This morning, since it was Free Choice Friday, the children got to choose which skills they practiced during morning work. Then, they went to music with Ms. Thomson. When they returned to class, we watched the morning announcements and went over the answers for our weekly puzzles.
Next, we switched for math and took a Go Noodle brain break. Then, we did a warm up that reviewed the types of lines. After that, I went over the formative and the children took it. These have been graded and returned. Towards the end of math we reviewed today's quiz and then we practiced identifying angle measures as additive to meet given criteria.
After math, the students enjoyed lunch and outdoor recess.
When we returned to class, we began our literacy block. I took time to review the expectations for two past due assignments, that the class, in general, did not complete in way that demonstrated proficiency. After reexplaining both tasks, and identifying how each would be graded, the children returned to their seats and worked on improving both.
The first task was to take technical text, a recipe for Rice Krispie Treats, and present it in a way that was easy to read and follow using 7 different text features. The second assignment was to choose a current event article and write a summary for it. Once the students completed both activities, they were expected to continue researching their Genius Hour questions.
Pink/Blue: First I collected their Safari magazines. Then we discussed our background knowledge regarding the original 13 colonies. After that, I passed out a text about the New England colonies. Finally, we read and defined some of the domain specific vocabulary in the article. I collected the article until our next guided reading group.
Orange: First I collected their Safari magazines. Then we discussed our background knowledge regarding the original 13 colonies. After that, I passed out a text about the New England colonies. Finally, we read and defined some of the domain specific vocabulary in the article. I collected the article until our next guided reading group.
Green: First I collected their Safari magazines. Then we discussed our background knowledge regarding the original 13 colonies. After that, I passed out a text about the New England colonies. Finally, we read and defined some of the domain specific vocabulary in the article. I collected the article until our next guided reading group.
At 2:20 the STRINGS students went to their instrumental music practice with Mr. Gillenwater.
Friday, May 26, 2017
Thursday, May 25, 2017
Thrilling Thursday  Last Day of PARCC!!
Today was our final day of PARCC testing. Yippee!!
Prior to the morning announcements, the students worked on solving our weekly puzzles. After, we reviewed the text features used to help with comprehending technical text. Then, given a list of ingredients and the procedure, the students used the text features to create a recipe for Rice Krispie Treats.
Next, we switched for math and took a Go Noodle brain break. After that, we did an "Eliminate It" warm up, involving angles. Then, we began our rotations.
During the small group lesson, we reviewed how to use a protractor to measure angles, and then used a protractor to construct angles. During math with a partner, the students played Multiplication War to work on basic fact fluency. Finally, during the technology rotation, the students watched a Khan Academy lesson about using a protractor to construct angles. Then they completed a follow up practice activity. Those who had time left, used a protractor to construct angles in their math journals.
There is NO HOMEWORK tonight but we WILL have a FORMATIVE tomorrow. The formative will cover parallel and perpendicular lines and angle measurement using a protractor.
After math, the students enjoyed lunch and outdoor recess.
When we returned to class, the students took the fourth, and final, unit of the math PARCC. They were very focused and put a lot of effort into the test. I am very pleased!!
After testing, they had some much needed "chill time" to hang out and unwind. Then, we played a Kahoot game covering the novel Shiloh.
Once again, the students have earned a night without homework!
Remember, all STRINGS students should bring their instruments tomorrow!
Prior to the morning announcements, the students worked on solving our weekly puzzles. After, we reviewed the text features used to help with comprehending technical text. Then, given a list of ingredients and the procedure, the students used the text features to create a recipe for Rice Krispie Treats.
Next, we switched for math and took a Go Noodle brain break. After that, we did an "Eliminate It" warm up, involving angles. Then, we began our rotations.
During the small group lesson, we reviewed how to use a protractor to measure angles, and then used a protractor to construct angles. During math with a partner, the students played Multiplication War to work on basic fact fluency. Finally, during the technology rotation, the students watched a Khan Academy lesson about using a protractor to construct angles. Then they completed a follow up practice activity. Those who had time left, used a protractor to construct angles in their math journals.
There is NO HOMEWORK tonight but we WILL have a FORMATIVE tomorrow. The formative will cover parallel and perpendicular lines and angle measurement using a protractor.
After math, the students enjoyed lunch and outdoor recess.
When we returned to class, the students took the fourth, and final, unit of the math PARCC. They were very focused and put a lot of effort into the test. I am very pleased!!
After testing, they had some much needed "chill time" to hang out and unwind. Then, we played a Kahoot game covering the novel Shiloh.
Once again, the students have earned a night without homework!
Remember, all STRINGS students should bring their instruments tomorrow!
Wednesday, May 24, 2017
Wonderful Wednesday
Ahhhh...this morning we took the unit 3 math portion of the PARCC assessment. Once again, the children made me so very proud. I saw each student focused, using their strategies, and solving problems more than once, to check their work. We only have one more unit to take, and we will do so tomorrow afternoon.
Once again, after testing, the students had a well earned break...they were exhausted.
After going to lunch and outdoor recess, we returned to class to begin our literacy block. First, we used examples of technical text to arrive at a class definition. We determined that it was a type of nonfiction text that provides the reader with information to perform a task. After that, we examined more samples of technical text and identified which text features were present and which were missing. We discussed how the text features were helpful and how we could improve the text.
Then, it was time for art with Mr. Cosgrove.
After art, over half the class went to the Spring Concert practice with Mr. Gillenwater. Those left behind worked on researching their Genius Hour questions.
NO HOMEWORK
LAST day of PARCC testing is tomorrow beginning at 12:50. :)
Once again, after testing, the students had a well earned break...they were exhausted.
After going to lunch and outdoor recess, we returned to class to begin our literacy block. First, we used examples of technical text to arrive at a class definition. We determined that it was a type of nonfiction text that provides the reader with information to perform a task. After that, we examined more samples of technical text and identified which text features were present and which were missing. We discussed how the text features were helpful and how we could improve the text.
Then, it was time for art with Mr. Cosgrove.
After art, over half the class went to the Spring Concert practice with Mr. Gillenwater. Those left behind worked on researching their Genius Hour questions.
NO HOMEWORK
LAST day of PARCC testing is tomorrow beginning at 12:50. :)
Tuesday, May 23, 2017
Terrific Tuesday  Math PARCC Day 2
This morning the students took the second unit of the Math PARCC. Once again, I was super proud of their focus and effort during the testing session.
After the test, the students had some time to unwind. Then, we read and discussed some nonfiction text about the 3 regions of the original 13 colonies.
Next, the students enjoyed lunch and outdoor recess. Then they went to PE with Mr. Smith.
After PE, we returned to class and began our literacy block. First, as a group, we went over the steps we have already started and the expectations for each. Then, the students worked on identifying at least 4 subquestions for their Genius Hour project and then use various search engines to research the answers to them.
While the students worked, I met with a few students to improve their subquestions for their Genius Hour project. Then, I met with guided reading groups.
Pink/Blue: We discussed text structure as the way an author organizes the text. Then we determined that the article about Hot Air Ballooning was written in a question/answer explanation format. After that, we used the RACER strategy to orally answer what we learned about hot air balloons from the article.
Orange: We discussed text structure as the way an author organizes the text. Then we determined that the article about Rescue Support Vehicles article was written in a compare/contrast format. After that, we used the RACER strategy to orally compare and contrast the Sea King Helicopter and the MSV.
Green: We discussed text structure as the way an author organizes the text. Then we determined that the article the Earth's surface was written in a cause and effect format. After that, we used the RACER strategy to orally explain the effects of water on the Earth's surface.
NO HOMEWORK!
After the test, the students had some time to unwind. Then, we read and discussed some nonfiction text about the 3 regions of the original 13 colonies.
Next, the students enjoyed lunch and outdoor recess. Then they went to PE with Mr. Smith.
After PE, we returned to class and began our literacy block. First, as a group, we went over the steps we have already started and the expectations for each. Then, the students worked on identifying at least 4 subquestions for their Genius Hour project and then use various search engines to research the answers to them.
While the students worked, I met with a few students to improve their subquestions for their Genius Hour project. Then, I met with guided reading groups.
Pink/Blue: We discussed text structure as the way an author organizes the text. Then we determined that the article about Hot Air Ballooning was written in a question/answer explanation format. After that, we used the RACER strategy to orally answer what we learned about hot air balloons from the article.
Orange: We discussed text structure as the way an author organizes the text. Then we determined that the article about Rescue Support Vehicles article was written in a compare/contrast format. After that, we used the RACER strategy to orally compare and contrast the Sea King Helicopter and the MSV.
Green: We discussed text structure as the way an author organizes the text. Then we determined that the article the Earth's surface was written in a cause and effect format. After that, we used the RACER strategy to orally explain the effects of water on the Earth's surface.
NO HOMEWORK!
Monday, May 22, 2017
Math Monday  PARCC
Today begins the PARCC math testing. We will be testing for the next four days, for about an hour each session. Today and Thursday, we will test in the afternoon, right after recess. Tuesday and Wednesday, we will test in the morning, beginning around 9:15.
This morning, the children read quietly prior to the announcements. After, we reviewed some of the PARCC practice math test items, concentrating on using the tools available.
Next, we switched for math and took a Go Noodle brain break. After that, we did a warm up involving multidigit multiplication and divisions, and a word problem using angle measurement. Then, we did a whole group math lesson focusing on additive angles. Basically, given known angle measurements, we used addition (or subtraction) to figure out an unknown. Finally, as promised, we finished a PARCC practice Kahoot that we began on Friday.
After math, the students enjoyed lunch and outdoor recess.
When hey returned to class, we began the Unit 1 portion of the math PARCC assessment. The test itself took about an hour but the session took a bit longer. When the children were finished, they got to take a well deserved break.
We ended the day by going over our Genius Hour Driving questions and identifying subquestions that will need to be answered in order to complete an amazing project.
NO HOMEWORK!
This morning, the children read quietly prior to the announcements. After, we reviewed some of the PARCC practice math test items, concentrating on using the tools available.
Next, we switched for math and took a Go Noodle brain break. After that, we did a warm up involving multidigit multiplication and divisions, and a word problem using angle measurement. Then, we did a whole group math lesson focusing on additive angles. Basically, given known angle measurements, we used addition (or subtraction) to figure out an unknown. Finally, as promised, we finished a PARCC practice Kahoot that we began on Friday.
After math, the students enjoyed lunch and outdoor recess.
When hey returned to class, we began the Unit 1 portion of the math PARCC assessment. The test itself took about an hour but the session took a bit longer. When the children were finished, they got to take a well deserved break.
We ended the day by going over our Genius Hour Driving questions and identifying subquestions that will need to be answered in order to complete an amazing project.
NO HOMEWORK!
Friday, May 19, 2017
Fabulous Friday
This morning the students chose which skills to practice during morning work, since it is Free Choice Friday. Then, they went to music with Ms. Thomson. When they returned to class, we watched the announcements and reviewed the answers to our weekly puzzle.
Next, we switched for math and took a Go Noodle brain break. After that, we did part of a PARCC review Kahoot. Then, we began our regular rotations. There was no formative today.
During the small group lesson, we practice measuring angles with a protractor. During math with a partner, we played Multiplication War, to work on basic fact fluency. Finally, during the technology portion, the students worked their way through 2 different Google Slides presentations to work on measuring angles with a protractor.
After math, the children enjoyed lunch and outdoor recess.
I had to leave early for a doctor appointment and a "mommy" obligation. So, a substitute picked the students up from recess. They spent the rest of the day working on literacy activities, including; completing the 2 Shiloh final activities, finishing and uploading the Genius Hour planning guide, and reading and summarizing a current event of their choice.
Next, we switched for math and took a Go Noodle brain break. After that, we did part of a PARCC review Kahoot. Then, we began our regular rotations. There was no formative today.
During the small group lesson, we practice measuring angles with a protractor. During math with a partner, we played Multiplication War, to work on basic fact fluency. Finally, during the technology portion, the students worked their way through 2 different Google Slides presentations to work on measuring angles with a protractor.
After math, the children enjoyed lunch and outdoor recess.
I had to leave early for a doctor appointment and a "mommy" obligation. So, a substitute picked the students up from recess. They spent the rest of the day working on literacy activities, including; completing the 2 Shiloh final activities, finishing and uploading the Genius Hour planning guide, and reading and summarizing a current event of their choice.
Thursday, May 18, 2017
Thrilling Thursday  Interim Reports
This morning, the students viewed our weekly puzzles and posted their guesses in GCClass Meeting. Then, they worked on a WTW activity.
After the announcements, we began our science lesson. After reviewing the physical characteristics that scientists use to identify minerals, we tested some more minerals, and shared and discussed our results.
Next, we switched for math and took a Go Noodle brain break. Then, we completed a warm up, involving the multiplication and division algorithms, and went over last night's homework. Before beginning, our rotations, I did a quick whole group lesson introducing the use of protractors to measure angles.
During the small group instruction, we practiced measuring angles with a protractor. During math with a partner, the students played two Toss and Talk games focusing on the various types of angles. FInally, during the technology rotation, the students watched 3 Khan Academy lessons about using protractors to measure angles and then completed a practice activity.
HOMEWORK is posted on GCHolman's Homework.
After math, the students enjoyed lunch and outdoor recess.
When we returned to class, we began our literacy block. First, I modeled completing a chart to identify, define, and explain the importance of domain specific words in text. Then we reviewed the expectations for the culminating activities for Shiloh, the WTW definitions and sentences, and the Genius Hour Planning Guide.
While I met with guided reading groups, the children identified, defined, and explained 4 domain specific words from the nonfiction article in their Safari Magazine. Then, they worked on 2 culminating activities for Shiloh. After that, they finished their planning guides for their Genius Hour Project. Finally, they worked on their WTW definitions, sentences, and practice activities.
Pink/Blue: We reviewed the domain specific vocabulary they identified, defined, and explained. Then, the students chose one word, from a list we created as a group, to define and use in their own sentence for a vocabulary grade. For HOMEWORK, the students need to reread the nonfiction article on pages 29, in their Safari Magazine.
Orange: We reviewed the domain specific vocabulary they identified, defined, and explained. Then, the students chose one word, from a list we created as a group, to define and use in their own sentence for a vocabulary grade. For HOMEWORK, the students need to reread the nonfiction article on pages 29, in their Safari Magazine, and think about what 2 things are being compared and contrasted.
Green: We reviewed the domain specific vocabulary they identified, defined, and explained. Then, the students chose one word, from a list we created as a group, to define and use in their own sentence for a vocabulary grade. For HOMEWORK, the students need to reread the nonfiction article on pages 29, in their Safari Magazine, and think about cause and effects relationships.
Interims reports are being sent home today. These are yours to keep.
After the announcements, we began our science lesson. After reviewing the physical characteristics that scientists use to identify minerals, we tested some more minerals, and shared and discussed our results.
Next, we switched for math and took a Go Noodle brain break. Then, we completed a warm up, involving the multiplication and division algorithms, and went over last night's homework. Before beginning, our rotations, I did a quick whole group lesson introducing the use of protractors to measure angles.
During the small group instruction, we practiced measuring angles with a protractor. During math with a partner, the students played two Toss and Talk games focusing on the various types of angles. FInally, during the technology rotation, the students watched 3 Khan Academy lessons about using protractors to measure angles and then completed a practice activity.
HOMEWORK is posted on GCHolman's Homework.
After math, the students enjoyed lunch and outdoor recess.
When we returned to class, we began our literacy block. First, I modeled completing a chart to identify, define, and explain the importance of domain specific words in text. Then we reviewed the expectations for the culminating activities for Shiloh, the WTW definitions and sentences, and the Genius Hour Planning Guide.
While I met with guided reading groups, the children identified, defined, and explained 4 domain specific words from the nonfiction article in their Safari Magazine. Then, they worked on 2 culminating activities for Shiloh. After that, they finished their planning guides for their Genius Hour Project. Finally, they worked on their WTW definitions, sentences, and practice activities.
