted in GC.
After math, we began our literacy block. We began with a writing lesson. Since today was the first day of a new, 4 week unit about writing personal narratives, we began by using Class Dojo to pick new partners. After that, we read and discussed two short personal narratives, written by Eloise Green field. Then, the children thought about their first "remembered life" memories and shared them with their new writing partners. After sharing a few with the class, the students wrote for 5 minutes about an early memory from their life. Then, a few volunteers read their writing out loud.
Next, the students went to PE with Mr. Smith.
When they returned to class, they ate snack and began drafting a personal narrative about an early memory. After 10 minutes, we stopped and a couple of students shared their pieces. Then, we reviewed today's independent work for our literacy block.
First, the students spent another 1020 minutes working on their early memory personal narrative draft. After that, they worked on a topic list for our personal narrative writing unit. Finally, they began a Flocabulary lesson about summarizing text by watching the lesson video and completing 2 activities.
As they worked, I met with guided reading groups.
I met with all 3 reading groups. Each group reviewed the concept of summarizing text to include the main idea and important details. We discussed that an important detail is one that has a direct connection to the main idea. After that, the children read a nonfiction piece about word in the English Language. Next, we discussed unknown words, and surprising and confusing parts of the text. After that, we determined the main idea and the students reread the text with the purpose to underline 3 key details. Finally, we reviewed the details they underlined and discussed the structure of the text.
We ended the day with a guest reader. One of our first grade friends came in to read a book to us. So fun!
Friday, December 8, 2017
Fabulous Friday
Today we were so fortunate to attend the US Air Force, Spirit of the Season rehearsal. It was a magical show with great holiday music and beautiful singing. It was such a fun experience. The children were so well behaved. They ate snack on the way to the show and ate lunch on the way home.
When we returned to school, the children had indoor recess so that they had a chance to move around a bit.
After that, we had a "Finish Up Friday" literacy block. Students had time to complete their expository writing piece and the Flocabulary lesson about roots in words.
After that, we reviewed the vocabulary sheet for our word of the week, typical. Then we watched the US Air Force's flash mob video, since we heard the song during the show today.
We ended the day with a class meeting. First, we each shared our favorite part of today's show. Then we exchanged thank yous and compliments. Finally, we discussed a few challenges. These included being aware of your surroundings during our independent work time, sharing the flexible seating choices (fuzzy chair, rocking chair, etc.), and keeping calm and quiet when we play Kahoot.
All in all, it was fabulous Friday and wonderful week!!
Thursday, December 7, 2017
Thrilling Thursday
This morning the students completed the Thursday section of the vocabulary sheet for our word of the week, typical. After that, they attempted to solve our weekly puzzles and posted their guesses in the comment section. After the announcements, we switched for math.
We began math with word problems involving the addition of mixed numbers. Then, we reviewed last night's homework. After that, we began our rotations.
During the small group instruction, we added and subtracted mixed numbers, by composing and decomposing whole numbers. During math with a partner, the students engaged in math discourse, as they solved several problems involving the addition and subtraction of mixed numbers, on task cards in GC. After that, they played Fraction War, to work on comparing fractions, or Multiplication War, to practice basic facts. Finally, during the technology rotation, the children completed a session of Xtra Math and then used the Fraction Live Binder to practice more skills.
In between the second and third rotations, the children enjoyed lunch and outdoor recess.
For homework the students need to complete the 4 problems on the back of the worksheet we began in small group. I will post those problems in GC in case they misplace the worksheet.
After math, we began our literacy block. First, we read and discussed the fictional piece, "Zoo." Then, we began identifying some of the inferences we could make from the text. After that, the students ate their snack.
Next, since the children were supposed to go to music, but there wasn't a sub for Mrs. Graf who was absent, we played a 4th grade music review Kahoot game. In essence, I used it to teach music! Oh, and I played one round with them and I WON!!!!!
After music we returned to our literacy block.
While I met with guided reading groups, the students completed their assignments from yesterday. First, they finished the Flocabulary lesson about word roots. Next, they finished revising, publishing, and printing their expository piece. Finally, they got to continue working on Hour of Code.
Guided Reading Groups:
I met with all three groups. We reread the piece called, "Zoo," and made inferences for each underlined section.
After our literacy block, we continued our science lesson from yesterday. While small groups met with me to use litmus strips to test the pH of vinegar, water, lemon juice, and soap, the students watched Brain Pop lessons about the pH scale and acids and bases. After meeting with me, they used the pH to determine if each liquid was an acid or a base. Then they wrote a couple of sentences explaining what they learned from the lesson.
We began math with word problems involving the addition of mixed numbers. Then, we reviewed last night's homework. After that, we began our rotations.
During the small group instruction, we added and subtracted mixed numbers, by composing and decomposing whole numbers. During math with a partner, the students engaged in math discourse, as they solved several problems involving the addition and subtraction of mixed numbers, on task cards in GC. After that, they played Fraction War, to work on comparing fractions, or Multiplication War, to practice basic facts. Finally, during the technology rotation, the children completed a session of Xtra Math and then used the Fraction Live Binder to practice more skills.
In between the second and third rotations, the children enjoyed lunch and outdoor recess.
For homework the students need to complete the 4 problems on the back of the worksheet we began in small group. I will post those problems in GC in case they misplace the worksheet.
After math, we began our literacy block. First, we read and discussed the fictional piece, "Zoo." Then, we began identifying some of the inferences we could make from the text. After that, the students ate their snack.
Next, since the children were supposed to go to music, but there wasn't a sub for Mrs. Graf who was absent, we played a 4th grade music review Kahoot game. In essence, I used it to teach music! Oh, and I played one round with them and I WON!!!!!
After music we returned to our literacy block.
While I met with guided reading groups, the students completed their assignments from yesterday. First, they finished the Flocabulary lesson about word roots. Next, they finished revising, publishing, and printing their expository piece. Finally, they got to continue working on Hour of Code.
Guided Reading Groups:
I met with all three groups. We reread the piece called, "Zoo," and made inferences for each underlined section.
After our literacy block, we continued our science lesson from yesterday. While small groups met with me to use litmus strips to test the pH of vinegar, water, lemon juice, and soap, the students watched Brain Pop lessons about the pH scale and acids and bases. After meeting with me, they used the pH to determine if each liquid was an acid or a base. Then they wrote a couple of sentences explaining what they learned from the lesson.
Wednesday, December 6, 2017
Wonderful Wednesday
This morning the students completed the Wednesday section of the vocabulary sheet for our word of the week, typical. Then they practiced making words, using an online site, since it is Word Wednesday. After the announcements, we switched for math.
We began math with a fraction magic square. Then, after a hearttoheart chat about class expectations, we began our rotations.
During the small group instruction, we practiced adding and subtracting mixed numbers, with like denominators, using a number line. During math with a partner, the students engaged in math discourse, as they compared fractions, while playing Fraction War. Finally, during the technology portion, the students completed a session of Xtra Math. Then, they watched a Learn Zillion lesson about using number lines to add and subtract fraction. Finally, if they had time, they chose a game from the fraction Live Binder.
Between the second and third rotations, the children enjoyed lunch and outdoor recess.
Math homework is posted in GC.
After math we began our literacy block. First, I reviewed and explained the rubric I will use to grade their expository writing piece. Then, I modeled how to take their draft and use it to publish and print their essay. After that I explained their independent work assignments.
Today the students watched a Flocabulary video about word roots, and completed 2 associated activities. Next, they revised and typed the final version of 3 of their paragraphs for the expository piece. Finally, they participated in an Hour of Code activity since this week is Computer Science Education Week.
Reading groups:
Today's focus was using the text and our background knowledge to make inferences. I met with each group and we practice reading a selection of text, underlying clues, describing what we learned from them, and then writing an inference we made.
After our literacy block, we began module 5 of the science curriculum. First, we reviewed important vocabulary. Then we learned that we will be testing the water quality by collecting a sample of runoff , suing our water collection tools. We will determine if the water is polluted and whether it would contaminate the Chesapeake Bay since we are in its watershed. After that, we watched a couple of video clips to further our understanding about the importance of testing the water in the bay and how and why we test for the pH of a substance.
We began math with a fraction magic square. Then, after a hearttoheart chat about class expectations, we began our rotations.
During the small group instruction, we practiced adding and subtracting mixed numbers, with like denominators, using a number line. During math with a partner, the students engaged in math discourse, as they compared fractions, while playing Fraction War. Finally, during the technology portion, the students completed a session of Xtra Math. Then, they watched a Learn Zillion lesson about using number lines to add and subtract fraction. Finally, if they had time, they chose a game from the fraction Live Binder.
Between the second and third rotations, the children enjoyed lunch and outdoor recess.
Math homework is posted in GC.
After math we began our literacy block. First, I reviewed and explained the rubric I will use to grade their expository writing piece. Then, I modeled how to take their draft and use it to publish and print their essay. After that I explained their independent work assignments.
Today the students watched a Flocabulary video about word roots, and completed 2 associated activities. Next, they revised and typed the final version of 3 of their paragraphs for the expository piece. Finally, they participated in an Hour of Code activity since this week is Computer Science Education Week.
Reading groups:
Today's focus was using the text and our background knowledge to make inferences. I met with each group and we practice reading a selection of text, underlying clues, describing what we learned from them, and then writing an inference we made.
After our literacy block, we began module 5 of the science curriculum. First, we reviewed important vocabulary. Then we learned that we will be testing the water quality by collecting a sample of runoff , suing our water collection tools. We will determine if the water is polluted and whether it would contaminate the Chesapeake Bay since we are in its watershed. After that, we watched a couple of video clips to further our understanding about the importance of testing the water in the bay and how and why we test for the pH of a substance.
Tuesday, December 5, 2017
Terrific Tuesday
This morning the students completed the Tuesday portion of the vocabulary sheet for our word of the week, typical. Then they practiced their keyboarding skills using Typing Club. After the announcements, we switched for math.
Math began with a "Tell Me About It," fraction based warm up. Next, we reviewed last night's homework. Then, the students took the formative for week 3, covering equivalent fractions.
The formatives have been graded and returned to the children.
After going over the formative, we played a game of Kahoot with the addition and subtraction of fractions with unlike denominators.
Next, the students enjoyed lunch and outdoor recess.
This afternoon I attended a quarterly planning meeting. So, Mrs. Tanzi picked the students up from recess and remained with them for the rest of the day.
During math the students completed a session of Xtra Math and then practiced adding and subtracting fractions using inks provided in GC.
After math, the students began their literacy block. In writing they created a title and headings for their expository piece. They also completed a poetry formative, identifying and explaining similes in a poem.
Each reading group met with Mrs. Tanzi and practiced making inferences as they reread the story, Prot and Krot, and identified places where the soldier made good and/or bad decisions. Then they used text evidence to support their thinking.
After the literacy block, the students finished building their water collections tools, in science. They also tested it, to be sure it worked, and made adjustments, as necessary.
As per usual, the children ended their day in art, with Mrs. Daniell.
Math began with a "Tell Me About It," fraction based warm up. Next, we reviewed last night's homework. Then, the students took the formative for week 3, covering equivalent fractions.
The formatives have been graded and returned to the children.
After going over the formative, we played a game of Kahoot with the addition and subtraction of fractions with unlike denominators.
Next, the students enjoyed lunch and outdoor recess.
This afternoon I attended a quarterly planning meeting. So, Mrs. Tanzi picked the students up from recess and remained with them for the rest of the day.
During math the students completed a session of Xtra Math and then practiced adding and subtracting fractions using inks provided in GC.
After math, the students began their literacy block. In writing they created a title and headings for their expository piece. They also completed a poetry formative, identifying and explaining similes in a poem.
Each reading group met with Mrs. Tanzi and practiced making inferences as they reread the story, Prot and Krot, and identified places where the soldier made good and/or bad decisions. Then they used text evidence to support their thinking.
After the literacy block, the students finished building their water collections tools, in science. They also tested it, to be sure it worked, and made adjustments, as necessary.
As per usual, the children ended their day in art, with Mrs. Daniell.
Monday, December 4, 2017
Magnificent Monday
This morning the students commented on our morning message about their weekend. Then, they completed the Monday section of the vocabulary sheet for our new word of the week, typical. After the announcements, we switched for math.
Math began with a comparing fraction, find the error, warm up. Then, we began our rotations.
During the small group instruction, we reviewed comparing fractions in order to list them from least to greatest. Then, we added and subtracted fractions with like denominators. During math with a partner, the students played Fraction War to practice comparing fractions. Finally, during the technology rotation, the students completed a session of Xtra Math. Then they played Balloon Fractions, an online game, to practice ordering fraction from least to greatest.
In between our second and third rotations, the students enjoyed lunch and outdoor recess.
Math homework is posted in GC. We will have a formative tomorrow comparing 2 fractions using number lines and visual models.
After math, we began our literacy block. We started by reviewing the expectations for our concluding paragraph. Then, I modeled writing a conclusion for my expository writing piece about Australia. Next, students brainstormed what makes their country unique. Finally, volunteers shared their first sentences for this paragraph.
Next, the children went to PE.
