This morning, before the announcements, the students worked on their keyboarding skills using Typing Club. Afterwards, we began our social studies lesson.
Today we began to analyze the interactions between the early European settlers in St. Augustine and the Native Americans. After a brief discussion, tapping into the background knowledge we built last marking period, the students began reading two articles and charting facts from them on a graphic organizer.
Next we switched for math and took a Go Noodle brain break. Then we completed a warm up and reviewed last night's homework.
During the small group instruction we identified factors for prime and composite numbers. During math with a partner, the students continued playing Math Hockey, to practice identifying factors of a multiple. Finally, during the technology rotation, the children watched a Learn Zillion lesson about prime and composite numbers, and took notes in their math journals. If they finished early they practiced identifying factors of numbers using the site, Factor Dogs.
For HOMEWORK the students need to complete the worksheet we 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 had a short discussion about how the setting of the Greek myth Persephone impacts the main character.
While I met with individual students to complete my informal monthly reading assessments, the students worked on the following tasks. First, using their guided reading group version of the Greek myth, they illustrated how the two settings in the myth impacted Persephone and they wrote a caption for each. After that, the children analyzed two different weather related newsletters, paying particular attention to the way the topics were broken down. Next, they explored a Live Binder that included many different types of weather and several informative articles about each. After reviewing this, they selected a topic they wish to research, using a Google Form.
HOMEWORK is posted on GC - Holman's Homework.
Tuesday, January 31, 2017
Monday, January 30, 2017
Marvelous Monday - A New Beginning!!
Today begin the second half of the school year, as it is the first day of the third marking period.
Before the announcements, the students worked on a language review activity. Afterwards we reviewed the two new thinking and academic skills we are focusing on this marking period; evaluating (facts, opinions, and sources of information) and thinking about how we learn.
Next, Ms. Snyder visited and did a lesson about kindness. Together they watched, and discussed, a video featuring many different random acts of kindness. Then they were given a list of acts of kindness they can do. They have been challenged to do as many as possible by mid-February and then return the checked off list to Ms. Snyder.
When she left, we went over the language review warm up.
Then we switched for math and took a Go Noodle brain break. Instead of a warm up we reviewed the EMAT the students took in class on Thursday. Then we began our rotations.
During the small group instruction, we began by taking notes defining the terms factor and multiple. Then we used the site, Factorize, and grid paper, to identify factors for the multiple 12.
During math with a partner, the children played a game called, Math Hockey, to practice identifying the factors of a multiple, or product.
Finally, during the technology rotation, the children watched a Learn Zillion lesson explaining how to use a t-chart to identify factor pairs for a given multiple. Then they played Factor Dogs to practice identifying factors and their multiples.
Homework is 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.
After announcing that we would be studying Greek mythology, I explained and provided examples of allusions we make in everyday language so that the students could see the connection between what they are learning and why. After that, we reviewed how we use verbs to tell time by noticing the tenses used. We then used a Power Point to understand the past, present, and future progressive tenses.
While I met with guided reading groups, the children worked independently on the following assignments. First, they wanted the Greek myth, Demeter and Persephone, and completed a story map to represent it. Next, the children watched a Learn Zillion lesson about the progressive forms of verbs. They also completed a practice activity that supported the lesson. Next, the children reviewed the topics we have studied in both science and social studies, using Google Classroom, and listed them in their writer's notebook. After reviewing their list, they put a start next to 3-5 topics they might like to research further.
Pink and Blue: Today I met with both groups together. First we did some word work using the -ight spelling pattern. Then we reviewed some vocabulary in the myth, "The Reason for the Seasons - Demeter and Persephone". After that, I read the myth to the group and we discussed it. For HOMEWORK the children need to reread the myth, number the paragraphs and mark places they like with a smiley face and confusing parts with a question mark.
Orange: We read and discussed the Greek myth, Demeter & Persephone," and defined important vocabulary along the way. For HOMEWORK the students need to reread the myth, number the paragraphs, and mark places they like with a smiley, and places that are confusing with a questions mark.
Green: We read and discussed the Greek myth, Demeter & Persephone," and defined important vocabulary along the way. For HOMEWORK the students need to reread the myth, number the paragraphs, and mark places they like with a smiley, and places that are confusing with a questions mark.
Before the announcements, the students worked on a language review activity. Afterwards we reviewed the two new thinking and academic skills we are focusing on this marking period; evaluating (facts, opinions, and sources of information) and thinking about how we learn.
Next, Ms. Snyder visited and did a lesson about kindness. Together they watched, and discussed, a video featuring many different random acts of kindness. Then they were given a list of acts of kindness they can do. They have been challenged to do as many as possible by mid-February and then return the checked off list to Ms. Snyder.
When she left, we went over the language review warm up.
Then we switched for math and took a Go Noodle brain break. Instead of a warm up we reviewed the EMAT the students took in class on Thursday. Then we began our rotations.
During the small group instruction, we began by taking notes defining the terms factor and multiple. Then we used the site, Factorize, and grid paper, to identify factors for the multiple 12.
During math with a partner, the children played a game called, Math Hockey, to practice identifying the factors of a multiple, or product.
Finally, during the technology rotation, the children watched a Learn Zillion lesson explaining how to use a t-chart to identify factor pairs for a given multiple. Then they played Factor Dogs to practice identifying factors and their multiples.
Homework is 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.
After announcing that we would be studying Greek mythology, I explained and provided examples of allusions we make in everyday language so that the students could see the connection between what they are learning and why. After that, we reviewed how we use verbs to tell time by noticing the tenses used. We then used a Power Point to understand the past, present, and future progressive tenses.
While I met with guided reading groups, the children worked independently on the following assignments. First, they wanted the Greek myth, Demeter and Persephone, and completed a story map to represent it. Next, the children watched a Learn Zillion lesson about the progressive forms of verbs. They also completed a practice activity that supported the lesson. Next, the children reviewed the topics we have studied in both science and social studies, using Google Classroom, and listed them in their writer's notebook. After reviewing their list, they put a start next to 3-5 topics they might like to research further.
Pink and Blue: Today I met with both groups together. First we did some word work using the -ight spelling pattern. Then we reviewed some vocabulary in the myth, "The Reason for the Seasons - Demeter and Persephone". After that, I read the myth to the group and we discussed it. For HOMEWORK the children need to reread the myth, number the paragraphs and mark places they like with a smiley face and confusing parts with a question mark.
Orange: We read and discussed the Greek myth, Demeter & Persephone," and defined important vocabulary along the way. For HOMEWORK the students need to reread the myth, number the paragraphs, and mark places they like with a smiley, and places that are confusing with a questions mark.
Green: We read and discussed the Greek myth, Demeter & Persephone," and defined important vocabulary along the way. For HOMEWORK the students need to reread the myth, number the paragraphs, and mark places they like with a smiley, and places that are confusing with a questions mark.
Thursday, January 26, 2017
Fabulous Thursday
This morning the children worked on figuring out our weekly puzzles. Then we watched the morning announcements, which were long since they covered two weeks. After that, we reviewed the answers to the puzzles. Then, the students had time to complete the Martin Luther Kin timeline and the comparing two texts about snow.