Pink/Blue: We reviewed the domain specific vocabulary they identified, defined, and explained. Then, the students chose one word, from a list we created as a group, to define and use in their own sentence for a vocabulary grade. For HOMEWORK, the students need to reread the nonfiction article on pages 29, in their Safari Magazine.
Orange: We reviewed the domain specific vocabulary they identified, defined, and explained. Then, the students chose one word, from a list we created as a group, to define and use in their own sentence for a vocabulary grade. For HOMEWORK, the students need to reread the nonfiction article on pages 29, in their Safari Magazine, and think about what 2 things are being compared and contrasted.
Green: We reviewed the domain specific vocabulary they identified, defined, and explained. Then, the students chose one word, from a list we created as a group, to define and use in their own sentence for a vocabulary grade. For HOMEWORK, the students need to reread the nonfiction article on pages 29, in their Safari Magazine, and think about cause and effects relationships.
Interims reports are being sent home today. These are yours to keep.
Wednesday, May 17, 2017
Wonderful Wednesday
This morning the students worked on their WTW definitions and sentences or their writing Wednesday stories. After the announcements, we began our science lesson.
First, we read nonfiction text to understand which properties scientists use to identify and describe minerals. After that, the students were given 7 different minerals to test and describe.
Next, we switched for math and took a Go Noodle brain break. After that we completed a warm up which relied on our knowledge of factor pairs and multidigit multiplication. Then, we reviewed last night's homework and watched a short music video that introduced the different types of angles.
During the small group lesson we defined and identified right, acute, obtuse, and straight angles. Then we drew and labeled each, using grid paper. During math with a partner, the students played a Toss and Talk game using symmetry, and then, if they had extra time, they played Multiplication War. Finally, during the technology rotation, the students watched a Learn Zillion lesson, about classifying angles, and took notes in their math journals. Those who finished early used two web sites to practice classifying angles.
For HOMEWORK the students need to draw at least one example of each of the four types of angles, using the grid paper we used in small group.
After math, the students enjoyed lunch and outdoor recess.
When the students returned to class, we began our literacy block with reading. First, the children chose one metaphor or simile from their chart and, on an index card, copied it from the text, identified the two things being compared, and then explained the meaning of it. After that, they worked on a culminating activity, from the chart in GC  Reading, for the novel, Shiloh. Those who finished early, chose between completing another final activity for Shiloh, or working on their planning guide for their Genius Hour project.
After that, the students had art with Mr. Cosgrove.
When art was over, half of the class went to band practice with Mr. Gillenwater. SO, the students left behind continued working on the independent work listed above.
HOMEWORK is posted on GC  Holman's Homework.
First, we read nonfiction text to understand which properties scientists use to identify and describe minerals. After that, the students were given 7 different minerals to test and describe.
Next, we switched for math and took a Go Noodle brain break. After that we completed a warm up which relied on our knowledge of factor pairs and multidigit multiplication. Then, we reviewed last night's homework and watched a short music video that introduced the different types of angles.
During the small group lesson we defined and identified right, acute, obtuse, and straight angles. Then we drew and labeled each, using grid paper. During math with a partner, the students played a Toss and Talk game using symmetry, and then, if they had extra time, they played Multiplication War. Finally, during the technology rotation, the students watched a Learn Zillion lesson, about classifying angles, and took notes in their math journals. Those who finished early used two web sites to practice classifying angles.
For HOMEWORK the students need to draw at least one example of each of the four types of angles, using the grid paper we used in small group.
After math, the students enjoyed lunch and outdoor recess.
When the students returned to class, we began our literacy block with reading. First, the children chose one metaphor or simile from their chart and, on an index card, copied it from the text, identified the two things being compared, and then explained the meaning of it. After that, they worked on a culminating activity, from the chart in GC  Reading, for the novel, Shiloh. Those who finished early, chose between completing another final activity for Shiloh, or working on their planning guide for their Genius Hour project.
After that, the students had art with Mr. Cosgrove.
When art was over, half of the class went to band practice with Mr. Gillenwater. SO, the students left behind continued working on the independent work listed above.
HOMEWORK is posted on GC  Holman's Homework.
Tuesday, May 16, 2017
Terrific Tuesday
This morning, the students worked on their keyboarding skills using Typing Club. Then we began our science lesson.
First, we reviewed the different types of rocks. Then we made model rocks. Finally, we played a Kahoot to learn more about rocks and minerals.
Next, we switched for math and took a Go Noodle brain break. Next, we completed a warm up using parallel and perpendicular lines, and we reviewed last night's homework. Then, we began our rotations.
During the small group lesson, we identified and drew lines of symmetry. During math with a partner, the students played Multiplication War to increase their basic fact fluency. Finally, during the technology rotation, the students watched a Learn Zillion lesson about identifying lines of symmetry, and took notes in their math journals. Those who finished early, played a game called Symmetry Shoot, to practice identifying lines of symmetry.
For HOMEWORK, the students need to complete a Line of Symmetry worksheet, which was passed out in class, and is linked to GC  Holman's Homework.
After math, the students enjoyed lunch and outdoor recess. Then they went to PE.
When we returned to class we began our literacy block. First, I demonstrated how to complete the planning guide for our Genius Hour project. After that, the students worked independently on the following tasks, while I met with a couple of children about their Genius Hour projects, and met with guided reading groups.
First, the children finished the smile and metaphor task from yesterday. Next, those who hadn't done so, finished the Genius Hour KWH chart and uploaded it to Trello. After that, they worked on a culminating activity for Shiloh, using the chart that is in GC  Reading.
Pink/Blue: We shared the unknown words, and meanings, that they identified for homework. Then we practiced identifying and determining the meaning of a domain specific word, in group together. For HOMEWORK the children need to read pages 6 and 7 and identify, and define, 2 domain specific words.
Orange: We shared the unknown words, and meanings, that they identified for homework. Then we practiced identifying and determining the meaning of a domain specific word, in group together. For HOMEWORK the children need to read pages 8 and 9 and identify, and define, 2 domain specific words.
Green: We shared the unknown words, and meanings, that they identified for homework. Then we practiced identifying and determining the meaning of a domain specific word, in group together. For HOMEWORK the children need to read pages 8 and 9 and identify, and define, 2 domain specific words.
HOMEWORK is posted on GC  Holman's Homework.
First, we reviewed the different types of rocks. Then we made model rocks. Finally, we played a Kahoot to learn more about rocks and minerals.
Next, we switched for math and took a Go Noodle brain break. Next, we completed a warm up using parallel and perpendicular lines, and we reviewed last night's homework. Then, we began our rotations.
During the small group lesson, we identified and drew lines of symmetry. During math with a partner, the students played Multiplication War to increase their basic fact fluency. Finally, during the technology rotation, the students watched a Learn Zillion lesson about identifying lines of symmetry, and took notes in their math journals. Those who finished early, played a game called Symmetry Shoot, to practice identifying lines of symmetry.
For HOMEWORK, the students need to complete a Line of Symmetry worksheet, which was passed out in class, and is linked to GC  Holman's Homework.
After math, the students enjoyed lunch and outdoor recess. Then they went to PE.
When we returned to class we began our literacy block. First, I demonstrated how to complete the planning guide for our Genius Hour project. After that, the students worked independently on the following tasks, while I met with a couple of children about their Genius Hour projects, and met with guided reading groups.
First, the children finished the smile and metaphor task from yesterday. Next, those who hadn't done so, finished the Genius Hour KWH chart and uploaded it to Trello. After that, they worked on a culminating activity for Shiloh, using the chart that is in GC  Reading.
Pink/Blue: We shared the unknown words, and meanings, that they identified for homework. Then we practiced identifying and determining the meaning of a domain specific word, in group together. For HOMEWORK the children need to read pages 6 and 7 and identify, and define, 2 domain specific words.
Orange: We shared the unknown words, and meanings, that they identified for homework. Then we practiced identifying and determining the meaning of a domain specific word, in group together. For HOMEWORK the children need to read pages 8 and 9 and identify, and define, 2 domain specific words.
Green: We shared the unknown words, and meanings, that they identified for homework. Then we practiced identifying and determining the meaning of a domain specific word, in group together. For HOMEWORK the children need to read pages 8 and 9 and identify, and define, 2 domain specific words.
HOMEWORK is posted on GC  Holman's Homework.
Monday, May 15, 2017
Marvelous Monday
This morning, the children worked on a language review activity. After going over the correct answers, we moved on to social studies.
During social studies, the students had one last day to work on the 3 branches of the Maryland state government activity. Those who finished early, worked on their WTW practice activities.
Next we switched for math and took a Go Noodle brain break. Then we completed an error analysis warm up, involving factors, and watched a quick video introducing different types of lines. Then we began our rotations.
During the small group lesson we defined, identified, and named lines, line segments, parallel lines, and perpendicular lines. During math with a partner, the students played Multiplication War. Finally, during the technology rotation, the students watched two Learn zillion lesson about points and lines.
The students were given a worksheet to be completed for HOMEWORK.
After math, the students enjoyed lunch and outdoor recess.
When they returned to class, we began our literacy block. First, we reviewed similes and metaphors. Then, the students worked in small groups to identify one from the novel, Shiloh, and interpret it. After that, the groups shared with the class and we discussed their simile or metaphor.
Next, I introduced a chart of 6 choices for culminating activities for Shiloh. I explained each and gave some very brief, oral descriptions.
Then, while I met with small groups, the children identified and explained 4 similes or metaphors from Shiloh, on a chart in Google Classroom. After that, they chose 2 culminating activities, from the chart, and began working on them.
Blue/Pink: We reviewed the various ways to find the meaning of unknown words in text. Then we read and discussed pages 24 in their Safari magazine and looked at how an author can embed a definition into the text. For HOMEWORK the children need to read pages 4 and 5, select 2 unknown words, and use dictionary.com (or another resource) to identify the CORRECT meaning of the word as used in the text.
Orange: We reviewed the various ways to find the meaning of unknown words in text. Then we read and discussed pages 23 in their Safari magazine and looked at how we can use dictionary.com to find the correct meaning of an unknown word in text. For HOMEWORK the children need to read pages 47, select 2 unknown words, and use dictionary.com (or another resource) to identify the CORRECT meaning of the word as used in the text.
Green: We reviewed the various ways to find the meaning of unknown words in text. Then the students read pages 24, identified an unknown word, and used a resource to determine the meaning as used in text. Finally, they shared the word, resource, and meaning with the group. For HOMEWORK the children need to read pages 57, select 2 unknown words, and use dictionary.com (or another resource) to identify the CORRECT meaning of the word as used in the text.
After reading, we turned our attention to our Genius Hour Project. First, we reviewed the steps we've taken thus far. Then, the children had a chance to complete their KWH charts and meet with partners to share what they know, what they want to learn, and how they plan to do so.
HOMEWORK is posted on Google Classroom  Holman's Homework.
During social studies, the students had one last day to work on the 3 branches of the Maryland state government activity. Those who finished early, worked on their WTW practice activities.
Next we switched for math and took a Go Noodle brain break. Then we completed an error analysis warm up, involving factors, and watched a quick video introducing different types of lines. Then we began our rotations.
During the small group lesson we defined, identified, and named lines, line segments, parallel lines, and perpendicular lines. During math with a partner, the students played Multiplication War. Finally, during the technology rotation, the students watched two Learn zillion lesson about points and lines.
The students were given a worksheet to be completed for HOMEWORK.
After math, the students enjoyed lunch and outdoor recess.
When they returned to class, we began our literacy block. First, we reviewed similes and metaphors. Then, the students worked in small groups to identify one from the novel, Shiloh, and interpret it. After that, the groups shared with the class and we discussed their simile or metaphor.
Next, I introduced a chart of 6 choices for culminating activities for Shiloh. I explained each and gave some very brief, oral descriptions.
Then, while I met with small groups, the children identified and explained 4 similes or metaphors from Shiloh, on a chart in Google Classroom. After that, they chose 2 culminating activities, from the chart, and began working on them.
Blue/Pink: We reviewed the various ways to find the meaning of unknown words in text. Then we read and discussed pages 24 in their Safari magazine and looked at how an author can embed a definition into the text. For HOMEWORK the children need to read pages 4 and 5, select 2 unknown words, and use dictionary.com (or another resource) to identify the CORRECT meaning of the word as used in the text.
Orange: We reviewed the various ways to find the meaning of unknown words in text. Then we read and discussed pages 23 in their Safari magazine and looked at how we can use dictionary.com to find the correct meaning of an unknown word in text. For HOMEWORK the children need to read pages 47, select 2 unknown words, and use dictionary.com (or another resource) to identify the CORRECT meaning of the word as used in the text.
Green: We reviewed the various ways to find the meaning of unknown words in text. Then the students read pages 24, identified an unknown word, and used a resource to determine the meaning as used in text. Finally, they shared the word, resource, and meaning with the group. For HOMEWORK the children need to read pages 57, select 2 unknown words, and use dictionary.com (or another resource) to identify the CORRECT meaning of the word as used in the text.
After reading, we turned our attention to our Genius Hour Project. First, we reviewed the steps we've taken thus far. Then, the children had a chance to complete their KWH charts and meet with partners to share what they know, what they want to learn, and how they plan to do so.
HOMEWORK is posted on Google Classroom  Holman's Homework.
Friday, May 12, 2017
Fabulous Friday
This morning, since it is Free Choice Friday, the students chose their own morning work. Then they went to music. Ms. Thomson was absent, so they had a substitute. When they returned to class we watched the morning announcements and reviewed the answers to this week's puzzles.
Next, we switched for math and took a Go Noodle brain break. After that, we reviewed last night's homework. Then, the children took the formative for weeks 2 and 3. These have been scored and returned to the students. Look for them in home folders tonight.
After the quiz, we reviewed the correct answers and did a Kahoot to review math skills in preparation for the math PARCC.
Then, the children enjoyed lunch and outdoor recess.
When they returned to class, we began our literacy block. First, I modeled writing a summary for chapter 14. After that, the children copied my response under the one they wrote yesterday, or last night for homework. Then, the children analyzed the two answers noticing what they did well and where they need to improve.
Next, we read, and discussed, chapter 15, the final chapter in Shiloh. Then, the children got a sticky note and listed the 5 most important events in the story. After sharing out their thoughts, we orally rehearsed a summary of the book and possible themes.
Finally, while some students went to instrumental band, the rest of us worked on finishing the KWH chart for our Genius Hour project, and spent time learning how to upload a screenshot to Trello.
Next, we switched for math and took a Go Noodle brain break. After that, we reviewed last night's homework. Then, the children took the formative for weeks 2 and 3. These have been scored and returned to the students. Look for them in home folders tonight.
After the quiz, we reviewed the correct answers and did a Kahoot to review math skills in preparation for the math PARCC.
Then, the children enjoyed lunch and outdoor recess.
When they returned to class, we began our literacy block. First, I modeled writing a summary for chapter 14. After that, the children copied my response under the one they wrote yesterday, or last night for homework. Then, the children analyzed the two answers noticing what they did well and where they need to improve.
Next, we read, and discussed, chapter 15, the final chapter in Shiloh. Then, the children got a sticky note and listed the 5 most important events in the story. After sharing out their thoughts, we orally rehearsed a summary of the book and possible themes.
Finally, while some students went to instrumental band, the rest of us worked on finishing the KWH chart for our Genius Hour project, and spent time learning how to upload a screenshot to Trello.
Thursday, May 11, 2017
Thriving Thursday
This morning the students worked on solving our weekly puzzles and then had time to complete a WTW practice activity. After the announcements, we began social studies.
Today the students began working on a tree showing the three branches of the Maryland state government, with leaves identifying the roles and responsibilities of each. AS the students worked, I met with several to discuss and approve their Genius Hour question.
Next, we switched for math and took a Go Noodle brain break. After that, we reviewed last night's homework and then did a PARCC Kahoot as a warm up. Then, we began our rotations.