When they returned to class, they ate snack and we played a quick game of Kahoot to review theme. After that, we shared and discussed personal experiences dealing with either greed or generosity. Then, as a class, we read the Junior Great Books story, Prot and Krot.
Finally, while I worked with a small group of students who missed today's reading lesson, the rest of the class worked independently. First, they drafted the concluding paragraph for their expository writing piece. Then, they reread the story, Prot and Krot, and identified examples of greed and generosity, from the story, on a chart.
Math began with a comparing fraction, find the error, warm up. Then, we began our rotations.
During the small group instruction, we reviewed comparing fractions in order to list them from least to greatest. Then, we added and subtracted fractions with like denominators. During math with a partner, the students played Fraction War to practice comparing fractions. Finally, during the technology rotation, the students completed a session of Xtra Math. Then they played Balloon Fractions, an online game, to practice ordering fraction from least to greatest.
In between our second and third rotations, the students enjoyed lunch and outdoor recess.
Math homework is posted in GC. We will have a formative tomorrow comparing 2 fractions using number lines and visual models.
After math, we began our literacy block. We started by reviewing the expectations for our concluding paragraph. Then, I modeled writing a conclusion for my expository writing piece about Australia. Next, students brainstormed what makes their country unique. Finally, volunteers shared their first sentences for this paragraph.
Next, the children went to PE.
When they returned to class, they ate snack and we played a quick game of Kahoot to review theme. After that, we shared and discussed personal experiences dealing with either greed or generosity. Then, as a class, we read the Junior Great Books story, Prot and Krot.
Finally, while I worked with a small group of students who missed today's reading lesson, the rest of the class worked independently. First, they drafted the concluding paragraph for their expository writing piece. Then, they reread the story, Prot and Krot, and identified examples of greed and generosity, from the story, on a chart.
Friday, December 1, 2017
Fabulous Friday
This morning the students completed both the Thursday and Friday sections of the vocabulary sheet for our word of the week, frequently. Then, they could choose which academic skill they wished to practice. After watching the announcements, we switched for math.
We began math with an Eliminate It, fraction, warm up. Then, we reviewed last night's homework. After that, we began our rotations.
During the small group instruction, we compared fractions using various strategies. During math with a partner, the students completed the comparing fractions number line and the Fraction Tracker activity, focusing on generating equivalent fractions. Finally, during the technology rotation, the children completed a session of Xtra Math and then chose a game from the fraction Live Binder.
In between the second and third rotations, the children enjoyed lunch and outdoor recess.
After math, we began our literacy block. We had visitors from Mrs. Shapot's class. So, we played a few rounds of Kahoot to practice identifying and explaining similes and metaphors.
Once our friends left, we ate snack and reviewed today's independent work. First, the children read the poem, "Storm At Sea," and identified 2 metaphors/similes on a chart. Additionally, they determined what was being compared in each, and the meaning. After that, they had time catch up on their expository writing piece, working on the first 4 paragraphs. Finally, they continued to work on the Flocabulary lesson about similes and metaphors.
Reading Groups:
Green  We reread the poem, "Storms At Sea" and discussed unknown words. Then we identified similes and metaphors from the poem, determining what was being compared and what each meant.
Pink  We reread the poem, "Storms At Sea" and discussed unknown words. Then we identified similes and metaphors from the poem, determining what was being compared and what each meant.
After the pink group met, Mrs. Luckett, the guidance counselor, stopped by to do a lesson about being special. After she left, we resumed our literacy block.
Blue  We reread the poem, "Storms At Sea" and discussed unknown words. Then we identified similes and metaphors from the poem, determining what was being compared and what each meant.
After our literacy block we reviewed this week's vocabulary word, frequently, and our weekly puzzles. Then we ended the day with a quick class meeting. First, we shared what we wish for. Then, we exchanged compliments and thankyous. Finally, we discussed the need to focus and stay on task during the days leading up to the holiday break.
We began math with an Eliminate It, fraction, warm up. Then, we reviewed last night's homework. After that, we began our rotations.
During the small group instruction, we compared fractions using various strategies. During math with a partner, the students completed the comparing fractions number line and the Fraction Tracker activity, focusing on generating equivalent fractions. Finally, during the technology rotation, the children completed a session of Xtra Math and then chose a game from the fraction Live Binder.
In between the second and third rotations, the children enjoyed lunch and outdoor recess.
After math, we began our literacy block. We had visitors from Mrs. Shapot's class. So, we played a few rounds of Kahoot to practice identifying and explaining similes and metaphors.
Once our friends left, we ate snack and reviewed today's independent work. First, the children read the poem, "Storm At Sea," and identified 2 metaphors/similes on a chart. Additionally, they determined what was being compared in each, and the meaning. After that, they had time catch up on their expository writing piece, working on the first 4 paragraphs. Finally, they continued to work on the Flocabulary lesson about similes and metaphors.
Reading Groups:
Green  We reread the poem, "Storms At Sea" and discussed unknown words. Then we identified similes and metaphors from the poem, determining what was being compared and what each meant.
Pink  We reread the poem, "Storms At Sea" and discussed unknown words. Then we identified similes and metaphors from the poem, determining what was being compared and what each meant.
After the pink group met, Mrs. Luckett, the guidance counselor, stopped by to do a lesson about being special. After she left, we resumed our literacy block.
Blue  We reread the poem, "Storms At Sea" and discussed unknown words. Then we identified similes and metaphors from the poem, determining what was being compared and what each meant.
After our literacy block we reviewed this week's vocabulary word, frequently, and our weekly puzzles. Then we ended the day with a quick class meeting. First, we shared what we wish for. Then, we exchanged compliments and thankyous. Finally, we discussed the need to focus and stay on task during the days leading up to the holiday break.
Thursday, November 30, 2017
Thrilling Thursday
This morning the students attempted to completed the Thursday portion of the vocabulary sheet for our word of the week, frequently. Unfortunately, I had forgotten to copy both sides of the 2sided document, so they weren't able to do it. Therefore, they worked on solving our weekly puzzles. After the announcements, we switched for math.
Math began with a word problem warm up involving equivalent fractions. After that, we reviewed last night's homework. Then, we began our rotations.
During the small group instruction we practiced proving that two fractions were not equivalent using both a number line and visual models. During math with a partner, the students finished the comparing fractions, using a number line, task from yesterday. Then, they used the fraction tracker web site to build and name equivalent fractions. Finally, during the technology rotation, the children completed a session of Xtra Math and then chose a game from the Fraction Live Binder.
In between the second and third rotations, the students enjoyed lunch and outdoor recess.
Math homework is posted in GC.
After math, we began our literacy block. We started with students working with their writing partners to help revise their 3 body paragraphs for clarity. Then, we reviewed the requirements for the introductory paragraph. Finally, I modeled writing one using the country, Australia.
After that, the students went to music with Mrs. Graf.
When they returned to class, the students ate snack as I went over their independent work assignments.
First, the students revisited the poems, "Mother to Son," and "Drop a Pebble in the Water." Then, they identified the theme of each and highlighted two quotes to support their theme. After that, they worked on drafting the introduction for their expository writing piece. Those who finished early worked on a Flocabulary lesson for similes and metaphors.
I met with all 3 guided reading groups and reviewed the themes from both poems. Then we discussed similarities and differences between them. I kept groups short to ensure we had time for science. :)
During science, the students collaborated to determine where they would collect water from our school yard to analyze and then use recyclables to build collection tools.
Math began with a word problem warm up involving equivalent fractions. After that, we reviewed last night's homework. Then, we began our rotations.
During the small group instruction we practiced proving that two fractions were not equivalent using both a number line and visual models. During math with a partner, the students finished the comparing fractions, using a number line, task from yesterday. Then, they used the fraction tracker web site to build and name equivalent fractions. Finally, during the technology rotation, the children completed a session of Xtra Math and then chose a game from the Fraction Live Binder.
In between the second and third rotations, the students enjoyed lunch and outdoor recess.
Math homework is posted in GC.
After math, we began our literacy block. We started with students working with their writing partners to help revise their 3 body paragraphs for clarity. Then, we reviewed the requirements for the introductory paragraph. Finally, I modeled writing one using the country, Australia.
After that, the students went to music with Mrs. Graf.
When they returned to class, the students ate snack as I went over their independent work assignments.
First, the students revisited the poems, "Mother to Son," and "Drop a Pebble in the Water." Then, they identified the theme of each and highlighted two quotes to support their theme. After that, they worked on drafting the introduction for their expository writing piece. Those who finished early worked on a Flocabulary lesson for similes and metaphors.
I met with all 3 guided reading groups and reviewed the themes from both poems. Then we discussed similarities and differences between them. I kept groups short to ensure we had time for science. :)
During science, the students collaborated to determine where they would collect water from our school yard to analyze and then use recyclables to build collection tools.
Wednesday, November 29, 2017
Wonderful Wednesday
This morning the students completed the Wednesday portion, of the vocabulary sheet, for our word of the week, frequently. Then, they used an online site to practice identifying the correct spelling of commonly misspelled words. After the announcements, we switched for math.
Math began with a "Find the Error" warm up involving equivalent fractions of unequal wholes. After that, we reviewed last night's homework. Then, we began our rotations.
During the small group instruction, we generated equivalent fractions using a number line, and related that to multiplication and division. During math with a partner, the students engaged in math discourse, as they placed fractions, with different denominators, on a number line. Finally, during the technology portion, the children completed a session of Xtra Math. Then, they chose a game from the Fraction Live Binder.
In between the second and third rotations, the students enjoyed lunch and outdoor recess.
Math homework is posted in GC.
After math, we began our literacy block. We began with a writing minilesson. I modeled how to use my research to draft the third body paragraph about the people. After that, the students worked independently on the following tasks, while I met with guided reading groups.
First, the children completed a formative identifying the theme of a poem, using direct quotes from it to support their thinking. Then, they drafted the paragraph about the people of their country, including the population, jobs and exports, and holidays. After that, they had time to finish the flocabulary assignment about dialogue.
Guided reading groups:
Green  We reread the poem, "Drop a Pebble in the Water" and visualized it. Then, we reread it and focused on the repetition and the changes in the stanzas. After some discussion, the students identified a theme, by writing it on a sticky note. Then, we each shared and our themes and identified text to support it.
Pink  We reread the poem, "Drop a Pebble in the Water" and visualized it. Then, we reread it and focused on the repetition and the changes in the stanzas. After some discussion, the students identified a theme, by writing it on a sticky note. Then, we each shared and our themes and identified text to support it.
Blue  We reread the poem, "Drop a Pebble in the Water" and visualized it. Then, we reread it and focused on the repetition and the changes in the stanzas. After some discussion, the students identified a theme, by writing it on a sticky note. Then, we each shared and our themes and identified text to support it.
After our literacy block, we took a Go Noodle brain break. Then we began our science lesson.
Today, we reviewed the concepts of natural and humanmade physical features. Then, the students used the map they made of our school yard and an aerial view, from Google Maps, to identify and sort physical features.
After that, we discussed where water might flow in our school yard and the concept of runoff. Finally, we watched a very short video clip about the properties of water.
Math began with a "Find the Error" warm up involving equivalent fractions of unequal wholes. After that, we reviewed last night's homework. Then, we began our rotations.
During the small group instruction, we generated equivalent fractions using a number line, and related that to multiplication and division. During math with a partner, the students engaged in math discourse, as they placed fractions, with different denominators, on a number line. Finally, during the technology portion, the children completed a session of Xtra Math. Then, they chose a game from the Fraction Live Binder.
In between the second and third rotations, the students enjoyed lunch and outdoor recess.
Math homework is posted in GC.
After math, we began our literacy block. We began with a writing minilesson. I modeled how to use my research to draft the third body paragraph about the people. After that, the students worked independently on the following tasks, while I met with guided reading groups.
First, the children completed a formative identifying the theme of a poem, using direct quotes from it to support their thinking. Then, they drafted the paragraph about the people of their country, including the population, jobs and exports, and holidays. After that, they had time to finish the flocabulary assignment about dialogue.
Guided reading groups:
Green  We reread the poem, "Drop a Pebble in the Water" and visualized it. Then, we reread it and focused on the repetition and the changes in the stanzas. After some discussion, the students identified a theme, by writing it on a sticky note. Then, we each shared and our themes and identified text to support it.
Pink  We reread the poem, "Drop a Pebble in the Water" and visualized it. Then, we reread it and focused on the repetition and the changes in the stanzas. After some discussion, the students identified a theme, by writing it on a sticky note. Then, we each shared and our themes and identified text to support it.
Blue  We reread the poem, "Drop a Pebble in the Water" and visualized it. Then, we reread it and focused on the repetition and the changes in the stanzas. After some discussion, the students identified a theme, by writing it on a sticky note. Then, we each shared and our themes and identified text to support it.
After our literacy block, we took a Go Noodle brain break. Then we began our science lesson.
Today, we reviewed the concepts of natural and humanmade physical features. Then, the students used the map they made of our school yard and an aerial view, from Google Maps, to identify and sort physical features.
