This morning, the children used Typing Club to work on their keyboarding skills. Then, after the announcements, we began our science lesson.
Today we reviewed the 3 states of matter and determined the difference between each in relationship to shape and volume. Then, the children read an article further describing each and used it to answer come questions.
Next, we switched for math and took a Go Noodle brain break. After that we did a "Would you Rather" warm up using fractions of a candy bar and went over last night's homework. Then we began our rotations.
Today we finished up the lesson we began yesterday. During the small group instruction we measured to the nearest eighth of an inch to determine the perimeter of three figures. During math with a partner, the children worked on their multiplication fact fluency by playing Multiplication War. Finally, during the technology rotation, the students rewatched the lesson about measuring to the nearest eighth of an inch and then practiced using the game from yesterday.
For HOMEWORK the children need to answer the two questions on the bottom of the page we worked on 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 continued reading, Where the Mountain Meets the Moon, and identifying similes and metaphors from the text. Additionally, we described how they helped us better understand the story.
Finally, we used one of the model persuasive essays to review the expectations for the student's writing. These included; clearly stating their opinion early in the piece, each supporting reason has its own paragraph, using transitional words to link opinions and reasons, and restating their opinion in the conclusion. Then the children wrote for 20 uninterrupted minutes with the goal being to complete their persuasive piece. We will start revisions tomorrow.
HOMEWORK is posted on GC - Holman's Homework.
Tomorrow is Wacky Wednesday for Read Across America Week. Students can dress in any wacky way they prefer.
Tuesday, February 28, 2017
Monday, February 27, 2017
Magnificent Monday
This morning the students completed a language review activity. Then, after the announcements, we reviewed the correct answers and began our science lesson.
First, we reviewed the 3 states of matter. Then we read about, and discussed, the concepts of evaporation and condensation. Next, we conducted an experiment to see what how water vapor changes to liquid condensation. We filled 4 metal cans with ice water, but put red food coloring in 2 of the cans. Over the next 15 minutes we watched as condensation formed on all 4 cans. We knew it was water changing from a gas to a liquid because the condensation was clear. Had the water come from inside the can, the ones with red food coloring would have had red condensation.
Next, we switched for math and took a Go Noodle brain break. After that, the students completed a "Would you rather..." warm up and then we began our rotations.
During the small group rotation we worked with rulers partitioned in eights. We spent time labeling various points on the ruler as indicated on the worksheet. During math with a partner most students worked with Mrs. Byrne to continue identifying various fractions and mixed numbers on a ruler partitioned into eighths. Some students continued adding and subtracting fractions as they played Clip and Cover. Finally, during the technology rotation, the students watched a lesson about measuring to the nearest eighth of an inch. Then they played an online game practicing that skill.
HOMEWORK is the last ruler on the bottom of the paper we worked on in class...NOT the back...just the ruler on the bottom of the front.
After math, the students enjoyed lunch and outdoor recess.
When they returned to class we began our literacy block. First, we discussed how author's use literary devices, as tools, to help "build" their writing. Then we reviewed similes and metaphors as being comparisons between two seemingly unrelated things, with similes using the words "like" or "as". After that, we read chapter 15 of Where the Mountain Meets the Moon and identified similes from the text. We added them to a chart and included our interpretation.
After that, the students read a story called "Jeremy's Swimming Championship" and, in writing, explained how they inferred what affected Jeremy the most when he was swimming to win.
Pink and Blue: We met and read the text together. Then the children reread the story and identified which type of inferencing clue they used to determine what affected Jeremy the most as he swam his race.
After reading we took a Go Noodle brain break and then began our writing lesson.
Today we revisited the model writing piece, Insects are Amazing" and noticed that the concluding paragraph repeated the author's opinion. Then, the students practiced repeating their opinion with their writing partner. After that, the students worked on their writing for 20 uninterrupted minutes. Some students transferred their writing to a Google Doc. Others worked on developing the reasons that support their opinion. Some students began drafting a concluding paragraph.
Finally, students had a chance to share what they added to their writing today.
Homework is posted on GC-Holman's Homework.
Tomorrow is HAT DAY in honor of Read Across America.
First, we reviewed the 3 states of matter. Then we read about, and discussed, the concepts of evaporation and condensation. Next, we conducted an experiment to see what how water vapor changes to liquid condensation. We filled 4 metal cans with ice water, but put red food coloring in 2 of the cans. Over the next 15 minutes we watched as condensation formed on all 4 cans. We knew it was water changing from a gas to a liquid because the condensation was clear. Had the water come from inside the can, the ones with red food coloring would have had red condensation.
Next, we switched for math and took a Go Noodle brain break. After that, the students completed a "Would you rather..." warm up and then we began our rotations.
During the small group rotation we worked with rulers partitioned in eights. We spent time labeling various points on the ruler as indicated on the worksheet. During math with a partner most students worked with Mrs. Byrne to continue identifying various fractions and mixed numbers on a ruler partitioned into eighths. Some students continued adding and subtracting fractions as they played Clip and Cover. Finally, during the technology rotation, the students watched a lesson about measuring to the nearest eighth of an inch. Then they played an online game practicing that skill.
HOMEWORK is the last ruler on the bottom of the paper we worked on in class...NOT the back...just the ruler on the bottom of the front.
After math, the students enjoyed lunch and outdoor recess.
When they returned to class we began our literacy block. First, we discussed how author's use literary devices, as tools, to help "build" their writing. Then we reviewed similes and metaphors as being comparisons between two seemingly unrelated things, with similes using the words "like" or "as". After that, we read chapter 15 of Where the Mountain Meets the Moon and identified similes from the text. We added them to a chart and included our interpretation.
After that, the students read a story called "Jeremy's Swimming Championship" and, in writing, explained how they inferred what affected Jeremy the most when he was swimming to win.
Pink and Blue: We met and read the text together. Then the children reread the story and identified which type of inferencing clue they used to determine what affected Jeremy the most as he swam his race.
After reading we took a Go Noodle brain break and then began our writing lesson.
Today we revisited the model writing piece, Insects are Amazing" and noticed that the concluding paragraph repeated the author's opinion. Then, the students practiced repeating their opinion with their writing partner. After that, the students worked on their writing for 20 uninterrupted minutes. Some students transferred their writing to a Google Doc. Others worked on developing the reasons that support their opinion. Some students began drafting a concluding paragraph.
Finally, students had a chance to share what they added to their writing today.
Homework is posted on GC-Holman's Homework.
Tomorrow is HAT DAY in honor of Read Across America.
Friday, February 24, 2017
TGIF
Before going to music, the students enjoyed free choice Friday. They got to choose which academic skill they worked on during Morning Work. After going to music with Ms. Thomson, we watched the morning announcements and reviewed yesterday's puzzles.
Next, we switched for math and took a Go Noodle brain break. After that, we did a Fraction Talk warm up and went over last night's homework. Then we began our rotations.
During the small group instruction we continued decomposing mixed numbers to subtract them. During math with a partner the students practiced adding and subtracting fractions by playing 2 Clip & Cover games. Finally, during the technology rotation, the students used three different web sites to practice matching mixed numbers and add and subtract fractions.
After math, the children enjoyed lunch and outdoor recess.
When I picked the children up from recess, there was a lot of frustration. So, we had our weekly class meeting as soon as we got into the classroom. We began by the best part of our week. After each person had shared we noticed that the class, as a whole, looked much happier. Then we exchanged thank you s and compliments.
After our meeting, we reviewed the 4 types of text examples we can use to draw inferences; physical traits, dialogue, actions, and thoughts. Then we retold chapter 6-11. Next, we read and discussed chapter 12-14, pointing out text examples that we used to make inferences along the way.
Before beginning our writing lesson we took a Go Noodle brain break. Then we identified transitional words and phrases that we can use to join our opinions and reasons in our persuasive essays. Next, we revisited the persuasive essay, "Insects are Amazing" and identified how the author used transitional words and phrases. Finally, the students worked on their own persuasive writing pieces, adding transitional words and phrases to connect opinions and reasons.