During the small group instruction, we practiced solving 2digit by 2digit multiplications problems and 4digit by 1digit division problems. During math with a partner, the children played a game called, "Salamander Big Division Game" to practice dividing multiples of ten mentally. Finally, during the technology rotation, the students used the site, Long Division  Kids Numbers, to practice using long division to solve 4digit by 1digit problems.
For HOMEWORK the students need to solve the following problems on paper:
56 x 24 =
34 x 27 =
5783 ÷ 6 =
4367 ÷ 4 =
After math, the children enjoyed lunch and indoor recess. The we began our literacy block.
First, I gave the students 10 minutes to complete their homework from last night. Then I modeled writing a good summary for chapter 11. After that, the students copied my summary, under their own, and noticed what they did well and what changes needed to be made.
Next, we read and discussed chapters 1214 of Shiloh.
Then, the students began listening to chapter 14, again, and began writing a summary for it. They will finish this for HOMEWORK this evening. As they worked, I met with a few more students to tweak and approve their Genius Hour Question.
We ended the day working on Genius Hour. First, each child created a Trello account and joined our class page. After that, I modeled how to complete Step 2, a KWH chart. Then., while I approved the rest of the students' questions, they began working on the KWH chart, listing what they Know about their topic, what they Want to know about it, and How they will get the necessary information.
HOMEWORK is posted on GC  Holman's Homework.
Today the students began working on a tree showing the three branches of the Maryland state government, with leaves identifying the roles and responsibilities of each. AS the students worked, I met with several to discuss and approve their Genius Hour question.
Next, we switched for math and took a Go Noodle brain break. After that, we reviewed last night's homework and then did a PARCC Kahoot as a warm up. Then, we began our rotations.
During the small group instruction, we practiced solving 2digit by 2digit multiplications problems and 4digit by 1digit division problems. During math with a partner, the children played a game called, "Salamander Big Division Game" to practice dividing multiples of ten mentally. Finally, during the technology rotation, the students used the site, Long Division  Kids Numbers, to practice using long division to solve 4digit by 1digit problems.
For HOMEWORK the students need to solve the following problems on paper:
56 x 24 =
34 x 27 =
5783 ÷ 6 =
4367 ÷ 4 =
After math, the children enjoyed lunch and indoor recess. The we began our literacy block.
First, I gave the students 10 minutes to complete their homework from last night. Then I modeled writing a good summary for chapter 11. After that, the students copied my summary, under their own, and noticed what they did well and what changes needed to be made.
Next, we read and discussed chapters 1214 of Shiloh.
Then, the students began listening to chapter 14, again, and began writing a summary for it. They will finish this for HOMEWORK this evening. As they worked, I met with a few more students to tweak and approve their Genius Hour Question.
We ended the day working on Genius Hour. First, each child created a Trello account and joined our class page. After that, I modeled how to complete Step 2, a KWH chart. Then., while I approved the rest of the students' questions, they began working on the KWH chart, listing what they Know about their topic, what they Want to know about it, and How they will get the necessary information.
HOMEWORK is posted on GC  Holman's Homework.
Wednesday, May 10, 2017
Wonderful Wednesday
This morning, the students had time to work on either their writing Wednesday stories, or their WTW definitions and sentences. Then, after the announcements, they continued reading the nonfiction text about rocks and completing the follow up outline. Those who finished early chose between working on their Genius Hour question or their WTW definitions and sentences.
Next, we switched for math and took a Go Noodle brain break. After that, we completed a multistep word problem, for warm up, that required the use of multiplication and division, and we reviewed last night's homework. Then, we began our rotations.
During the small group instruction, we continued to use place value understanding to divide 4digit numbers by a 1digit number. During math with a partner, the students worked on their multiplication fact fluency as they played the card game, Multiplication Zone. Finally, during the technology rotation, the students rewatched the Learn Zillion lesson from yesterday and then practiced long division using the site, Long Division  Kids Numbers.
For HOMEWORK the students need to complete problem D on the worksheet we used in class.
After math, the students enjoyed lunch and outdoor recess.
When we returned to class, we began our literacy block. First, we read and discussed chapters 10 & 11 of Shiloh. Then the children used the text to complete a multiple choice comprehension "quiz" and write a summary of chapter 11. Those who didn't finish will do so for HOMEWORK.
Then it was time for art. Mr. Cosgrove had jury duty, so the students worked with a substitute.
After art, a good portion of the class had instrumental music with Mr. Gillenwater. Those left behind worked on the Shiloh comprehension activities and their Genius Hour question. I met with a few students to work on their Genius Hour questions.
HOMEWORK is posted on GC  Holman's Homework.
Next, we switched for math and took a Go Noodle brain break. After that, we completed a multistep word problem, for warm up, that required the use of multiplication and division, and we reviewed last night's homework. Then, we began our rotations.
During the small group instruction, we continued to use place value understanding to divide 4digit numbers by a 1digit number. During math with a partner, the students worked on their multiplication fact fluency as they played the card game, Multiplication Zone. Finally, during the technology rotation, the students rewatched the Learn Zillion lesson from yesterday and then practiced long division using the site, Long Division  Kids Numbers.
For HOMEWORK the students need to complete problem D on the worksheet we used in class.
After math, the students enjoyed lunch and outdoor recess.
When we returned to class, we began our literacy block. First, we read and discussed chapters 10 & 11 of Shiloh. Then the children used the text to complete a multiple choice comprehension "quiz" and write a summary of chapter 11. Those who didn't finish will do so for HOMEWORK.
Then it was time for art. Mr. Cosgrove had jury duty, so the students worked with a substitute.
After art, a good portion of the class had instrumental music with Mr. Gillenwater. Those left behind worked on the Shiloh comprehension activities and their Genius Hour question. I met with a few students to work on their Genius Hour questions.
HOMEWORK is posted on GC  Holman's Homework.
Tuesday, May 9, 2017
Terrific Tuesday
This morning I was at an inschool planning meeting. Mrs. Carlson stepped in to cover for me in my absence.
Prior to the announcements they used Typing Club to work on keyboarding fluency. Then they began a science lesson.
Today, they used nonfiction text to explore how rocks hold information about the Earth's past.
In math, they began using long division to divide 4 digit numbers by a 1 digit number.
After math, the students enjoyed lunch and outdoor recess. Then they went to PE with MR. Smith.
I picked the children up from PE and we returned to class to begin our literacy block.
First, we read chapters 79 of Shiloh.
After that, I shared with the class the planning we did this morning. I shared a Trello web site which will help keep us organized. It clearly displays the steps need to complete the Genius Hour project. Additionally, it is interactive, so student names will be moved to identify which step of the project on which they are currently working. Then, I showed the children the Genius Hour class web site I created. This site will be where each student uploads their planning, their research, and eventually their project. Finally, I shared a student's actual questions and research, with the children, so that they understood exactly what I am expecting from each.
There wasn't much time left, by his point, but the children then had time to work on identifying a question, and a back up, for their Genius Hour project.
HO\MEWORK is posted on GC  Holman's Homework.
Prior to the announcements they used Typing Club to work on keyboarding fluency. Then they began a science lesson.
Today, they used nonfiction text to explore how rocks hold information about the Earth's past.
In math, they began using long division to divide 4 digit numbers by a 1 digit number.
After math, the students enjoyed lunch and outdoor recess. Then they went to PE with MR. Smith.
I picked the children up from PE and we returned to class to begin our literacy block.
First, we read chapters 79 of Shiloh.
After that, I shared with the class the planning we did this morning. I shared a Trello web site which will help keep us organized. It clearly displays the steps need to complete the Genius Hour project. Additionally, it is interactive, so student names will be moved to identify which step of the project on which they are currently working. Then, I showed the children the Genius Hour class web site I created. This site will be where each student uploads their planning, their research, and eventually their project. Finally, I shared a student's actual questions and research, with the children, so that they understood exactly what I am expecting from each.
There wasn't much time left, by his point, but the children then had time to work on identifying a question, and a back up, for their Genius Hour project.
HO\MEWORK is posted on GC  Holman's Homework.
Monday, May 8, 2017
Marvelous Monday
This morning, the students completed a language review activity. After that, we began our social studies lesson.
Today we reviewed how the states raises and spends money. Then we looked at the many committees on which our delegates serve. After that, the students partnered up, chose a delegate to read about, and then one student took on the role of the legislator while the other students interviewed him/her using a set of questions provided to them. Finally, we discussed, as a class, how the roles of the state senators and delegates affect our lives as citizens of Maryland.
Next, we switched for math and took a Go Noodle brain break. After that, we completed a warm up and began our rotations.
During the small group lesson, we continued using place value, and the standard algorithm, to multiply two 2digit numbers. During math with a partner, the students played a card game called, "Multiplication Zone", to practice their multiplication basic facts. Finally, during the technology rotation, the students watched 2 Khan Academy lesson focusing on using long division to divide 4 digit numbers by a 1 digit number. Then they completed a follow up practice activity.
For HOMEWORK the children need to solve problems 912 on the worksheet we began in class.
After math, the students enjoyed lunch and outdoor recess.
When we returned to class we began our literacy block.
First, we read and discussed chapters 5 and 6 of Shiloh. After that, we reviewed a Symbaloo web site that has links for many different apps that can be used for the Genius Hour presentations.
While I met with small groups, the students reread chapters 5 and 6 and wrote a summary for each. Then they completed their new WTW sorts. After that, they browsed apps that they can use for their Genius Hour presentations.
Pink/Blue: The students reread chapters 5 and 6 of Shiloh, with Mrs. Mitch. Working as a group, they wrote summaries for both chapters. When they met with me, we discussed hot air balloons. Then I handed out a new Safari magazine and we reviewed the story, "Hot Air," on page 12. For HOMEWORK the students need to read the story and list unknown words and page numbers.
Orange: We reviewed the student's summaries for chapter 5 and then drew a line of learning and wrote one together. The students were encouraged to compare and contrast the two summaries. After that, I handed out a new Safari Magazine. We previewed the story, "High Rise Rescue" on page 12 and discussed possible story lines. For HOMEWORK the children need to read the story and think about character traits for the main characters.
Green: We reviewed the student's summaries for chapter 5 and then drew a line of learning and wrote one together. The students were encouraged to compare and contrast the two summaries. After that, I handed out a new Safari Magazine. We previewed the story, "Friends of Sandy Bay," on page 12. For HOMEWORK the children need to read the story and think about why the author wrote it....what does the author want us to learn.
Today we reviewed how the states raises and spends money. Then we looked at the many committees on which our delegates serve. After that, the students partnered up, chose a delegate to read about, and then one student took on the role of the legislator while the other students interviewed him/her using a set of questions provided to them. Finally, we discussed, as a class, how the roles of the state senators and delegates affect our lives as citizens of Maryland.
Next, we switched for math and took a Go Noodle brain break. After that, we completed a warm up and began our rotations.
During the small group lesson, we continued using place value, and the standard algorithm, to multiply two 2digit numbers. During math with a partner, the students played a card game called, "Multiplication Zone", to practice their multiplication basic facts. Finally, during the technology rotation, the students watched 2 Khan Academy lesson focusing on using long division to divide 4 digit numbers by a 1 digit number. Then they completed a follow up practice activity.
For HOMEWORK the children need to solve problems 912 on the worksheet we began in class.
After math, the students enjoyed lunch and outdoor recess.
When we returned to class we began our literacy block.
First, we read and discussed chapters 5 and 6 of Shiloh. After that, we reviewed a Symbaloo web site that has links for many different apps that can be used for the Genius Hour presentations.
While I met with small groups, the students reread chapters 5 and 6 and wrote a summary for each. Then they completed their new WTW sorts. After that, they browsed apps that they can use for their Genius Hour presentations.
Pink/Blue: The students reread chapters 5 and 6 of Shiloh, with Mrs. Mitch. Working as a group, they wrote summaries for both chapters. When they met with me, we discussed hot air balloons. Then I handed out a new Safari magazine and we reviewed the story, "Hot Air," on page 12. For HOMEWORK the students need to read the story and list unknown words and page numbers.
Orange: We reviewed the student's summaries for chapter 5 and then drew a line of learning and wrote one together. The students were encouraged to compare and contrast the two summaries. After that, I handed out a new Safari Magazine. We previewed the story, "High Rise Rescue" on page 12 and discussed possible story lines. For HOMEWORK the children need to read the story and think about character traits for the main characters.
Green: We reviewed the student's summaries for chapter 5 and then drew a line of learning and wrote one together. The students were encouraged to compare and contrast the two summaries. After that, I handed out a new Safari Magazine. We previewed the story, "Friends of Sandy Bay," on page 12. For HOMEWORK the children need to read the story and think about why the author wrote it....what does the author want us to learn.
Friday, May 5, 2017
Fantastic Friday
This morning, the children had time to finish their Slides presentation of the 3 Branches of Government. After that, they chose what they wanted to work on, since it is Free Choice Friday.
After that, they went to music with Ms. Thomson.
When they returned, we watched the morning announcements, reviewed the answers to our weekly puzzles, and then switched for math.
We began math with a Go Noodle brain break and then completed a warm up involving multiplication and balancing equations. Then, we began our rotations.
During the small group lesson, we used place value and the standard algorithm to multiply two 2digit numbers. During math with a partner, the students played the card game, Advanced Multiplication Number Battle, to practice multiplying 2digit numbers. Finally, during the technology rotation, the children watched a Khan Academy lesson modeling how to multiply two 2digit numbers. Then they completed a follow up practice activity. Those who finished early used either Drag n' Drop Math, to practice multiplying two 2digit numbers, or Xtra Math, to work on their basic fact fluency.
After math, the students enjoyed lunch and indoor recess.
Next, we got our class and individual pictures taken.
When we FINALLY returned to class, we began our literacy block.
First, we read and discussed chapter 4 of Shiloh. After that, the students worked independently on the following tasks, while I met with WTW groups to test them on their words.
The children partnered up to reread chapter 4. Then they wrote a summary and an inference, for the chapter, using key details from the text. Next, they took a multiple choice comprehension "quiz" for chapters 3 and 4, using the novel. After that, they continued to explore Genius Hour links available in GC.
We ended the day with our Dojo reward, a game day afternoon and a tootsie pop. :)
After that, they went to music with Ms. Thomson.
When they returned, we watched the morning announcements, reviewed the answers to our weekly puzzles, and then switched for math.
We began math with a Go Noodle brain break and then completed a warm up involving multiplication and balancing equations. Then, we began our rotations.
During the small group lesson, we used place value and the standard algorithm to multiply two 2digit numbers. During math with a partner, the students played the card game, Advanced Multiplication Number Battle, to practice multiplying 2digit numbers. Finally, during the technology rotation, the children watched a Khan Academy lesson modeling how to multiply two 2digit numbers. Then they completed a follow up practice activity. Those who finished early used either Drag n' Drop Math, to practice multiplying two 2digit numbers, or Xtra Math, to work on their basic fact fluency.
After math, the students enjoyed lunch and indoor recess.
Next, we got our class and individual pictures taken.
When we FINALLY returned to class, we began our literacy block.
First, we read and discussed chapter 4 of Shiloh. After that, the students worked independently on the following tasks, while I met with WTW groups to test them on their words.
The children partnered up to reread chapter 4. Then they wrote a summary and an inference, for the chapter, using key details from the text. Next, they took a multiple choice comprehension "quiz" for chapters 3 and 4, using the novel. After that, they continued to explore Genius Hour links available in GC.
We ended the day with our Dojo reward, a game day afternoon and a tootsie pop. :)
Thursday, May 4, 2017
Thrilling Thursday
This morning the students worked on solving our weekly puzzles and then explored some of the Genius Hour web sites. After the announcements, we discussed the Genius Hour project, and then began our science lesson.
After reviewing the difference between a mixture and a solution, we observed and explained how a new material can form when we combine two or more items. We saw that combining steel wool and water will create rust, and adding Alka Seltzer to water will form bubbles. Both of these are new materials.
Next we had a bus evacuation drill and switched for math. Since we didn't have math all week, and the bus evacuation set us behind, we skipped the Go Noodle break and warm up. Therefore, we began our rotations right away.