After that, we discussed where water might flow in our school yard and the concept of runoff. Finally, we watched a very short video clip about the properties of water.
Tuesday, November 28, 2017
Terrific Tuesday
This morning, after signing in, the students completed the Tuesday section of the vocabulary sheet for our word of the week, frequently. Then, they practiced their keyboarding skills using Typing Club. After the announcements, we switched for math.
We began math with a TicTacToe themed fraction warm up. Then, we reviewed last night's math homework. After that, the students took a fractions formative. Those who finished early completed a session of Xtra Math.
After the quiz, the children enjoyed lunch and outdoor recess.
When we returned to class, we reviewed the correct answers to the fraction formative. Then, we learned how to use multiplication to identify common denominators and equivalent fractions.
Math homework is posted in GC.
After math, we began our literacy block.
First, I modeled how to use my research notes to draft the third paragraph, or second body paragraph, for our expository piece. After that, I demonstrated how to color code the paragraph to ensure all required information was included.
After that, the students worked independently on the following tasks, while I met with guided reading groups. First, with a partner, they read the poem, "The Race". Then, together, they determined a theme and identified 23 line of text that supported it. After that, the students finished writing their second paragraph, which they started yesterday, and worked on their third paragraph, which I modeled today. Finally, if they had time, they worked on the Flocabulary lesson about the correct usage and punctuation of dialogue.
Guided Reading Groups:
Green: We reread the poem, "The Race," and determined the theme. Then we identified lines of text that support it. After that, together, we wrote a written response identifying the theme using direct quotes from the text to support it.
Pink: We reread the poem, "The Race," summarized it, and determined the theme. Then we identified lines of text that support it. After that, together, we wrote a written response identifying the theme using direct quotes from the text to support it.
In between the pink and blue reading groups we had a fire drill.
Blue: We reread the poem, "The Race,"summarized it, and determined the theme. Then we identified lines of text that support it. After that, together, we began a written response identifying the theme using direct quotes from the text to support it.
The students ended their day in art, with Mrs. Daniell, while I attended our weekly team planning meeting.
We began math with a TicTacToe themed fraction warm up. Then, we reviewed last night's math homework. After that, the students took a fractions formative. Those who finished early completed a session of Xtra Math.
After the quiz, the children enjoyed lunch and outdoor recess.
When we returned to class, we reviewed the correct answers to the fraction formative. Then, we learned how to use multiplication to identify common denominators and equivalent fractions.
Math homework is posted in GC.
After math, we began our literacy block.
First, I modeled how to use my research notes to draft the third paragraph, or second body paragraph, for our expository piece. After that, I demonstrated how to color code the paragraph to ensure all required information was included.
After that, the students worked independently on the following tasks, while I met with guided reading groups. First, with a partner, they read the poem, "The Race". Then, together, they determined a theme and identified 23 line of text that supported it. After that, the students finished writing their second paragraph, which they started yesterday, and worked on their third paragraph, which I modeled today. Finally, if they had time, they worked on the Flocabulary lesson about the correct usage and punctuation of dialogue.
Guided Reading Groups:
Green: We reread the poem, "The Race," and determined the theme. Then we identified lines of text that support it. After that, together, we wrote a written response identifying the theme using direct quotes from the text to support it.
Pink: We reread the poem, "The Race," summarized it, and determined the theme. Then we identified lines of text that support it. After that, together, we wrote a written response identifying the theme using direct quotes from the text to support it.
In between the pink and blue reading groups we had a fire drill.
Blue: We reread the poem, "The Race,"summarized it, and determined the theme. Then we identified lines of text that support it. After that, together, we began a written response identifying the theme using direct quotes from the text to support it.
The students ended their day in art, with Mrs. Daniell, while I attended our weekly team planning meeting.
Monday, November 27, 2017
Marvelous Monday  Book Fair Week!
This morning, the students commented on the morning message to share what they did over the Thanksgiving weekend, then they completed the Monday section for our new vocabulary word of the week, frequently. After the announcements, we switched for math.
Math began with a numerical puzzle. Then, we began our rotations.
During the small group lesson we worked on using benchmarks numbers (0, 1/2, 1) AND visual models (fractions strips) to compare fractions. During math with a partner, the children played Clip and Cover  Comparing Fractions to 1/2. Finally, during the technology portion, the students completed a session of Xtra Math and then practiced comparing fractions using the Fraction Scale web site.
In between the second and third rotations, the students enjoyed lunch and outdoor recess.
Math homework is posted in GC.
After math, we visited the book fair to browse the many excellent books available to purchase. Then, when we returned to class, we began our literacy block.
I began by modeling how to use my research notes to draft the second paragraph about my country's geography. The students will write the 3 body paragraphs first. Then they will go back and draft the introduction paragraph and then the conclusion.
After the writing lesson, the students went to PE with Mr. Smith.
When they returned to class, they ate snack while I went over today's independent work assignments. First, the students discussed theme with a partner and then watched a Learn Zillion lesson about identifying the poet's message in poetry. After that, they used their research notes to draft paragraph 2, about geography, for their expository writing piece. Next, any students who did not complete the science paragraph about why we need to protect the Chesapeake Bay, did so. Finally, the students worked on a Flocabulary lesson about using and punctuating dialogue.
As the students completed their work, I met with guided reading groups.
Green: First, we read the poem, Mother to Son," by Langston Hughes. Then, we discussed the theme. After that, the students reread the poem and underlined evidence, lines from the poem, that helped them determine the theme. Next, I used their theme and evidence to model how to write a written response, suing RACER, and correct punctuation for direct quotes.
Pink: First, we read the poem, Mother to Son," by Langston Hughes. Then, we discussed the theme. After that, the students reread the poem and underlined evidence, lines from the poem, that helped them determine the theme. Next, I used their theme and evidence to model how to write a written response, suing RACER, and correct punctuation for direct quotes.
Blue: First, we read the poem, Mother to Son," by Langston Hughes. Then, we discussed the theme. After that, the students reread the poem and underlined evidence, lines from the poem, that helped them determine the theme. Next, I used their theme and evidence to model how to write a written response, suing RACER, and correct punctuation for direct quotes.
Math began with a numerical puzzle. Then, we began our rotations.
During the small group lesson we worked on using benchmarks numbers (0, 1/2, 1) AND visual models (fractions strips) to compare fractions. During math with a partner, the children played Clip and Cover  Comparing Fractions to 1/2. Finally, during the technology portion, the students completed a session of Xtra Math and then practiced comparing fractions using the Fraction Scale web site.
In between the second and third rotations, the students enjoyed lunch and outdoor recess.
Math homework is posted in GC.
After math, we visited the book fair to browse the many excellent books available to purchase. Then, when we returned to class, we began our literacy block.
I began by modeling how to use my research notes to draft the second paragraph about my country's geography. The students will write the 3 body paragraphs first. Then they will go back and draft the introduction paragraph and then the conclusion.
After the writing lesson, the students went to PE with Mr. Smith.
When they returned to class, they ate snack while I went over today's independent work assignments. First, the students discussed theme with a partner and then watched a Learn Zillion lesson about identifying the poet's message in poetry. After that, they used their research notes to draft paragraph 2, about geography, for their expository writing piece. Next, any students who did not complete the science paragraph about why we need to protect the Chesapeake Bay, did so. Finally, the students worked on a Flocabulary lesson about using and punctuating dialogue.
As the students completed their work, I met with guided reading groups.
Green: First, we read the poem, Mother to Son," by Langston Hughes. Then, we discussed the theme. After that, the students reread the poem and underlined evidence, lines from the poem, that helped them determine the theme. Next, I used their theme and evidence to model how to write a written response, suing RACER, and correct punctuation for direct quotes.
Pink: First, we read the poem, Mother to Son," by Langston Hughes. Then, we discussed the theme. After that, the students reread the poem and underlined evidence, lines from the poem, that helped them determine the theme. Next, I used their theme and evidence to model how to write a written response, suing RACER, and correct punctuation for direct quotes.
Blue: First, we read the poem, Mother to Son," by Langston Hughes. Then, we discussed the theme. After that, the students reread the poem and underlined evidence, lines from the poem, that helped them determine the theme. Next, I used their theme and evidence to model how to write a written response, suing RACER, and correct punctuation for direct quotes.
Wednesday, November 22, 2017
Wonderful Wednesday  Grandparent's Day
This morning the children worked on a Flocabulary lesson about Thanksgiving. Then, after the announcements, we began our first STEM activity of the year.
With the help of our grandparents, the students worked collaboratively, in groups of 3, to build a boat (the Mayflower) that could hold the most cargo (pennies) using just 1 straw, a piece of paper, and one piece of foil. The students were very excited and engaged, and the y learned a lot!
Next the students ate lunch, and many went out with their grandparents.
After lunch we cleaned up the mess from our STEM activity and worked on completing the research for the country we will write up in our expository piece.
We ended the day playing Kahoot. We played a few games related to the history of Thanksgiving. Then, we played a few Thanksgiving related math games, too.
Wishing each and every one of you, and your loved ones, a very happy Thanksgiving!!
With the help of our grandparents, the students worked collaboratively, in groups of 3, to build a boat (the Mayflower) that could hold the most cargo (pennies) using just 1 straw, a piece of paper, and one piece of foil. The students were very excited and engaged, and the y learned a lot!
Next the students ate lunch, and many went out with their grandparents.
After lunch we cleaned up the mess from our STEM activity and worked on completing the research for the country we will write up in our expository piece.
We ended the day playing Kahoot. We played a few games related to the history of Thanksgiving. Then, we played a few Thanksgiving related math games, too.
Wishing each and every one of you, and your loved ones, a very happy Thanksgiving!!
Tuesday, November 21, 2017
Terrific Tuesday
This morning, the students practiced their keyboarding skills, since it is Typing Tuesday. Then, after the announcements, we were treated to a great presentation about protecting our hearing from our noisy planet. This was sponsored by NIH.
After that, we took a walk around the outside of our building to make maps of our school yard, indicating the natural and humanmade features that are present.
Next, we ate snack and began a shortened literacy block. Students had time to catch up on unfinished work. First, some students had to complete the vocabulary quiz from yesterday. Next, the children completed a paragraph., using RACER, to explain why it is important for our neighborhood to protect the Chesapeake Bay. Finally, they worked on researching the country which they will use to write their expository writing piece.
After our literacy block, we switched for math.
Math began with an eliminate it, fraction warm up. As we reviewed the warm up we got derailed (in a good way) by a mini lesson focusing on the difference between a mixed number and an improper fraction. After that, we reviewed last night's homework.
Then, due to time constraints, we continued with a whole group math lesson. First, we determined that fractions equal to onehalf will have a numerator that is half of its denominator. Then, we watched a quick video lesson explaining how to use onehalf as a benchmark fraction to help us compare fractions. Next, we solved some problems comparing fractions and took time to clearly explain our thinking.
Math homework is posted in Google Classroom.
After math, the students enjoyed outdoor recess and then lunch.
When they returned to the classroom, they had 20 more minutes to work on their science paragraph and their country research. Then the children packed up and went to art, where they ended their day with Mrs. Daniell.
After that, we took a walk around the outside of our building to make maps of our school yard, indicating the natural and humanmade features that are present.
Next, we ate snack and began a shortened literacy block. Students had time to catch up on unfinished work. First, some students had to complete the vocabulary quiz from yesterday. Next, the children completed a paragraph., using RACER, to explain why it is important for our neighborhood to protect the Chesapeake Bay. Finally, they worked on researching the country which they will use to write their expository writing piece.
After our literacy block, we switched for math.
Math began with an eliminate it, fraction warm up. As we reviewed the warm up we got derailed (in a good way) by a mini lesson focusing on the difference between a mixed number and an improper fraction. After that, we reviewed last night's homework.
Then, due to time constraints, we continued with a whole group math lesson. First, we determined that fractions equal to onehalf will have a numerator that is half of its denominator. Then, we watched a quick video lesson explaining how to use onehalf as a benchmark fraction to help us compare fractions. Next, we solved some problems comparing fractions and took time to clearly explain our thinking.
Math homework is posted in Google Classroom.
After math, the students enjoyed outdoor recess and then lunch.
When they returned to the classroom, they had 20 more minutes to work on their science paragraph and their country research. Then the children packed up and went to art, where they ended their day with Mrs. Daniell.
Monday, November 20, 2017
Marvelous Monday
This morning, after commenting about their weekend on the morning message, the students completed a vocabulary quiz covering the first 9 weeks of our word of the week program. After the announcements, we switched for math.
Math began with a mystery number warm up. Then, we began our rotations.
During the small group instruction, we began our study of fractions by generating fractions equal to onehalf, and using benchmarks to help estimate the placement of a fraction on a number line. During math with a partner, the students asked to have time to complete the Mystery Number activity from last week. During the technology portion, the students completed a session of Xtra math and then chose between the factor Soduko and an activity in the fraction Live Binder.
In between the second and third rotation, the students enjoyed lunch and outdoor recess.
Math homework is posted in GC.
After math, we began our literacy block. First we reviewed last week's puzzle and word of the week, essential. Then, we reviewed the "People" page in the research notebook. Students had a chance to begin researching the people of their country before going to PE.