We ended writing with a fire drill.
When we returned to class, we packed up and played Kahoot as our class Dojo reward.
Monday is Mustache Day in honor of Read Across America week.
Thursday, February 23, 2017
Thrilling Thursday
This morning, the students worked to solve our weekly puzzles and then identified the meaning of their new WTW words. After the announcements we began our science lesson.
Today we defined matter as anything that takes up space and is measurable. Then we identified the three states of matter as solid, liquid, and gas. After that, the students carried out investigations to discover a location, in our portable or right outside, that will turn a solid (ice cube) into a liquid the quickest. Then they discussed how the ice melted and why it is important for solid water on Earth to melt.
Next we switched for math and took a Go Noodle brain break. Then we did a warm up, changing mixed numbers to improper fractions, and reviewed last night's homework. After that, we began our rotations.
During the small group instruction we used models and decomposing to subtract mixed numbers. During math with a partner, the children played a clip and cover game practicing the addition and subtraction of fractions. Finally, during the technology rotation, the students watched 2 Khan Academy lessons and then completed the follow up practice activities. Any students who finished early worked on their basic fact fluency using Xtra Math.
The students need to finish the worksheet we began in class for HOMEWORK this evening.
After math, the children enjoyed lunch and outdoor recess.
When they returned to class we began our literacy block with reading. The children listened to chapters 7-11, stopping at the end of each chapter to discuss the events. Then they reread chapter 11 and took notes on a graphic organizer. After that, they used their notes to write a summary. Next, they watched a Brain Pop video about roots, suffixes, and prefixes. Those who finished both tasks, had time to work on their WTW definitions and sentences.
After reading we took a Go Noodle brain break and then began our writing lesson. Today we used the persuasive essays we have read so far to identify how an author states each reason in a new paragraph and then uses facts and details to explain it. Then the children had time to revise their writing to create new paragraphs for their reasons and identify facts and details to support their thinking. We ended the day with children sharing their favorite persuasive writing from their essay.
As always, HOMEWORK is posted on GC-Holman's Homework.
Today we defined matter as anything that takes up space and is measurable. Then we identified the three states of matter as solid, liquid, and gas. After that, the students carried out investigations to discover a location, in our portable or right outside, that will turn a solid (ice cube) into a liquid the quickest. Then they discussed how the ice melted and why it is important for solid water on Earth to melt.
Next we switched for math and took a Go Noodle brain break. Then we did a warm up, changing mixed numbers to improper fractions, and reviewed last night's homework. After that, we began our rotations.
During the small group instruction we used models and decomposing to subtract mixed numbers. During math with a partner, the children played a clip and cover game practicing the addition and subtraction of fractions. Finally, during the technology rotation, the students watched 2 Khan Academy lessons and then completed the follow up practice activities. Any students who finished early worked on their basic fact fluency using Xtra Math.
The students need to finish the worksheet we began in class for HOMEWORK this evening.
After math, the children enjoyed lunch and outdoor recess.
When they returned to class we began our literacy block with reading. The children listened to chapters 7-11, stopping at the end of each chapter to discuss the events. Then they reread chapter 11 and took notes on a graphic organizer. After that, they used their notes to write a summary. Next, they watched a Brain Pop video about roots, suffixes, and prefixes. Those who finished both tasks, had time to work on their WTW definitions and sentences.
After reading we took a Go Noodle brain break and then began our writing lesson. Today we used the persuasive essays we have read so far to identify how an author states each reason in a new paragraph and then uses facts and details to explain it. Then the children had time to revise their writing to create new paragraphs for their reasons and identify facts and details to support their thinking. We ended the day with children sharing their favorite persuasive writing from their essay.
As always, HOMEWORK is posted on GC-Holman's Homework.
Wednesday, February 22, 2017
Wonderful Wednesday
This morning the children worked on their writing Wednesday stories. After the announcements, some shared their writing. Then we began our next persuasive writing lesson.
Today we focused on effective opening paragraphs that grab the reader's attention and clearly states the author's opinion. We began by identifying different techniques the author's used in the model essays we have read thus far. Then the children, with their writing partners, revisited their writing from yesterday to see if they had an interesting beginning and included a clear opinion statement. After that, the students worked on their persuasive essay while I moved around to meet with individual students. Finally, the children each shared their opening sentences/questions.
Next we switched for math and took a Go Noodle brain break. Then we worked on a fraction warm up and reviewed last night's homework. After that, we began our math rotations.
During the small group instruction the students subtracted fractions with like denominators
and were introduced to the idea of decomposing mixed numbers in order to solve subtraction problems. During math with a partner, the students played a memory game involving the decomposing of a target fraction. Finally, during the technology rotation, the students watched 2 Khan Academy lessons about adding and subtracting fractions with like denominators. Then they completed 2 practice acitivities. After that, they used Xtra Math to work on basic fact fluency.
There is a worksheet for HOMEWORK.
After math, the students enjoyed lunch and outdoor recess.
When they returned to class we began our literacy block. After reviewing the characteristics of a good summary, I explained how to use the Stop-Think-Paraphrase strategy to understand text they are reading. Then, using chapter 5, I modeled how to Stop-Think-Paraphrase and capture the "big picture" on an organizer. Then I used the organizer to write a summary for the chapter. After that, I read chapter 6 out loud to the class.
Next, the children enjoyed art with Mr. Cosgrove.
After art, the students reread chapter 6 and used the Stop-Think-Paraphrase to identify what is happening in the text. Then they used the organizer to help them write a summary of the chapter. Once they were finished, they completed a new WTW sort.
Homework is posted on GC - Holman's Homework. Students should use the links to review chapters 5 and 6. Then they need to complete their new word sort, or do a practice activity if they completed the sort in class.
Today we focused on effective opening paragraphs that grab the reader's attention and clearly states the author's opinion. We began by identifying different techniques the author's used in the model essays we have read thus far. Then the children, with their writing partners, revisited their writing from yesterday to see if they had an interesting beginning and included a clear opinion statement. After that, the students worked on their persuasive essay while I moved around to meet with individual students. Finally, the children each shared their opening sentences/questions.
Next we switched for math and took a Go Noodle brain break. Then we worked on a fraction warm up and reviewed last night's homework. After that, we began our math rotations.
During the small group instruction the students subtracted fractions with like denominators
and were introduced to the idea of decomposing mixed numbers in order to solve subtraction problems. During math with a partner, the students played a memory game involving the decomposing of a target fraction. Finally, during the technology rotation, the students watched 2 Khan Academy lessons about adding and subtracting fractions with like denominators. Then they completed 2 practice acitivities. After that, they used Xtra Math to work on basic fact fluency.
There is a worksheet for HOMEWORK.
After math, the students enjoyed lunch and outdoor recess.
When they returned to class we began our literacy block. After reviewing the characteristics of a good summary, I explained how to use the Stop-Think-Paraphrase strategy to understand text they are reading. Then, using chapter 5, I modeled how to Stop-Think-Paraphrase and capture the "big picture" on an organizer. Then I used the organizer to write a summary for the chapter. After that, I read chapter 6 out loud to the class.
Next, the children enjoyed art with Mr. Cosgrove.
After art, the students reread chapter 6 and used the Stop-Think-Paraphrase to identify what is happening in the text. Then they used the organizer to help them write a summary of the chapter. Once they were finished, they completed a new WTW sort.
Homework is posted on GC - Holman's Homework. Students should use the links to review chapters 5 and 6. Then they need to complete their new word sort, or do a practice activity if they completed the sort in class.
Tuesday, February 21, 2017
Terrific Tuesday
This morning, the children had one last chance to completed any unfinished work assignments from the past two weeks. Then they practiced their keyboarding skills using Typing Club. After the announcements we voted to have a Kahoot afternoon, later this week, as a whole class Dojo reward.