During the small group rotation, we reviewed the partial products/area model for solving 2digit multiplication problems. Then we moved on to using the base ten grid paper to model finding the product. During math with a partner, the students played Advanced Multiplication Number Battle, which provided more practice with 2digit multiplication. Finally, during the technology rotation, the students watched a Learn Zillion lesson, and took notes in their math journal, about using the standard algorithm to solve 2digit multiplication problems. Then they used the site Drag n' Drop math to get more practice.
We didn't get as far as I wanted in math today. Therefore, HOMEWORK is a choice of two web sites posted on GC  Holman's Homework.
After math, the students enjoyed lunch and outdoor recess. When they returned to class, we began our literacy block.
First, we reviewed how a summary is like a sifter and the characteristics of a good one. After that I read chapter 3, of Shiloh, to the class, modeling how to stop and think at the end of every couple of pages.
While I met with small groups, the children summarized chapter 3. Then they completed a WTW practice activity, preparing for their quiz tomorrow. After that, they made a card for another teacher for Staff Appreciation Week. Finally, they continued to explore the Genius Hour links and writing questions they are wondering about on a sticky note.
Pink/Blue: We reread chapter 3 together and used the SomebodyWantedButSoThen strategy to help us summarize it. After that, the students drafter a summary for chapter 3, independently, and identified an inference they could make.
Orange: Independently the students reread chapter 3 and wrote a summary. In group we shared their summaries and made improvements along the way.
Green: Independently the students reread chapter 3 and wrote a summary. In group we shared their summaries and made improvements along the way. We also identified inferences we could make and the key details from the text that supported them.
HW is posted on GC  Holman's Homework. Tomorrow is Spring Picture Day. We will be taking our class picture, too. Finally, we will have a game day afternoon to celebrate our class Dojo's. Students may bring in a board or card game but absolutely NO ELECTRONICS!
After reviewing the difference between a mixture and a solution, we observed and explained how a new material can form when we combine two or more items. We saw that combining steel wool and water will create rust, and adding Alka Seltzer to water will form bubbles. Both of these are new materials.
Next we had a bus evacuation drill and switched for math. Since we didn't have math all week, and the bus evacuation set us behind, we skipped the Go Noodle break and warm up. Therefore, we began our rotations right away.
During the small group rotation, we reviewed the partial products/area model for solving 2digit multiplication problems. Then we moved on to using the base ten grid paper to model finding the product. During math with a partner, the students played Advanced Multiplication Number Battle, which provided more practice with 2digit multiplication. Finally, during the technology rotation, the students watched a Learn Zillion lesson, and took notes in their math journal, about using the standard algorithm to solve 2digit multiplication problems. Then they used the site Drag n' Drop math to get more practice.
We didn't get as far as I wanted in math today. Therefore, HOMEWORK is a choice of two web sites posted on GC  Holman's Homework.
After math, the students enjoyed lunch and outdoor recess. When they returned to class, we began our literacy block.
First, we reviewed how a summary is like a sifter and the characteristics of a good one. After that I read chapter 3, of Shiloh, to the class, modeling how to stop and think at the end of every couple of pages.
While I met with small groups, the children summarized chapter 3. Then they completed a WTW practice activity, preparing for their quiz tomorrow. After that, they made a card for another teacher for Staff Appreciation Week. Finally, they continued to explore the Genius Hour links and writing questions they are wondering about on a sticky note.
Pink/Blue: We reread chapter 3 together and used the SomebodyWantedButSoThen strategy to help us summarize it. After that, the students drafter a summary for chapter 3, independently, and identified an inference they could make.
Orange: Independently the students reread chapter 3 and wrote a summary. In group we shared their summaries and made improvements along the way.
Green: Independently the students reread chapter 3 and wrote a summary. In group we shared their summaries and made improvements along the way. We also identified inferences we could make and the key details from the text that supported them.
HW is posted on GC  Holman's Homework. Tomorrow is Spring Picture Day. We will be taking our class picture, too. Finally, we will have a game day afternoon to celebrate our class Dojo's. Students may bring in a board or card game but absolutely NO ELECTRONICS!
Wednesday, May 3, 2017
Wonderful Wednesday  End of ELA PARCC
Well, once again, the children put a ton of effort into their PARCC testing this morning. I am thrilled with what I saw...students taking their time, revisiting text, using the tools, and showing signs of using strategies taught in class. Woo hoo!
We began the day with testing. After testing, we read chapter 2 of Shiloh.
Next, the children enjoyed lunch and outdoor recess.
When they returned to class, we began our literacy block. First, we reviewed and discussed the characteristics of a summary. Then I shared a model summary for chapter 1 of Shiloh, and we discussed which details were included and which were not. We also discussed what could be inferred about Marty, using key details from the chapter.
Next, we reread chapter 2 and worked together to write a summary for it and make inferences using key details.
Then, the students had art with Mr. Cosgrove.
After art, the band students had rehearsal, so we were left with less then half of our class. The students who remained with me, joined a new Google Classroom for Genius Hour and began exploring several links to help them prepare to plan their project.
NO HOMEWORK tonight!
We began the day with testing. After testing, we read chapter 2 of Shiloh.
Next, the children enjoyed lunch and outdoor recess.
When they returned to class, we began our literacy block. First, we reviewed and discussed the characteristics of a summary. Then I shared a model summary for chapter 1 of Shiloh, and we discussed which details were included and which were not. We also discussed what could be inferred about Marty, using key details from the chapter.
Next, we reread chapter 2 and worked together to write a summary for it and make inferences using key details.
Then, the students had art with Mr. Cosgrove.
After art, the band students had rehearsal, so we were left with less then half of our class. The students who remained with me, joined a new Google Classroom for Genius Hour and began exploring several links to help them prepare to plan their project.
NO HOMEWORK tonight!
Tuesday, May 2, 2017
Terrific Tuesday  PARCC Day 2
The students spent the morning completing the Unit 2 ELA PARCC test. Once again, I was so impressed with the effort put forth by all. :)
After testing, I gave a brief book introduction for our next novel, Shiloh.
Then, the children enjoyed lunch and outdoor recess. Next, they went to PE with Mr. Smith.
When we returned to class, we launched our Genius Hour, a selfdirected research program.
We began by identifying various topics students are passionate about on sticky notes. Then we went to Mrs. Bigelow's room to hear a presentation about Genius Hour, including the criteria for success, examples and nonexamples of researchable questions and 3 projects made by last year's fourth graders.
When we returned to class, the students began writing an "I Wonder" question for some, or all , of their topics.
Reminders:
After testing, I gave a brief book introduction for our next novel, Shiloh.
Then, the children enjoyed lunch and outdoor recess. Next, they went to PE with Mr. Smith.
When we returned to class, we launched our Genius Hour, a selfdirected research program.
We began by identifying various topics students are passionate about on sticky notes. Then we went to Mrs. Bigelow's room to hear a presentation about Genius Hour, including the criteria for success, examples and nonexamples of researchable questions and 3 projects made by last year's fourth graders.
When we returned to class, the students began writing an "I Wonder" question for some, or all , of their topics.
Reminders:
 NO HOMEWORK tonight
 All BAND students bring instruments tomorrow
 All STRINGS students bring instruments on Thursday
 PARCC testing TOMORROW from 9:1511:30
Monday, May 1, 2017
Marvelous Monday  Testing Season Begins
WOW! We had a lot of bread this morning!! Thanks to all of you who took the time to bake bread with your child this weekend. I am certain those less fortunate, who will be receiving our donations, will be very grateful!!
Today marks the beginning of testing season. During this time, there will be many changes to our schedule and routine. Stay tuned to the blog in order top remain informed.
For starters, we did not have a formal reading or math block today because of the bread donations and testing. There will be NO HOMEWORK this evening.
We began our day by completing and going over a language review activity. Then the children completed their 3 Branches of Government Slides presentation, while I worked to complete the April (oops!) informal reading assessments.
After that, we reviewed the format for answering an essay question and I introduced the novel, Shiloh, to the class.
Then the students enjoyed lunch and outdoor recess.
After recess, the students took the Unit 1 ELA PARCC assessment.
There is NO HOMEWORK this evening.
Today marks the beginning of testing season. During this time, there will be many changes to our schedule and routine. Stay tuned to the blog in order top remain informed.
For starters, we did not have a formal reading or math block today because of the bread donations and testing. There will be NO HOMEWORK this evening.
We began our day by completing and going over a language review activity. Then the children completed their 3 Branches of Government Slides presentation, while I worked to complete the April (oops!) informal reading assessments.
After that, we reviewed the format for answering an essay question and I introduced the novel, Shiloh, to the class.
Then the students enjoyed lunch and outdoor recess.
After recess, the students took the Unit 1 ELA PARCC assessment.
There is NO HOMEWORK this evening.
Friday, April 28, 2017
Fantastic Friday
This morning the students worked on a practice PARCC activity to refresh their memories as to the format and tools of this assessment. Then they went to music with Ms. Thomson. When they returned, we watched the morning announcements.
After that, we switched for math and took a Go Noodle brain break. Next, we completed a multistep word problem warm up and began our rotations.
During the small groups rotation, we used an area model and partial products to solve multiplication equations involving two 2digit numbers, neither of which were multiples of ten. During math with a partner, the students played a card game called, "Advanced Multiplication Number Battle", to practice multiplying multidigit numbers. Finally, during the technology rotation, the students watched a Khan Academy lesson demonstrating how to solve a multiplication problem with two 2digit numbers.
After math, the students enjoyed lunch and outdoor recess.
When we returned to class, we went over the answers to our weekly puzzles and spent some time discussing the PARCC testing.
After that, the children worked on completing their odes while I met with a few students to do the April informal reading assessment.
We ended the day with a South African cultural arts assembly.
After that, we switched for math and took a Go Noodle brain break. Next, we completed a multistep word problem warm up and began our rotations.
During the small groups rotation, we used an area model and partial products to solve multiplication equations involving two 2digit numbers, neither of which were multiples of ten. During math with a partner, the students played a card game called, "Advanced Multiplication Number Battle", to practice multiplying multidigit numbers. Finally, during the technology rotation, the students watched a Khan Academy lesson demonstrating how to solve a multiplication problem with two 2digit numbers.
After math, the students enjoyed lunch and outdoor recess.
When we returned to class, we went over the answers to our weekly puzzles and spent some time discussing the PARCC testing.
After that, the children worked on completing their odes while I met with a few students to do the April informal reading assessment.
We ended the day with a South African cultural arts assembly.
Thursday, April 27, 2017
Take Your Child to Work Day
Sooooooo...out of a class of 29 students, we only had 10 in class today. This created an interesting scenario. We had to find constructive activities to further our knowledge without introducing any new skills or strategies.
The day began as typical Thursdays do. The students tried to figure out our weekly puzzles and then worked on a WTW practice activity.
After that, we played Kahoot to learn more about the branches of government.
Next, we switched for math and took a Go Noodle brain break. After that, we went over last night's homework. Then, we did modified rotations.
First, all students spent 15 minutes using Xtra Math to increase their basic fact fluency. Second, we all worked together to use an area model to solve 2digit by 2digit multiplication problems WITHOUT multiples of ten. Finally, we played Kahoot to review fourth grade math skills.
After math, the children enjoyed lunch and outdoor recess.
When we returned to class, we began our literacy block. While I tested some of the students for our April informal reading assessments, the children revised, printed, and illustrated their odes. Those who completed their odes worked on their WTW practice activities and their branches of government Google Slides presentations.
NO HOMEWORK tonight!
NO math formative, for my class, tomorrow!
The day began as typical Thursdays do. The students tried to figure out our weekly puzzles and then worked on a WTW practice activity.
After that, we played Kahoot to learn more about the branches of government.
Next, we switched for math and took a Go Noodle brain break. After that, we went over last night's homework. Then, we did modified rotations.
First, all students spent 15 minutes using Xtra Math to increase their basic fact fluency. Second, we all worked together to use an area model to solve 2digit by 2digit multiplication problems WITHOUT multiples of ten. Finally, we played Kahoot to review fourth grade math skills.
After math, the children enjoyed lunch and outdoor recess.
When we returned to class, we began our literacy block. While I tested some of the students for our April informal reading assessments, the children revised, printed, and illustrated their odes. Those who completed their odes worked on their WTW practice activities and their branches of government Google Slides presentations.
NO HOMEWORK tonight!
NO math formative, for my class, tomorrow!
Wednesday, April 26, 2017
Wonderful Wednesday
This morning, the students worked on their Writing Wednesday stories. Then, after the announcements, we began our Social Studies lesson. After naming and briefly describing the three branches of government on the state and federal levels, the students were given several resources to use to learn more about each. Then they began working on a Google Slides presentation showing the important facts about the three branches of government on the state and federal level.
As they worked, I met with several students to begin my monthly, informal reading assessments.
Next, we switched for math and took a Go Noodle brain break. Then, we completed a brain teaser warm up and reviewed last night's homework. After that, we began our rotations.
During our small group instruction we used the area model to multiply a 2 digit number by a multiple of ten. During math with a partner, the students completed their decimal task cards or played Multiplication Way to work on their basic multiplication fact fluency. Finally, during the technology rotation, the students watched a Learn Zillion lesson using an area model to multiply two 2digit numbers, and took notes in their math journals. Those who finished early worked on their basic facts using Xtra Math.
HOMEWORK is posted on GC  Holman's Homework. The copy machine is still down.
After math, the students enjoyed math and outdoor recess.
When we returned to class, we began our literacy block. First, we reviewed making inferences from poetry, which we began yesterday. After that, we revisited similes and metaphors as the comparison of two seemingly unrelated things. Then I modeled how to identify one in a poem and complete a chart explaining what it means.
While I met with individual students to continue my April informal reading assessments, the students completed identifying and explaining three inferences they made as they read the poem, "Oranges". Then, they read through a few poems searching for a simile or metaphor. Once they found one, they added it to our class Slides presentation and explained what it means. Finally, they observed small portions of the from cover of the novel, Shiloh, and began making predictions about the story.
After reading, the students had art with Mr. Cosgrove.
Then, we began our writing lesson. First, we reviewed the steps we've taken thus far to draft our odes. Then, I modeled how to dd a simile to my model ode and make the necessary revisions.
While I continued my monthly informal reading assessments, the students revised their own odes to include a simile or metaphor. If they had extra time, they worked on the reading activities listed above.
HOMEWORK is posted on GC  Holman's Homework.
As they worked, I met with several students to begin my monthly, informal reading assessments.
Next, we switched for math and took a Go Noodle brain break. Then, we completed a brain teaser warm up and reviewed last night's homework. After that, we began our rotations.
During our small group instruction we used the area model to multiply a 2 digit number by a multiple of ten. During math with a partner, the students completed their decimal task cards or played Multiplication Way to work on their basic multiplication fact fluency. Finally, during the technology rotation, the students watched a Learn Zillion lesson using an area model to multiply two 2digit numbers, and took notes in their math journals. Those who finished early worked on their basic facts using Xtra Math.
HOMEWORK is posted on GC  Holman's Homework. The copy machine is still down.
After math, the students enjoyed math and outdoor recess.
When we returned to class, we began our literacy block. First, we reviewed making inferences from poetry, which we began yesterday. After that, we revisited similes and metaphors as the comparison of two seemingly unrelated things. Then I modeled how to identify one in a poem and complete a chart explaining what it means.
While I met with individual students to continue my April informal reading assessments, the students completed identifying and explaining three inferences they made as they read the poem, "Oranges". Then, they read through a few poems searching for a simile or metaphor. Once they found one, they added it to our class Slides presentation and explained what it means. Finally, they observed small portions of the from cover of the novel, Shiloh, and began making predictions about the story.
After reading, the students had art with Mr. Cosgrove.
Then, we began our writing lesson. First, we reviewed the steps we've taken thus far to draft our odes. Then, I modeled how to dd a simile to my model ode and make the necessary revisions.