When they returned from PE, we identified and discussed the structural elements of poetry and read a poem called, "Drop a Pebble in the Water". Then, we reviewed today's independent work assignments.
While I met with guided reading groups, the students completed the vocabulary quiz for the words of the weeks that we've done this far. After that, they wrote a paragraph, suing the RACER strategy, explaining why we need to protect the Chesapeake Bay, even though we live far from it. Finally, they worked on researching the people in the country they are going to use for our expository writing piece.
Green: We read and discussed the poem, "The Winter Olympics are Practically Here" and identified the elements of poetry including, line, stanza, and rhyming patterns. The students were told to read this poem out loud as part of their reading homework this evening.
Pink: We read and discussed the poem, "The Setter Sweater Store" and identified the elements of poetry including, line, stanza, and rhyming patterns. The students were told to read this poem out loud as part of their reading homework this evening.
Blue: We read and discussed the poem, "Wendy Wise" and identified the elements of poetry including, line, stanza, and rhyming patterns. The students were told to read this poem out loud as part of their reading homework this evening.
Math began with a mystery number warm up. Then, we began our rotations.
During the small group instruction, we began our study of fractions by generating fractions equal to onehalf, and using benchmarks to help estimate the placement of a fraction on a number line. During math with a partner, the students asked to have time to complete the Mystery Number activity from last week. During the technology portion, the students completed a session of Xtra math and then chose between the factor Soduko and an activity in the fraction Live Binder.
In between the second and third rotation, the students enjoyed lunch and outdoor recess.
Math homework is posted in GC.
After math, we began our literacy block. First we reviewed last week's puzzle and word of the week, essential. Then, we reviewed the "People" page in the research notebook. Students had a chance to begin researching the people of their country before going to PE.
When they returned from PE, we identified and discussed the structural elements of poetry and read a poem called, "Drop a Pebble in the Water". Then, we reviewed today's independent work assignments.
While I met with guided reading groups, the students completed the vocabulary quiz for the words of the weeks that we've done this far. After that, they wrote a paragraph, suing the RACER strategy, explaining why we need to protect the Chesapeake Bay, even though we live far from it. Finally, they worked on researching the people in the country they are going to use for our expository writing piece.
Green: We read and discussed the poem, "The Winter Olympics are Practically Here" and identified the elements of poetry including, line, stanza, and rhyming patterns. The students were told to read this poem out loud as part of their reading homework this evening.
Pink: We read and discussed the poem, "The Setter Sweater Store" and identified the elements of poetry including, line, stanza, and rhyming patterns. The students were told to read this poem out loud as part of their reading homework this evening.
Blue: We read and discussed the poem, "Wendy Wise" and identified the elements of poetry including, line, stanza, and rhyming patterns. The students were told to read this poem out loud as part of their reading homework this evening.
Friday, November 17, 2017
Fantastic Friday
This morning, the students completed the Friday section of the vocabulary sheet for our word of the week, essential. Then, they wrote what they are thankful for on a leaf that will be hung on our Wimsthankful Tree in the main hallway of the school. After watching the announcements, the students had time to catch up on their country research since we were in a shelter in pace. Once that was lifted, we switched for math.
We began math with a warm up that prepared us for our formative of prime and composite numbers. Then, we reviewed last night's homework. Next, we began our formative. Since it was almost lunch time, I begged the children, numerous times, to take their time and reassured them that they would get more time to complete it.
After lunch, the students in my math class had time to complete their formative. The rest of my homeroom, students continued researching their country's geography, history, and culture.
The math assessments have been scored and returned to the students. I was lenient on my grading of the final question because it was poorly worded.
Once everyone was finished, my homeroom took a vote choosing between our reading formative or the science formative. The majority selected to take the reading formative today. So, we will do the science one on Monday.
At the end of the day we had a class meeting. First, we shared what we are thankful for. Then, we exchanged thank yous and compliments. Next, we discussed the useage of the bean bags, which has improved.
Finally, we played some Kahoot games as our whole class Dojo reward.
We began math with a warm up that prepared us for our formative of prime and composite numbers. Then, we reviewed last night's homework. Next, we began our formative. Since it was almost lunch time, I begged the children, numerous times, to take their time and reassured them that they would get more time to complete it.
After lunch, the students in my math class had time to complete their formative. The rest of my homeroom, students continued researching their country's geography, history, and culture.
The math assessments have been scored and returned to the students. I was lenient on my grading of the final question because it was poorly worded.
Once everyone was finished, my homeroom took a vote choosing between our reading formative or the science formative. The majority selected to take the reading formative today. So, we will do the science one on Monday.
At the end of the day we had a class meeting. First, we shared what we are thankful for. Then, we exchanged thank yous and compliments. Next, we discussed the useage of the bean bags, which has improved.
Finally, we played some Kahoot games as our whole class Dojo reward.
Thursday, November 16, 2017
Thrilling Thursday
This morning the students completed the Thursday section of the vocabulary sheet for our word of the week, essential. Then, they attempted to solve our weekly puzzles. After the announcements, we switched for math.
Math began with a "Tell Me About It" warm up. The students were given a set of data and had to identify true mathematical statements they could make using it. Then, we reviewed last night's homework. After that, we began our rotations.
During the small group instruction, we applied our understanding of factors and multiples to solve number puzzles. During math with a partner, the students worked together, engaging in math discourse, to use clues, involving factors and multiples, top identify mystery numbers. Finally, during the technology portion, the students completed a session of Xtra Math. Then, they worked on Soduko type puzzles, using factors as clues.
In between the second and third rotations, the students enjoyed lunch and outdoor recess.
Math homework tonight is the last 3 questions on the worksheet we used during the small group instruction. For those who forgot their paper in school, it is also posted in GC.
After math, we began our literacy block. I took time to model how to use the online resources to research the history/culture of Australia. After that, the children had time to work on researching the history and culture of their own country, before going to music.
When the children returned to class, they ate snack, while I did a minilesson introducing proverbs. I defined proverbs as brief, popular sayings expressing a wise thought. We identified and explained a few. Then I reviewed today's independent work.
While I met with guided reading groups, the children spent the majority of their time working on their research for their countries. They used online resources, available in Google Classroom  Writing, to complete the Geography and History/Culture pages.
I met with all three reading groups. We reviewed the definition of a proverb. Then, as a warm up, each student had 5 minutes to see how many common proverbs they could complete on a worksheet. After reviewing the 12 proverbs, we discussed a proverb from the play, "The Gifts of Wali Dad". Finally, we wrapped up by discussing the proverb, "Don't judge a book by its cover."
We ended the day with a science lesson. First, we reviewed the concept of a watershed. Then we watched a short video explaining the idea of a watershed and discussed new understandings. After that, the students used several online resources to discuss, with their table mates, why it is important for our neighborhood to take steps to protect the Chesapeake Bay.
Math began with a "Tell Me About It" warm up. The students were given a set of data and had to identify true mathematical statements they could make using it. Then, we reviewed last night's homework. After that, we began our rotations.
During the small group instruction, we applied our understanding of factors and multiples to solve number puzzles. During math with a partner, the students worked together, engaging in math discourse, to use clues, involving factors and multiples, top identify mystery numbers. Finally, during the technology portion, the students completed a session of Xtra Math. Then, they worked on Soduko type puzzles, using factors as clues.
In between the second and third rotations, the students enjoyed lunch and outdoor recess.
Math homework tonight is the last 3 questions on the worksheet we used during the small group instruction. For those who forgot their paper in school, it is also posted in GC.
After math, we began our literacy block. I took time to model how to use the online resources to research the history/culture of Australia. After that, the children had time to work on researching the history and culture of their own country, before going to music.
When the children returned to class, they ate snack, while I did a minilesson introducing proverbs. I defined proverbs as brief, popular sayings expressing a wise thought. We identified and explained a few. Then I reviewed today's independent work.
While I met with guided reading groups, the children spent the majority of their time working on their research for their countries. They used online resources, available in Google Classroom  Writing, to complete the Geography and History/Culture pages.
I met with all three reading groups. We reviewed the definition of a proverb. Then, as a warm up, each student had 5 minutes to see how many common proverbs they could complete on a worksheet. After reviewing the 12 proverbs, we discussed a proverb from the play, "The Gifts of Wali Dad". Finally, we wrapped up by discussing the proverb, "Don't judge a book by its cover."
We ended the day with a science lesson. First, we reviewed the concept of a watershed. Then we watched a short video explaining the idea of a watershed and discussed new understandings. After that, the students used several online resources to discuss, with their table mates, why it is important for our neighborhood to take steps to protect the Chesapeake Bay.
Wednesday, November 15, 2017
Wonderful Wednesday
This morning, the students completed the Wednesday portion of the vocabulary sheet for our word of the week, essential. Then, they played an online game focusing on the spelling of commonly misspelled words. After the announcements, we switched for math.
Math began with a factor pair warm up. After that, we reviewed last night's homework. Then, we began our rotations.
During the small group instruction we used our knowledge of factors and multiples to solve problems. The students also completed a graded exit card covering factors and multiples. During math with a partner, the children played an online factor game, engaging in math discourse. Finally, during the technology rotation, the children completed a session of Xtra Math. Then, they chose an online game from the Prime and Composite Live Binder.
In between the second and third rotations, the students enjoyed lunch and outdoor recess.
Math homework is posted in GC.
After math, we began our literacy block. First, we went through the research notebook, for our expository writing piece, page by page. Then, we briefly discussed that plays can be presented in written, oral, and performance forms. after that, I reviewed the children's independent work for today.
First, the students listened to an oral presentation of "Wali Dad". Then, they watched a visual performance of it. During this time, they responded to questions to help the compare and contrast the written, oral, and visual forms of the drama. After that, they researched the geography of the country they chose, using online resources. Finally, the students had time to review the parts of speech using the Flocabulary.com assignment from yesterday.
While they worked, I met with all 3 guided reading groups. In each group we did the same lesson.
First, we reviewed that a theme is the main message, that is inferred through the words and actions of the main characters, in fiction. Then we discussed possible themes of "Wali Dad". After that, we assigned parts and read through a new play, "Cinderella Outgrows the Glass Slipper". Then, we discussed possible themes of Cinderella. Finally, we compared the themes of Wali Dad and Cinderella.
After our literacy block, we took a quick Go Noodle brain break.
Then we watched an online presentation defining and describing watersheds. After that,m the students rewatched the video and completed a Frayer Model for watershed, defining it, and identifying characteristics, examples, and nonexamples.
Math began with a factor pair warm up. After that, we reviewed last night's homework. Then, we began our rotations.
During the small group instruction we used our knowledge of factors and multiples to solve problems. The students also completed a graded exit card covering factors and multiples. During math with a partner, the children played an online factor game, engaging in math discourse. Finally, during the technology rotation, the children completed a session of Xtra Math. Then, they chose an online game from the Prime and Composite Live Binder.
In between the second and third rotations, the students enjoyed lunch and outdoor recess.
Math homework is posted in GC.
After math, we began our literacy block. First, we went through the research notebook, for our expository writing piece, page by page. Then, we briefly discussed that plays can be presented in written, oral, and performance forms. after that, I reviewed the children's independent work for today.
First, the students listened to an oral presentation of "Wali Dad". Then, they watched a visual performance of it. During this time, they responded to questions to help the compare and contrast the written, oral, and visual forms of the drama. After that, they researched the geography of the country they chose, using online resources. Finally, the students had time to review the parts of speech using the Flocabulary.com assignment from yesterday.
While they worked, I met with all 3 guided reading groups. In each group we did the same lesson.
First, we reviewed that a theme is the main message, that is inferred through the words and actions of the main characters, in fiction. Then we discussed possible themes of "Wali Dad". After that, we assigned parts and read through a new play, "Cinderella Outgrows the Glass Slipper". Then, we discussed possible themes of Cinderella. Finally, we compared the themes of Wali Dad and Cinderella.
After our literacy block, we took a quick Go Noodle brain break.
Then we watched an online presentation defining and describing watersheds. After that,m the students rewatched the video and completed a Frayer Model for watershed, defining it, and identifying characteristics, examples, and nonexamples.
Tuesday, November 14, 2017
Terrific Tuesday
This morning the students completed the Tuesday portion of the vocabulary sheet for our word of the week, essential. Then, because it is Typing Tuesday, they practiced their keyboarding skills using Typing Club. After the announcements, we switched for math.
Math began with a number sense, logic warm up. After that, we reviewed last night's homework. Then, we began our rotations.
During the small group rotation, we reviewed the difference between a prime and composite number, and how to identify factor pairs. Then, we used a hundreds chart, and our knowledge of multiples, to identify the prime numbers, up to 100. During math with a partner, the students played the Factor Game to reinforce factor pairs and prime and composite numbers. Finally, during the technology rotation, the children completed a session of Xtra Math and then chose a prime and composite number online game to further reinforce this skill.
In between the second and third rotations, the children enjoyed lunch and outdoor recess.
Math homework is posted in GC.
After math,we began our literacy block. We started with our writing lesson.