After that, we switched for math and took a Go Noodle brain break. After that, we did a warm up to prepare for the EMAT, and MCPS math formative that we have to give to students. Then the students took the assessment which focused on multiplication and division. Since this is a pilot year, the scores are not recorded, but we are required to administer it.
After math, the children enjoyed lunch and outdoor recess.
When they returned to class we began our literacy block. First, the children had 45 minutes to complete any unfinished work from the week. This included comparing the two pieces of text about snow, completing their business presentations, and comparing the two articles about calcium.
After that, they visited the media center for a lesson about stereotypes impacting the marketing of materials on the web.
Finally, we paired up with students in Mrs. Bigelow's class to share our business presentations.
At the end of the day the children cleaned out their folders and baskets so that we will be ready to start the second half of the school year when they return on Monday!
After that, we switched for math and took a Go Noodle brain break. After that, we did a warm up to prepare for the EMAT, and MCPS math formative that we have to give to students. Then the students took the assessment which focused on multiplication and division. Since this is a pilot year, the scores are not recorded, but we are required to administer it.
After math, the children enjoyed lunch and outdoor recess.
When they returned to class we began our literacy block. First, the children had 45 minutes to complete any unfinished work from the week. This included comparing the two pieces of text about snow, completing their business presentations, and comparing the two articles about calcium.
After that, they visited the media center for a lesson about stereotypes impacting the marketing of materials on the web.
Finally, we paired up with students in Mrs. Bigelow's class to share our business presentations.
At the end of the day the children cleaned out their folders and baskets so that we will be ready to start the second half of the school year when they return on Monday!
Wednesday, January 25, 2017
Wonderful Wednesady
This morning the students worked on the stories they have been writing on Wednesday mornings. After the announcements, all had a chance to share but only two students did so. After that, we focused on social studies, and a bit of science, too.
First, the students worked with their partners, from yesterday, to reread the article on Martin Luther King, Jr., and complete a timeline identifying important events from his life. Then, those who finished early, began reading, and discussing, 2 articles about calcium.
Next, we switched for math and took a Go Noodle break. After that we warmed up our math brains with a multiplication and division problem and reviewed last night's homework. Then we began our rotations.
During the small group instruction we focused on representing and solving multi-step word problems involving all operations. During math with a partner the students continued working on the elapsed time task cards. Finally, during the technology rotation, the children practiced solving multi-step word problems and then watched a video demonstrating how to represent and solve it.
For HOMEWORK the children need to solve problems b and c, on the worksheet attached to GC - Holman's Homework. We already did problem a in class.
After math, the students enjoyed lunch and outdoor recess. When they returned to class we began our literacy block.
Today, while I continued testing individual students for the monthly informal reading assessments, the students worked on the following tasks.
First, they were supposed to add specific details to the organizer comparing two pieces of text on the same topic...we had a lengthy discussion about it this morning. Next, the needed to finalize their business proposal presentation. We will be sharing these with Mrs. Bigelow's class tomorrow. After that, they worked with a partner, to read, discuss, and chart important facts, from 2 texts, about calcium.
We did stop halfway through the block to enjoy art with Mr. Cosgrove.
First, the students worked with their partners, from yesterday, to reread the article on Martin Luther King, Jr., and complete a timeline identifying important events from his life. Then, those who finished early, began reading, and discussing, 2 articles about calcium.
Next, we switched for math and took a Go Noodle break. After that we warmed up our math brains with a multiplication and division problem and reviewed last night's homework. Then we began our rotations.
During the small group instruction we focused on representing and solving multi-step word problems involving all operations. During math with a partner the students continued working on the elapsed time task cards. Finally, during the technology rotation, the children practiced solving multi-step word problems and then watched a video demonstrating how to represent and solve it.
For HOMEWORK the children need to solve problems b and c, on the worksheet attached to GC - Holman's Homework. We already did problem a in class.
After math, the students enjoyed lunch and outdoor recess. When they returned to class we began our literacy block.
Today, while I continued testing individual students for the monthly informal reading assessments, the students worked on the following tasks.
First, they were supposed to add specific details to the organizer comparing two pieces of text on the same topic...we had a lengthy discussion about it this morning. Next, the needed to finalize their business proposal presentation. We will be sharing these with Mrs. Bigelow's class tomorrow. After that, they worked with a partner, to read, discuss, and chart important facts, from 2 texts, about calcium.
We did stop halfway through the block to enjoy art with Mr. Cosgrove.
Tuesday, January 24, 2017
Terrific Tuesday
This morning, prior to the announcements, the students worked on their keyboarding skills using Typing Club. After, we began our social studies lesson.
Today, the children worked with partners to read an article about Martin Luther King, Jr, identify the main idea and write a summary of the article. Then they worked independently to complete a timeline, explaining important events in his life. While 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. Then, to warm up math brains, the students worked with a partner to a 3- and 4-digit multiplication and division problem. After that we reviewed last night's homework. Then we began our rotations.
During the small group instruction we practiced "unpacking" word problems involving additive and multiplicative comparisons. During math with a partner, the children continued working on the elapsed time task cards. Finally, during the technology rotation, the students practice solving multi step word problems. Those who finished early used Xtra Math to increase their basic fact fluency.
For HOMEWORK there are 2 word problems (1 worksheet) linked to GC - Holman's Homework.
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 our literacy block, I continued testing individual students for the monthly, informal, reading assessments. The students completed their new WTW word sorts. Then they worked on their business presentations. After that, they read two text about snow and completed an organizer identifying the main topic and comparing the details in each. Finally, they worked on the non-fiction text features Google Slides assignment.
HOMEWORK is posted on GC - Holman's Homework.
Today, the children worked with partners to read an article about Martin Luther King, Jr, identify the main idea and write a summary of the article. Then they worked independently to complete a timeline, explaining important events in his life. While 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. Then, to warm up math brains, the students worked with a partner to a 3- and 4-digit multiplication and division problem. After that we reviewed last night's homework. Then we began our rotations.
During the small group instruction we practiced "unpacking" word problems involving additive and multiplicative comparisons. During math with a partner, the children continued working on the elapsed time task cards. Finally, during the technology rotation, the students practice solving multi step word problems. Those who finished early used Xtra Math to increase their basic fact fluency.
For HOMEWORK there are 2 word problems (1 worksheet) linked to GC - Holman's Homework.
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 our literacy block, I continued testing individual students for the monthly, informal, reading assessments. The students completed their new WTW word sorts. Then they worked on their business presentations. After that, they read two text about snow and completed an organizer identifying the main topic and comparing the details in each. Finally, they worked on the non-fiction text features Google Slides assignment.
HOMEWORK is posted on GC - Holman's Homework.
Monday, January 23, 2017
Marvelous Monday
This morning the children worked on a language review activity. After the announcements we reviewed the correct answers. Then we spent time reading and comparing 2 non-fiction articles on the same topic, SUVs.