While I continued my monthly informal reading assessments, the students revised their own odes to include a simile or metaphor. If they had extra time, they worked on the reading activities listed above.
HOMEWORK is posted on GC  Holman's Homework.
Tuesday, April 25, 2017
Terrific Tuesday
This morning the students used Typing Club to work on their keyboarding fluency.
After the announcements, we began our science lesson. Today we observed and described that happens when we combined two different materials. During our investigation we determined whether the different combinations were mixtures (could be separated back apart) or solutions (not able to be separated once combined). We also identified the solute (lesser material) and the solvent (greater amount of material).
Next, we switched for math and took a Go Noodle brain break. Then we completed a skill review warm up and began our rotations.
During the small group lesson we used place value to multiply two multiples of ten. During math with a partner, the students had one last day to complete the decimal task cards. Those who finished early, played Multiplication War to improve their basic fact fluency. During the technology rotation, the students watched a Khan Academy lesson about multiplying 2 multiples of ten and then completed a follow up practice activity. Those who finished early either used another site to practice this further or worked on Xtra Math.
There is a worksheet posted on GC Holman's Homework to complete tonight. The copy machine is broken, so I couldn't make paper copies.
After math, the students enjoyed lunch and indoor recess. Then, they went to PE with Mr. Smith.
When we returned to class, we began our literacy block. First, we reviewed how to use text and our background knowledge to make inferences. Then, I modeled doing so using the poem, Ode to My Library". After that, we reviewed several types of poetic devices/techniques and examples of each.
Today, while I worked with small groups the students read a poem called, Oranges", and practiced using the text and their own background knowledge to make inferences. Then, they chose a poetic device/technique and revised their ode to include it. If they had time, they also completed a WTW practice activity.
Blue/Pink: The students read the text on page 30 of their Safari magazine and, on a sticky note, identified the type of writing and elements that support their answer. After that, they reread the poem and we discussed inferences that could be made. For HOMEWORK the students need to reread the poem and write 2 lines, about a race, that rhyme.
Orange: The students read the text on page 30 of their Safari magazine and, on a sticky note, identified the type of writing and elements that support their answer. After that, they reread the poem and we discussed inferences that could be made. For HOMEWORK the students need to reread the poem and write one stanza of four lines, about garbage, with the second and fourth line rhyming.
Green: The students read the text on page 30 of their Safari magazine and, on a sticky note, identified the type of writing and elements that support their answer. After that, they reread the poem and we discussed inferences that could be made. For HOMEWORK the students need to reread the poem and write one stanza for "I'm Free".
After the announcements, we began our science lesson. Today we observed and described that happens when we combined two different materials. During our investigation we determined whether the different combinations were mixtures (could be separated back apart) or solutions (not able to be separated once combined). We also identified the solute (lesser material) and the solvent (greater amount of material).
Next, we switched for math and took a Go Noodle brain break. Then we completed a skill review warm up and began our rotations.
During the small group lesson we used place value to multiply two multiples of ten. During math with a partner, the students had one last day to complete the decimal task cards. Those who finished early, played Multiplication War to improve their basic fact fluency. During the technology rotation, the students watched a Khan Academy lesson about multiplying 2 multiples of ten and then completed a follow up practice activity. Those who finished early either used another site to practice this further or worked on Xtra Math.
There is a worksheet posted on GC Holman's Homework to complete tonight. The copy machine is broken, so I couldn't make paper copies.
After math, the students enjoyed lunch and indoor recess. Then, they went to PE with Mr. Smith.
When we returned to class, we began our literacy block. First, we reviewed how to use text and our background knowledge to make inferences. Then, I modeled doing so using the poem, Ode to My Library". After that, we reviewed several types of poetic devices/techniques and examples of each.
Today, while I worked with small groups the students read a poem called, Oranges", and practiced using the text and their own background knowledge to make inferences. Then, they chose a poetic device/technique and revised their ode to include it. If they had time, they also completed a WTW practice activity.
Blue/Pink: The students read the text on page 30 of their Safari magazine and, on a sticky note, identified the type of writing and elements that support their answer. After that, they reread the poem and we discussed inferences that could be made. For HOMEWORK the students need to reread the poem and write 2 lines, about a race, that rhyme.
Orange: The students read the text on page 30 of their Safari magazine and, on a sticky note, identified the type of writing and elements that support their answer. After that, they reread the poem and we discussed inferences that could be made. For HOMEWORK the students need to reread the poem and write one stanza of four lines, about garbage, with the second and fourth line rhyming.
Green: The students read the text on page 30 of their Safari magazine and, on a sticky note, identified the type of writing and elements that support their answer. After that, they reread the poem and we discussed inferences that could be made. For HOMEWORK the students need to reread the poem and write one stanza for "I'm Free".
Monday, April 24, 2017
Marvelous Monday  Bread Making Field trip
This morning the students completed a language review activity and then worked on a WTW practice activity. After the announcements, we reviewed the language activity and began our rocks and minerals unit.
First, the children wrote down observations of the rock they brought in from home. Then, we used their clues to determine which rock belonged to each person.
After that, we ate lunch and boarded the bus for our field trip.
The actual field trip lasted for approximately two hours. The first hour watched a bread baking demonstration. Then, the students got to participate in a variety of science based activities including; holding a snake and a bearded dragon, digging for shark's teeth, using a robot to throw a ball, watching the gas released from yeast blow up a balloon, digging DNA out of a strawberry, and a lot more!!
When we returned to school, we ate snack and talked about the fun field trip.
We ended the day by finishing the science lesson we began this morning. The students used a list of observation questions that is often used by geologists to improve their rock observations. Then, we used their updated clues to guess the rocks. Our accuracy improved a lot!
HOMEWORK tonight is to share the events of the field trip and make a plan to bake the bread this weekend.
First, the children wrote down observations of the rock they brought in from home. Then, we used their clues to determine which rock belonged to each person.
After that, we ate lunch and boarded the bus for our field trip.
The actual field trip lasted for approximately two hours. The first hour watched a bread baking demonstration. Then, the students got to participate in a variety of science based activities including; holding a snake and a bearded dragon, digging for shark's teeth, using a robot to throw a ball, watching the gas released from yeast blow up a balloon, digging DNA out of a strawberry, and a lot more!!
When we returned to school, we ate snack and talked about the fun field trip.
We ended the day by finishing the science lesson we began this morning. The students used a list of observation questions that is often used by geologists to improve their rock observations. Then, we used their updated clues to guess the rocks. Our accuracy improved a lot!
HOMEWORK tonight is to share the events of the field trip and make a plan to bake the bread this weekend.
Friday, April 21, 2017
Fantastic Friday
This morning the students got to choose what they did during morning work. Then, they went to music with Ms. Thomson. When they returned to class, we watched the morning announcements and reviewed the answers for this week's puzzles.
Next, we switched for math and took a Go Noodle brain break. After that, we completed a decimal warm up and went over last night's homework. Then, the children took this week's formative, which focused on comparing decimals.
The students did very well on the formative. They have been graded and returned to all. Look for them in home folders this evening.
After math, the children enjoyed lunch and outdoor recess.
When we returned to class, we began our literacy block. First, we reviewed the elements of a play and began comparing and contrasting the various elements of prose, poems, and dramas. After that, I modeled how to use my organizers, and the rubric, to write an ode.
While I met with guided reading groups, the students read the play in their Safari Magazines and listed unknown words. After that, they drafted their ode, using their graphic organizers. Finally, they completed their WTW definitions and sentences.
Pink/Blue: We identified various elements of a play and then began reading the play, "The Trials," and making inferences along the way.
Orange: First, the students had a chance to share the stanzas they wrote, last night, to go with the garbage poem we read in group. Then, we identified various elements of a play and then began reading the play, "Buried," and making inferences along the way.
Green: First, we shared, and discussed, the inferences they made for homework last night. After that, we identified various elements of a play and then began reading the play, "Terror on the Log Flume," and making inferences along the way.
After our literacy block, we had a quick class meeting. First, each person shared the best part of the week. Then, we watched the United Diversity video that the school filmed during recess yesterday. It was AWESOME!
Next, we switched for math and took a Go Noodle brain break. After that, we completed a decimal warm up and went over last night's homework. Then, the children took this week's formative, which focused on comparing decimals.
The students did very well on the formative. They have been graded and returned to all. Look for them in home folders this evening.
After math, the children enjoyed lunch and outdoor recess.
When we returned to class, we began our literacy block. First, we reviewed the elements of a play and began comparing and contrasting the various elements of prose, poems, and dramas. After that, I modeled how to use my organizers, and the rubric, to write an ode.
While I met with guided reading groups, the students read the play in their Safari Magazines and listed unknown words. After that, they drafted their ode, using their graphic organizers. Finally, they completed their WTW definitions and sentences.
Pink/Blue: We identified various elements of a play and then began reading the play, "The Trials," and making inferences along the way.
Orange: First, the students had a chance to share the stanzas they wrote, last night, to go with the garbage poem we read in group. Then, we identified various elements of a play and then began reading the play, "Buried," and making inferences along the way.
Green: First, we shared, and discussed, the inferences they made for homework last night. After that, we identified various elements of a play and then began reading the play, "Terror on the Log Flume," and making inferences along the way.
After our literacy block, we had a quick class meeting. First, each person shared the best part of the week. Then, we watched the United Diversity video that the school filmed during recess yesterday. It was AWESOME!
Thursday, April 20, 2017
Thrilling Thursday
This morning the students worked on solving our weekly puzzles and their WTW definitions and sentences. Then, after the announcements, we watched 2 videos about an exciting activity we will participate in during recess today.
Over Spring Break, many students and parents from our community, including one of our own classmates, began organizing a project for MCPS's contest celebrating diversity. During their recess, our students will created one of the letters from the word "united" (the letter N), which will be photographed and imported into a dance video, celebrating the united diversity we share here at Wims.
After learning about and discussing this project, and our part, the student completed the posters they began in social studies yesterday, depicting the purpose of government. Then the children shared their posters with the class.
Next, we switched for math, and practiced the dance we will perform in the video during recess, instead of a Go Noodle dance. Then we completed a warm up involving money and reviewed last night's homework. After that, we began our rotations.
During the small group instruction we used models to compare decimals up to the hundredths. During math with a partner, the students engaged in math discourse as they continued to work on the decimal task cards they began yesterday. Finally, during the technology portion, the students watched a Learn Zillion lesson about comparing decimals and took notes in their math journal. Those who finished early used an additional web site to compare decimals to the hundredths.
For HOMEWORK the students need to complete the back side of the worksheet we began in small group.
After math, the students enjoyed lunch and outdoor recess. During recess they participated in the united diversity video project and I was told they did very well!
When we returned to class we began our literacy block.
After reviewing the elements/characteristics of prose, we identified and discussed the elements and characteristics of poetry. While I met with guided reading groups, the students worked on the following tasks.
First, they read the poem, on page 11, of their guided reading book and, using sticky notes and a chart in GC  Reading, identified 5 elements of poetry. After that, they completed both planning organizers for their odes. Next, they practiced identifying elements of prose, poetry, and plays, using 2 links in GC  Reading. If they had additional time, they read quietly or worked on their WTW assignments.
Pink/Blue: First the students, who completed their homework, shard their two truths and one fib, and we guessed the fib. Next we read the poem on page 11 and discussed the elements of poetry they identified. For HOMEWORK the students need to reread the poem out loud to a family member.
Orange: First the students, who completed their homework, shard their two truths and one fib, and we guessed the fib. Next we read the poem on page 11 and discussed the elements of poetry they identified. For HOMEWORK the students need to reread the poem and write a new stanza using the letters in the word garbage.
Green: First the students, who completed their homework, shard their two truths and one fib, and we guessed the fib. Next we read the poem on page 11 and discussed the elements of poetry they identified. For HOMEWORK the students need to reread the poem and make an inference based using details from the text.
After reading, we began our writing block. First, we picked new writing partners for the fourth quarter. Then students shared their topics and organizers with their new partners. After that, we shared ideas as a class. We will begin drafting our odes tomorrow.
HOMEWORK is posted on GCHolman's Homework, as usual.
Over Spring Break, many students and parents from our community, including one of our own classmates, began organizing a project for MCPS's contest celebrating diversity. During their recess, our students will created one of the letters from the word "united" (the letter N), which will be photographed and imported into a dance video, celebrating the united diversity we share here at Wims.
After learning about and discussing this project, and our part, the student completed the posters they began in social studies yesterday, depicting the purpose of government. Then the children shared their posters with the class.
Next, we switched for math, and practiced the dance we will perform in the video during recess, instead of a Go Noodle dance. Then we completed a warm up involving money and reviewed last night's homework. After that, we began our rotations.
During the small group instruction we used models to compare decimals up to the hundredths. During math with a partner, the students engaged in math discourse as they continued to work on the decimal task cards they began yesterday. Finally, during the technology portion, the students watched a Learn Zillion lesson about comparing decimals and took notes in their math journal. Those who finished early used an additional web site to compare decimals to the hundredths.
For HOMEWORK the students need to complete the back side of the worksheet we began in small group.
After math, the students enjoyed lunch and outdoor recess. During recess they participated in the united diversity video project and I was told they did very well!
When we returned to class we began our literacy block.
After reviewing the elements/characteristics of prose, we identified and discussed the elements and characteristics of poetry. While I met with guided reading groups, the students worked on the following tasks.
First, they read the poem, on page 11, of their guided reading book and, using sticky notes and a chart in GC  Reading, identified 5 elements of poetry. After that, they completed both planning organizers for their odes. Next, they practiced identifying elements of prose, poetry, and plays, using 2 links in GC  Reading. If they had additional time, they read quietly or worked on their WTW assignments.
Pink/Blue: First the students, who completed their homework, shard their two truths and one fib, and we guessed the fib. Next we read the poem on page 11 and discussed the elements of poetry they identified. For HOMEWORK the students need to reread the poem out loud to a family member.
Orange: First the students, who completed their homework, shard their two truths and one fib, and we guessed the fib. Next we read the poem on page 11 and discussed the elements of poetry they identified. For HOMEWORK the students need to reread the poem and write a new stanza using the letters in the word garbage.
Green: First the students, who completed their homework, shard their two truths and one fib, and we guessed the fib. Next we read the poem on page 11 and discussed the elements of poetry they identified. For HOMEWORK the students need to reread the poem and make an inference based using details from the text.
After reading, we began our writing block. First, we picked new writing partners for the fourth quarter. Then students shared their topics and organizers with their new partners. After that, we shared ideas as a class. We will begin drafting our odes tomorrow.
HOMEWORK is posted on GCHolman's Homework, as usual.
Wednesday, April 19, 2017
Wonderful Wednesday  Report Cards!
This morning, we welcomed a new friend to our class. During this time the children chose between working on their Writing Wednesday stories or brainstorming topics for their odes. After attendance and lunch count, we began our social studies lesson.
First, the students did a Mad Minute where they wrote for a minute straight identifying any words that came to mind when they think about government. After sharing their ideas, they worked with a small group to create a poster displaying what they believe is the purpose of government.
Next, we switched for math and took a Go Noodle brain break. Then we completed a decimal warm up and reviewed last night's homework. After that, we began our rotations.
During our small group instruction, we practiced identifying fractions and decimals (up to hundredths) on a number line. During math with a partner, the students engaged in math discourse as they solved tasks involving decimals. Finally, during the technology rotation, the students watched a few, brief, Khan Academy lessons about playing decimals on a number line and then completed a follow up practice activity. IF they finished early, there were two additional practice sites for them to use.
For HOMEWORK the students need to complete problems 69 on the back of the worksheet we began in small group.
After math, the students enjoyed lunch and outdoor recess.
When they returned to class we began our literacy block. We began by identifying and discussing the characteristics of prose. Then we sorted examples of text to determine which was prose and which were not. After that, the children reread their guided reading text and identified elements that make it prose. After that, they finished brainstorming topics for their ode. Finally, they completed a WTW practice activity.
As the students worked independently, I met with guided reading groups.