First, we reviewed what we did in class yesterday. Then, I distributed a "Research Notebook" to each student. After that, they had 10 minutes to SILENTLY explore various web sites and list 46 countries about which they want to learn. Next, they continued exploration but were allowed to engage in discussion with peers. Finally, they chose their country to research.
Next, we focused on reading. We reviewed the elements of drama and I did an introduction to the play, "Wali Dad".
While I met with guided reading groups, the students worked independently on the following tasks. First, they watched a video explaining the characteristics of drama and completed a chart to capture the important ideas. After that, they completed the first two columns of a KWL chart, identifying what they KNOW and WANT to learn about the country they chose to research. After that, they began working their way through a Flocabulary lesson reviewing the parts of speech.
Green: We identified several play elements in the script of "Wali Dad". Then, we assigned roles and read through the play.
Pink and Blue: I met with both groups together. We identified several play elements in the script of "Wali Dad". Then, we assigned roles and read through the play.
After our literacy block, we took a quick Go Noodle brain break and then began a science lesson.
Today, in science, we learned about the ONOW project to help improve the conditions of the Chesapeake Bay.
The students ended their day in art, with Mrs. Daniell, while I attended our weekly team planning meeting.
Math began with a number sense, logic warm up. After that, we reviewed last night's homework. Then, we began our rotations.
During the small group rotation, we reviewed the difference between a prime and composite number, and how to identify factor pairs. Then, we used a hundreds chart, and our knowledge of multiples, to identify the prime numbers, up to 100. During math with a partner, the students played the Factor Game to reinforce factor pairs and prime and composite numbers. Finally, during the technology rotation, the children completed a session of Xtra Math and then chose a prime and composite number online game to further reinforce this skill.
In between the second and third rotations, the children enjoyed lunch and outdoor recess.
Math homework is posted in GC.
After math,we began our literacy block. We started with our writing lesson.
First, we reviewed what we did in class yesterday. Then, I distributed a "Research Notebook" to each student. After that, they had 10 minutes to SILENTLY explore various web sites and list 46 countries about which they want to learn. Next, they continued exploration but were allowed to engage in discussion with peers. Finally, they chose their country to research.
Next, we focused on reading. We reviewed the elements of drama and I did an introduction to the play, "Wali Dad".
While I met with guided reading groups, the students worked independently on the following tasks. First, they watched a video explaining the characteristics of drama and completed a chart to capture the important ideas. After that, they completed the first two columns of a KWL chart, identifying what they KNOW and WANT to learn about the country they chose to research. After that, they began working their way through a Flocabulary lesson reviewing the parts of speech.
Green: We identified several play elements in the script of "Wali Dad". Then, we assigned roles and read through the play.
Pink and Blue: I met with both groups together. We identified several play elements in the script of "Wali Dad". Then, we assigned roles and read through the play.
After our literacy block, we took a quick Go Noodle brain break and then began a science lesson.
Today, in science, we learned about the ONOW project to help improve the conditions of the Chesapeake Bay.
The students ended their day in art, with Mrs. Daniell, while I attended our weekly team planning meeting.
Monday, November 13, 2017
Marvelous Monday...Welcome to MP 2!
This morning, the students commented about their weekend on our morning message which was posted in GC  Homeroom. Then, they completed the Monday section of the vocabulary sheet for our new word of the week, essential. After the announcements, we switched for math.
Math began with a logic problem involving numbers and operations. Then, we began our rotations. During the small group instruction we focused on identifying factor pairs for prime and composite numbers. During math with partner, the students engaged in math discourse as they determined which operations to use to make a set of numbers equal to an established answer. Finally, during the technology portion the students completed a session of Xtra Math, watched 2 Learn Zillion lessons about prime and composite numbers, and then used the Factorization web site to determine factor pairs using rectangular arrays.
We switched lunch with second grade, just for today, so our math block was not interrupted by lunch and recess.
Math homework is posted in GC.
After math, we began our literacy block. We started with our writing lesson. Since we are beginning a new unit, expository writing, the students chose new writing partners. After that, we reviewed what we know about nonfiction writing and shared what we know about Australia. Then, we read some pages from a nonfiction book about Australia and discussed what we learned. After that, we took a look at the books table of contents and discussed the difference between that and an index. Finally, using padlet.com, the students began to share what country they would like to learn about and why.
After writing, the students enjoyed lunch and outdoor recess. Then, they went to PE with Mr. Smith.
When they returned from PE, the students ate snack while we reviewed the Padlet identifying the countries they want to study. Then, the children wrote for 15 minutes, silently, either listing countries they want to research, questions they are wondering about a country, or anything else they chose.
After writing, the students completed an online, MCPS mandatory test, identifying and explaining the main idea, and key details from the nonfiction article they read in group last week. They were able to use the article, their graphic organizer, and the RACER strategy chart.
We ended the day by reviewing the structural elements of a drama, or play, and watching a Learn Zillion lesson about it.
Math began with a logic problem involving numbers and operations. Then, we began our rotations. During the small group instruction we focused on identifying factor pairs for prime and composite numbers. During math with partner, the students engaged in math discourse as they determined which operations to use to make a set of numbers equal to an established answer. Finally, during the technology portion the students completed a session of Xtra Math, watched 2 Learn Zillion lessons about prime and composite numbers, and then used the Factorization web site to determine factor pairs using rectangular arrays.
We switched lunch with second grade, just for today, so our math block was not interrupted by lunch and recess.
Math homework is posted in GC.
After math, we began our literacy block. We started with our writing lesson. Since we are beginning a new unit, expository writing, the students chose new writing partners. After that, we reviewed what we know about nonfiction writing and shared what we know about Australia. Then, we read some pages from a nonfiction book about Australia and discussed what we learned. After that, we took a look at the books table of contents and discussed the difference between that and an index. Finally, using padlet.com, the students began to share what country they would like to learn about and why.
After writing, the students enjoyed lunch and outdoor recess. Then, they went to PE with Mr. Smith.
When they returned from PE, the students ate snack while we reviewed the Padlet identifying the countries they want to study. Then, the children wrote for 15 minutes, silently, either listing countries they want to research, questions they are wondering about a country, or anything else they chose.
After writing, the students completed an online, MCPS mandatory test, identifying and explaining the main idea, and key details from the nonfiction article they read in group last week. They were able to use the article, their graphic organizer, and the RACER strategy chart.
We ended the day by reviewing the structural elements of a drama, or play, and watching a Learn Zillion lesson about it.
Friday, November 10, 2017
Fabulous Friday
Thank you to any veterans reading this blog!!
This morning the students completed the Friday portion of our vocabulary sheet for our word of the week, reduce. Then they chose which academic skill to practice, since it is Free Choice Friday.
After watching the announcements, we discussed Veteran's Day and watched a Flocabulary video about the holiday and reviewed some vocabulary.
Then, we went to our school's Veteran's Day flag raising ceremony.
When we returned to class, the students continued working through the Flocabulary lesson about Veteran's Day as we listened to patriotic music. It was a really nice morning!!
After eating lunch, we switched for math.
Math began with a number sense, logic word problem. Then the children completed a session of Xtra math and worked on converting measurements using the Live Binder posted in GC. We ended math playing a Kahoot focusing on mass and weight conversions.
After math, we began our literacy block. We started by reviewing the genre of drama and its elements by making an anchor chart. Then, we watched a short video clip describing it. After that, the students explored reader's theater scripts, looking for the elements of a drama, using 2 links posted in GC  Reading.
We ended the day by reviewing the weekly vocabulary words for weeks 8 and 9; propose and reduce. Then we discussed and posted various discussion starters that we will be using in class.
Have a great weekend!
This morning the students completed the Friday portion of our vocabulary sheet for our word of the week, reduce. Then they chose which academic skill to practice, since it is Free Choice Friday.
After watching the announcements, we discussed Veteran's Day and watched a Flocabulary video about the holiday and reviewed some vocabulary.
Then, we went to our school's Veteran's Day flag raising ceremony.
When we returned to class, the students continued working through the Flocabulary lesson about Veteran's Day as we listened to patriotic music. It was a really nice morning!!
After eating lunch, we switched for math.
Math began with a number sense, logic word problem. Then the children completed a session of Xtra math and worked on converting measurements using the Live Binder posted in GC. We ended math playing a Kahoot focusing on mass and weight conversions.
After math, we began our literacy block. We started by reviewing the genre of drama and its elements by making an anchor chart. Then, we watched a short video clip describing it. After that, the students explored reader's theater scripts, looking for the elements of a drama, using 2 links posted in GC  Reading.
We ended the day by reviewing the weekly vocabulary words for weeks 8 and 9; propose and reduce. Then we discussed and posted various discussion starters that we will be using in class.
Have a great weekend!
Thursday, November 9, 2017
Thrilling Thursday  End of MP 1
Today is not only an early release day but it also marks the end of the first marking period.
This morning, after unpacking and signing in, the students completed the Thursday portion of the vocabulary sheet for our word of the week, reduce. Then, they attempted to solve our weekly puzzles. After the announcements, we switched for math.
Math began with a multistep word problem involving different operations and some logic. After that, we reviewed last night's homework. Next, the students completed a quick formative covering the conversions of measurements involving mass and weight. These have been graded and returned to students.
Finally, the children completed a session of Xtra Math and we reviewed the answers to the formative.
Next, the students ate lunch.
When we returned to class we began our literacy block.
Students had one final opportunity to complete their persuasive essay, the engineering design process activity, and the Native American brochure. During this time I met with all three guided reading groups.
During our group time we read a nonfiction piece about thunderstorms. Then, I modeled how to complete a graphic organizer identifying the main idea and three supporting details. After that, I modeled how to use the organizer and the RACER strategy to draft a paragraph explaining the main idea and key details.
We ended the day playing a Kahoot to reinforce our understanding of ecosystems.
This morning, after unpacking and signing in, the students completed the Thursday portion of the vocabulary sheet for our word of the week, reduce. Then, they attempted to solve our weekly puzzles. After the announcements, we switched for math.
Math began with a multistep word problem involving different operations and some logic. After that, we reviewed last night's homework. Next, the students completed a quick formative covering the conversions of measurements involving mass and weight. These have been graded and returned to students.
Finally, the children completed a session of Xtra Math and we reviewed the answers to the formative.
Next, the students ate lunch.
When we returned to class we began our literacy block.
Students had one final opportunity to complete their persuasive essay, the engineering design process activity, and the Native American brochure. During this time I met with all three guided reading groups.
During our group time we read a nonfiction piece about thunderstorms. Then, I modeled how to complete a graphic organizer identifying the main idea and three supporting details. After that, I modeled how to use the organizer and the RACER strategy to draft a paragraph explaining the main idea and key details.
We ended the day playing a Kahoot to reinforce our understanding of ecosystems.
Wednesday, November 8, 2017
Wonderful Wednesday
This morning the students completed the Wednesday portion of the vocabulary sheet for our word of the week, reduce. Then, they practiced editing sentences using a website. After the announcements, we switched for math.
During math we had extra students. Therefore, we stuck to whole group math today. First, we completed a "Find the Error" math warm up. Then we reviewed last night's homework. After that, we began our lesson today which focused on solving word problems involving weight.
We began by watching 2 short videos top reinforce that 16 oz is equal to 1 lb, and 2,000 lbs is equal to 1 ton. After that, the students practiced converting oz to pounds, pounds to tons, and vice versa, by completing a chart. Next, we solved word problems involving the conversion of weight.
Before going to lunch and outdoor recess, we played a Kahoot focusing on converting ounces to pounds, pounds to tons, the reverse of each.
When they returned to class, we took an elapsed time formative and, those who finished early, completed a session of Xtra Math.
After math, we began our literacy block.
Today all students reread their informative article from Monday's guided reading group. Then they used a graphic organizer to identify 3 key details and the main idea which they support. After that, the students had time to complete any and all unfinished work. This included; the persuasive writing essay, the Engineering Design Process activity, the science vocabulary formative, and their Native American brochure.
During the literacy block I met with individual students to provide support with the assignments listed above.
Next, Ms. Snyder visited us to do a lesson about personal body safety.
We ended the day by reviewing the Engineering Design Process using Kahoot. Then we discussed how to redesign our ecocolumns to improve them.
During math we had extra students. Therefore, we stuck to whole group math today. First, we completed a "Find the Error" math warm up. Then we reviewed last night's homework. After that, we began our lesson today which focused on solving word problems involving weight.
We began by watching 2 short videos top reinforce that 16 oz is equal to 1 lb, and 2,000 lbs is equal to 1 ton. After that, the students practiced converting oz to pounds, pounds to tons, and vice versa, by completing a chart. Next, we solved word problems involving the conversion of weight.
Before going to lunch and outdoor recess, we played a Kahoot focusing on converting ounces to pounds, pounds to tons, the reverse of each.
When they returned to class, we took an elapsed time formative and, those who finished early, completed a session of Xtra Math.
After math, we began our literacy block.
Today all students reread their informative article from Monday's guided reading group. Then they used a graphic organizer to identify 3 key details and the main idea which they support. After that, the students had time to complete any and all unfinished work. This included; the persuasive writing essay, the Engineering Design Process activity, the science vocabulary formative, and their Native American brochure.