After that, we switched for math and took a Go Noodle brain break. Then we reviewed multiply and dividing multi digit numbers as part of our warm up. Then we did a quick, whole group lesson, using the Base Ten Grid Paper to model multiplication and division problems. After that, we began our regular rotations.
During the small group instruction, we used our multiplication and division skills to solve word problems involving mass. During math with a partner, the students continued solving the elapsed time task cards that they began last week. Finally, during the technology rotation, the children worked on their basic multiplication and division fact fluency using the web site, Golden Path.
For HOMEWORK, there is a multiplication and division review worksheet with 4 problems.
After math, the students enjoyed lunch and indoor recess.
After recess, we began our literacy block. Today, the students spent the entire time taking the winter session of the MAP-R. This is the self-adjusting, computerized reading assessment used for planning and instruction. Most children were very focused and put great effort into this task!
After that, we switched for math and took a Go Noodle brain break. Then we reviewed multiply and dividing multi digit numbers as part of our warm up. Then we did a quick, whole group lesson, using the Base Ten Grid Paper to model multiplication and division problems. After that, we began our regular rotations.
During the small group instruction, we used our multiplication and division skills to solve word problems involving mass. During math with a partner, the students continued solving the elapsed time task cards that they began last week. Finally, during the technology rotation, the children worked on their basic multiplication and division fact fluency using the web site, Golden Path.
For HOMEWORK, there is a multiplication and division review worksheet with 4 problems.
After math, the students enjoyed lunch and indoor recess.
After recess, we began our literacy block. Today, the students spent the entire time taking the winter session of the MAP-R. This is the self-adjusting, computerized reading assessment used for planning and instruction. Most children were very focused and put great effort into this task!
Thursday, January 19, 2017
It may be YOUR Thursday but it is OUR Friday!
We do not have school tomorrow due to Inauguration Day. So, today was kind of like a Friday!
This morning the children attempted our weekly puzzles, had a chance to read the school newspaper, and then got to choose a skill to practice. After the announcements we went over the solutions to the puzzles.
Next, the children continued working on their European Explorer trading cards while I met with several individuals to continue my January, informal, reading assessments. Before going to math, we shared facts we had learned about various explorers.
In math we began by reviewing last night's homework. Then we took a formative covering word problems involving intervals of time. These have been graded and returned to students. Most did very well!
After the quiz, we worked together, as a whole group, to solve word problems involving both time and money.
Then the students enjoyed lunch and outdoor recess.
When they returned to class, we began our literacy block.
The students used today as a Finish Up Friday, type of day.
They worked on completing their written business proposals and their presentations. They also completed the non-fiction text feature, Google Slides assignment.
I met with all three WTW groups to give them their quiz. These have been graded and returned to students.
After that, I worked with individual students, helping them with various assignments.
This morning the children attempted our weekly puzzles, had a chance to read the school newspaper, and then got to choose a skill to practice. After the announcements we went over the solutions to the puzzles.
Next, the children continued working on their European Explorer trading cards while I met with several individuals to continue my January, informal, reading assessments. Before going to math, we shared facts we had learned about various explorers.
In math we began by reviewing last night's homework. Then we took a formative covering word problems involving intervals of time. These have been graded and returned to students. Most did very well!
After the quiz, we worked together, as a whole group, to solve word problems involving both time and money.
Then the students enjoyed lunch and outdoor recess.
When they returned to class, we began our literacy block.
The students used today as a Finish Up Friday, type of day.
They worked on completing their written business proposals and their presentations. They also completed the non-fiction text feature, Google Slides assignment.
I met with all three WTW groups to give them their quiz. These have been graded and returned to students.
After that, I worked with individual students, helping them with various assignments.
Wednesday, January 18, 2017
Wonderful Wednesday - Author Visit
This morning the students continued working on the story they began a couple of weeks ago. Then, after the morning announcements, they continued researching a European Explorer and creating a online trading card representing him.
We ended social studies a bit early so that we could visit with the author, Ann Bevans, a resident of Clarksburg. She spoke to us about creating worlds and characters before writing her books. Then she read one of her books, Bean Takes a Walk, to us, and answered some of the children's questions. It was a great presentation.
When we returned to class we switched for math.
Since math was shortened, due to the assembly, we reviewed last night's homework and then began our rotations.
During the small group instruction, we used an Amtrack Timetable to answer word problems involving intervals of time. During math with a partner, the children engaged in math discourse as they began working on 20 elapsed time task cards. Finally, during the technology rotation, the children used the site, Elapsed Time Mathman, to practice calculating elapsed time.
For HOMEWORK the students need to complete the worksheet we began in small group. The Amtrak Timetable, as well as the worksheet itself, is linked to GC - Holman's Homework.
After math, the children enjoyed lunch and outdoor recess.
When they returned to class we began our literacy block. First, the students worked collaboratively to list the criteria for writing a friendly thank you letter. Then we shared their thoughts as we reviewed the format and expectations for writing one.
While I continued by monthly, informal, reading assessments with individual students, the rest of the class worked independently. First, they wrote thank you notes to Ms. Bevans, our guest author. Then they worked on their inquiry project, some had to finish their written piece while others focused on their presentation. Those who finished early, worked on the text feature Google Slides assignment.
We will have a math formative tomorrow, covering elapsed time word problems. We will also have a WTW quiz.
We ended social studies a bit early so that we could visit with the author, Ann Bevans, a resident of Clarksburg. She spoke to us about creating worlds and characters before writing her books. Then she read one of her books, Bean Takes a Walk, to us, and answered some of the children's questions. It was a great presentation.
When we returned to class we switched for math.
Since math was shortened, due to the assembly, we reviewed last night's homework and then began our rotations.
During the small group instruction, we used an Amtrack Timetable to answer word problems involving intervals of time. During math with a partner, the children engaged in math discourse as they began working on 20 elapsed time task cards. Finally, during the technology rotation, the children used the site, Elapsed Time Mathman, to practice calculating elapsed time.
For HOMEWORK the students need to complete the worksheet we began in small group. The Amtrak Timetable, as well as the worksheet itself, is linked to GC - Holman's Homework.
After math, the children enjoyed lunch and outdoor recess.
When they returned to class we began our literacy block. First, the students worked collaboratively to list the criteria for writing a friendly thank you letter. Then we shared their thoughts as we reviewed the format and expectations for writing one.
While I continued by monthly, informal, reading assessments with individual students, the rest of the class worked independently. First, they wrote thank you notes to Ms. Bevans, our guest author. Then they worked on their inquiry project, some had to finish their written piece while others focused on their presentation. Those who finished early, worked on the text feature Google Slides assignment.
We will have a math formative tomorrow, covering elapsed time word problems. We will also have a WTW quiz.
Tuesday, January 17, 2017
Terrific Tuesday
This morning the students practiced their keyboarding skills using Typing Club. After the announcements we shared a few things about our weekend. Then the students used various links to create online trading cards to represent European Explorers. AS they did this, I met with individual students to begin my January informal reading assessments.
Next, we switched for math, took a Go Noodle brain break, and completed a math warm up. Then we began our rotations.