Next, we began our writing lesson. We reviewed what we learned about persuasive essays last week and then read, and discussed, a new persuasive essay about bike helmets. After identifying the author's opinion, intended audience, and reasons, we added more possible opinions to our class topic list. Then the students chose a new opinion to write about for 15, uninterrupted, minutes. Finally, the students shared with their partner, the opinion and reasons they wrote about, and their intended audience.
After that, we switched for math and took a Go Noodle brain break. Next we did a warm up involving fractions and Skittles. Then we began our rotations.
During the small group instruction we added fractions with like denominators. During math with a partner, the students played Multiplication War to improve basic fact fluency. Finally, during the technology rotation, the students watched a Learn Zillion lesson about adding and subtracting denominators with like denominators. Then they practiced that skill using the site, Adding Fractions.
There is a worksheet for 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. Today we began the fantasy novel, written by Grace Lin, Where the Mountain Meets the Moon. First, though we discussed using a character's physical traits, dialogue, actions, and inner thoughts to help us make inferences and comprehend a story. Then we watched a book trailer and an interview with the author to help use gain background knowledge before reading.
Next we read the first 5 chapters out loud and then practiced making inferences based upon the main character's physical description, actions, dialogue, and thoughts, what the text said, and questions we were wondering.
This took the rest of the afternoon. :-)
Next, we began our writing lesson. We reviewed what we learned about persuasive essays last week and then read, and discussed, a new persuasive essay about bike helmets. After identifying the author's opinion, intended audience, and reasons, we added more possible opinions to our class topic list. Then the students chose a new opinion to write about for 15, uninterrupted, minutes. Finally, the students shared with their partner, the opinion and reasons they wrote about, and their intended audience.
After that, we switched for math and took a Go Noodle brain break. Next we did a warm up involving fractions and Skittles. Then we began our rotations.
During the small group instruction we added fractions with like denominators. During math with a partner, the students played Multiplication War to improve basic fact fluency. Finally, during the technology rotation, the students watched a Learn Zillion lesson about adding and subtracting denominators with like denominators. Then they practiced that skill using the site, Adding Fractions.
There is a worksheet for 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. Today we began the fantasy novel, written by Grace Lin, Where the Mountain Meets the Moon. First, though we discussed using a character's physical traits, dialogue, actions, and inner thoughts to help us make inferences and comprehend a story. Then we watched a book trailer and an interview with the author to help use gain background knowledge before reading.
Next we read the first 5 chapters out loud and then practiced making inferences based upon the main character's physical description, actions, dialogue, and thoughts, what the text said, and questions we were wondering.
This took the rest of the afternoon. :-)
Friday, February 17, 2017
Fabulous Friday!
This morning, the children, once again, had time to catch up on unfinished assignments. Then they got to choose whether they wanted to read quietly, practice keyboarding, or work on math concepts. After attendance and lunch count, they enjoyed music with Ms. Thomson. When they returned to class we watched the morning announcements.
Next we switched for math and took a Go Noodle brain break. After that, we reviewed last night's homework. Then the student's took this week's formative. These have been scored and returned. Look for them in home folders this evening. At the end of the math block, I reviewed the correct answers for the formative and then the students played an online game practicing identifying equivalent fractions.
After math the students enjoyed lunch and outdoor recess.
When they returned, we began our literacy block. We began by reviewing what we noticed about persuasive essays. Then we read a new persuasive essay and identified the opinion, audience, and reasons provided by the author. After that, we added to our class list of possible opinions we could use in our writing. Then the children wrote for 15 uninterrupted minutes. Finally, a few had a chance to share their work.
After that, we reviewed the allusions to Greek mythology, that are commonly used in conversation and writing. Then, while I met with small groups to conduct WTW assessments, the students completed any unfinished work and made Greek God/Goddesses trading cards.
We ended the day with our weekly class meeting. During the group share, each person explained what they liked, or didn't like, about our new writing program. then we exchanged a lot (yippee) of thank yous and compliments.
It was certainly a GREAT end to the week.
Next we switched for math and took a Go Noodle brain break. After that, we reviewed last night's homework. Then the student's took this week's formative. These have been scored and returned. Look for them in home folders this evening. At the end of the math block, I reviewed the correct answers for the formative and then the students played an online game practicing identifying equivalent fractions.
After math the students enjoyed lunch and outdoor recess.
When they returned, we began our literacy block. We began by reviewing what we noticed about persuasive essays. Then we read a new persuasive essay and identified the opinion, audience, and reasons provided by the author. After that, we added to our class list of possible opinions we could use in our writing. Then the children wrote for 15 uninterrupted minutes. Finally, a few had a chance to share their work.
After that, we reviewed the allusions to Greek mythology, that are commonly used in conversation and writing. Then, while I met with small groups to conduct WTW assessments, the students completed any unfinished work and made Greek God/Goddesses trading cards.
We ended the day with our weekly class meeting. During the group share, each person explained what they liked, or didn't like, about our new writing program. then we exchanged a lot (yippee) of thank yous and compliments.
It was certainly a GREAT end to the week.
Thursday, February 16, 2017
Thrilling Thursday
This morning, the students had the chance, once again, to catch up on unfinished assignments. After the announcements we began the third persuasive writing lesson in the new program.
We began by reviewing the persuasive essays we read yesterday and the purpose and audience of each. Then read a new persuasive piece, determined the purpose and audience, and noticed how the author clearly states his opinion early, in one sentence, and then immediately gives some reasons. Finally, the students chose an opinion, from our class chart, and wrote about it for 10 minutes.
Next we switched or math and took a Go Noodle brain break. After that we did a warm up and went over last night's homework. Then we began our rotations.
During the small group instruction we practiced identifying equivalent fractions using number lines. During math with a partner the students identified equivalent fractions playing, Go Darth. Finally, during the technology rotation, the students practiced identifying equivalent fractions using the sites, IXL Equivalent Fractions and Caterpillar Equivalent Fractions.
For HOMEWORK the students need to complete the worksheet we began in class.
After math the students enjoyed lunch and indoor recess. Then we began our literacy block.
First, we had another persuasive writing lesson. This lesson focused on what we noticed about persuasive essays, me modeling a quick write persuasive essay, and then the students writing about an opinion for 15 uninterrupted minutes. Finally, some of the children shared their writing.
Next we took a Go Noodle brain break and turned our attention to reading.
While I met with groups the students reread Theseus and the Minotaur and finished their summaries. Then they watched a video of the myth and compared and contrasted the two versions, using a graphic organizer. If they finished early, they caught up on unfinished work.
Pink and Blue: With the help of the text, we retold the main details in the myth, Theseus and the Minotaur. Then we used our inferencing skills to determine a theme.
Orange: Students shared their summaries and we identified areas that included too many unimportant details. Then we used the summary and our inferencing skills to determine the theme in the myth.
Green: Students shared their summaries and we identified areas that included too many unimportant details. Then we used the summary and our inferencing skills to determine the theme in the myth.
We began by reviewing the persuasive essays we read yesterday and the purpose and audience of each. Then read a new persuasive piece, determined the purpose and audience, and noticed how the author clearly states his opinion early, in one sentence, and then immediately gives some reasons. Finally, the students chose an opinion, from our class chart, and wrote about it for 10 minutes.
Next we switched or math and took a Go Noodle brain break. After that we did a warm up and went over last night's homework. Then we began our rotations.
During the small group instruction we practiced identifying equivalent fractions using number lines. During math with a partner the students identified equivalent fractions playing, Go Darth. Finally, during the technology rotation, the students practiced identifying equivalent fractions using the sites, IXL Equivalent Fractions and Caterpillar Equivalent Fractions.
For HOMEWORK the students need to complete the worksheet we began in class.
After math the students enjoyed lunch and indoor recess. Then we began our literacy block.