During the literacy block I met with individual students to provide support with the assignments listed above.
Next, Ms. Snyder visited us to do a lesson about personal body safety.
We ended the day by reviewing the Engineering Design Process using Kahoot. Then we discussed how to redesign our ecocolumns to improve them.
Tuesday, November 7, 2017
Terrific Tuesday
This morning the students completed the Tuesday section of the vocabulary sheet for our word of the week, reduce. Then, they practiced their keyboarding skills using Typing Club. After the announcements, we switched for math.
Math began with a measurement Eliminate One warm up. Then, we reviewed last night's homework. After that, the students completed a graded, 2 problem Exit Card for the skill of interpreting remainders. These have been graded and returned to students. Look for them in home folders this evening.
After returning the Exit Cards, we reviewed the 2 problems and then began math rotations.
During the small group instruction we solved problems involving mass. The focus was converting grams to kilograms and vice versa. During math with a partner, the students got to choose between playing the elapsed time Toss and Talk, the Squares game from last week, or Multiplication War. During the technology portion, the students completed a session of Xtra Math, watched a Brain Pop lesson about measuring mass, and then practiced calculating elapsed time using links in the Live Binder.
In between the second and third rotations, the students enjoyed lunch and outdoor recess.
Math homework is posted in GC.
After math, we began our literacy block. First we reviewed a Story Works article about the Louisiana Flood of 2016 and watched a video to gain some background knowledge.
Next, we read about the Engineering Design Process and discussed it.
While I met with small groups the students worked independently on the following tasks. First, they read an article, about the Louisiana floods, called, "Our World Turned to Water." Then, they used some close reading questions to prepare for guided reading groups. After that, students completed the final version of their persuasive writing piece. Next, the students reread the passage about the engineering design process and completed some comprehension questions. Finally, the students worked on their Native American brochure.
I met with all three reading groups and discussed the article using the close discussion questions.
The children ended their day in art with Mrs. Daniell.
Math began with a measurement Eliminate One warm up. Then, we reviewed last night's homework. After that, the students completed a graded, 2 problem Exit Card for the skill of interpreting remainders. These have been graded and returned to students. Look for them in home folders this evening.
After returning the Exit Cards, we reviewed the 2 problems and then began math rotations.
During the small group instruction we solved problems involving mass. The focus was converting grams to kilograms and vice versa. During math with a partner, the students got to choose between playing the elapsed time Toss and Talk, the Squares game from last week, or Multiplication War. During the technology portion, the students completed a session of Xtra Math, watched a Brain Pop lesson about measuring mass, and then practiced calculating elapsed time using links in the Live Binder.
In between the second and third rotations, the students enjoyed lunch and outdoor recess.
Math homework is posted in GC.
After math, we began our literacy block. First we reviewed a Story Works article about the Louisiana Flood of 2016 and watched a video to gain some background knowledge.
Next, we read about the Engineering Design Process and discussed it.
While I met with small groups the students worked independently on the following tasks. First, they read an article, about the Louisiana floods, called, "Our World Turned to Water." Then, they used some close reading questions to prepare for guided reading groups. After that, students completed the final version of their persuasive writing piece. Next, the students reread the passage about the engineering design process and completed some comprehension questions. Finally, the students worked on their Native American brochure.
I met with all three reading groups and discussed the article using the close discussion questions.
The children ended their day in art with Mrs. Daniell.
Monday, November 6, 2017
Marvelous Monday
This morning, the students commented, on our morning message, about their weekend. Then they completed the Monday section for our new word of the week, reduce. After the announcements, we switched for math.
Math began with an elapsed time, multistep, word problem. After that, we began our rotations.
During the small group instruction, we practiced solving elapsed time word problems using a tchart or a number line. During math with a partner, the children played an elapsed time Toss n Talk game. Finally, during the technology portion, the students completed a session of Xtra math and watched a Learn Zillion lesson about solving elapsed time word problems. Those who finished early used the elapsed time Live Binder to get more practice.
In between the second and third rotations, the children enjoyed lunch and outdoor recess.
Math homework is posted in GC.
After math, we began our literacy block. First, we reviewed what we have learned about writing a persuasive essay. Them, several students shared their writing, using the Author's Chair. After each, we discussed what we learned from the essay, if we agreed or disagreed with the author's opinion, and if anyone had been persuaded to change their mind.
Next, the children went to PE with Mr. Smith.
When they returned to class, they ate snack while we had a main idea and supporting details mini lesson. Then, we went over today's independent work assignments.
First, each reading group received a nonfiction article to read, circling unknown words, and marking places that are surprising and/or confusing. Next, students had time to complete their persuasive essay. These are due by the end of the day today. After that, the children completed a science vocabulary formative. Finally, they continued working on their brochure explaining how different Native American tribes used their environment for food, clothing, and shelter.
Pink: We reviewed the article, "Seat Belts Mean Safety", discussing surprising and confusing parts. Then we identified the topic. Next, we tried to find key details supporting the main idea, seat belts are important. When students realized they couldn't, we were forced to reread and determine the key details in order to get a better handle on the main idea.
Green: We reviewed the article, "Get Up and Go!: Breakfast Boost", discussing unknown words, and surprising and confusing parts. Then we identified the topic. After that, we began identifying key details to help determine the main idea.
Blue: We reviewed the article, "What Lives in a Rain Forest?", discussing unknown words, and surprising and confusing parts. Then we identified the topic. After that, we began identifying key details to help determine the main idea.
Math began with an elapsed time, multistep, word problem. After that, we began our rotations.
During the small group instruction, we practiced solving elapsed time word problems using a tchart or a number line. During math with a partner, the children played an elapsed time Toss n Talk game. Finally, during the technology portion, the students completed a session of Xtra math and watched a Learn Zillion lesson about solving elapsed time word problems. Those who finished early used the elapsed time Live Binder to get more practice.
In between the second and third rotations, the children enjoyed lunch and outdoor recess.
Math homework is posted in GC.
After math, we began our literacy block. First, we reviewed what we have learned about writing a persuasive essay. Them, several students shared their writing, using the Author's Chair. After each, we discussed what we learned from the essay, if we agreed or disagreed with the author's opinion, and if anyone had been persuaded to change their mind.
Next, the children went to PE with Mr. Smith.
When they returned to class, they ate snack while we had a main idea and supporting details mini lesson. Then, we went over today's independent work assignments.
First, each reading group received a nonfiction article to read, circling unknown words, and marking places that are surprising and/or confusing. Next, students had time to complete their persuasive essay. These are due by the end of the day today. After that, the children completed a science vocabulary formative. Finally, they continued working on their brochure explaining how different Native American tribes used their environment for food, clothing, and shelter.
Pink: We reviewed the article, "Seat Belts Mean Safety", discussing surprising and confusing parts. Then we identified the topic. Next, we tried to find key details supporting the main idea, seat belts are important. When students realized they couldn't, we were forced to reread and determine the key details in order to get a better handle on the main idea.
Green: We reviewed the article, "Get Up and Go!: Breakfast Boost", discussing unknown words, and surprising and confusing parts. Then we identified the topic. After that, we began identifying key details to help determine the main idea.
Blue: We reviewed the article, "What Lives in a Rain Forest?", discussing unknown words, and surprising and confusing parts. Then we identified the topic. After that, we began identifying key details to help determine the main idea.
Friday, November 3, 2017
Fantastic Friday
This morning the students completed the Friday section of the vocabulary sheet for our word of the week, propose. Then, they chose which academic skill to practice, inc it is Free Choice Friday. After watching the announcements, we switched for math.
Math began with a warm up that relied on number sense and logic. Then, we reviewed last night's homework that focused on interpreting what the quotient and the remainder means. After that, we began our rotations.
During the small group instruction, we practiced using partial quotients to divide 4 digit numbers by a 1 digit number. We also solved a word problem using the same skill. During math with a partner, the students played a game of Squares, focusing on division with remainders. Finally, during the technology portion, the children completed a session of Xtra Math and then practiced division with remainders using the Live Binder.
Between the second and third rotations, the children enjoyed lunch and outdoor recess.
After recess, Mrs. Choudhary was with the class, since I had to leave early for a doctor's appointment.
After math, the students had their literacy block. During this time they worked on the final version of their persuasive essay. They also identified the main idea and supporting details for the section, "Just in Time", from the story, "Out of Shattered Land". Each group met with Mrs. Choudhary to review the text, the main idea and supporting details. After that, the students continued working on the brochure for the Native American Societies explaining how each used their environment to survive.
After the literacy block, the students had a science lesson. They watched, and discussed, 2 video focusing on food chains. Then they drew a diagram of a food chain and explained it in writing.
Math began with a warm up that relied on number sense and logic. Then, we reviewed last night's homework that focused on interpreting what the quotient and the remainder means. After that, we began our rotations.
During the small group instruction, we practiced using partial quotients to divide 4 digit numbers by a 1 digit number. We also solved a word problem using the same skill. During math with a partner, the students played a game of Squares, focusing on division with remainders. Finally, during the technology portion, the children completed a session of Xtra Math and then practiced division with remainders using the Live Binder.
Between the second and third rotations, the children enjoyed lunch and outdoor recess.
After recess, Mrs. Choudhary was with the class, since I had to leave early for a doctor's appointment.
After math, the students had their literacy block. During this time they worked on the final version of their persuasive essay. They also identified the main idea and supporting details for the section, "Just in Time", from the story, "Out of Shattered Land". Each group met with Mrs. Choudhary to review the text, the main idea and supporting details. After that, the students continued working on the brochure for the Native American Societies explaining how each used their environment to survive.
After the literacy block, the students had a science lesson. They watched, and discussed, 2 video focusing on food chains. Then they drew a diagram of a food chain and explained it in writing.
Thursday, November 2, 2017
Thrilling Thursday
This morning the students completed the Thursday portion of the vocabulary sheet for our word of the week, propose. Then, they tried to solve our weekly puzzles. After the announcements, we switched for math.
We began math with a warm up involving 2 division problems. The focus was interpreting what the remainders meant. Then, we began our rotations.
During the small group instruction, we practiced determining the number of digits in a quotient, estimating it, and then solving the problem. During math with a partner, the students played a dots board game that involved dividing 3 and 4digit numbers by a 1 digit number. Finally, during the technology rotation, the students completed a session of Xtra Math, and then practiced dividing with remainders, using the Live Binder.
In between the second and third rotations, the students enjoyed lunch and outdoor recess.
Math homework is posted in GC.
After math we began our literacy block. We started with a writing minilesson. Today we focused on the reasons for using paragraphs in our writing. Then we used a model paper to identify and indent paragraphs. During independent writing time today the children checked that they indented each paragraph, continued proofreading for spelling, grammar, capitalization, and punctuation. Then, students who were ready began working on their final version.
Next, the children went to music with Mrs. Graf.
When they returned to class, they ate snack while I reviewed today's independent work.
First, the students completed revising their persuasive writing pieces. Next, those who needed to, finished the cause and effect assignment from their reading of, "Out of Shattered Land." After that, every student rewrote a sentence used context clues, background knowledge, and dictionary.com. Finally, they had time to begin a new social studies project.
They will be using canva.com to create a brochure demonstrating their knowledge as to how the Sioux, Iroquois, and Navajo tribes used their environment for food, shelter, and clothing.
While they worked I met with guided reading groups.
Pink: Today we revisited "Out of Shattered Land," and practiced providing the key details, when a main idea was provided. We also used the key details that were given to us to determine the main idea.
Green: Today we revisited "Out of Shattered Land," and practiced providing the key details, when a main idea was provided. We also used the key details that were given to us to determine the main idea.
Blue: Today we revisited "Out of Shattered Land," and practiced providing the key details, when a main idea was provided. We also used the key details that were given to us to determine the main idea.
We began math with a warm up involving 2 division problems. The focus was interpreting what the remainders meant. Then, we began our rotations.
During the small group instruction, we practiced determining the number of digits in a quotient, estimating it, and then solving the problem. During math with a partner, the students played a dots board game that involved dividing 3 and 4digit numbers by a 1 digit number. Finally, during the technology rotation, the students completed a session of Xtra Math, and then practiced dividing with remainders, using the Live Binder.
In between the second and third rotations, the students enjoyed lunch and outdoor recess.
Math homework is posted in GC.
After math we began our literacy block. We started with a writing minilesson. Today we focused on the reasons for using paragraphs in our writing. Then we used a model paper to identify and indent paragraphs. During independent writing time today the children checked that they indented each paragraph, continued proofreading for spelling, grammar, capitalization, and punctuation. Then, students who were ready began working on their final version.
Next, the children went to music with Mrs. Graf.
When they returned to class, they ate snack while I reviewed today's independent work.
First, the students completed revising their persuasive writing pieces. Next, those who needed to, finished the cause and effect assignment from their reading of, "Out of Shattered Land." After that, every student rewrote a sentence used context clues, background knowledge, and dictionary.com. Finally, they had time to begin a new social studies project.