During the small group instruction, we used a umber line to solve word problems involving intervals of time. During math with a partner, the students played a Toss and Talk game providing practice in converting units of time. Finally, during the technology rotation, the students practiced working with hours and minutes using this link.
For HOMEWORK the children need to complete the worksheet we began in small group. It is also linked to GC - Holman's Homework.
After math, the students enjoyed lunch and indoor recess. Then they went to PE with Mr. Smith.
After PE, we returned to class and began our literacy block.
While I continued assessing individual students for the informal, monthly, reading data, the children worked independently on the following tasks.
First, a few students completed their written business proposals. Next, the entire class worked on finishing the chart identifying the origins, destinations and goals of Ferdinand Magellan. Today, they added the results of interactions with the natives and 2 additional key details to it. After that, the students worked on their business proposal presentations. Finally, those who finished early began an assignment identifying various text features using a wide variety of resources.
Next, we switched for math, took a Go Noodle brain break, and completed a math warm up. Then we began our rotations.
During the small group instruction, we used a umber line to solve word problems involving intervals of time. During math with a partner, the students played a Toss and Talk game providing practice in converting units of time. Finally, during the technology rotation, the students practiced working with hours and minutes using this link.
For HOMEWORK the children need to complete the worksheet we began in small group. It is also linked to GC - Holman's Homework.
After math, the students enjoyed lunch and indoor recess. Then they went to PE with Mr. Smith.
After PE, we returned to class and began our literacy block.
While I continued assessing individual students for the informal, monthly, reading data, the children worked independently on the following tasks.
First, a few students completed their written business proposals. Next, the entire class worked on finishing the chart identifying the origins, destinations and goals of Ferdinand Magellan. Today, they added the results of interactions with the natives and 2 additional key details to it. After that, the students worked on their business proposal presentations. Finally, those who finished early began an assignment identifying various text features using a wide variety of resources.
Friday, January 13, 2017
Fabulous Friday!
This morning, before going to music, the students got to choose which skills they practiced for morning work. Then, when they returned to class, we watched the morning announcements and reviewed yesterday's puzzles.
After that, we switched for math and took a Go Noodle brain break. Next, we reviewed last night's homework to help prepare for our quiz. Then the students took the formative. These have been scored and returned to students. Look for them in home folders this evening. We did review the correct answers after everyone was done.
After math, the students enjoyed lunch and outdoor recess.
When they returned to class, we began our literacy block. First, I spent a lot of time explaining the expectations for today's reading formative. I broke down the task and identified what I will be looking for when I sit down to grade it.
Then the students worked on the reading formative and completed any unfinished assignments from this past week. After that, they continued working on their business presentations.
We ended the day with our weekly class meeting. First, we each shared what was on our mind. Then we exchanged thank yous and compliments. After that, we watched a Class Dojo lesson that explained it's okay to not be the best at something, as long as we always work hard to improve.
After that, we switched for math and took a Go Noodle brain break. Next, we reviewed last night's homework to help prepare for our quiz. Then the students took the formative. These have been scored and returned to students. Look for them in home folders this evening. We did review the correct answers after everyone was done.
After math, the students enjoyed lunch and outdoor recess.
When they returned to class, we began our literacy block. First, I spent a lot of time explaining the expectations for today's reading formative. I broke down the task and identified what I will be looking for when I sit down to grade it.
Then the students worked on the reading formative and completed any unfinished assignments from this past week. After that, they continued working on their business presentations.
We ended the day with our weekly class meeting. First, we each shared what was on our mind. Then we exchanged thank yous and compliments. After that, we watched a Class Dojo lesson that explained it's okay to not be the best at something, as long as we always work hard to improve.
Thursday, January 12, 2017
Thrilling Thursday
This afternoon, I had a math training to attend in Rockville. So, after dropping the students off at lunch, I left, and the children spent the afternoon with a substitute, following plans I had left.
This morning, prior to the announcements, the students attempted to solve our weekly puzzles and then worked on a WTW practice activity.
Before our science lesson, I reviewed my expectations for the afternoon and created an independent work chart, for our literacy block this afternoon, with the children. Then the children continued reading about the dangers facing the Chesapeake Bay and taking notes of the graphic organizer capture sheet.
After science, we switched for math and took a Go Noodle brain break. Then we redid the Skittles warm up from yesterday and reviewed last night's homework. Then we began our math rotations.
During the small group instruction we practiced using the partial quotient model to solve 4-digit by 1-digit problems. During math with a partner, the children worked on their basic division facts and understanding remainders, while playing the board game, Remainders Race. Finally, during the technology rotation, the students practiced their basic multiplication and division facts using, Multiplication Division Practice Zone.
For HOMEWORK the children need to complete the worksheet we began in small group. It is linked in GC - Holman's Homework.
After math, the students enjoyed lunch and outdoor recess.
When they returned, they had their literacy block with a substitute.
During the block they completed a comprehension worksheet, related to their guided reading text. Then they completed any social studies task they hadn't finished from earlier in the week. After that, the children worked on their inquiry project. Some students were revising their written work and others worked on their presentation.
The sub met with all reading groups. Each reading group identified the 5 key words they circled for homework last night and discussed commonalities they noticed. Then they orally rehearsed a summary.
Homework is posted on Google Classroom.
Wednesday, January 11, 2017
Wonderful Wednesday
This morning, prior to the announcements, the students began working on the story involving the main character they created last week on Writing Wednesday. After the announcements, some of the students shared their writing. Then we began our science lesson.
Today we continue reading an article about the dangers facing the Chesapeake Bay and taking notes on a graphic organizer. During the lesson, not only did we discuss the challenges facing our bay, but I also explained my thinking as I determined what to write on the the note taking capture sheet.
After science, we switched for math and took a Go Noodle brain break. Then we completed a warm up where the students had to figure out the number of each color of Skittles in a bag given certain parameters. Next, we began our math rotations.
During the small group instruction, we practice dividing 4-digit buy 1-digit numbers using partial quotients, a strategy closely related to long division. During math with a partner, the students worked on their multiplication fluency by playing Multiplication War. Finally, during the technology rotation, the students practiced solving division problems using the site, Long Division - Kids Numbers.
For HOMEWORK the students need to finish 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. First, we reviewed my expectations for the format of the written business proposal, and those who were finished had the chance to print it out. Then I reviewed their independent work expectations for today.
First, the students had to take notes on Magellan's origins, destinations, and goals, using two resources. The purpose was to learn about the explorer and to recognize that different resources provide information in various depths and formats. After that, the students worked on completing their written business proposal and began their presentations.
Orange: We reviewed paragraphs 3-5 and identified the main idea of each. Then we orally rehearsed a possible summary using them. For HOMEWORK the students need to reread the text and circle 5 key words they think will be needed in the summary.
After the orange group, the children had art with Mr. Cosgrove. Then we continued our literacy block.
Green: We reviewed paragraphs 3-7 and identified the main idea of each. Then we orally rehearsed a possible summary using them. For HOMEWORK the students need to reread the text and circle 5 key words they think will be needed in the summary.