First, we had another persuasive writing lesson. This lesson focused on what we noticed about persuasive essays, me modeling a quick write persuasive essay, and then the students writing about an opinion for 15 uninterrupted minutes. Finally, some of the children shared their writing.
Next we took a Go Noodle brain break and turned our attention to reading.
While I met with groups the students reread Theseus and the Minotaur and finished their summaries. Then they watched a video of the myth and compared and contrasted the two versions, using a graphic organizer. If they finished early, they caught up on unfinished work.
Pink and Blue: With the help of the text, we retold the main details in the myth, Theseus and the Minotaur. Then we used our inferencing skills to determine a theme.
Orange: Students shared their summaries and we identified areas that included too many unimportant details. Then we used the summary and our inferencing skills to determine the theme in the myth.
Green: Students shared their summaries and we identified areas that included too many unimportant details. Then we used the summary and our inferencing skills to determine the theme in the myth.
Wednesday, February 15, 2017
Wonderful Wednesday
This morning the students had a chance to catch up on unfinished work. Those who are up to date worked on their story in their Writing Wednesday journal.
After the announcements we began a brand new, scripted, step by step writing program. I am really hopeful that this will help our students develop great writing skills.
We began by getting writing partners and sharing what we like to write about. Then we read a persuasive essay about bugs being creepy and gross. After that we discussed the author's purpose and why we need to learn how to write to persuade.
Next, we switched for math and took a Go Noodle brain break. Then we completed a warm up, reviewing various math concepts, and went over last night's homework. After that we began our math rotations.
During the small group instruction we used number lines to identify and generate equivalent fractions. During math with a partner the children played Go Darth, a version of Go Fish, to practice comparing fractions. Finally, during the technology rotation, the students watched a Learn Zillion lesson, and took notes in their math journal, about identifying and generating equivalent fractions. Then they practiced identifying equivalent fractions as they played Fraction Bingo.
For HOMEWORK the children need to complete 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 our writing lesson from this morning, identifying the author's purpose and audience. After that we read another persuasive essay and discussed the purpose and audience. Next we began a list of possible opinions for a persuasive essay. Then the children spent 15, uninterrupted minutes, writing. During this time they either worked on a persuasive essay topic list or wrote about one of their own opinions.
After writing, it was time for art with Mr. Cosgrove.
Then the children began reading and summarizing the myth, Theseus and the Minotaur. Those who finished early, worked on any unfinished work from earlier in the week such as the Wanted poster, and the extreme weather article.
Pink: We met and read and discussed the myth, Theseus and the Minotaur. Then we retold the important events in the text. For HOMEWORK the students need to reread the myth and number the paragraphs.
Blue: The students met with Mrs. Mitch (I was at a meeting) and read and discussed the myth, Theseus and the Minotaur. For HOMEWORK they need to reread the myth and number the paragraphs.
HOMEWORK is posted on GC - Holman's Homework.
After the announcements we began a brand new, scripted, step by step writing program. I am really hopeful that this will help our students develop great writing skills.
We began by getting writing partners and sharing what we like to write about. Then we read a persuasive essay about bugs being creepy and gross. After that we discussed the author's purpose and why we need to learn how to write to persuade.
Next, we switched for math and took a Go Noodle brain break. Then we completed a warm up, reviewing various math concepts, and went over last night's homework. After that we began our math rotations.
During the small group instruction we used number lines to identify and generate equivalent fractions. During math with a partner the children played Go Darth, a version of Go Fish, to practice comparing fractions. Finally, during the technology rotation, the students watched a Learn Zillion lesson, and took notes in their math journal, about identifying and generating equivalent fractions. Then they practiced identifying equivalent fractions as they played Fraction Bingo.
For HOMEWORK the children need to complete 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 our writing lesson from this morning, identifying the author's purpose and audience. After that we read another persuasive essay and discussed the purpose and audience. Next we began a list of possible opinions for a persuasive essay. Then the children spent 15, uninterrupted minutes, writing. During this time they either worked on a persuasive essay topic list or wrote about one of their own opinions.
After writing, it was time for art with Mr. Cosgrove.
Then the children began reading and summarizing the myth, Theseus and the Minotaur. Those who finished early, worked on any unfinished work from earlier in the week such as the Wanted poster, and the extreme weather article.
Pink: We met and read and discussed the myth, Theseus and the Minotaur. Then we retold the important events in the text. For HOMEWORK the students need to reread the myth and number the paragraphs.
Blue: The students met with Mrs. Mitch (I was at a meeting) and read and discussed the myth, Theseus and the Minotaur. For HOMEWORK they need to reread the myth and number the paragraphs.
HOMEWORK is posted on GC - Holman's Homework.
Tuesday, February 14, 2017
Terrific Tuesday - Valentine's Day
This morning the students had a chance to catch up on unfinished assignments. Those who are up-to-date practiced keyboarding using Typing Club. After the announcements we began our social studies block. The children, worked independently, using various resources to learn about the settlement of Jamestown, Virginia. They viewed maps, video clips, and non-fiction text. towards the end of the period we shared what they had added to their settlements chart, located in GC - SS.
Next we switched for math and took a Go Noodle brain break. Then the children completed a written warm up that we reviewed together. Then we began our rotations.
During the small group instruction we practiced identifying equivalent fractions using number lines. I also showed the students how to use division or multiplication to generate equivalent fractions. During math with a partner the children played a version of Go Fish, called,"Go Darth" to practice identifying equivalent fractions. Finally, the students used two web sites, Battleship Number Line and Number Line Game, to practice placing, comparing, and ordering fractions on a number line.
For HOMEWORK the children need to complete the worksheet we began in small group.
After math, the students enjoyed lunch and outdoor recess. Then they went to PE with Mr. Smith. During PE, all students participated in Jump Rope for Heart.
When we returned to class we began reading the myth, "Theseus and the Minotaur".
Finally, we celebrated Valentine's Day with an awesome party!
HOMEWORK is posted on Google CLassroom - Holman's Homework.
Next we switched for math and took a Go Noodle brain break. Then the children completed a written warm up that we reviewed together. Then we began our rotations.
During the small group instruction we practiced identifying equivalent fractions using number lines. I also showed the students how to use division or multiplication to generate equivalent fractions. During math with a partner the children played a version of Go Fish, called,"Go Darth" to practice identifying equivalent fractions. Finally, the students used two web sites, Battleship Number Line and Number Line Game, to practice placing, comparing, and ordering fractions on a number line.
For HOMEWORK the children need to complete the worksheet we began in small group.
After math, the students enjoyed lunch and outdoor recess. Then they went to PE with Mr. Smith. During PE, all students participated in Jump Rope for Heart.
When we returned to class we began reading the myth, "Theseus and the Minotaur".
Finally, we celebrated Valentine's Day with an awesome party!
HOMEWORK is posted on Google CLassroom - Holman's Homework.
Monday, February 13, 2017
Marvelous Monday
This morning the students completed a graded activity, using resources posted in GC-Science, about wind, clouds and rain. Then Ms. Snyder visited us to do a lesson about Cyber Bullying, what it is and how to respond to it.
Next we switched for math and took a Go Noodle brain break. Today's math block centered around an Elementary Mathematics Assessment Task, new this year, that is MCPS mandated. So, we began by reviewing converting units of time and identifying how to compare measurements of time reported using various units. After that, the students worked independently on the task.
For HOMEWORK tonight, students should work on their basic fact fluency using Xtra Math, unless they were absent last week. If so, then they should catch up on the Learn Zillion and Khan Academy lesson, posted in GC - Math, that were assigned last week.
After math, the students enjoyed lunch and indoor recess.
Then we began our literacy block. Last week our instruction focused on naming character traits, identifying evidence of actions and/or words to support the trait, and then explain how it led to the sequence of events in a myth.
Today, the children used these skills to identify the character they thought was most responsible for starting the Trojan War, using the text, "The Apple of Discord". Before getting started, though, the class helped me identify a criteria for success list for the activity.