Pink/Blue: We met and reviewed unknown words. Then we reread pages 1214 and shared what we learned and could infer about the swimmer and her coach. For HOMEWORK the students need to read pages 14 and 15 and write 2 truths and 1 fib about the swimmer.
After the pink group, the students had art with Mr. Cosgrove.
Then, after art, we began our writing lesson. First, we reviewed the 6 tips to write an ode that we discussed yesterday. Then I modeled how to complete the two graphic organizers we are using to organize our thoughts prior to writing our ode.
While I met with the other guided reading groups, the students chose a topic and worked on the organizers.
Orange: We reviewed their unknown words and then identified characteristics that made the story an example of prose. For HOMEWORK the students need to reread The Garbage Robot and write 2 truths and 1 fib, on a sticky note, to share in group tomorrow.
Green: We reviewed their unknown words and then identified characteristics that made the story an example of prose. For HOMEWORK the students need to reread The Coral Trap and write 2 truths and 1 fib, on a sticky note, to share in group tomorrow.
Finally, I distributed report cards. PLEASE keep the report card...it is yours! BUT return the EMPTY envelop, with your signature next to MP 3, indicating that you received the report card.
First, the students did a Mad Minute where they wrote for a minute straight identifying any words that came to mind when they think about government. After sharing their ideas, they worked with a small group to create a poster displaying what they believe is the purpose of government.
Next, we switched for math and took a Go Noodle brain break. Then we completed a decimal warm up and reviewed last night's homework. After that, we began our rotations.
During our small group instruction, we practiced identifying fractions and decimals (up to hundredths) on a number line. During math with a partner, the students engaged in math discourse as they solved tasks involving decimals. Finally, during the technology rotation, the students watched a few, brief, Khan Academy lessons about playing decimals on a number line and then completed a follow up practice activity. IF they finished early, there were two additional practice sites for them to use.
For HOMEWORK the students need to complete problems 69 on the back of the worksheet we began in small group.
After math, the students enjoyed lunch and outdoor recess.
When they returned to class we began our literacy block. We began by identifying and discussing the characteristics of prose. Then we sorted examples of text to determine which was prose and which were not. After that, the children reread their guided reading text and identified elements that make it prose. After that, they finished brainstorming topics for their ode. Finally, they completed a WTW practice activity.
As the students worked independently, I met with guided reading groups.
Pink/Blue: We met and reviewed unknown words. Then we reread pages 1214 and shared what we learned and could infer about the swimmer and her coach. For HOMEWORK the students need to read pages 14 and 15 and write 2 truths and 1 fib about the swimmer.
After the pink group, the students had art with Mr. Cosgrove.
Then, after art, we began our writing lesson. First, we reviewed the 6 tips to write an ode that we discussed yesterday. Then I modeled how to complete the two graphic organizers we are using to organize our thoughts prior to writing our ode.
While I met with the other guided reading groups, the students chose a topic and worked on the organizers.
Orange: We reviewed their unknown words and then identified characteristics that made the story an example of prose. For HOMEWORK the students need to reread The Garbage Robot and write 2 truths and 1 fib, on a sticky note, to share in group tomorrow.
Green: We reviewed their unknown words and then identified characteristics that made the story an example of prose. For HOMEWORK the students need to reread The Coral Trap and write 2 truths and 1 fib, on a sticky note, to share in group tomorrow.
Finally, I distributed report cards. PLEASE keep the report card...it is yours! BUT return the EMPTY envelop, with your signature next to MP 3, indicating that you received the report card.
Tuesday, April 18, 2017
Terrific Tuesday  The Beginning of the 4th Quarter!
This morning, the students had a chance to practice their keyboarding skills using Typing Club. Then, we reviewed the new TASS (thinking and academic success skills) skills; intellectual risk taking, and being a flexible thinker. After that, we had a quick class meeting to share what we did over Spring Break and set some goals for our last marking period in fourth grade.
Next, I explained that we will be studying the government of Maryland, but before doing that, we needed to activate any prior knowledge. So, the children completed a 321 Bridge identifying 3 thoughts they have, 2 questions they are wondering, and 1 metaphor or simile. Finally, several students shared their ideas and questions.
After that, we switched for math and took a Go Noodle brain break. Then we completed an error analysis warm up and began our rotations.
During the small group, teacher led, instruction we used decimal notation to represent fractions of a meter on a number line diagram. During math with a partner, the students matched the word form and the numeric representation of decimals. Finally, during the technology rotation, the students watched 2 Khan Academy lessons about labeling tenths on a number line and then completed a follow up practice activity. If they had extra time, they continued identifying decimals on a number line, using 2 more web sites.
For HOMEWORK the students need to complete the half sheet converting the word representation of decimal notation into the numeric representation.
After math the students enjoyed lunch and outdoor recess. Then they went to PE with Mr. Smith.
When we returned to class, we began our literacy block. During this time the children had a chance to complete their new WTW word sort and begin reading their new stories. We will be studying the format of poetry, prose, and plays. Today, all reading groups received a Safari Magazine, on their guided reading level. They were to read the prose (story) on pages 1219 and list unknown words, and page numbers, on a sticky note.
Finally, we learned that an ode is a poem, usually involving 35 stanzas of 10 lines each, about a specific topic for which the poet is extremely passionate...either positive or negative. After reading a few examples, the students began brainstorming a list of possible topics for their own ode.
HOMEWORK is posted on GC  Holman's Homework.
Next, I explained that we will be studying the government of Maryland, but before doing that, we needed to activate any prior knowledge. So, the children completed a 321 Bridge identifying 3 thoughts they have, 2 questions they are wondering, and 1 metaphor or simile. Finally, several students shared their ideas and questions.
After that, we switched for math and took a Go Noodle brain break. Then we completed an error analysis warm up and began our rotations.
During the small group, teacher led, instruction we used decimal notation to represent fractions of a meter on a number line diagram. During math with a partner, the students matched the word form and the numeric representation of decimals. Finally, during the technology rotation, the students watched 2 Khan Academy lessons about labeling tenths on a number line and then completed a follow up practice activity. If they had extra time, they continued identifying decimals on a number line, using 2 more web sites.
For HOMEWORK the students need to complete the half sheet converting the word representation of decimal notation into the numeric representation.
After math the students enjoyed lunch and outdoor recess. Then they went to PE with Mr. Smith.
When we returned to class, we began our literacy block. During this time the children had a chance to complete their new WTW word sort and begin reading their new stories. We will be studying the format of poetry, prose, and plays. Today, all reading groups received a Safari Magazine, on their guided reading level. They were to read the prose (story) on pages 1219 and list unknown words, and page numbers, on a sticky note.
Finally, we learned that an ode is a poem, usually involving 35 stanzas of 10 lines each, about a specific topic for which the poet is extremely passionate...either positive or negative. After reading a few examples, the students began brainstorming a list of possible topics for their own ode.
HOMEWORK is posted on GC  Holman's Homework.
Thursday, April 6, 2017
Thrilling, but soggy, Thursday
This morning the students worked on solving our weekly puzzles and then had time to finish any unfinished work, such as; the culture presentation or the states of matter project. After that, we put our runoff collection tools, that we constructed in December, outside to see if they work. Finally, we began sharing the students culture presentations.
Next, we switched for math and took a Go Noodle brain break. Then we did a warm up analyzing a student's incorrect answer to a question converting a decimal to a fraction. After that, we played Kahoot, as a fun way to review what we've learned about fractions and decimals.
Following math, the students enjoyed lunch and indoor recess.
After recess, we had quite the afternoon! :)
The plan was to have students complete the memoirs, and share the culture and matter projects. We also wanted to clean out baskets and clean up the room.
However, due to weather conditions, we were moved into a shelter in place for a big chunk of time.
When the weather was no longer a danger, we returned to the portable, picking up the runoff collection tools along the way.
Once inside the students met with their groups and discussed if their runoff collection tool worked and what changes they would make. After sharing their thoughts, we continued sharing culture projects, leftover from this morning.
Next, we switched for math and took a Go Noodle brain break. Then we did a warm up analyzing a student's incorrect answer to a question converting a decimal to a fraction. After that, we played Kahoot, as a fun way to review what we've learned about fractions and decimals.
Following math, the students enjoyed lunch and indoor recess.
After recess, we had quite the afternoon! :)
The plan was to have students complete the memoirs, and share the culture and matter projects. We also wanted to clean out baskets and clean up the room.
However, due to weather conditions, we were moved into a shelter in place for a big chunk of time.
When the weather was no longer a danger, we returned to the portable, picking up the runoff collection tools along the way.
Once inside the students met with their groups and discussed if their runoff collection tool worked and what changes they would make. After sharing their thoughts, we continued sharing culture projects, leftover from this morning.
Wednesday, April 5, 2017
Wonderful Wednesday
This morning the students had time to work on their culture presentations and/or their states of matter posters/presentations. After that, we were treated to an assembly provided by our fabulous PTA. We got to meet Nick Bruel, the author of the Bad Kitty series. He was very entertaining and quite informative!
Next, we switched for math and took a Go Noodle brain break. Then we reviewed last night's homework and did a couple of practice problems. After taking a quick class vote, we decided to take our formative today...so that's what we did next! :) Overall, the students did very well. Look for them in home folders tonight.
After math, the children enjoyed lunch and outdoor recess.
When they returned to class we began our literacy block.
Today we focused on completing the memoirs. I spent some time reminding the class of the criteria for success listed on the rubric and the resources, and examples, included in the Google Slides checklist. Then the children worked on publishing, conferencing, and revising their story. As they worked I met with students, one onone, to help them with their revisions. Those who finished early worked on their states of matter poster/presentation.
During our literacy block, the students did take a break to have art with Mr. Cosgrove.
Next, we switched for math and took a Go Noodle brain break. Then we reviewed last night's homework and did a couple of practice problems. After taking a quick class vote, we decided to take our formative today...so that's what we did next! :) Overall, the students did very well. Look for them in home folders tonight.
After math, the children enjoyed lunch and outdoor recess.
When they returned to class we began our literacy block.
Today we focused on completing the memoirs. I spent some time reminding the class of the criteria for success listed on the rubric and the resources, and examples, included in the Google Slides checklist. Then the children worked on publishing, conferencing, and revising their story. As they worked I met with students, one onone, to help them with their revisions. Those who finished early worked on their states of matter poster/presentation.
During our literacy block, the students did take a break to have art with Mr. Cosgrove.
Tuesday, April 4, 2017
Terrific Tuesday
This morning students who had not completed the rough draft for their memoir worked on that, while others practiced their keyboarding skills using Typing Club. Then, after the announcements, we began our science lesson.
Today the students worked on a culminating project, either a poster or Google Slides presentation, to show what they know about matter. Using resources provided in GC  Science, the children chose a way to identify and explain the 3 state of matter. While they worked, I met with small groups to conference with them on their memoir rough drafts.
Next, we switched for math and took a Go Noodle brain break. After that, we did a warm up involving money and went over last night's homework. Then we began our rotations.
During the small group lesson we worked on reading,writing, adding, and subtracting decimals and fractions. During math with a partner, the students chose between playing Go Fish or Memory Matching using decimal cards. Finally, during the technology rotation, the children watched a Khan Academy lesson about converting tenths to hundredths, and then completed 2 practice activities. Those who had time left over used the site Soccer Math to practice adding decimals.
For HOMEWORK the students need to complete a worksheet called, "Subtracting Decimals".
After math, the students enjoyed lunch and outdoor recess. Then they went to PE with Mr. Smith.
When we returned to class, we focused on writing our memoirs. First, I reviewed a new resource added to their GCWriting pages. It is a Google Slides checklist of criteria and examples for the students to use before completing their final draft. Then we reviewed the grading rubric I will be using.
After that, the children used the checklist and rubric to revise their writing as they typed their final draft into a Google Doc. I continued to work with small groups of students helping them edit and revise their writing.
HOMEWORK is posted on GCHolman's Homework.
Today the students worked on a culminating project, either a poster or Google Slides presentation, to show what they know about matter. Using resources provided in GC  Science, the children chose a way to identify and explain the 3 state of matter. While they worked, I met with small groups to conference with them on their memoir rough drafts.
Next, we switched for math and took a Go Noodle brain break. After that, we did a warm up involving money and went over last night's homework. Then we began our rotations.
During the small group lesson we worked on reading,writing, adding, and subtracting decimals and fractions. During math with a partner, the students chose between playing Go Fish or Memory Matching using decimal cards. Finally, during the technology rotation, the children watched a Khan Academy lesson about converting tenths to hundredths, and then completed 2 practice activities. Those who had time left over used the site Soccer Math to practice adding decimals.
For HOMEWORK the students need to complete a worksheet called, "Subtracting Decimals".
After math, the students enjoyed lunch and outdoor recess. Then they went to PE with Mr. Smith.
When we returned to class, we focused on writing our memoirs. First, I reviewed a new resource added to their GCWriting pages. It is a Google Slides checklist of criteria and examples for the students to use before completing their final draft. Then we reviewed the grading rubric I will be using.
After that, the children used the checklist and rubric to revise their writing as they typed their final draft into a Google Doc. I continued to work with small groups of students helping them edit and revise their writing.
HOMEWORK is posted on GCHolman's Homework.
Monday, April 3, 2017
Marvelous Monday
This morning the students worked on a language review activity. After reviewing the correct answers, Ms. Snyder visited us to do a lesson about friendship.
After that, we switched for math and took a Go Noodle brain break. After that we completed a warm up matching fractions with their decimal notations. Then we began our rotations.
During the small group rotation we solved measurement problems involving liquid volume (liters to the hundredths). During math with a partner, the students played Decimal Go Fish. Finally, during the technology rotation, the students watched 2 Khan Academy lessons about decimals and then completed a follow up practice activity. Those who finished early played Decimal Detectives to practice decimal place value.
For HOMEWORK the children need to complete problems C and D on the worksheet we began in group.
After math, the students enjoyed lunch and outdoor recess.
When we returned to class, we began our literacy block.
We began by reviewing the characteristics of a memoir and reading some examples written by authors. After that,, I finished drafting my model memoir, thinking aloud as I went. The model has been uploaded to GC  writing, for students to use as they draft their own.
While I met with guided reading groups, the children watched a Learn Zillion lesson about using quotation marks in writing and completed a practice activity. After that, they worked on completing the rough draft for their memoir. Then, those who weren't finished, had time to work on their Culture Google Slides presentation.
Pink: We began with some word work focusing on r controlled vowels. After that we discussed using the main idea and key details to summarize nonfiction text. Then we practiced read the first two paragraphs of the article, "Festivals from Around the World." For HOMEWORK the students need to practice reading the first two paragraphs, working on fluency.
Blue: We discussed using the main idea and key details to summarize nonfiction text. Then the students read an article called, "Festivals from Around the World," and identified two new holidays they read about and one fact about each. Then we discussed where to find the main idea of a multi paragraph essay. For HOMEWORK the students need to reread the entire article and number the paragraphs.
Orange: We discussed using the main idea and key details to summarize nonfiction text. Then the students read an article called, "Festivals from Around the World," and identified two new holidays they read about and one fact about each. Then we discussed where to find the main idea of a multi paragraph essay. For HOMEWORK the students need to reread the entire article and number the paragraphs.
Green: We discussed using the main idea and key details to summarize nonfiction text. Then the students read an article called, "Festivals from Around the World," and identified two new holidays they read about and one fact about each. Then we discussed where to find the main idea of a multi paragraph essay. For HOMEWORK the students need to reread the entire article and number the paragraphs.
After meeting with guided reading groups, I worked with individual students planning and drafting their memoirs.
HOMEWORK is posted on GC  Holman's Homework.
After that, we switched for math and took a Go Noodle brain break. After that we completed a warm up matching fractions with their decimal notations. Then we began our rotations.
During the small group rotation we solved measurement problems involving liquid volume (liters to the hundredths). During math with a partner, the students played Decimal Go Fish. Finally, during the technology rotation, the students watched 2 Khan Academy lessons about decimals and then completed a follow up practice activity. Those who finished early played Decimal Detectives to practice decimal place value.