They will be using canva.com to create a brochure demonstrating their knowledge as to how the Sioux, Iroquois, and Navajo tribes used their environment for food, shelter, and clothing.
While they worked I met with guided reading groups.
Pink: Today we revisited "Out of Shattered Land," and practiced providing the key details, when a main idea was provided. We also used the key details that were given to us to determine the main idea.
Green: Today we revisited "Out of Shattered Land," and practiced providing the key details, when a main idea was provided. We also used the key details that were given to us to determine the main idea.
Blue: Today we revisited "Out of Shattered Land," and practiced providing the key details, when a main idea was provided. We also used the key details that were given to us to determine the main idea.
Wednesday, November 1, 2017
Wonderful Wednesday
This morning the students completed the Wednesday portion of the vocabulary sheet for our word of the week, propose. After that, they played an online game to practice recognizing the correct spelling of commonly misspelled words, since it is Word Wednesday. After the announcements, we switched for math.
We began math with 2 division word problems that required the students to interpret remainders. Then, the students took an MCPS mandated assessment, covering multiplication and division.
After enjoying lunch and outdoor recess, those students who didn't complete the EMAT had time to do so. The other students completed a session of Xtra Math and then used the Division with Remainders Live Binder to work on division skills.
After math, we began our literacy block. First, we had a minilesson with a focus on identifying and correcting runon sentences. We also reviewed proofreading for spelling, capitalization, and punctuation. Each students received a Word Bank booklet, to be stored in the writing section of the binder, to use for help with their spelling.
While I met with guided reading groups, the students worked on the following tasks. First, they met with their writing partners to proofread their persuasive pieces for runon sentences, spelling, punctuation, and capitalization. Next, they used context clues and dictionary.com to rewrite a sentence. After that, they worked through a Flocabulary lesson about Ecosystems, focusing on food webs.
Guided Reading Groups:
Green: We discussed the need to say something important in a main idea sentence. For example, and this is what I used in group, don't say the text is about why wolves howl, instead say that wolves howl to communicate. Next, we talked about using the title, heading, topic sentences, and concluding sentences to help identify the main idea of text. After that, the students wrote a main idea statement for "Out of Shattered Land". We shared each, discussed it, and I gave it a grade. Then, I wrote a main idea statement and they graded it. Finally, they rewrote my main idea statement to make it an "A".
Pink: We discussed the need to say something important in a main idea sentence. For example, and this is what I used in group, don't say the text is about why wolves howl, instead say that wolves howl to communicate. Next, we talked about using the title, heading, topic sentences, and concluding sentences to help identify the main idea of text. After that, the students wrote a main idea statement for "Out of Shattered Land". We shared each, discussed it, and I gave it a grade. Then, I wrote a main idea statement and they graded it. Finally, they rewrote my main idea statement to make it an "A".
Blue: We discussed the need to say something important in a main idea sentence. For example, and this is what I used in group, don't say the text is about why wolves howl, instead say that wolves howl to communicate. Next, we talked about using the title, heading, topic sentences, and concluding sentences to help identify the main idea of text. After that, the students wrote a main idea statement for "Out of Shattered Land". We shared each, discussed it, and I gave it a grade. Then, I wrote a main idea statement and they graded it. Finally, they rewrote my main idea statement to make it an "A".
After our literacy block we had a science whole group lesson. After reviewing important vocabulary, including, dependent, interdependent, independent, and matter, the students drew a diagram of their ecosystems (or what it should look like), labeling specific items and then drawing arrows showing relationships between two items.
We began math with 2 division word problems that required the students to interpret remainders. Then, the students took an MCPS mandated assessment, covering multiplication and division.
After enjoying lunch and outdoor recess, those students who didn't complete the EMAT had time to do so. The other students completed a session of Xtra Math and then used the Division with Remainders Live Binder to work on division skills.
After math, we began our literacy block. First, we had a minilesson with a focus on identifying and correcting runon sentences. We also reviewed proofreading for spelling, capitalization, and punctuation. Each students received a Word Bank booklet, to be stored in the writing section of the binder, to use for help with their spelling.
While I met with guided reading groups, the students worked on the following tasks. First, they met with their writing partners to proofread their persuasive pieces for runon sentences, spelling, punctuation, and capitalization. Next, they used context clues and dictionary.com to rewrite a sentence. After that, they worked through a Flocabulary lesson about Ecosystems, focusing on food webs.
Guided Reading Groups:
Green: We discussed the need to say something important in a main idea sentence. For example, and this is what I used in group, don't say the text is about why wolves howl, instead say that wolves howl to communicate. Next, we talked about using the title, heading, topic sentences, and concluding sentences to help identify the main idea of text. After that, the students wrote a main idea statement for "Out of Shattered Land". We shared each, discussed it, and I gave it a grade. Then, I wrote a main idea statement and they graded it. Finally, they rewrote my main idea statement to make it an "A".
Pink: We discussed the need to say something important in a main idea sentence. For example, and this is what I used in group, don't say the text is about why wolves howl, instead say that wolves howl to communicate. Next, we talked about using the title, heading, topic sentences, and concluding sentences to help identify the main idea of text. After that, the students wrote a main idea statement for "Out of Shattered Land". We shared each, discussed it, and I gave it a grade. Then, I wrote a main idea statement and they graded it. Finally, they rewrote my main idea statement to make it an "A".
Blue: We discussed the need to say something important in a main idea sentence. For example, and this is what I used in group, don't say the text is about why wolves howl, instead say that wolves howl to communicate. Next, we talked about using the title, heading, topic sentences, and concluding sentences to help identify the main idea of text. After that, the students wrote a main idea statement for "Out of Shattered Land". We shared each, discussed it, and I gave it a grade. Then, I wrote a main idea statement and they graded it. Finally, they rewrote my main idea statement to make it an "A".
After our literacy block we had a science whole group lesson. After reviewing important vocabulary, including, dependent, interdependent, independent, and matter, the students drew a diagram of their ecosystems (or what it should look like), labeling specific items and then drawing arrows showing relationships between two items.
Tuesday, October 31, 2017
Terrific Tuesday  Happy Halloween
This morning, the students completed the Tuesday portion of the vocabulary sheet for our word of the week, propose. Then, they practiced their keyboarding skills. While they worked, I continued the monthly reading testing with a few students. After the announcements, we switched for math.
We began math with 2 division word problems to warm up our math brains. After that, we reviewed last night's homework. Then, we took the week 7 formative covering division with remainders. These have been graded and returned to students. Please look for them in the math section this evening.
After enjoying lunch and recess, we reviewed today's formative. Then we did a quick, whole group math lesson, using multiplication to help solve 3 and 4digit division problems.
After math we began our literacy block. Today the students worked independently while I finished the October reading assessments with individuals.
First, the students reread the article, "Out of Shattered Land", and paraphrased specific details from the text, identifying the effects of the two brothers leaving Syria and coming to the US. After that, they had time to finish revising their persuasive pieces, using their partners feedback from yesterday. Then, they had ONE last day to finish their science paragraph explaining how two organisms rely on one another. Finally, they worked through a Flocabulary assignment about possessive nouns.
After our literacy block, we celebrated Halloween. First, we had a parade, and then, we had an awesome party.
The students ended their day in art with Mrs. Daniell.
NO HOMEWORK today!
We began math with 2 division word problems to warm up our math brains. After that, we reviewed last night's homework. Then, we took the week 7 formative covering division with remainders. These have been graded and returned to students. Please look for them in the math section this evening.
After enjoying lunch and recess, we reviewed today's formative. Then we did a quick, whole group math lesson, using multiplication to help solve 3 and 4digit division problems.
After math we began our literacy block. Today the students worked independently while I finished the October reading assessments with individuals.
First, the students reread the article, "Out of Shattered Land", and paraphrased specific details from the text, identifying the effects of the two brothers leaving Syria and coming to the US. After that, they had time to finish revising their persuasive pieces, using their partners feedback from yesterday. Then, they had ONE last day to finish their science paragraph explaining how two organisms rely on one another. Finally, they worked through a Flocabulary assignment about possessive nouns.
After our literacy block, we celebrated Halloween. First, we had a parade, and then, we had an awesome party.
The students ended their day in art with Mrs. Daniell.
NO HOMEWORK today!
Monday, October 30, 2017
Marvelous Monday
This morning, the students commented about their weekend on our morning message. Then they completed the Monday section of our vocabulary sheet for our new word of the week, propose. After the announcements, we switched for math.
Before beginning our rotations, we completed an operations based, vocabulary rich, math warm up.
During the small group instruction we used the relationship between multiplication and division to determine the unknown in a division problem. During math with a partner, the students chose between 2 board games, both focusing on interpreting remainders in a division problem. Finally, during the technology portion, the students completed a session of Xtra Math and then solved 3 and 4digit division problems with remainders.
Between the second and third rotation, the students enjoyed lunch and outdoor recess.
Math homework is posted on GC.
After math, we began our literacy block. We started with a writing lesson. Today we focused on peer conferencing to get feedback as to the clarity of the persuasive writing piece. Students met with their writing partner and focused on the author's opinion, 3 convincing reasons, and whether the essay makes sense.
After writing, the students went to PE with MR. Smith.
When they returned to class, they ate snack while we reviewed today's independent work assignments. First, all reading groups read an article about two brothers who escaped from Syria and started a new life in the United States. Since this was their first reading they circled unknown words and marked places they found surprising and/or confusing. After that, they made revisions to their persuasive pieces based upon the feedback given by their writing partner. Then, students had one last day to complete the science activity where they used RACER to explain how two organisms in their ecosystem benefited from each other. Finally, those who had time, worked their way through a Flocabulary lesson about possessive nouns.
As they worked, I continued my monthly reading assessments. Then I met with guided reading groups.
Pink: We discussed the text structure of cause and effect and identified the main idea as the brothers left Syria because it was too dangerous. After that, we reviewed unknown words and answered some literal comprehension questions. Finally, we began identifying causes that led to the brothers coming to the United States.
Green: We discussed the text structure of cause and effect and identified the main idea as the brothers left Syria because it was too dangerous. After that, we reviewed unknown words and answered some literal comprehension questions. Finally, we began identifying causes that led to the brothers coming to the United States.
Blue: We discussed the text structure of cause and effect and identified the main idea as the brothers left Syria because it was too dangerous. After that, we reviewed unknown words and answered some literal comprehension questions. Finally, we began identifying causes that led to the brothers coming to the United States.
Before beginning our rotations, we completed an operations based, vocabulary rich, math warm up.
During the small group instruction we used the relationship between multiplication and division to determine the unknown in a division problem. During math with a partner, the students chose between 2 board games, both focusing on interpreting remainders in a division problem. Finally, during the technology portion, the students completed a session of Xtra Math and then solved 3 and 4digit division problems with remainders.
Between the second and third rotation, the students enjoyed lunch and outdoor recess.
Math homework is posted on GC.
After math, we began our literacy block. We started with a writing lesson. Today we focused on peer conferencing to get feedback as to the clarity of the persuasive writing piece. Students met with their writing partner and focused on the author's opinion, 3 convincing reasons, and whether the essay makes sense.
After writing, the students went to PE with MR. Smith.
When they returned to class, they ate snack while we reviewed today's independent work assignments. First, all reading groups read an article about two brothers who escaped from Syria and started a new life in the United States. Since this was their first reading they circled unknown words and marked places they found surprising and/or confusing. After that, they made revisions to their persuasive pieces based upon the feedback given by their writing partner. Then, students had one last day to complete the science activity where they used RACER to explain how two organisms in their ecosystem benefited from each other. Finally, those who had time, worked their way through a Flocabulary lesson about possessive nouns.
As they worked, I continued my monthly reading assessments. Then I met with guided reading groups.
Pink: We discussed the text structure of cause and effect and identified the main idea as the brothers left Syria because it was too dangerous. After that, we reviewed unknown words and answered some literal comprehension questions. Finally, we began identifying causes that led to the brothers coming to the United States.
Green: We discussed the text structure of cause and effect and identified the main idea as the brothers left Syria because it was too dangerous. After that, we reviewed unknown words and answered some literal comprehension questions. Finally, we began identifying causes that led to the brothers coming to the United States.
Blue: We discussed the text structure of cause and effect and identified the main idea as the brothers left Syria because it was too dangerous. After that, we reviewed unknown words and answered some literal comprehension questions. Finally, we began identifying causes that led to the brothers coming to the United States.
Friday, October 27, 2017
Fabulous Friday
This morning, the students completed the Friday section of the vocabulary sheet for our word of the week, confirm. Then, they chose which academic skill to practice, since it is Free Choice Friday. After the video announcements, we switched for math.
Math began with an addition based puzzle for our math warm up. Then, we reviewed last night's homework. After that, we began our rotations.
During the small group rotation, we practiced using partial quotients to solve 4digit by 1digit division problems. Then we checked our quotients using multiplication. During math with a partner, the students played, "Remainders Race," a board game practicing mental math division of 2digit by 1digit numbers involving remainders. During the technology portion, the students completed a session of Xtra Math and then practiced partial quotients using this website.
Between the second and third rotations, the children enjoyed lunch and outdoor recess.