Once they finished that task, they finished their informative paragraph for their extreme weather topic, and the "Wind, Clouds & Rain" task from this morning.
As they worked I pulled a group of students who were absent last week or were struggling with the myth. Together, we reread, "The Apple of Discord," and identified actions or words that supported whether each character help some responsibility for starting the Trojan War.
We ended the day in the media center with Mrs. Allaire. In preparation for the third quarter inquiry project, she did a lesson about the different techniques used by advertisers.
HOMEWORK is posted on GC-Holman's Homework.
Tomorrow will be a fun-filled day for students they will enjoy Jump Rope for Heart in PE and then celebrate Valentine's Day with a party in our classroom.
Next we switched for math and took a Go Noodle brain break. Today's math block centered around an Elementary Mathematics Assessment Task, new this year, that is MCPS mandated. So, we began by reviewing converting units of time and identifying how to compare measurements of time reported using various units. After that, the students worked independently on the task.
For HOMEWORK tonight, students should work on their basic fact fluency using Xtra Math, unless they were absent last week. If so, then they should catch up on the Learn Zillion and Khan Academy lesson, posted in GC - Math, that were assigned last week.
After math, the students enjoyed lunch and indoor recess.
Then we began our literacy block. Last week our instruction focused on naming character traits, identifying evidence of actions and/or words to support the trait, and then explain how it led to the sequence of events in a myth.
Today, the children used these skills to identify the character they thought was most responsible for starting the Trojan War, using the text, "The Apple of Discord". Before getting started, though, the class helped me identify a criteria for success list for the activity.
Once they finished that task, they finished their informative paragraph for their extreme weather topic, and the "Wind, Clouds & Rain" task from this morning.
As they worked I pulled a group of students who were absent last week or were struggling with the myth. Together, we reread, "The Apple of Discord," and identified actions or words that supported whether each character help some responsibility for starting the Trojan War.
We ended the day in the media center with Mrs. Allaire. In preparation for the third quarter inquiry project, she did a lesson about the different techniques used by advertisers.
HOMEWORK is posted on GC-Holman's Homework.
Tomorrow will be a fun-filled day for students they will enjoy Jump Rope for Heart in PE and then celebrate Valentine's Day with a party in our classroom.
Friday, February 10, 2017
Fabulous Friday!
The students began their day in music with Ms. Thomson. When they returned to class we watched the morning announcements and reviewed the answers to yesterday's puzzles. Then we switched for math.
We began math by taking a Go Noodle brain break. Then we reviewed last night's homework and prepared for today's formative. After that the children took the quiz. These have been graded and returned. Look for them in home folders this evening. With the few minutes we had left, we took a look at some PARCC type questions involving fractions, to familiarize students with different ways they may be asked to use the skills they've learned.
After math, the students enjoyed lunch and indoor recess, due to the cold temperatures.
We began our literacy block after recess.
First we reviewed the independent task list and I answered questions regarding expectations and criteria for success. Then we reread, and attempted to act out, the play, "The Apple of Discord," again, and students made markings on the text to help them complete part of their independent work.
While I met with guided reading groups the students completed a chart identifying words or actions, for each character, supporting whether they were or weren't responsible for starting the Trojan War. After that, some students had to finish the character trait web, identifying both traits and support from the myth. Finally, all children worked on completed their informative paragraph for their extreme weather topic.
Orange: I introduced the terms protagonist and antagonist to the group. Then we discussed Medusa and Athena, their character traits, support from the text, and how the traits contributed to the sequence of events in the myth, The Story of Medusa and Athena". After that, we briefly discussed which character they thought started the Trojan War and why.
Green: I introduced the terms protagonist and antagonist to the group. Then we discussed Medusa and Athena, their character traits, support from the text, and how the traits contributed to the sequence of events in the myth, The Story of Medusa and Athena". After that, we briefly discussed which character they thought started the Trojan War and why.
Blue and Pink: We reread the myth, "Pegasus," and retold the events in order. After that we identified character traits and how they impacted events in the story.
We wrapped up the day, and week, with a brief class meeting. We shared our plans for the weekend and exchanged a few compliments and thank yous.
We began math by taking a Go Noodle brain break. Then we reviewed last night's homework and prepared for today's formative. After that the children took the quiz. These have been graded and returned. Look for them in home folders this evening. With the few minutes we had left, we took a look at some PARCC type questions involving fractions, to familiarize students with different ways they may be asked to use the skills they've learned.
After math, the students enjoyed lunch and indoor recess, due to the cold temperatures.
We began our literacy block after recess.
First we reviewed the independent task list and I answered questions regarding expectations and criteria for success. Then we reread, and attempted to act out, the play, "The Apple of Discord," again, and students made markings on the text to help them complete part of their independent work.
While I met with guided reading groups the students completed a chart identifying words or actions, for each character, supporting whether they were or weren't responsible for starting the Trojan War. After that, some students had to finish the character trait web, identifying both traits and support from the myth. Finally, all children worked on completed their informative paragraph for their extreme weather topic.
Orange: I introduced the terms protagonist and antagonist to the group. Then we discussed Medusa and Athena, their character traits, support from the text, and how the traits contributed to the sequence of events in the myth, The Story of Medusa and Athena". After that, we briefly discussed which character they thought started the Trojan War and why.
Green: I introduced the terms protagonist and antagonist to the group. Then we discussed Medusa and Athena, their character traits, support from the text, and how the traits contributed to the sequence of events in the myth, The Story of Medusa and Athena". After that, we briefly discussed which character they thought started the Trojan War and why.
Blue and Pink: We reread the myth, "Pegasus," and retold the events in order. After that we identified character traits and how they impacted events in the story.
We wrapped up the day, and week, with a brief class meeting. We shared our plans for the weekend and exchanged a few compliments and thank yous.
Thursday, February 9, 2017
Thrilling Thursday
It's puzzle Thursday, so before the announcements the students checked out today's puzzles and attempted to figure them out. Then they watched a video about the Lost Colony of Roanoke. Afterwards, we continued with social studies.
First we rewatched the video (it was only 5 minutes) and discussed important facts. After that, I reviewed how to use text features to help gain information from non-fiction text. Then the children had time to read about the attempted settlement of Roanoke and complete the chart that was introduced yesterday. Finally, we shared the information that we added to our charts.
Next, we switched for math and took a Go Noodle brain break. After that, we completed an Agree or Disagree math warm up focusing on using denominators to compare fractions. Then, we reviewed last night's homework and began our rotations.
During the small group lesson we practiced estimating the placement of 3 fractions, less than one, on a number line. Then we compared the fractions using <, >, or =. Finally, we ordered the fractions from least to greatest.
During math with a partner, the children practiced comparing fractions as they played Fraction War.
Finally, during the technology rotation, the children watched 2 Khan Academy lessons about comparing fractions and then completed a follow up activity. Those who finished early worked on their basic fact fluency using Xtra Math.
For HOMEWORK there is a worksheet that children received in class. We will have a formative tomorrow on estimating the placement of fractions on a number line, comparing fractions, and ordering fractions.
After math, the students enjoyed lunch and indoor recess.
The afternoon focused on our literacy block. First we reviewed how a character's traits can impact the sequence of events in a myth. Then, as a class, we read and discussed the play, "The Apple of Discord", about how the Trojan War began.
Then, the children returned to their seats to work independently. First, they reread the play and identified the actions and/or words of characters as having contributed, or not, to the start of the war. After that, some students had to complete their character trait web from yesterday. Next, the students continued writing their paragraph informing about the extreme weather they researched.
Unfortunately, this was all cut short when we were reminded of a lesson in the media center. :-0 Mrs. Allaire did an introductory lesson for our next inquiry project where the students will work to answer the driving question, "How can the media responsibly advertise products and services to children?" DUring the lesson the students created a criteria list for responsible ads. Then they worked collaboratively to sort ads, using the criteria, into groups of less responsible and more responsible.
When we returned to class, it was time to pack up!!