Pink: We reviewed each paragraph and underlined the main idea. Then we orally rehearsed a possible summary using them. For HOMEWORK the students need to reread the text and circle 5 key words they think will be needed in the summary.
Blue: We reviewed each paragraph and underlined the main idea. Then we orally rehearsed a possible summary using them. For HOMEWORK the students need to reread the text and circle 5 key words they think will be needed in the summary.
Today we continue reading an article about the dangers facing the Chesapeake Bay and taking notes on a graphic organizer. During the lesson, not only did we discuss the challenges facing our bay, but I also explained my thinking as I determined what to write on the the note taking capture sheet.
After science, we switched for math and took a Go Noodle brain break. Then we completed a warm up where the students had to figure out the number of each color of Skittles in a bag given certain parameters. Next, we began our math rotations.
During the small group instruction, we practice dividing 4-digit buy 1-digit numbers using partial quotients, a strategy closely related to long division. During math with a partner, the students worked on their multiplication fluency by playing Multiplication War. Finally, during the technology rotation, the students practiced solving division problems using the site, Long Division - Kids Numbers.
For HOMEWORK the students need to finish 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. First, we reviewed my expectations for the format of the written business proposal, and those who were finished had the chance to print it out. Then I reviewed their independent work expectations for today.
First, the students had to take notes on Magellan's origins, destinations, and goals, using two resources. The purpose was to learn about the explorer and to recognize that different resources provide information in various depths and formats. After that, the students worked on completing their written business proposal and began their presentations.
Orange: We reviewed paragraphs 3-5 and identified the main idea of each. Then we orally rehearsed a possible summary using them. For HOMEWORK the students need to reread the text and circle 5 key words they think will be needed in the summary.
After the orange group, the children had art with Mr. Cosgrove. Then we continued our literacy block.
Green: We reviewed paragraphs 3-7 and identified the main idea of each. Then we orally rehearsed a possible summary using them. For HOMEWORK the students need to reread the text and circle 5 key words they think will be needed in the summary.
Pink: We reviewed each paragraph and underlined the main idea. Then we orally rehearsed a possible summary using them. For HOMEWORK the students need to reread the text and circle 5 key words they think will be needed in the summary.
Blue: We reviewed each paragraph and underlined the main idea. Then we orally rehearsed a possible summary using them. For HOMEWORK the students need to reread the text and circle 5 key words they think will be needed in the summary.
Tuesday, January 10, 2017
Terrific Tuesday
This morning, prior to the announcements, the children worked on their keyboarding skills using Typing Club. After the announcements, we briefly discussed the Kindness Calendar Challenge, that was sent home yesterday, and then began our science lesson.
First, we took a look at 2 double bar graphs and discussed how precipitation and temperature impacts activities in Garrett and Worcester Counties. Then we began reading, and discussing, an article about the dangers the Chesapeake Bay is facing, while the children took notes on an electronic capture sheet in GC - science.
After science, we switched for math and took a Go Noodle brain break. Then the children began taking the winter MAP-M. This is the computerized, self-adjusting, math assessment that students take three times each year. The data helps teachers with planning and instruction. SOme students finished the test. Those who didn't will be given additional time later in the week.
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.
While I met with some reading groups, the students read about Amerigo Vespucci and, on a graphic organizer, identified important information about his origins, goals, two voyages, and the naming of our country for him. Then they met with a partner to revise their business proposal for complete sentences.
Orange: We reviewed the numbered paragraphs and the questions the children noted for homework last night. Then we began rereading the first two paragraphs and identifying the main idea. For HOMEWORK the children need to reread paragraphs 3-5 and identify the main idea of each.
Green: We reviewed the numbered paragraphs and the questions the children noted for homework last night. Then we began rereading the first two paragraphs and identifying the main idea. For HOMEWORK the children need to reread paragraphs 3-7 and identify the main idea of each.
Blue: We reviewed the numbered paragraphs and the questions the children noted for homework last night. Then we began rereading the first two paragraphs and identifying the main idea. For HOMEWORK the children need to reread paragraphs 3-6 and underline the main idea of each.
Pink: We met very briefly and reviewed the numbered paragraphs and their questions from homework last night. For HOMEWORK they need to reread the article and practice their flashcards.
First, we took a look at 2 double bar graphs and discussed how precipitation and temperature impacts activities in Garrett and Worcester Counties. Then we began reading, and discussing, an article about the dangers the Chesapeake Bay is facing, while the children took notes on an electronic capture sheet in GC - science.
After science, we switched for math and took a Go Noodle brain break. Then the children began taking the winter MAP-M. This is the computerized, self-adjusting, math assessment that students take three times each year. The data helps teachers with planning and instruction. SOme students finished the test. Those who didn't will be given additional time later in the week.
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.
While I met with some reading groups, the students read about Amerigo Vespucci and, on a graphic organizer, identified important information about his origins, goals, two voyages, and the naming of our country for him. Then they met with a partner to revise their business proposal for complete sentences.
Orange: We reviewed the numbered paragraphs and the questions the children noted for homework last night. Then we began rereading the first two paragraphs and identifying the main idea. For HOMEWORK the children need to reread paragraphs 3-5 and identify the main idea of each.
Green: We reviewed the numbered paragraphs and the questions the children noted for homework last night. Then we began rereading the first two paragraphs and identifying the main idea. For HOMEWORK the children need to reread paragraphs 3-7 and identify the main idea of each.
Pink: We met very briefly and reviewed the numbered paragraphs and their questions from homework last night. For HOMEWORK they need to reread the article and practice their flashcards.
Monday, January 9, 2017
Marvelous Monday
We began our day with some technical issues...but the students were very flexible and adjusted to life without the Promethean board. After getting through the announcements, attendance, and lunch ordering, we went over the language review warm up. Then we began our science lesson.
After learning about how meteorologists predict and forecast the weather last week, we began using that knowledge to understand how weather impacts the activities of humans in Maryland. To do this we used several resources comparing, and contrasting, Worcester and Garrett counties.
After science, we switched for math and took a Go Noodle brain break. At this point I had to leave to attend an in-house meeting, but Mrs. Mitch, our para-educator, was there to continue instruction following the plans I left.
During the small group instruction, the children reviewed 3-digit by 1-digit division and then began 4-digit by 1-digit problems. During math with a partner, the students worked on their basic facts fluency by playing the card game, Multiplication War. Finally, during the technology rotation, the children used two links to work on their division facts fluency.
For HOMEWORK the students need to complete the worksheet they began in small group. For those who may have left their paper in school, it is linked to GC - Holman's Homework.
After math, the students enjoyed lunch and indoor recess.
When recess was over, we began our literacy block. First we reviewed the concept of European explorers and the difference between a continent and a country. We also reviewed the comprehension skill of cause and effect. Then I briefly showed the children examples of business proposal presentations made by last year's fourth grade students.
While I met with guided reading groups, the students worked independently on the following tasks. First, they reread text about The Columbia Exchange and identified 3 effects of it on a graphic organizer. After that, they finished their 3 paragraph business proposal and worked with a partner to revise it for meaning, punctuation, capitalization, and spelling. Then, they completed a WTW practice activity. Those who had time, were able to look over business proposal presentations from last year.