For HOMEWORK the children need to complete problems C and D on the worksheet we began in group.
After math, the students enjoyed lunch and outdoor recess.
When we returned to class, we began our literacy block.
We began by reviewing the characteristics of a memoir and reading some examples written by authors. After that,, I finished drafting my model memoir, thinking aloud as I went. The model has been uploaded to GC  writing, for students to use as they draft their own.
While I met with guided reading groups, the children watched a Learn Zillion lesson about using quotation marks in writing and completed a practice activity. After that, they worked on completing the rough draft for their memoir. Then, those who weren't finished, had time to work on their Culture Google Slides presentation.
Pink: We began with some word work focusing on r controlled vowels. After that we discussed using the main idea and key details to summarize nonfiction text. Then we practiced read the first two paragraphs of the article, "Festivals from Around the World." For HOMEWORK the students need to practice reading the first two paragraphs, working on fluency.
Blue: We discussed using the main idea and key details to summarize nonfiction text. Then the students read an article called, "Festivals from Around the World," and identified two new holidays they read about and one fact about each. Then we discussed where to find the main idea of a multi paragraph essay. For HOMEWORK the students need to reread the entire article and number the paragraphs.
Orange: We discussed using the main idea and key details to summarize nonfiction text. Then the students read an article called, "Festivals from Around the World," and identified two new holidays they read about and one fact about each. Then we discussed where to find the main idea of a multi paragraph essay. For HOMEWORK the students need to reread the entire article and number the paragraphs.
Green: We discussed using the main idea and key details to summarize nonfiction text. Then the students read an article called, "Festivals from Around the World," and identified two new holidays they read about and one fact about each. Then we discussed where to find the main idea of a multi paragraph essay. For HOMEWORK the students need to reread the entire article and number the paragraphs.
After meeting with guided reading groups, I worked with individual students planning and drafting their memoirs.
HOMEWORK is posted on GC  Holman's Homework.
Friday, March 31, 2017
Fabulous Friday
This morning the students had time to complete their summaries for the article about cockroaches and their WTW definitions and sentences. Those who were caught up on their assignments were able to choose what they wanted to do, since it is Free Choice Friday.
Then the class had music with Ms. Thomson.
After music we watched the Friday announcements and revealed the answers for our weekly puzzles.
Next, we switched for math and took a Go Noodle brain break. Then we completed a warm up which involved solving a multistep word problem involving kilometers to the hundredths, and reviewed last night's homework. After that, we began our rotations.
During the small group instruction, we took a break from solving word problems to focus on adding and subtracting decimals to the hundredths. During math with a partner, the students played Decimal War. Finally, during the technology rotation, the students watched a Learn Zillion lesson about adding and subtracting decimals and then solved 2 problems in their math journals. After that, they practiced subtracting decimals using the site, Decimal Subtraction  Matching.
We did not have a formative today but will have one prior to Spring Break, either on Wednesday or on Thursday....stay tuned! :)
After math, the students enjoyed lunch and indoor recess.
Next, we began our literacy block. Today we focused on writing the first three paragraphs of our memoirs. After the students read their hooks to their writing partner, we reviewed the resources available to them as they begin to write their seed story. Students were encouraged to use the model papers to help them write their own.
While I attempted to complete by monthly, informal reading assessments, the students worked on the following tasks. First, they drafter the beginning, middle, and end, of their memoirs. After that, they finished the summary of the cockroach article. Finally, they completed the Google Slide presentation about their culture.
Once I finished the testing (YIPPEE), we had our weekly class meeting. First, we shared what we are planning to do over Spring Break. Then we exchanged thank yous and compliments. After that, we played a game of Kahoot to review the three states of matter.
Then the class had music with Ms. Thomson.
After music we watched the Friday announcements and revealed the answers for our weekly puzzles.
Next, we switched for math and took a Go Noodle brain break. Then we completed a warm up which involved solving a multistep word problem involving kilometers to the hundredths, and reviewed last night's homework. After that, we began our rotations.
During the small group instruction, we took a break from solving word problems to focus on adding and subtracting decimals to the hundredths. During math with a partner, the students played Decimal War. Finally, during the technology rotation, the students watched a Learn Zillion lesson about adding and subtracting decimals and then solved 2 problems in their math journals. After that, they practiced subtracting decimals using the site, Decimal Subtraction  Matching.
We did not have a formative today but will have one prior to Spring Break, either on Wednesday or on Thursday....stay tuned! :)
After math, the students enjoyed lunch and indoor recess.
Next, we began our literacy block. Today we focused on writing the first three paragraphs of our memoirs. After the students read their hooks to their writing partner, we reviewed the resources available to them as they begin to write their seed story. Students were encouraged to use the model papers to help them write their own.
While I attempted to complete by monthly, informal reading assessments, the students worked on the following tasks. First, they drafter the beginning, middle, and end, of their memoirs. After that, they finished the summary of the cockroach article. Finally, they completed the Google Slide presentation about their culture.
Once I finished the testing (YIPPEE), we had our weekly class meeting. First, we shared what we are planning to do over Spring Break. Then we exchanged thank yous and compliments. After that, we played a game of Kahoot to review the three states of matter.
Thursday, March 30, 2017
Thrilling Thursday
This morning the students worked on solving our weekly puzzles and then had time to complete a WTW practice activity. Then, they worked on their culture Google Slide presentations. As they worked, I met with individual students to continue my monthly informal reading testing.
Next, we switched for math and took a Go Noodle brain break. After that we completed a word problem warm up involving decimals to the hundredths, money, and logic. Then we went over last night's homework and began our rotations.
During the small group instruction we worked on drawing visual models to help us solve word problems involving the measurement of distances to the hundredth kilometer. During math with a partner, the students played Decimal War using special cards. Finally, during the technology rotation, the students watched a Learn Zillion lesson about adding decimals and took notes in their math journals. Then they practiced adding decimals using the site, Hungry Puppies Decimals.
For HOMEWORK the students need to complete problems C and D on the worksheet we began in class.
After math, the students enjoyed lunch and outdoor recess.
When we returned to class we began our literacy block.
While I Continued by monthly, informal, reading testing, the students worked independently on the following tasks. First, they viewed a Flocabulary lesson about summarizing text. Then they took an online quiz. After that, they read an article about cockroaches, completed a 5 Ws organizer, and wrote a summary. Next the students had time to complete the web, they began yesterday, for their memoir. They had time to complete a WTW practice activity.
After reading, we took a Go Noodle brain break, and then focused on writing. First the students shared their web with their writing partner,. After that, we identified various ways to begin our memoir and hook our readers. Next we looked at some examples. Finally, the students spent 17 minutes drafting the beginning of their memoir. We ended with a couple of students sharing their writing.
HOMEWORK is posted on GCHolman's Homework.
Next, we switched for math and took a Go Noodle brain break. After that we completed a word problem warm up involving decimals to the hundredths, money, and logic. Then we went over last night's homework and began our rotations.
During the small group instruction we worked on drawing visual models to help us solve word problems involving the measurement of distances to the hundredth kilometer. During math with a partner, the students played Decimal War using special cards. Finally, during the technology rotation, the students watched a Learn Zillion lesson about adding decimals and took notes in their math journals. Then they practiced adding decimals using the site, Hungry Puppies Decimals.
For HOMEWORK the students need to complete problems C and D on the worksheet we began in class.
After math, the students enjoyed lunch and outdoor recess.
When we returned to class we began our literacy block.
While I Continued by monthly, informal, reading testing, the students worked independently on the following tasks. First, they viewed a Flocabulary lesson about summarizing text. Then they took an online quiz. After that, they read an article about cockroaches, completed a 5 Ws organizer, and wrote a summary. Next the students had time to complete the web, they began yesterday, for their memoir. They had time to complete a WTW practice activity.
After reading, we took a Go Noodle brain break, and then focused on writing. First the students shared their web with their writing partner,. After that, we identified various ways to begin our memoir and hook our readers. Next we looked at some examples. Finally, the students spent 17 minutes drafting the beginning of their memoir. We ended with a couple of students sharing their writing.
HOMEWORK is posted on GCHolman's Homework.
Wednesday, March 29, 2017
Wonderful Wednesday
This morning the children worked on their summaries of the article about lion fish or their Writing Wednesday stories. Then we began our social studies lesson.
Today we focused on describing the cultural characteristics of groups of people in Maryland by looking at our own personal heritage. After watching two video clips about culture and discussing the various cultures which make up our community, the students selected a country from which their family originated. Then they began researching the culture of the country and preparing a Google Slides presentation.
Next, we switched for math and took a Go Noodle brain break. After that, we completed a decimal based warm up and went over last night's homework. Then we began our daily rotations.
During the small group rotation, we solved word problems involving time to the hundredths of a second. During math with a partner, the students played the decimal matching memory game pairing up decimal notation with a visual model. Finally, during the technology rotation, the students watched the Flocabulary video about decimals and completed a quick review and quiz (both online follow up activities). Then, those who had time, practiced reading and writing decimals to the hundredth using the site, Decimals of the Caribbean.
For HOMEWORK the students need to complete the second side of the worksheet we did in small group.
After math the students enjoyed lunch and outdoor recess.
When they returned to class, we began our literacy block.
While I worked on the monthly, informal reading assessments, the students watched a Flocabulary lesson about summarizing text and took an online (ungraded) quiz.
After that, they had art with Mr. Cosgrove.
After art, we focused on writing. First, we reviewed the difference between a watermelon topic and a seed story. Then the students chose a seed story and shared it with their writing partner. After that, they created a web, in their writing journals, to describe details and sensory images that they remember from the moment. As they worked I went around and met with each student to discuss their seed story. I gave feedback to help them focus on the exact moment in time.
HOMEWORK is posted on GC  Holman's Homework.
Today we focused on describing the cultural characteristics of groups of people in Maryland by looking at our own personal heritage. After watching two video clips about culture and discussing the various cultures which make up our community, the students selected a country from which their family originated. Then they began researching the culture of the country and preparing a Google Slides presentation.
Next, we switched for math and took a Go Noodle brain break. After that, we completed a decimal based warm up and went over last night's homework. Then we began our daily rotations.
During the small group rotation, we solved word problems involving time to the hundredths of a second. During math with a partner, the students played the decimal matching memory game pairing up decimal notation with a visual model. Finally, during the technology rotation, the students watched the Flocabulary video about decimals and completed a quick review and quiz (both online follow up activities). Then, those who had time, practiced reading and writing decimals to the hundredth using the site, Decimals of the Caribbean.
For HOMEWORK the students need to complete the second side of the worksheet we did in small group.
After math the students enjoyed lunch and outdoor recess.
When they returned to class, we began our literacy block.
While I worked on the monthly, informal reading assessments, the students watched a Flocabulary lesson about summarizing text and took an online (ungraded) quiz.
After that, they had art with Mr. Cosgrove.
After art, we focused on writing. First, we reviewed the difference between a watermelon topic and a seed story. Then the students chose a seed story and shared it with their writing partner. After that, they created a web, in their writing journals, to describe details and sensory images that they remember from the moment. As they worked I went around and met with each student to discuss their seed story. I gave feedback to help them focus on the exact moment in time.
HOMEWORK is posted on GC  Holman's Homework.
Tuesday, March 28, 2017
Terrific Tuesday
The students began the day working on their keyboarding fluency using Typing Club. Then we began our social studies lesson.
Today we read some text and watched a video to evaluate the early culture of Maryland and decide whether the early settler made contributions that led to us being a "Free State".
Next, we switched for math and took a Go Noodle brain break. After that, we did an elapsed time warm up and reviewed last night's homework. Before beginning our rotations, we watched a Flocabulary video about decimals.
During the small group instruction we practiced modeling and adding tenths and hundredths. During math with a partner, the students played a memory matching game using decimal notation and visual models. Finally, during the technology rotation, the children watched a Learn Zillion video about writing fractions of 100 in decimal form. After that they played Fruit Shoot to practice matching fractions and decimal notation.
For HOMEWORK the students need to complete problems CF on the worksheet we began in class.
After math, the students enjoyed lunch and recess. Then they went to PE with Mr. Smith.
When we returned to the room we began our literacy block. While I met with several students to complete my March informal reading testing, the res of the class read an article about lionfish, used a graphic organizer to identify the main idea and supporting details, and then summarized the text. This was an activity completely independent of adult support. I need to see what the children can do on their own. Those who finished early, reviewed our writing lesson from yesterday, and worked on their WTW definitions and sentences, or a practice activity.
After a quick Go Noodle brain break, we focused on writing.
First we reviewed the difference between a watermelon story and a seed story. Then we discussed examples of each. After that, I modeled taking a watermelon idea and breaking it into 3 seed ideas. Finally, the students identified 2 watermelon topics and 3 seed ideas for each.
HOMEWORK is posted on GC  Holman's Homework.
Today we read some text and watched a video to evaluate the early culture of Maryland and decide whether the early settler made contributions that led to us being a "Free State".
Next, we switched for math and took a Go Noodle brain break. After that, we did an elapsed time warm up and reviewed last night's homework. Before beginning our rotations, we watched a Flocabulary video about decimals.
During the small group instruction we practiced modeling and adding tenths and hundredths. During math with a partner, the students played a memory matching game using decimal notation and visual models. Finally, during the technology rotation, the children watched a Learn Zillion video about writing fractions of 100 in decimal form. After that they played Fruit Shoot to practice matching fractions and decimal notation.
For HOMEWORK the students need to complete problems CF on the worksheet we began in class.
After math, the students enjoyed lunch and recess. Then they went to PE with Mr. Smith.
When we returned to the room we began our literacy block. While I met with several students to complete my March informal reading testing, the res of the class read an article about lionfish, used a graphic organizer to identify the main idea and supporting details, and then summarized the text. This was an activity completely independent of adult support. I need to see what the children can do on their own. Those who finished early, reviewed our writing lesson from yesterday, and worked on their WTW definitions and sentences, or a practice activity.
After a quick Go Noodle brain break, we focused on writing.
First we reviewed the difference between a watermelon story and a seed story. Then we discussed examples of each. After that, I modeled taking a watermelon idea and breaking it into 3 seed ideas. Finally, the students identified 2 watermelon topics and 3 seed ideas for each.
HOMEWORK is posted on GC  Holman's Homework.
Monday, March 27, 2017
Marvelous Monday
This morning the students worked on a language review activity. After reviewing the correct answers, we began our social studies lesson.
Today we began researching the cultures of the three Native American Tribes that were in Maryland when the settlers arrived.
Next we switched for math and took a Go Noodle brain break. Then re went over Friday's formative and did a short group lesson introducing the students to decimal notation. After that we began our rotations.
During the small group lesson we used decimal notation to represent fractions with a denominator of 10 and 100. During math with a partner, the students worked on their multiplication fact fluency while playing Multiplication War. Finally, during math with a partner, the students watched 2 Learn Zillion lessons and took notes in their math journals. If they had extra time, they used the Fruit Shoot web site to practice identifying the representation of fractions in decimal notation.
For HOMEWORK the children need to use the worksheet from group to represent, using both the model and decimal notation, for the following fractions: 7/100, 48/100, 6/10, 2 and 8/10.
After math, the students enjoyed lunch and outdoor recess. When they returned to class we began our literacy block.
Pink: First we reviewed the 3 ways to spell the /er/sound. Then we identified words, in our text, that included one of the three spelling patterns. After that we did a first reading of the text, "What is a Rock?. Finally, we discussed the main idea of the article. For HOMEWORK the students need to reread the article and number the paragraphs.
Blue: The students received an article called, If Rocks Could Talk". They read it independently and highlighted unknown words. Then, in group we reviewed their unknown words and read and discussed the article. For HOMEWORK the students need to reread the article and number the paragraphs.
Orange: The students read an article called, "Dig This!" independently and underlined or highlighted unknown words. Then they met with their group to discuss challenging words and questions they had. Next, we met together to review the main idea and go over some vocabulary. For HOMEWORK the students need to reread the article and number the paragraphs.