First we rewatched the video (it was only 5 minutes) and discussed important facts. After that, I reviewed how to use text features to help gain information from non-fiction text. Then the children had time to read about the attempted settlement of Roanoke and complete the chart that was introduced yesterday. Finally, we shared the information that we added to our charts.
Next, we switched for math and took a Go Noodle brain break. After that, we completed an Agree or Disagree math warm up focusing on using denominators to compare fractions. Then, we reviewed last night's homework and began our rotations.
During the small group lesson we practiced estimating the placement of 3 fractions, less than one, on a number line. Then we compared the fractions using <, >, or =. Finally, we ordered the fractions from least to greatest.
During math with a partner, the children practiced comparing fractions as they played Fraction War.
Finally, during the technology rotation, the children watched 2 Khan Academy lessons about comparing fractions and then completed a follow up activity. Those who finished early worked on their basic fact fluency using Xtra Math.
For HOMEWORK there is a worksheet that children received in class. We will have a formative tomorrow on estimating the placement of fractions on a number line, comparing fractions, and ordering fractions.
After math, the students enjoyed lunch and indoor recess.
The afternoon focused on our literacy block. First we reviewed how a character's traits can impact the sequence of events in a myth. Then, as a class, we read and discussed the play, "The Apple of Discord", about how the Trojan War began.
Then, the children returned to their seats to work independently. First, they reread the play and identified the actions and/or words of characters as having contributed, or not, to the start of the war. After that, some students had to complete their character trait web from yesterday. Next, the students continued writing their paragraph informing about the extreme weather they researched.
Unfortunately, this was all cut short when we were reminded of a lesson in the media center. :-0 Mrs. Allaire did an introductory lesson for our next inquiry project where the students will work to answer the driving question, "How can the media responsibly advertise products and services to children?" DUring the lesson the students created a criteria list for responsible ads. Then they worked collaboratively to sort ads, using the criteria, into groups of less responsible and more responsible.
When we returned to class, it was time to pack up!!
Wednesday, February 8, 2017
Wonderful Wednesday - Report Cards!!
This morning the children worked on their writing Wednesday stories. Then, after the announcements, they had a chance to share. After that we began our social studies lesson, returning to our study of the early settlements and colonies.
After clearing up a few misconceptions I introduced a more comprehensive, and less confusing, chart for capturing important information we discover during our learning. Then the children revisited the text about St. Augustine and completed that section of our new organizer.
Next we switched for math and took a Go Noodle brain break. Then we completed a warm up where students identified as many fractions equivalent to 1/2 as they could in 5 minutes. After that we went over last night's homework and began our rotations.
During the small group rotations we compared fractions using visuals, such as fraction strips. During math with a partner, the students played Fraction War to reinforce comparing fractions. Finally, during the technology rotation, the children completed a fraction assignment on Ten Marks.
For HOMEWORK the students were given half of a worksheet to practice comparing fractions.
After math, the children enjoyed lunch and outdoor recess.
When they returned to class we began our literacy block. First, we identified how understanding allusions to myths can help us comprehend text. Then we reviewed how to identify support, from text, to demonstrate a character's traits.
After that, while I met with small groups, the children read a myth and identified both character traits and support from the text for the main character(s). Then they continued to use their extreme weather research to draft an informative paragraph for their group newsletter. Finally, if they had time, they read about the settlement of Roanoke and added information to the organizer I introduced this morning.
Pink and Blue: Once again, I met with both groups together. First, we shared text they marked last night to support the trait of greed. After that, we discussed how King Midas' greed impacted the sequence of events in the myth. Next, I passed out the myth, "Pegasus". We read and discussed it, circling a few character traits in the text. Then, independently, the students completed a web, identifying character traits and evidence from the text supporting each. For HOMEWORK the children need to reread "Pegasus".
After meeting with these groups, the students had art with Mr. Cosgrove. Then we resumed our literacy block.
Orange: We shared and discussed the text they marked, for homework last night, supporting the character trait of greed. They we orally rehearsed explaining how King Midas' greed impacted the sequence of events in the myth. For HOMEWORK the children need to reread the myth, "The Story of Medusa and Athena".
Green: We shared and discussed the text they marked, for homework last night, supporting the character trait of greed. They we orally rehearsed explaining how King Midas' greed impacted the sequence of events in the myth. For HOMEWORK the children need to reread the myth, "The Story of Medusa and Athena".
REPORT CARDS were sent home this afternoon. Keep everything inside and return the empty envelope, signed by you, tomorrow.
After clearing up a few misconceptions I introduced a more comprehensive, and less confusing, chart for capturing important information we discover during our learning. Then the children revisited the text about St. Augustine and completed that section of our new organizer.
Next we switched for math and took a Go Noodle brain break. Then we completed a warm up where students identified as many fractions equivalent to 1/2 as they could in 5 minutes. After that we went over last night's homework and began our rotations.
During the small group rotations we compared fractions using visuals, such as fraction strips. During math with a partner, the students played Fraction War to reinforce comparing fractions. Finally, during the technology rotation, the children completed a fraction assignment on Ten Marks.
For HOMEWORK the students were given half of a worksheet to practice comparing fractions.
After math, the children enjoyed lunch and outdoor recess.
When they returned to class we began our literacy block. First, we identified how understanding allusions to myths can help us comprehend text. Then we reviewed how to identify support, from text, to demonstrate a character's traits.
After that, while I met with small groups, the children read a myth and identified both character traits and support from the text for the main character(s). Then they continued to use their extreme weather research to draft an informative paragraph for their group newsletter. Finally, if they had time, they read about the settlement of Roanoke and added information to the organizer I introduced this morning.
Pink and Blue: Once again, I met with both groups together. First, we shared text they marked last night to support the trait of greed. After that, we discussed how King Midas' greed impacted the sequence of events in the myth. Next, I passed out the myth, "Pegasus". We read and discussed it, circling a few character traits in the text. Then, independently, the students completed a web, identifying character traits and evidence from the text supporting each. For HOMEWORK the children need to reread "Pegasus".
After meeting with these groups, the students had art with Mr. Cosgrove. Then we resumed our literacy block.
Orange: We shared and discussed the text they marked, for homework last night, supporting the character trait of greed. They we orally rehearsed explaining how King Midas' greed impacted the sequence of events in the myth. For HOMEWORK the children need to reread the myth, "The Story of Medusa and Athena".
Green: We shared and discussed the text they marked, for homework last night, supporting the character trait of greed. They we orally rehearsed explaining how King Midas' greed impacted the sequence of events in the myth. For HOMEWORK the children need to reread the myth, "The Story of Medusa and Athena".
REPORT CARDS were sent home this afternoon. Keep everything inside and return the empty envelope, signed by you, tomorrow.
Tuesday, February 7, 2017
Terrific Tuesday
This morning the students completed yesterday's science activity where they read an article about clouds and precipitation and then explained how the two are related. Those who finished early practiced their keyboarding skills using Typing Club. We did take a short break for our February fire drill. After that, we watched a video about weather changes and measurement.
Next, we switched for math and took a Go Noodle brain break. Then we did a "would you rather" math warm up requiring the knowledge of equivalent fractions. After that we quickly reviewed how to generate equivalent fractions of 1/2, 1/3, and 1/4. Next we began our math rotations.
During the small group instruction, we finished yesterday's lesson by using our knowledge of equivalent fractions to estimate the placement of a fraction on a number line. Then we began using the benchmark of 1/2 to compare fractions using <, >, or =.
During math with a partner, the students engaged in math discourse as they colored in a dragon using equivalent fractions.
Finally, during the technology rotations the students watched a Learn Zillion lesson about comparing fractions using the benchmark 1/2, and took notes in their math journals. Then they played Tug Team Fractions to practice comparing fractions.
