This morning, since it is Writing Wednesday, the children worked on their stories. We switched for math early, in order to complete the MAP-M testing in math classes. Therefore, the children spent most of their morning in their math class.
As a reminder, the MAP-M is the computerized, self-adjusting math test that the children take three times each year. The data helps us plan, instruct, and assess growth.
The MAP-M testing took all morning, and some students still need more time to complete it.
After math, the children enjoyed lunch and outdoor recess.
When they returned to class, some students worked on the MAP-R testing that we began yesterday. The rest of the children worked on the New England colonies flip book that we started in social studies yesterday.
Next, the students had art with Mr. Cosgrove.
After art, we worked on our Genius Hour research questions. Students spent time using various search engines to read about their topic and identify facts to answer their questions. I worked one-on-one with several students to help them with their research.
NO HOMEWORK tonight and tomorrow night.
Wednesday, May 31, 2017
Tuesday, May 30, 2017
Terrific Tuesday
This morning, the students worked on their keyboarding fluency using Typing Club. After the announcement, we began our social studies lesson.
Today, the students used various resources, available via Google Classroom, to identify the colonies, who, when , and why they were founded, and the products and occupations that supported the economy in the New England region. The children recorded this information in a flip book.
Next, we switched for math and took a Go Noodle brain break. After that, we completed a warm up involving the construction of additive angles. Then, we began our rotations.
During the small group instruction we classified 2-dimensional figures by describing their angles (acute, obtuse, right) or their lines (parallel or perpendicular). During math with a partner, the students engaged in math discourse as they used additive angles to meet criteria given on a chart. Those who finished early worked on their basic facts by playing Multiplication War. Finally, during the technology rotation, the children worked on identifying different types of angles and then estimated the measurement of angles using provided links to various web sites.
For HOMEWORK the students need to watch a Learn Zillion lesson about classifying angles based on their sides and angles. Then they will use a link called shape guess to practice the skill.
After math, the children enjoyed lunch and outdoor recess. Then they went to PE with Mr. Smith.
When we returned to class, the students began taking the spring session of the MAP-R. This is the computerized reading assessment that self-adjusts according to the child's responses. We had some technical issues, but many students were able to finish. Those who didn't will do so later in the week.
MATH HOMEWORK is posted on GC - Holman's Homework. Reading homework is to read for 15 minutes - free choice.
Today, the students used various resources, available via Google Classroom, to identify the colonies, who, when , and why they were founded, and the products and occupations that supported the economy in the New England region. The children recorded this information in a flip book.
Next, we switched for math and took a Go Noodle brain break. After that, we completed a warm up involving the construction of additive angles. Then, we began our rotations.
During the small group instruction we classified 2-dimensional figures by describing their angles (acute, obtuse, right) or their lines (parallel or perpendicular). During math with a partner, the students engaged in math discourse as they used additive angles to meet criteria given on a chart. Those who finished early worked on their basic facts by playing Multiplication War. Finally, during the technology rotation, the children worked on identifying different types of angles and then estimated the measurement of angles using provided links to various web sites.
For HOMEWORK the students need to watch a Learn Zillion lesson about classifying angles based on their sides and angles. Then they will use a link called shape guess to practice the skill.
After math, the children enjoyed lunch and outdoor recess. Then they went to PE with Mr. Smith.
When we returned to class, the students began taking the spring session of the MAP-R. This is the computerized reading assessment that self-adjusts according to the child's responses. We had some technical issues, but many students were able to finish. Those who didn't will do so later in the week.
MATH HOMEWORK is posted on GC - Holman's Homework. Reading homework is to read for 15 minutes - free choice.
Friday, May 26, 2017
Fabulous Friday
This morning, since it was Free Choice Friday, the children got to choose which skills they practiced during morning work. Then, they went to music with Ms. Thomson. When they returned to class, we watched the morning announcements and went over the answers for our weekly puzzles.
Next, we switched for math and took a Go Noodle brain break. Then, we did a warm up that reviewed the types of lines. After that, I went over the formative and the children took it. These have been graded and returned. Towards the end of math we reviewed today's quiz and then we practiced identifying angle measures as additive to meet given criteria.
After math, the students enjoyed lunch and outdoor recess.
When we returned to class, we began our literacy block. I took time to review the expectations for two past due assignments, that the class, in general, did not complete in way that demonstrated proficiency. After re-explaining both tasks, and identifying how each would be graded, the children returned to their seats and worked on improving both.
The first task was to take technical text, a recipe for Rice Krispie Treats, and present it in a way that was easy to read and follow using 7 different text features. The second assignment was to choose a current event article and write a summary for it. Once the students completed both activities, they were expected to continue researching their Genius Hour questions.
Pink/Blue: First I collected their Safari magazines. Then we discussed our background knowledge regarding the original 13 colonies. After that, I passed out a text about the New England colonies. Finally, we read and defined some of the domain specific vocabulary in the article. I collected the article until our next guided reading group.
Orange: First I collected their Safari magazines. Then we discussed our background knowledge regarding the original 13 colonies. After that, I passed out a text about the New England colonies. Finally, we read and defined some of the domain specific vocabulary in the article. I collected the article until our next guided reading group.