Pink: We read and discussed the non-fiction text, "Coming to the USA". For HOMEWORK they need to reread the text, number the paragraphs, and write any questions they have in the left margin,
Blue: We read and discussed the non-fiction text, "The Island of Hope and Tears". We also reviewed important vocabulary. For HOMEWORK the students need to reread the text, number the paragraphs, and write any questions they have in the left margin.
Orange: We began group with a brief overview of the Revolutionary War. Then I passed out a piece of non-fiction text, entitled, "Colonization and Revolutionary War: Valley Forge," and we reviewed important vocabulary. For HOMEWORK the students need to read the text, number the paragraphs, and write any questions they have in the left margin.
Green: We began group with a brief overview of the Revolutionary War. Then I passed out a piece of non-fiction text, entitled, "Colonization and Revolutionary War: Background to the Colonies," and we reviewed important vocabulary. For HOMEWORK the students need to read the text, number the paragraphs, and write any questions they have in the left margin.
After learning about how meteorologists predict and forecast the weather last week, we began using that knowledge to understand how weather impacts the activities of humans in Maryland. To do this we used several resources comparing, and contrasting, Worcester and Garrett counties.
After science, we switched for math and took a Go Noodle brain break. At this point I had to leave to attend an in-house meeting, but Mrs. Mitch, our para-educator, was there to continue instruction following the plans I left.
During the small group instruction, the children reviewed 3-digit by 1-digit division and then began 4-digit by 1-digit problems. During math with a partner, the students worked on their basic facts fluency by playing the card game, Multiplication War. Finally, during the technology rotation, the children used two links to work on their division facts fluency.
For HOMEWORK the students need to complete the worksheet they began in small group. For those who may have left their paper in school, it is linked to GC - Holman's Homework.
After math, the students enjoyed lunch and indoor recess.
When recess was over, we began our literacy block. First we reviewed the concept of European explorers and the difference between a continent and a country. We also reviewed the comprehension skill of cause and effect. Then I briefly showed the children examples of business proposal presentations made by last year's fourth grade students.
While I met with guided reading groups, the students worked independently on the following tasks. First, they reread text about The Columbia Exchange and identified 3 effects of it on a graphic organizer. After that, they finished their 3 paragraph business proposal and worked with a partner to revise it for meaning, punctuation, capitalization, and spelling. Then, they completed a WTW practice activity. Those who had time, were able to look over business proposal presentations from last year.
Pink: We read and discussed the non-fiction text, "Coming to the USA". For HOMEWORK they need to reread the text, number the paragraphs, and write any questions they have in the left margin,
Blue: We read and discussed the non-fiction text, "The Island of Hope and Tears". We also reviewed important vocabulary. For HOMEWORK the students need to reread the text, number the paragraphs, and write any questions they have in the left margin.
Orange: We began group with a brief overview of the Revolutionary War. Then I passed out a piece of non-fiction text, entitled, "Colonization and Revolutionary War: Valley Forge," and we reviewed important vocabulary. For HOMEWORK the students need to read the text, number the paragraphs, and write any questions they have in the left margin.
Green: We began group with a brief overview of the Revolutionary War. Then I passed out a piece of non-fiction text, entitled, "Colonization and Revolutionary War: Background to the Colonies," and we reviewed important vocabulary. For HOMEWORK the students need to read the text, number the paragraphs, and write any questions they have in the left margin.
Friday, January 6, 2017
Fabulous Friday
This morning, before going to music with Ms. Thomson, the children completed their science assignment, explaining how meteorologists forecast and predict the weather. After science we reviewed yesterday's puzzles and switched for math.
First, we took a Go Noodle brain break. Then we reviewed last night's homework. After that, the children took the formative covering 3-digit by 1-digit division. These have been graded and returned to students. Look for them in home folders tonight. :-) Finally, we solved a couple of long division problems as a whole group.
After math, the students enjoyed lunch and outdoor recess.
Then we began our literacy block. I began by explaining, in depth, how they would use their guided reading group text, the markings we made during the week, and our discussions, to identify the main idea and key details and then using those to write a summary.
While I was attending an in-house meeting, the students completed the above task and then finished working on the Columbus origin, destination, and goals, chart, and the science explanation about how meteorologists predict and forecast the weather.
When I returned to class, we had our weekly class meeting. First, we discussed goal setting, especially the importance of setting small, doable goals and making a plan. Then the students shared a goal they are going to work towards. After that, we reviewed the idea of "the dip". This is what happens when you set a goal and, at first are excited to achieve it, but when you hit a challenge, you want to give up. Next , we watched a Class Dojo lesson about what to do to climb out of the dip. We learned we need to self-reflect, notice what we did well, and then determine what we need to do to achieve our goal.
First, we took a Go Noodle brain break. Then we reviewed last night's homework. After that, the children took the formative covering 3-digit by 1-digit division. These have been graded and returned to students. Look for them in home folders tonight. :-) Finally, we solved a couple of long division problems as a whole group.
After math, the students enjoyed lunch and outdoor recess.
Then we began our literacy block. I began by explaining, in depth, how they would use their guided reading group text, the markings we made during the week, and our discussions, to identify the main idea and key details and then using those to write a summary.
While I was attending an in-house meeting, the students completed the above task and then finished working on the Columbus origin, destination, and goals, chart, and the science explanation about how meteorologists predict and forecast the weather.
When I returned to class, we had our weekly class meeting. First, we discussed goal setting, especially the importance of setting small, doable goals and making a plan. Then the students shared a goal they are going to work towards. After that, we reviewed the idea of "the dip". This is what happens when you set a goal and, at first are excited to achieve it, but when you hit a challenge, you want to give up. Next , we watched a Class Dojo lesson about what to do to climb out of the dip. We learned we need to self-reflect, notice what we did well, and then determine what we need to do to achieve our goal.
Thursday, January 5, 2017
Thrilling Thursday!
Snow in the forecast and we are studying weather??? Lots of excitement in the air!!
Prior to the announcements, the students worked on our weekly puzzles and completed a WTW practice activity. Afterwards, we began our science lesson.
Today, during science, the students continued using various resources provided online to learn how meteorologists predict and forecast the weather. Then, they wrote about their findings, as if they were informing a second grade student about weather forecasting.
As they worked independently, I met with several students to help them revise their business proposal organizer.
After science, we switched for math and took a Go Noodle brain break. Next we did an Eliminate One warm up and reviewed last night's homework. Then we began our math rotations.
During the small group instruction we continued using place value and multiplies of tens and hundreds to solve 3-digit by 1-digit division problems. During math with a partner, the students chose between two different board games to increase their basic division fact fluency. Finally, during the technology rotation, the children watched a Khan Academy lesson about dividing 4-digit by 1-digit numbers and then worked on their division fact fluency using the web site Demolition Division.
There is a half sheet worksheet for HOMEWORK, that is also linked in GC - Holman's Homework.