For HOMEWORK the children should attempt 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. I explained that this week our focus would be to explain how a character's traits impacts the sequence of events in a myth and to write an informative paragraph for their group Extreme Weather Newsletter. Next, I shared the scoring tool that will be used for the newsletter articles and modeled using my notes to begin writing an informative paragraph about my weather topic.
While I met with small groups, the children read the myth, "The Golden Touch" and listed unknown words. Then they used their research to begin drafting their informative newsletter article.
Pink and Blue: We reviewed the concept of character traits and then played a quick game of charades in which students chose a trait and acted it out. Then we read the story, The Golden Touch, and discussed the character trait of greed. For HOMEWORK the students need to reread the myth and mark places with a G where King Midas is demonstrating the trait of greed.
Orange: Independently, the children read the myth, The Golden Touch, and listed unknown words. In group we reviewed the concept of character traits and then played a quick game of charades in which students chose a trait and acted it out. Then we reviewed unknown words they listed as they read the myth.or HOMEWORK the students need to reread the myth and mark places with a G where King Midas is demonstrating the trait of greed.
Green: Independently, the children read the myth, The Golden Touch, and listed unknown words. In group we reviewed the concept of character traits and then played a quick game of charades in which students chose a trait and acted it out. Then we reviewed unknown words they listed as they read the myth.or HOMEWORK the students need to reread the myth and mark places with a G where King Midas is demonstrating the trait of greed.
Next, we switched for math and took a Go Noodle brain break. Then we did a "would you rather" math warm up requiring the knowledge of equivalent fractions. After that we quickly reviewed how to generate equivalent fractions of 1/2, 1/3, and 1/4. Next we began our math rotations.
During the small group instruction, we finished yesterday's lesson by using our knowledge of equivalent fractions to estimate the placement of a fraction on a number line. Then we began using the benchmark of 1/2 to compare fractions using <, >, or =.
During math with a partner, the students engaged in math discourse as they colored in a dragon using equivalent fractions.
Finally, during the technology rotations the students watched a Learn Zillion lesson about comparing fractions using the benchmark 1/2, and took notes in their math journals. Then they played Tug Team Fractions to practice comparing fractions.
For HOMEWORK the children should attempt 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. I explained that this week our focus would be to explain how a character's traits impacts the sequence of events in a myth and to write an informative paragraph for their group Extreme Weather Newsletter. Next, I shared the scoring tool that will be used for the newsletter articles and modeled using my notes to begin writing an informative paragraph about my weather topic.
While I met with small groups, the children read the myth, "The Golden Touch" and listed unknown words. Then they used their research to begin drafting their informative newsletter article.
Pink and Blue: We reviewed the concept of character traits and then played a quick game of charades in which students chose a trait and acted it out. Then we read the story, The Golden Touch, and discussed the character trait of greed. For HOMEWORK the students need to reread the myth and mark places with a G where King Midas is demonstrating the trait of greed.
Orange: Independently, the children read the myth, The Golden Touch, and listed unknown words. In group we reviewed the concept of character traits and then played a quick game of charades in which students chose a trait and acted it out. Then we reviewed unknown words they listed as they read the myth.or HOMEWORK the students need to reread the myth and mark places with a G where King Midas is demonstrating the trait of greed.
Green: Independently, the children read the myth, The Golden Touch, and listed unknown words. In group we reviewed the concept of character traits and then played a quick game of charades in which students chose a trait and acted it out. Then we reviewed unknown words they listed as they read the myth.or HOMEWORK the students need to reread the myth and mark places with a G where King Midas is demonstrating the trait of greed.
Monday, February 6, 2017
Marvelous Monday
This morning the students worked on a language review activity. After the announcements we went over the correct answers and began our science lesson.
First we discussed what we know about weather and what data is observed to describe seasonal weather conditions. After that we watched a video about weather and shared new understandings we gained from it. Finally, the students read an article explaining how clouds and precipitation form. Then they answered a few questions on a Google Form.
Next, we switched for math and took a Go Noodle brain break. After that we did an eliminate one warm up to review fractions. Then we began our rotations.
During the small group instruction, we generated fractions equivalent to 1/2 and then used that knowledge to place 5/12 on a number line. During math with a partner, the children played the Factors Partner Game, to provide practice with identifying factors of a multiple. Finally, during the technology rotation, the children watched a Learn Zillion lesson about generating equivalent fractions and took notes in their math journals. Those who finished early played Fraction Shoot to practice identifying equivalent fractions.
For HOMEWORK there is a Study Jam linked to GC-Holman's Homework.
After math, the children enjoyed lunch and outdoor recess.
When the students returned to class, we began our literacy block.
We spent time going over last week's assignments and determining which items needed more time. Then I reviewed the social studies exit card and gave them criteria to help them complete it successfully.
After that, the children had time to redo the social studies exit card from Friday. Then they watched and completed their new WTW word sort. Next, the students worked on their extreme weather research, gathering more facts and details, as well as, identifying and defining 3-5 words specific to their topic. Finally, the students watched a Disney version of the myth, King Midas and the Golden Touch and completed a story map representing it.
Pink: We met and identified -ow and -ou as two spelling patterns making the /ou/ sound. Then I distributed their new book, The Golden Touch, and we reviewed some vocabulary. I collected the books and will pass them back out tomorrow. Finally, we reviewed their site word flash cards.
Blue: We met and identified -ow and -ou as two spelling patterns making the /ou/ sound. Then I distributed their new book, The Golden Touch, and we reviewed some vocabulary. I collected the books and will pass them back out tomorrow.
HOMEWORK is posted on GC-Holman's Homework.
First we discussed what we know about weather and what data is observed to describe seasonal weather conditions. After that we watched a video about weather and shared new understandings we gained from it. Finally, the students read an article explaining how clouds and precipitation form. Then they answered a few questions on a Google Form.
Next, we switched for math and took a Go Noodle brain break. After that we did an eliminate one warm up to review fractions. Then we began our rotations.
During the small group instruction, we generated fractions equivalent to 1/2 and then used that knowledge to place 5/12 on a number line. During math with a partner, the children played the Factors Partner Game, to provide practice with identifying factors of a multiple. Finally, during the technology rotation, the children watched a Learn Zillion lesson about generating equivalent fractions and took notes in their math journals. Those who finished early played Fraction Shoot to practice identifying equivalent fractions.
For HOMEWORK there is a Study Jam linked to GC-Holman's Homework.
After math, the children enjoyed lunch and outdoor recess.
When the students returned to class, we began our literacy block.
We spent time going over last week's assignments and determining which items needed more time. Then I reviewed the social studies exit card and gave them criteria to help them complete it successfully.
After that, the children had time to redo the social studies exit card from Friday. Then they watched and completed their new WTW word sort. Next, the students worked on their extreme weather research, gathering more facts and details, as well as, identifying and defining 3-5 words specific to their topic. Finally, the students watched a Disney version of the myth, King Midas and the Golden Touch and completed a story map representing it.
Pink: We met and identified -ow and -ou as two spelling patterns making the /ou/ sound. Then I distributed their new book, The Golden Touch, and we reviewed some vocabulary. I collected the books and will pass them back out tomorrow. Finally, we reviewed their site word flash cards.
Blue: We met and identified -ow and -ou as two spelling patterns making the /ou/ sound. Then I distributed their new book, The Golden Touch, and we reviewed some vocabulary. I collected the books and will pass them back out tomorrow.
HOMEWORK is posted on GC-Holman's Homework.
Thursday, February 2, 2017
Thrilling Thursday
Today was a thrilling Thursday! After the morning announcements, we were treated to an awesome assembly. Mr. Chrisstylez Bacon, a Grammy nominated beatboxer, visited us.
When we returned to class, we switched for math and took a Go Noodle brain break. After that we reviewed last night's homework and discussed tomorrow's formative. Then we began our rotations.
During the small group rotation we continued identifying factors of multiples. During math with a partner the children played a partner game identifying both factors and multiples of a number determined by the product of the numbers on two dice. Finally, during the technology rotation, the children chose between two web sites, Factor Bones and Bike Racing Math Factors, to practice determining factors.