After math, we reviewed all of the vocabulary words of the week since the beginning of the year and then reviewed the answers to this week's puzzles.
Then, we began our literacy block. We started with a writing minilesson. With their writing partner, the students reread the concluding paragraphs of the model essays. Then they discussed what they noticed about each. Finally, as a class we recognized that the conclusions restated the opinion and their reasons but did not explain them.
Next, we reviewed the concept of cause and effect. We defined the cause as the "because" or the reason, and the effect as the result. We spent time identifying causes and effects for common, everyday examples.
Then, while I continued with the monthly oneonone reading assessments, the students worked independently. First, they COMPLETED their persuasive essay draft, focusing on the concluding paragraph. After that, they worked through a Flocabulary lesson on cause and effect. This included a video, flashcards, a reading passage, and finally, a quiz. Finally, they had one last day to explain how organisms in their ecosystem rely on one another.
We ended the day with a class meeting. First, we each shared what was on our minds. Then, we exchanged thank yous and compliments. After that, we discussed some challenges. One challenge was needing extra help with the curriculum. I recommended putting a sticky note on my desk or coming for help during morning work. Then, we revisited sharing the bean bags. This seems to be a hot topic! We decided that this week we would work on using kind words to remind people of the expectations. We ended the meeting by watching a video about being mindful.
Math began with an addition based puzzle for our math warm up. Then, we reviewed last night's homework. After that, we began our rotations.
During the small group rotation, we practiced using partial quotients to solve 4digit by 1digit division problems. Then we checked our quotients using multiplication. During math with a partner, the students played, "Remainders Race," a board game practicing mental math division of 2digit by 1digit numbers involving remainders. During the technology portion, the students completed a session of Xtra Math and then practiced partial quotients using this website.
Between the second and third rotations, the children enjoyed lunch and outdoor recess.
After math, we reviewed all of the vocabulary words of the week since the beginning of the year and then reviewed the answers to this week's puzzles.
Then, we began our literacy block. We started with a writing minilesson. With their writing partner, the students reread the concluding paragraphs of the model essays. Then they discussed what they noticed about each. Finally, as a class we recognized that the conclusions restated the opinion and their reasons but did not explain them.
Next, we reviewed the concept of cause and effect. We defined the cause as the "because" or the reason, and the effect as the result. We spent time identifying causes and effects for common, everyday examples.
Then, while I continued with the monthly oneonone reading assessments, the students worked independently. First, they COMPLETED their persuasive essay draft, focusing on the concluding paragraph. After that, they worked through a Flocabulary lesson on cause and effect. This included a video, flashcards, a reading passage, and finally, a quiz. Finally, they had one last day to explain how organisms in their ecosystem rely on one another.
We ended the day with a class meeting. First, we each shared what was on our minds. Then, we exchanged thank yous and compliments. After that, we discussed some challenges. One challenge was needing extra help with the curriculum. I recommended putting a sticky note on my desk or coming for help during morning work. Then, we revisited sharing the bean bags. This seems to be a hot topic! We decided that this week we would work on using kind words to remind people of the expectations. We ended the meeting by watching a video about being mindful.
Thursday, October 26, 2017
Thrilling Thursday
This morning the students completed the Thursday section of their vocabulary sheet for our word of the week, confirm. After that, they worked on solving our weekly puzzles. After the announcements, we switched for math.
Math began with a logic based addition puzzle for warm up. Then, we reviewed last night's homework using the partial quotients strategy. After that, we began our rotations.
During the small group instruction, we practiced solving 3digit by 1digit division problems using BOTH the partial quotients strategy and the area model that we used for multiplication. During math with a partner, the students played a Tic Tac Toe board game focusing on estimating quotients using compatible numbers. Finally, during the technology portion, the children completed an Xtra Math session and then used the Division Live Binder to practice their division skills.
In between the second and third rotation, the children enjoyed lunch and outdoor recess.
Math homework is posted in GC.
After math, we began our literacy block with a writing lesson. Today we focused on using transitional words and phrases to connect opinions and reasons. After watching a cute rap video on transitional words, we highlighted those used in the essay, "Insects are Amazing". Then, the students met with their partners to identify places, in their opinion piece, where they used transitional words or phrases, pr could add them.
Next, the children went to music with Mrs. Graf.
When they returned to class, we ate our snack and reviewed the independent work tasks for today. I made it clear that I wouldn't be available for support because I had to get some of the monthly testing done.
While I met with individual students the rest of the class worked on their opinion rough drafts. By tomorrow they need to have this completed. After that, they reread a nonfiction account of a bus ride from the north to the south during the 1950's. Then, they determined the correct meaning of the word face, as used in the article, and identified context clues they used. They also used the word, face, in a new sentence, with the meaning that was used in the paragraph. Finally, students worked to completed the science assignment explaining how two organisms, from our ecosystem, help one another.
Math began with a logic based addition puzzle for warm up. Then, we reviewed last night's homework using the partial quotients strategy. After that, we began our rotations.
During the small group instruction, we practiced solving 3digit by 1digit division problems using BOTH the partial quotients strategy and the area model that we used for multiplication. During math with a partner, the students played a Tic Tac Toe board game focusing on estimating quotients using compatible numbers. Finally, during the technology portion, the children completed an Xtra Math session and then used the Division Live Binder to practice their division skills.
In between the second and third rotation, the children enjoyed lunch and outdoor recess.
Math homework is posted in GC.
After math, we began our literacy block with a writing lesson. Today we focused on using transitional words and phrases to connect opinions and reasons. After watching a cute rap video on transitional words, we highlighted those used in the essay, "Insects are Amazing". Then, the students met with their partners to identify places, in their opinion piece, where they used transitional words or phrases, pr could add them.
Next, the children went to music with Mrs. Graf.
When they returned to class, we ate our snack and reviewed the independent work tasks for today. I made it clear that I wouldn't be available for support because I had to get some of the monthly testing done.
While I met with individual students the rest of the class worked on their opinion rough drafts. By tomorrow they need to have this completed. After that, they reread a nonfiction account of a bus ride from the north to the south during the 1950's. Then, they determined the correct meaning of the word face, as used in the article, and identified context clues they used. They also used the word, face, in a new sentence, with the meaning that was used in the paragraph. Finally, students worked to completed the science assignment explaining how two organisms, from our ecosystem, help one another.
Wednesday, October 25, 2017
Wonderful Wednesday  Fun Run Day!
This morning, the students completed the Wednesday portion of the vocabulary sheet for our word of the week, confirm. Then, the completed an online Mad Libs type activity, reinforcing knowledge of the parts of speech. After the announcements, we switched for math.
Math began with a mutistep word problem involving multiplication and division. Then we reviewed last night's homework, using grid paper and arrays to divide 2digit by 1digit numbers. Next, we did a whole group lesson covering the partial quotient strategy for division. After reviewing the process, students had time to practice using this web site. Finally, the children had time to complete a session of Xtra Math and then use the Division Live Binder to practice division fluency.
Math homework is posted on GC.
After math, the students enjoyed lunch and outdoor recess. Then, we had our Fun Run!!
It was a blast to see the students determined to meet their goal and their enthusiasm when they did.
When we returned to class, the students were hot and tired, so we ate snack and played a fun Kahoot, which they earned as one of their Fun Run rewards.
After the Kahoot, we finally began our literacy block. Today's reading lesson focused on context clues. After reviewing what a context clue is and how to use the text to understand the meaning of unknown words, we watched a short video, and did a practice example together.
Next, we began our writing lesson. Today we spent time identifying the structure of the middle paragraphs in the persuasive essays we have been reading in class. We used highlighters to color code the reason, the explanation, and the recap sentence.
Finally, the students had time to practice using context clues to define made up words. Then they completed a graphic organizer to cite their reasons and supporting facts for their own opinion essay. After that, they completed the science activity identifying how 2 organisms in their ecocolumns support one another.
At the end of the day, we reviewed the context clues activity as a class.
Math began with a mutistep word problem involving multiplication and division. Then we reviewed last night's homework, using grid paper and arrays to divide 2digit by 1digit numbers. Next, we did a whole group lesson covering the partial quotient strategy for division. After reviewing the process, students had time to practice using this web site. Finally, the children had time to complete a session of Xtra Math and then use the Division Live Binder to practice division fluency.
Math homework is posted on GC.
After math, the students enjoyed lunch and outdoor recess. Then, we had our Fun Run!!
It was a blast to see the students determined to meet their goal and their enthusiasm when they did.
When we returned to class, the students were hot and tired, so we ate snack and played a fun Kahoot, which they earned as one of their Fun Run rewards.
After the Kahoot, we finally began our literacy block. Today's reading lesson focused on context clues. After reviewing what a context clue is and how to use the text to understand the meaning of unknown words, we watched a short video, and did a practice example together.
Next, we began our writing lesson. Today we spent time identifying the structure of the middle paragraphs in the persuasive essays we have been reading in class. We used highlighters to color code the reason, the explanation, and the recap sentence.
Finally, the students had time to practice using context clues to define made up words. Then they completed a graphic organizer to cite their reasons and supporting facts for their own opinion essay. After that, they completed the science activity identifying how 2 organisms in their ecocolumns support one another.
At the end of the day, we reviewed the context clues activity as a class.
Tuesday, October 24, 2017
Terrific Tuesday
This morning, the students completed the Tuesday section for our vocabulary word of the week, confirm. Then they practiced their keyboarding skills using Typing Club. After the announcements, we switched for math.
We began math with a place value based, multiplication warm up. The we reviewed last night's homework. Next, we began our rotations.
During the small group instruction we used grid paper to make arrays to solve 2digit by 1digit division problems. During math with a partner, the students played a board game called, "Race to the Finish," which provided practice with division of multiples of 10, 100, and 1,000. Finally, during the technology portion, the children completed a session of Xtra Math and then practice their division skills using links in the Division Live Binder.
Between the second and third rotation, the students enjoyed recess and then lunch. We switched with 5th grade, just for today, to help them get to a field trip on time.
Math homework is posted in GC.
After math, we began our literacy block.
We started with a writing lesson. Today we focused on the opening paragraph of our persuasive essay. We reviewed some of the model essays from the past week and noticed how they grabbed their readers attention. Then we practiced, with our partners, beginning our writing (orally) using a question, a strong emotion, or just a word.
Next, I returned the persuasive essay plans that the children created and turned in yesterday. Those who met the criteria of having a strong opinion and 3 good reasons, began drafting their opinion writing piece, focusing on a strong beginning and clearly stating their opinion. Those who were struggling met with me to revise their opinion statement and/or their 3 reasons.
While we ate snack some students volunteered to share their strong beginnings and clear opinion statements.
I did not meet with guided reading groups today. Instead I met with individuals to continue the monthly reading assessments that I began last week.
As I tested students, the rest of the class worked independently on the following tasks. First, they read an online article about the sun. They chose one section and identified the heading, determined the main idea, and selected 2 supporting details. Next, the worked on module 5 of the science curriculum. They sued 4 links (1 matching game, 2 articles, and 1 video) to learn how organisms support one another in an ecosystem. Then they chose 2 organisms from our ecocolumns and explained, in writing, how they support one another. After that, the children continued working on the first draft of their persuasive essay.
The children ended their day in art with Mrs. Daniell.
We began math with a place value based, multiplication warm up. The we reviewed last night's homework. Next, we began our rotations.
During the small group instruction we used grid paper to make arrays to solve 2digit by 1digit division problems. During math with a partner, the students played a board game called, "Race to the Finish," which provided practice with division of multiples of 10, 100, and 1,000. Finally, during the technology portion, the children completed a session of Xtra Math and then practice their division skills using links in the Division Live Binder.
Between the second and third rotation, the students enjoyed recess and then lunch. We switched with 5th grade, just for today, to help them get to a field trip on time.
Math homework is posted in GC.
After math, we began our literacy block.
We started with a writing lesson. Today we focused on the opening paragraph of our persuasive essay. We reviewed some of the model essays from the past week and noticed how they grabbed their readers attention. Then we practiced, with our partners, beginning our writing (orally) using a question, a strong emotion, or just a word.
Next, I returned the persuasive essay plans that the children created and turned in yesterday. Those who met the criteria of having a strong opinion and 3 good reasons, began drafting their opinion writing piece, focusing on a strong beginning and clearly stating their opinion. Those who were struggling met with me to revise their opinion statement and/or their 3 reasons.
While we ate snack some students volunteered to share their strong beginnings and clear opinion statements.
I did not meet with guided reading groups today. Instead I met with individuals to continue the monthly reading assessments that I began last week.
As I tested students, the rest of the class worked independently on the following tasks. First, they read an online article about the sun. They chose one section and identified the heading, determined the main idea, and selected 2 supporting details. Next, the worked on module 5 of the science curriculum. They sued 4 links (1 matching game, 2 articles, and 1 video) to learn how organisms support one another in an ecosystem. Then they chose 2 organisms from our ecocolumns and explained, in writing, how they support one another. After that, the children continued working on the first draft of their persuasive essay.
The children ended their day in art with Mrs. Daniell.
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 Fabulous Friday...Winter Break, here we come!!!!
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