Green: The children read an article called, "Hard Minerals," independently and underline or highlighted unknown words. Then they met with their group to discuss challenging words and questions they were wondering. After that, they met with me to go over anything that was still confusing and determine the main idea. For HOMEWORK the students need to reread the article and number the paragraphs.
After reading the students took a Go Noodle brain break and we began our writing lesson.
Today we identified a memoir as an autobiography focused on a small portion of the author's life. We learned to think of a memoir as a seed if our lives are the watermelon. Next, we read through some examples of memoirs and identified the topic, mood, and hook. After that we watched two online lessons about choosing a seed topic for a memoir. Finally, the students identified ideas they had for seed stories on a Padlet.
HOMEWORK is posted of GCHolman's Homework.
Today we began researching the cultures of the three Native American Tribes that were in Maryland when the settlers arrived.
Next we switched for math and took a Go Noodle brain break. Then re went over Friday's formative and did a short group lesson introducing the students to decimal notation. After that we began our rotations.
During the small group lesson we used decimal notation to represent fractions with a denominator of 10 and 100. During math with a partner, the students worked on their multiplication fact fluency while playing Multiplication War. Finally, during math with a partner, the students watched 2 Learn Zillion lessons and took notes in their math journals. If they had extra time, they used the Fruit Shoot web site to practice identifying the representation of fractions in decimal notation.
For HOMEWORK the children need to use the worksheet from group to represent, using both the model and decimal notation, for the following fractions: 7/100, 48/100, 6/10, 2 and 8/10.
After math, the students enjoyed lunch and outdoor recess. When they returned to class we began our literacy block.
Pink: First we reviewed the 3 ways to spell the /er/sound. Then we identified words, in our text, that included one of the three spelling patterns. After that we did a first reading of the text, "What is a Rock?. Finally, we discussed the main idea of the article. For HOMEWORK the students need to reread the article and number the paragraphs.
Blue: The students received an article called, If Rocks Could Talk". They read it independently and highlighted unknown words. Then, in group we reviewed their unknown words and read and discussed the article. For HOMEWORK the students need to reread the article and number the paragraphs.
Orange: The students read an article called, "Dig This!" independently and underlined or highlighted unknown words. Then they met with their group to discuss challenging words and questions they had. Next, we met together to review the main idea and go over some vocabulary. For HOMEWORK the students need to reread the article and number the paragraphs.
Green: The children read an article called, "Hard Minerals," independently and underline or highlighted unknown words. Then they met with their group to discuss challenging words and questions they were wondering. After that, they met with me to go over anything that was still confusing and determine the main idea. For HOMEWORK the students need to reread the article and number the paragraphs.
After reading the students took a Go Noodle brain break and we began our writing lesson.
Today we identified a memoir as an autobiography focused on a small portion of the author's life. We learned to think of a memoir as a seed if our lives are the watermelon. Next, we read through some examples of memoirs and identified the topic, mood, and hook. After that we watched two online lessons about choosing a seed topic for a memoir. Finally, the students identified ideas they had for seed stories on a Padlet.
HOMEWORK is posted of GCHolman's Homework.
Friday, March 24, 2017
Fabulous Friday
This morning, since it's Friday, the students had Free Choice Friday for morning work. Then they went to music with Ms. Thomson. When they returned to class we watched the announcements and reviewed this week's puzzles.
Next, we switched for math and took a Go Noodle brain break. Then, we completed a warm up to prepare for today's formative and reviewed last night's homework. After that, the students took the weekly formative. Some struggled on it. They have been graded and returned to students. I will review it on Monday.
After math the students enjoyed lunch and indoor recess.
They spent the afternoon with a sub. I had to return to the dentist.
The entire afternoon will be a literacy block. The students will take a reading formative focusing on summarizing 2 paragraphs of "Swallowed by the Sea". They will also work with their writing partners to revise their inquiry persuasive piece and then complete their final draft.
Next, we switched for math and took a Go Noodle brain break. Then, we completed a warm up to prepare for today's formative and reviewed last night's homework. After that, the students took the weekly formative. Some struggled on it. They have been graded and returned to students. I will review it on Monday.
After math the students enjoyed lunch and indoor recess.
They spent the afternoon with a sub. I had to return to the dentist.
The entire afternoon will be a literacy block. The students will take a reading formative focusing on summarizing 2 paragraphs of "Swallowed by the Sea". They will also work with their writing partners to revise their inquiry persuasive piece and then complete their final draft.
Thursday, March 23, 2017
Thrilling Thursday
This morning the students worked on solving our weekly puzzles and then complete a WTW practice activity. After the announcements, we continued the science experiment we began yesterday. The students used 25 toothpicks and 10 gumdrops to prove that when matter changes form, there is no loss of mass.
Next, we switched for math and took a Go Noodle brain break. After that, we completed a warm up focusing on word problems involving intervals of time, and calculated the perimeter of the fence from last night's homework. Then, we began our rotations.
During the small group instruction the students solved problems involving the measurement of mass. During math with a partner the students chose between playing Equivalent Fractions Race, Fraction Capture Game, or Multiplication War. Finally, during the technology rotation, the students watched a Khan Academy lesson about equivalent fractions and completed the follow up practice activity. Then, they played Equivalent Fractions Splat.
For HOMEWORK the students should complete problems B and C on the worksheet we began in class.
After math, the children enjoyed lunch and outdoor recess.
When we returned to class we began our literacy block with a reading lesson. We used a semantic map to identify important vocabulary in an article about hurricanes. Then, as we read the text, we took notes using the words to guide us.
Pink and Blue: I met with these two groups together. We reread the 2nd and 3rd paragraphs of the secondhand account, "Swallowed by the Sea". Then we used topic sentences to determine main ideas. Finally, we used stopthinkparaphrase and somebodywantedbutsothen to orally summarize the text. For HOMEWORK the students need to reread the second and third paragraphs.
Orange: We reread the 2nd and 3rd paragraphs of the secondhand account, "Swallowed by the Sea". Then we used topic sentences to determine main ideas. Finally, we used stopthinkparaphrase and somebodywantedbutsothen to orally summarize the text. For HOMEWORK the students need to reread the second and third paragraphs.
Green: We reread the 2nd and 3rd paragraphs of the secondhand account, "Swallowed by the Sea". Then we used topic sentences to determine main ideas. Finally, we used stopthinkparaphrase and somebodywantedbutsothen to orally summarize the text. For HOMEWORK the students need to reread the second and third paragraphs.
After reading we took a Go Noodle brain break and then turned our attention to writing. First we reviewed what we did yesterday. Then I explained the criteria for their third reason paragraph and made notes on the organizer for the children to use. After that, the students wrote their final reason paragraph. Then they returned to the carpet and a few students had the chance to share. Finally, we drafted our conclusion paragraphs by restating our opinion and reasons, and ending with a feeling.
Next, we switched for math and took a Go Noodle brain break. After that, we completed a warm up focusing on word problems involving intervals of time, and calculated the perimeter of the fence from last night's homework. Then, we began our rotations.
During the small group instruction the students solved problems involving the measurement of mass. During math with a partner the students chose between playing Equivalent Fractions Race, Fraction Capture Game, or Multiplication War. Finally, during the technology rotation, the students watched a Khan Academy lesson about equivalent fractions and completed the follow up practice activity. Then, they played Equivalent Fractions Splat.
For HOMEWORK the students should complete problems B and C on the worksheet we began in class.
After math, the children enjoyed lunch and outdoor recess.
When we returned to class we began our literacy block with a reading lesson. We used a semantic map to identify important vocabulary in an article about hurricanes. Then, as we read the text, we took notes using the words to guide us.
Pink and Blue: I met with these two groups together. We reread the 2nd and 3rd paragraphs of the secondhand account, "Swallowed by the Sea". Then we used topic sentences to determine main ideas. Finally, we used stopthinkparaphrase and somebodywantedbutsothen to orally summarize the text. For HOMEWORK the students need to reread the second and third paragraphs.
Orange: We reread the 2nd and 3rd paragraphs of the secondhand account, "Swallowed by the Sea". Then we used topic sentences to determine main ideas. Finally, we used stopthinkparaphrase and somebodywantedbutsothen to orally summarize the text. For HOMEWORK the students need to reread the second and third paragraphs.
Green: We reread the 2nd and 3rd paragraphs of the secondhand account, "Swallowed by the Sea". Then we used topic sentences to determine main ideas. Finally, we used stopthinkparaphrase and somebodywantedbutsothen to orally summarize the text. For HOMEWORK the students need to reread the second and third paragraphs.
After reading we took a Go Noodle brain break and then turned our attention to writing. First we reviewed what we did yesterday. Then I explained the criteria for their third reason paragraph and made notes on the organizer for the children to use. After that, the students wrote their final reason paragraph. Then they returned to the carpet and a few students had the chance to share. Finally, we drafted our conclusion paragraphs by restating our opinion and reasons, and ending with a feeling.
Wednesday, March 22, 2017
Wonderful Wednesday
This morning the students completed a graded exit card reflecting the history and culture of St. Mary's City. After that, the students began a science experiment. Students used 25 toothpicks and 10 gumdrops to prove that matter can change forms without losing mass.
Next, we switched for math and took a Go Noodle brain break. Then we completed an elapsed time warm up and shared last night's homework. After that, we began our rotations.
During the whole group instruction we practiced solving a problem involving the measurement of distances. During math with a partner, the students played a fraction capture game where they claimed squares according to fractions they rolled using dice. Finally, during the technology rotation the students used two web sites to practice calculating area and perimeter.
For HOMEWORK the students need to calculate the perimeter of the deck from the worksheet we began in group.
After math, the students enjoyed lunch and recess.
When they returned to class we began our literacy block. Before art we did a lesson about the characteristics of technical text. We read and discussed two documents which named and explained the same components of technical text in different ways. Then we looked at a set of directions for making an anemometer, an example of technical text, and identified the characteristics making it such.
With only a few minutes left before art, the children completed their introduction for the inquiry project and their definitions and sentences for WTW.
Then they had art with Mr.Cosgrove.
After art, we gathered on the carpet, with Chrome books, and had a whole group writing lesson. I am continuing to see that students aren't using my models, instruction, and feedback in their writing. So, today, we began drafting our first reason paragraph together...I explained my thinking and modeled my sentence (one at a time), and then the students wrote a similar sentence. Then the students wrote their second reason paragraph as I talked them through it but this time I did not model my writing. It is my hope this will help improve their writing.
HOMEWORK is posted on GC  Holman's Homework.
Next, we switched for math and took a Go Noodle brain break. Then we completed an elapsed time warm up and shared last night's homework. After that, we began our rotations.
During the whole group instruction we practiced solving a problem involving the measurement of distances. During math with a partner, the students played a fraction capture game where they claimed squares according to fractions they rolled using dice. Finally, during the technology rotation the students used two web sites to practice calculating area and perimeter.
For HOMEWORK the students need to calculate the perimeter of the deck from the worksheet we began in group.
After math, the students enjoyed lunch and recess.
When they returned to class we began our literacy block. Before art we did a lesson about the characteristics of technical text. We read and discussed two documents which named and explained the same components of technical text in different ways. Then we looked at a set of directions for making an anemometer, an example of technical text, and identified the characteristics making it such.
With only a few minutes left before art, the children completed their introduction for the inquiry project and their definitions and sentences for WTW.
Then they had art with Mr.Cosgrove.
After art, we gathered on the carpet, with Chrome books, and had a whole group writing lesson. I am continuing to see that students aren't using my models, instruction, and feedback in their writing. So, today, we began drafting our first reason paragraph together...I explained my thinking and modeled my sentence (one at a time), and then the students wrote a similar sentence. Then the students wrote their second reason paragraph as I talked them through it but this time I did not model my writing. It is my hope this will help improve their writing.
HOMEWORK is posted on GC  Holman's Homework.
Tuesday, March 21, 2017
Terrific Tuesday
This morning the students practiced their keyboarding skills using Typing Club. Then, after the announcements,we began our social studies lesson.
First, we reviewed what we have learned about the St. Mary's City colony. After that, we watched a very short video clip about indentured servants, and discussed the difference between an indentured servant and a slave. Next, the students read an article about a plantation master and took notes, using a doc in GC  SS, about their new understandings/learning.
Next, we switched for math and took a Go Noodle brain break. After that, we completed a time related warm up and reviewed last night's homework. Then, we began our rotations.
During the small group instruction we began creating an itinerary for an imaginary field trip to Mount Vernon. This allowed us to problem solve using intervals of time. During math with a partner, the students played a fraction capture game where they claimed squares according to fractions they rolled using dice. Finally, during technology the students used two links to practice solving word problems. Those who finished early worked on their basic fact fluency using Xtra Math.
For HOMEWORK the children need to complete the Mount Vernon itinerary that they began in class.
After math, the students enjoyed lunch and outdoor recess. Then they went to PE with Mr. Smith.
When we returned to class, we began our literacy block.
WE began by reviewing the RACER strategy for writing good paragraphs. Then I modeled how to use my index card to write an introduction for the ad critique inquiry project.
While I met with guided reading groups
Pink: We reviewed challenging words in the 2 paragraphs about Clara Barton's firsthand account of the Galveston hurricane. Then we reread the paragraphs, pausing and paraphrasing along the way. Finally, we orally rehearsed a summary. For HOMEWORK the students need to reread the 2 paragraphs.
Blue: We reviewed challenging words in the 2 paragraphs about Clara Barton's firsthand account of the Galveston hurricane. Then we reread the paragraphs, pausing and paraphrasing along the way. Finally, we orally rehearsed a summary. For HOMEWORK the students need to reread the 2 paragraphs.
Orange: We reviewed challenging words in the 2 paragraphs about Clara Barton's firsthand account of the Galveston hurricane. Then we reread the paragraphs, pausing and paraphrasing along the way. Finally, we orally rehearsed a summary. For HOMEWORK the students need to reread the 2 paragraphs.
Unfortunately, I ran out of time and didn't get to meet with the green group.
First, we reviewed what we have learned about the St. Mary's City colony. After that, we watched a very short video clip about indentured servants, and discussed the difference between an indentured servant and a slave. Next, the students read an article about a plantation master and took notes, using a doc in GC  SS, about their new understandings/learning.
Next, we switched for math and took a Go Noodle brain break. After that, we completed a time related warm up and reviewed last night's homework. Then, we began our rotations.
During the small group instruction we began creating an itinerary for an imaginary field trip to Mount Vernon. This allowed us to problem solve using intervals of time. During math with a partner, the students played a fraction capture game where they claimed squares according to fractions they rolled using dice. Finally, during technology the students used two links to practice solving word problems. Those who finished early worked on their basic fact fluency using Xtra Math.
For HOMEWORK the children need to complete the Mount Vernon itinerary that they began in class.
After math, the students enjoyed lunch and outdoor recess. Then they went to PE with Mr. Smith.
When we returned to class, we began our literacy block.
WE began by reviewing the RACER strategy for writing good paragraphs. Then I modeled how to use my index card to write an introduction for the ad critique inquiry project.
While I met with guided reading groups
Pink: We reviewed challenging words in the 2 paragraphs about Clara Barton's firsthand account of the Galveston hurricane. Then we reread the paragraphs, pausing and paraphrasing along the way. Finally, we orally rehearsed a summary. For HOMEWORK the students need to reread the 2 paragraphs.
Blue: We reviewed challenging words in the 2 paragraphs about Clara Barton's firsthand account of the Galveston hurricane. Then we reread the paragraphs, pausing and paraphrasing along the way. Finally, we orally rehearsed a summary. For HOMEWORK the students need to reread the 2 paragraphs.
Orange: We reviewed challenging words in the 2 paragraphs about Clara Barton's firsthand account of the Galveston hurricane. Then we reread the paragraphs, pausing and paraphrasing along the way. Finally, we orally rehearsed a summary. For HOMEWORK the students need to reread the 2 paragraphs.
Unfortunately, I ran out of time and didn't get to meet with the green group.
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