After math, the students enjoyed lunch and indoor recess. Then we began our literacy block.
I began by reviewing the first and second paragraphs of my model business proposal. Then I demonstrated how to write the conclusion. After that, we compared and contrasted the three paragraphs, discussing each included.
While I met with small groups the children finished writing their business proposal. Then they completed a WTW practice activity. Next they completed the Christopher Columbus origin, destination, and goals, chart.
Pink: We reviewed their site word flashcards and added new words. Then we reread the article, Columbus Was an Explorer, and discussed the main idea in each paragraph. For HOMEWORK the children need to reread the article, Columbus Was an Explorer, working on fluency.
Blue: We shared the key words they circled for homework last night. Then we orally rehearsed summarizing the article. After that, we reread the first paragraph and crossed out unimportant information. For HOMEWORK the children need to reread the text and lightly cross out unimportant information from the second and third paragraphs, using the question, Who Discovered America, to guide them.
Orange: We shared the key words they circled for homework last night. Then we orally rehearsed summarizing the article. For HOMEWORK the children need to reread the text and lightly cross out unimportant information.
Green: We finally met and had a long discussion. We numbered the paragraphs and determined the main idea in each. We also identified key words and phrases. For HOMEWORK students need to reread the text and lightly cross out interesting details that are not part of the main idea or they can highlight the most important parts so that they stand out.
Prior to the announcements, the students worked on our weekly puzzles and completed a WTW practice activity. Afterwards, we began our science lesson.
Today, during science, the students continued using various resources provided online to learn how meteorologists predict and forecast the weather. Then, they wrote about their findings, as if they were informing a second grade student about weather forecasting.
As they worked independently, I met with several students to help them revise their business proposal organizer.
After science, we switched for math and took a Go Noodle brain break. Next we did an Eliminate One warm up and reviewed last night's homework. Then we began our math rotations.
During the small group instruction we continued using place value and multiplies of tens and hundreds to solve 3-digit by 1-digit division problems. During math with a partner, the students chose between two different board games to increase their basic division fact fluency. Finally, during the technology rotation, the children watched a Khan Academy lesson about dividing 4-digit by 1-digit numbers and then worked on their division fact fluency using the web site Demolition Division.
There is a half sheet worksheet for HOMEWORK, that is also linked in GC - Holman's Homework.
After math, the students enjoyed lunch and indoor recess. Then we began our literacy block.
I began by reviewing the first and second paragraphs of my model business proposal. Then I demonstrated how to write the conclusion. After that, we compared and contrasted the three paragraphs, discussing each included.
While I met with small groups the children finished writing their business proposal. Then they completed a WTW practice activity. Next they completed the Christopher Columbus origin, destination, and goals, chart.
Pink: We reviewed their site word flashcards and added new words. Then we reread the article, Columbus Was an Explorer, and discussed the main idea in each paragraph. For HOMEWORK the children need to reread the article, Columbus Was an Explorer, working on fluency.
Blue: We shared the key words they circled for homework last night. Then we orally rehearsed summarizing the article. After that, we reread the first paragraph and crossed out unimportant information. For HOMEWORK the children need to reread the text and lightly cross out unimportant information from the second and third paragraphs, using the question, Who Discovered America, to guide them.
Orange: We shared the key words they circled for homework last night. Then we orally rehearsed summarizing the article. For HOMEWORK the children need to reread the text and lightly cross out unimportant information.
Green: We finally met and had a long discussion. We numbered the paragraphs and determined the main idea in each. We also identified key words and phrases. For HOMEWORK students need to reread the text and lightly cross out interesting details that are not part of the main idea or they can highlight the most important parts so that they stand out.
Wednesday, January 4, 2017
Wonderful Wednesday
This morning I introduced a new morning work - Writing Wednesday. Each student was given a new writing journal. This morning the students were told to draw a picture of a character, whom they created, and add words around the picture describing the character. This will become the main character of their writing journal. Each Wednesday, the children will work on writing a story involving this character. It is my hope that this will improve writing skills, and, more importantly, spark a love of writing.
After discussing this new writing journal and sharing some main characters, we began our science lesson. Students used various resources, provided online, to determine how meteorologists predict and forecast the weather.
Next, we switched for math and took a Go Noodle brain break. After that, the students warmed up their math brain by identifying as many expressions as they could, in four minutes, equal to 365. We reviewed last night's homework after sharing some of our expressions. Then we began our math rotations.
During the small group instruction we practiced separating 3 digit numbers into multiples of either tens or hundreds to make division easier. During math with a partner, the students worked on their division fluency by playing the board game, Remainders Race, again. Finally, during the technology rotation, the students watched a Learn Zillion lesson about dividing 4-digit numbers by a 1-digit number, and took notes int heir math journal. Then they worked on their division fluency using Math Monster Division.
There is a half sheet worksheet for HOMEWORK that is linked to GC - Holman's Homework.
After math, the students enjoyed lunch and outdoor recess.
When they returned to class, we began our literacy block. I began by explaining and modeling how to use the organizer to draft a 3 paragraph business proposal. Then, while I met with guided reading groups, the students reread their guided reading group article, numbered the paragraphs, and underlines the main idea in each paragraph. After that, they revised their organizers, if needed, and began writing the first two paragraphs of their proposal. Those who finished early, worked on the Christopher Columbus Origins, Destinations, and Goals chart. If they still had time, they completed a WTW practice activity.
Pink: First we reviewed their business proposal organizers. After that I handed out a non-fiction article called, "Columbus Was an Explorer". We numbered the paragraphs and reviewed vocabulary. Then I read the article to the group. For HOMEWORK the students need to reread the article and underline the main idea in each paragraph.
After the pink group, the students enjoyed art with their new teacher, Mr. Cosgrove. Then we continued with our literacy block
Blue: Independently the students reread their article, numbered the paragraphs, and underlined the main idea in each. In group, we reread the paragraphs and determined the main idea of each. Then we orally rehearsed summarizing the article using the main ideas. For HOMEWORK the students need to reread the article and circle 3-5 key words that they will include in a written summary.
Orange: Independently the students reread their article, numbered the paragraphs, and underlined the main idea in each. In group, we reread the paragraphs and determined the main idea of each. Then we orally rehearsed summarizing the article using the main ideas. For HOMEWORK the students need to reread the article and circle 3-5 key words that they will include in a written summary.
Green: Independently the students reread their article, numbered the paragraphs, and underlined the main idea in each. We met, in group, VERY briefly. For HOMEWORK the students need to reread the article and circle 3-5 key words that they think will need to be included in a summary.
After discussing this new writing journal and sharing some main characters, we began our science lesson. Students used various resources, provided online, to determine how meteorologists predict and forecast the weather.
Next, we switched for math and took a Go Noodle brain break. After that, the students warmed up their math brain by identifying as many expressions as they could, in four minutes, equal to 365. We reviewed last night's homework after sharing some of our expressions. Then we began our math rotations.