For HOMEWORK there is a worksheet, handed out in class and 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 we reviewed the need to stay focused and on task. I expressed my disappointment in the amount of missing work this week. After that, I modeled how to take a researchable question about weather, use the resources provided in the Live Binder, and gather and chart information and details, on a graphic organizer.
While I met with small groups the students completed their theme assignment, from yesterday, for Demeter & Persephone. Then they worked with their weather group to identify researchable questions (again, from yesterday) and gather information and details that answers their sub topic, or question. Those who finished early, worked on a practice activity forming the progressive past, present, and future tense of verbs.
Pink and Blue: First we orally summarized the myth using "Somebody, Wanted, But, So, Then". Then we shared examples from the text where the setting affected the characters. After that, we reviewed cause and effect and identified two examples in the myth. For HOMEWORK the children need to reread Demeter & Persephone and mark 2 more examples of cause and effect.
Orange: We shared and discussed examples they marked in the myth where the setting affected the characters. Then we discussed the theme of good versus evil and I modeled marking examples of each in the text. For HOMEWORK the children need to reread the myth and mark examples of good and evil.
Green: We shared and discussed examples they marked in the myth where the setting affected the characters. Then we discussed the theme of good versus evil and I modeled marking examples of each in the text. For HOMEWORK the children need to reread the myth and mark examples of good and evil.
There will not be a blog post tomorrow as I will be out taking my son to the doctor. :-)
When we returned to class, we switched for math and took a Go Noodle brain break. After that we reviewed last night's homework and discussed tomorrow's formative. Then we began our rotations.
During the small group rotation we continued identifying factors of multiples. During math with a partner the children played a partner game identifying both factors and multiples of a number determined by the product of the numbers on two dice. Finally, during the technology rotation, the children chose between two web sites, Factor Bones and Bike Racing Math Factors, to practice determining factors.
For HOMEWORK there is a worksheet, handed out in class and 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 we reviewed the need to stay focused and on task. I expressed my disappointment in the amount of missing work this week. After that, I modeled how to take a researchable question about weather, use the resources provided in the Live Binder, and gather and chart information and details, on a graphic organizer.
While I met with small groups the students completed their theme assignment, from yesterday, for Demeter & Persephone. Then they worked with their weather group to identify researchable questions (again, from yesterday) and gather information and details that answers their sub topic, or question. Those who finished early, worked on a practice activity forming the progressive past, present, and future tense of verbs.
Pink and Blue: First we orally summarized the myth using "Somebody, Wanted, But, So, Then". Then we shared examples from the text where the setting affected the characters. After that, we reviewed cause and effect and identified two examples in the myth. For HOMEWORK the children need to reread Demeter & Persephone and mark 2 more examples of cause and effect.
Orange: We shared and discussed examples they marked in the myth where the setting affected the characters. Then we discussed the theme of good versus evil and I modeled marking examples of each in the text. For HOMEWORK the children need to reread the myth and mark examples of good and evil.
Green: We shared and discussed examples they marked in the myth where the setting affected the characters. Then we discussed the theme of good versus evil and I modeled marking examples of each in the text. For HOMEWORK the children need to reread the myth and mark examples of good and evil.
There will not be a blog post tomorrow as I will be out taking my son to the doctor. :-)
Wednesday, February 1, 2017
Wonderful Wednesday
This morning, before the announcements, the children had time to catch up on unfinished work from our literacy block yesterday and continue working on their Writing Wednesday stories. After the announcements we began our social studies block.
Today the children continued reading two pieces of non-fiction text to learn about the Spanish settlement of St. Augustine. They captured important facts using a graphic organizer provided online. Before working independently we discussed using text features such as, headings, captions, and bold print, to help identify relevant sections of text. We also determined what information each section of the organizer required.
Next we switched for math and took a Go Noodle brain break. Then we did a warm up and began our rotations.
During the small group rotation the children continued identifying the factors of numbers and whether or not it is prime or composite. Some groups also played an online Soduko game which required their use of factors. During math with a partner, the students engaged in math discourse as they played a game called, Factor Roll. The students rolled two dice to create a 2 digit number. Then they worked together to identify factors of that number and determined whether it was prime or composite. Finally, during the technology rotation, the students practiced identifying factors of numbers using two online math games.
For HOMEWORK the students have to identify the factors for 49, 33, 17, 31, 16, 20, and 4.
After math, the students enjoyed lunch and outdoor recess.
When the students returned to class we began our literacy block. First, we reviewed the idea of a theme being a message that can be applied to everyday like situations. Then I modeled writing a frame for a written response identifying the theme, and evidence, of a myth. After that, the children were told which weather "expert" group they would be working with to create a newsletter. I then modeled how to write researchable questions using headings in the articles they will be using.
While I worked with small groups, the children reread their guided reading group's Persephone myth and wrote a response identifying the theme and using evidence to support it. Then they worked int heir expert groups to write 4 researchable questions for their newsletter.
Pink and Blue: I met with both groups together. We reviewed their lists of unknown words from last night's reading homework. After that we discussed possible theme of Persephone. For HOMEWORK the children need to reread Persephone and mark places with an S where the setting affects the characters.
In the middle of our literacy block we took a break to enjoy art class. After art we got back to work!
Orange: We reviewed the concept of theme and retold the myth, Demeter & Persephone. After that, we discussed possible themes for the myth. For HOMEWORK the children need to reread Demeter & Persephone and mark places with an S where the setting affects the characters.
Green: We reviewed the concept of theme and retold the myth, Demeter & Persephone. After that, we discussed possible themes for the myth. For HOMEWORK the children need to reread Demeter & Persephone and mark places with an S where the setting affects the characters.
Today the children continued reading two pieces of non-fiction text to learn about the Spanish settlement of St. Augustine. They captured important facts using a graphic organizer provided online. Before working independently we discussed using text features such as, headings, captions, and bold print, to help identify relevant sections of text. We also determined what information each section of the organizer required.
Next we switched for math and took a Go Noodle brain break. Then we did a warm up and began our rotations.
During the small group rotation the children continued identifying the factors of numbers and whether or not it is prime or composite. Some groups also played an online Soduko game which required their use of factors. During math with a partner, the students engaged in math discourse as they played a game called, Factor Roll. The students rolled two dice to create a 2 digit number. Then they worked together to identify factors of that number and determined whether it was prime or composite. Finally, during the technology rotation, the students practiced identifying factors of numbers using two online math games.
For HOMEWORK the students have to identify the factors for 49, 33, 17, 31, 16, 20, and 4.
After math, the students enjoyed lunch and outdoor recess.
When the students returned to class we began our literacy block. First, we reviewed the idea of a theme being a message that can be applied to everyday like situations. Then I modeled writing a frame for a written response identifying the theme, and evidence, of a myth. After that, the children were told which weather "expert" group they would be working with to create a newsletter. I then modeled how to write researchable questions using headings in the articles they will be using.
While I worked with small groups, the children reread their guided reading group's Persephone myth and wrote a response identifying the theme and using evidence to support it. Then they worked int heir expert groups to write 4 researchable questions for their newsletter.
Pink and Blue: I met with both groups together. We reviewed their lists of unknown words from last night's reading homework. After that we discussed possible theme of Persephone. For HOMEWORK the children need to reread Persephone and mark places with an S where the setting affects the characters.
In the middle of our literacy block we took a break to enjoy art class. After art we got back to work!
Orange: We reviewed the concept of theme and retold the myth, Demeter & Persephone. After that, we discussed possible themes for the myth. For HOMEWORK the children need to reread Demeter & Persephone and mark places with an S where the setting affects the characters.
Green: We reviewed the concept of theme and retold the myth, Demeter & Persephone. After that, we discussed possible themes for the myth. For HOMEWORK the children need to reread Demeter & Persephone and mark places with an S where the setting affects the characters.
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