During the small group instruction we practiced separating 3 digit numbers into multiples of either tens or hundreds to make division easier. During math with a partner, the students worked on their division fluency by playing the board game, Remainders Race, again. Finally, during the technology rotation, the students watched a Learn Zillion lesson about dividing 4-digit numbers by a 1-digit number, and took notes int heir math journal. Then they worked on their division fluency using Math Monster Division.
There is a half sheet worksheet for HOMEWORK that is linked to GC - Holman's Homework.
After math, the students enjoyed lunch and outdoor recess.
When they returned to class, we began our literacy block. I began by explaining and modeling how to use the organizer to draft a 3 paragraph business proposal. Then, while I met with guided reading groups, the students reread their guided reading group article, numbered the paragraphs, and underlines the main idea in each paragraph. After that, they revised their organizers, if needed, and began writing the first two paragraphs of their proposal. Those who finished early, worked on the Christopher Columbus Origins, Destinations, and Goals chart. If they still had time, they completed a WTW practice activity.
Pink: First we reviewed their business proposal organizers. After that I handed out a non-fiction article called, "Columbus Was an Explorer". We numbered the paragraphs and reviewed vocabulary. Then I read the article to the group. For HOMEWORK the students need to reread the article and underline the main idea in each paragraph.
After the pink group, the students enjoyed art with their new teacher, Mr. Cosgrove. Then we continued with our literacy block
Blue: Independently the students reread their article, numbered the paragraphs, and underlined the main idea in each. In group, we reread the paragraphs and determined the main idea of each. Then we orally rehearsed summarizing the article using the main ideas. For HOMEWORK the students need to reread the article and circle 3-5 key words that they will include in a written summary.
Orange: Independently the students reread their article, numbered the paragraphs, and underlined the main idea in each. In group, we reread the paragraphs and determined the main idea of each. Then we orally rehearsed summarizing the article using the main ideas. For HOMEWORK the students need to reread the article and circle 3-5 key words that they will include in a written summary.
Green: Independently the students reread their article, numbered the paragraphs, and underlined the main idea in each. We met, in group, VERY briefly. For HOMEWORK the students need to reread the article and circle 3-5 key words that they think will need to be included in a summary.
Tuesday, January 3, 2017
Welcome Back!!
I sincerely hope that everyone had a wonderful Winter Break and a happy and healthy New Year!!
This morning, the students completed a language review. Then, after the announcements, we went over it and had a class meeting to share what we did over our break from school.
Next, we reviewed what Christopher Columbus is known for and the reasons for his journey. We also shared strategies we can use to paraphrase when we write about what we read.
After that, we switched for math and took a Go Noodle brain break. Then, as a warm up, the students had 4 minutes to write as many expressions as they could that equaled 456. Next, we began our math rotations.
During the small group, we practiced using mental math to divide multiplies of 10 and 100. During math with a partner, the students engaged in math discourse, as they played a board game called, Remainders Race, focusing on dividing 2 digit by 1 digit numbers involving remainders. Finally, during the technology rotation, the children watched a Learn Zillion lesson focusing on using multiples to divide, and took notes in their math journals. Then they worked on improving their basic division fact fluency using the site, Monster Division.
For HOMEWORK there is a worksheet linked on Holman's Homework and passed out in class.
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. I began by reviewing what we had done with our inquiry project and then, once again, modeling how to complete the business proposal graphic organizer. After that, I reviewed what information the students needed to understand to complete the Origins, Destination, Goals chart, using provided resources, about Christopher Columbus.
While I met with some reading groups, the students finished their business proposal graphic organizer. Then they worked on their new Words Their Way word sort. Finally, they used the provided resources to identify important information about the origins, destination, and goals of Christopher Columbus.
Pink: I didn't get a chance to meet with this group. I will tomorrow. Tonight, for HOMEWORK, they need to practice their site word cards and read for 10 minutes, free choice.
Blue: I collected their Jake Drake, Know-It-All books. The I looked over their business proposal organizers. After that, I handed out an article about the Native Americans and we discussed the vocabulary identified at the bottom of the text. For HOMEWORK the students need to read the article and mark places that they liked, surprised them, or confused them.
Orange: I collected their Frindle books. The I looked over their business proposal organizers. After that, I briefly discussed colonization, the Revolutionary War, and the lost colony of Roanoke. Then I handed out an article about John White's attempt to colonize Roanoke. Finally, we discussed the vocabulary identified at the bottom of the text. For HOMEWORK the students need to read the article and mark places that they liked, surprised them, or confused them.
Green: We met and I collected their Pinballs book. After that, I looked over their business proposal organizers. Then, I passed out an article about John Wesley Powell and reviewed some of the vocabulary. For HOMEWORK the students need to read the article and mark places that they liked, surprised them, or confused them.
This morning, the students completed a language review. Then, after the announcements, we went over it and had a class meeting to share what we did over our break from school.
Next, we reviewed what Christopher Columbus is known for and the reasons for his journey. We also shared strategies we can use to paraphrase when we write about what we read.
After that, we switched for math and took a Go Noodle brain break. Then, as a warm up, the students had 4 minutes to write as many expressions as they could that equaled 456. Next, we began our math rotations.
During the small group, we practiced using mental math to divide multiplies of 10 and 100. During math with a partner, the students engaged in math discourse, as they played a board game called, Remainders Race, focusing on dividing 2 digit by 1 digit numbers involving remainders. Finally, during the technology rotation, the children watched a Learn Zillion lesson focusing on using multiples to divide, and took notes in their math journals. Then they worked on improving their basic division fact fluency using the site, Monster Division.
For HOMEWORK there is a worksheet linked on Holman's Homework and passed out in class.
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. I began by reviewing what we had done with our inquiry project and then, once again, modeling how to complete the business proposal graphic organizer. After that, I reviewed what information the students needed to understand to complete the Origins, Destination, Goals chart, using provided resources, about Christopher Columbus.
While I met with some reading groups, the students finished their business proposal graphic organizer. Then they worked on their new Words Their Way word sort. Finally, they used the provided resources to identify important information about the origins, destination, and goals of Christopher Columbus.
Pink: I didn't get a chance to meet with this group. I will tomorrow. Tonight, for HOMEWORK, they need to practice their site word cards and read for 10 minutes, free choice.
Blue: I collected their Jake Drake, Know-It-All books. The I looked over their business proposal organizers. After that, I handed out an article about the Native Americans and we discussed the vocabulary identified at the bottom of the text. For HOMEWORK the students need to read the article and mark places that they liked, surprised them, or confused them.
Orange: I collected their Frindle books. The I looked over their business proposal organizers. After that, I briefly discussed colonization, the Revolutionary War, and the lost colony of Roanoke. Then I handed out an article about John White's attempt to colonize Roanoke. Finally, we discussed the vocabulary identified at the bottom of the text. For HOMEWORK the students need to read the article and mark places that they liked, surprised them, or confused them.
Green: We met and I collected their Pinballs book. After that, I looked over their business proposal organizers. Then, I passed out an article about John Wesley Powell and reviewed some of the vocabulary. For HOMEWORK the students need to read the article and mark places that they liked, surprised them, or confused them.
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