Green: First I collected their Safari magazines. Then we discussed our background knowledge regarding the original 13 colonies. After that, I passed out a text about the New England colonies. Finally, we read and defined some of the domain specific vocabulary in the article. I collected the article until our next guided reading group.
At 2:20 the STRINGS students went to their instrumental music practice with Mr. Gillenwater.
Next, we switched for math and took a Go Noodle brain break. Then, we did a warm up that reviewed the types of lines. After that, I went over the formative and the children took it. These have been graded and returned. Towards the end of math we reviewed today's quiz and then we practiced identifying angle measures as additive to meet given criteria.
After math, the students enjoyed lunch and outdoor recess.
When we returned to class, we began our literacy block. I took time to review the expectations for two past due assignments, that the class, in general, did not complete in way that demonstrated proficiency. After re-explaining both tasks, and identifying how each would be graded, the children returned to their seats and worked on improving both.
The first task was to take technical text, a recipe for Rice Krispie Treats, and present it in a way that was easy to read and follow using 7 different text features. The second assignment was to choose a current event article and write a summary for it. Once the students completed both activities, they were expected to continue researching their Genius Hour questions.
Pink/Blue: First I collected their Safari magazines. Then we discussed our background knowledge regarding the original 13 colonies. After that, I passed out a text about the New England colonies. Finally, we read and defined some of the domain specific vocabulary in the article. I collected the article until our next guided reading group.
Orange: First I collected their Safari magazines. Then we discussed our background knowledge regarding the original 13 colonies. After that, I passed out a text about the New England colonies. Finally, we read and defined some of the domain specific vocabulary in the article. I collected the article until our next guided reading group.
Green: First I collected their Safari magazines. Then we discussed our background knowledge regarding the original 13 colonies. After that, I passed out a text about the New England colonies. Finally, we read and defined some of the domain specific vocabulary in the article. I collected the article until our next guided reading group.
At 2:20 the STRINGS students went to their instrumental music practice with Mr. Gillenwater.
Thursday, May 25, 2017
Thrilling Thursday - Last Day of PARCC!!
Today was our final day of PARCC testing. Yippee!!
Prior to the morning announcements, the students worked on solving our weekly puzzles. After, we reviewed the text features used to help with comprehending technical text. Then, given a list of ingredients and the procedure, the students used the text features to create a recipe for Rice Krispie Treats.
Next, we switched for math and took a Go Noodle brain break. After that, we did an "Eliminate It" warm up, involving angles. Then, we began our rotations.
During the small group lesson, we reviewed how to use a protractor to measure angles, and then used a protractor to construct angles. During math with a partner, the students played Multiplication War to work on basic fact fluency. Finally, during the technology rotation, the students watched a Khan Academy lesson about using a protractor to construct angles. Then they completed a follow up practice activity. Those who had time left, used a protractor to construct angles in their math journals.
There is NO HOMEWORK tonight but we WILL have a FORMATIVE tomorrow. The formative will cover parallel and perpendicular lines and angle measurement using a protractor.
After math, the students enjoyed lunch and outdoor recess.
When we returned to class, the students took the fourth, and final, unit of the math PARCC. They were very focused and put a lot of effort into the test. I am very pleased!!
After testing, they had some much needed "chill time" to hang out and unwind. Then, we played a Kahoot game covering the novel Shiloh.
Once again, the students have earned a night without homework!
Remember, all STRINGS students should bring their instruments tomorrow!
Prior to the morning announcements, the students worked on solving our weekly puzzles. After, we reviewed the text features used to help with comprehending technical text. Then, given a list of ingredients and the procedure, the students used the text features to create a recipe for Rice Krispie Treats.
Next, we switched for math and took a Go Noodle brain break. After that, we did an "Eliminate It" warm up, involving angles. Then, we began our rotations.
During the small group lesson, we reviewed how to use a protractor to measure angles, and then used a protractor to construct angles. During math with a partner, the students played Multiplication War to work on basic fact fluency. Finally, during the technology rotation, the students watched a Khan Academy lesson about using a protractor to construct angles. Then they completed a follow up practice activity. Those who had time left, used a protractor to construct angles in their math journals.
There is NO HOMEWORK tonight but we WILL have a FORMATIVE tomorrow. The formative will cover parallel and perpendicular lines and angle measurement using a protractor.
After math, the students enjoyed lunch and outdoor recess.
When we returned to class, the students took the fourth, and final, unit of the math PARCC. They were very focused and put a lot of effort into the test. I am very pleased!!
After testing, they had some much needed "chill time" to hang out and unwind. Then, we played a Kahoot game covering the novel Shiloh.
Once again, the students have earned a night without homework!
Remember, all STRINGS students should bring their instruments tomorrow!
Wednesday, May 24, 2017
Wonderful Wednesday
Ahhhh...this morning we took the unit 3 math portion of the PARCC assessment. Once again, the children made me so very proud. I saw each student focused, using their strategies, and solving problems more than once, to check their work. We only have one more unit to take, and we will do so tomorrow afternoon.
Once again, after testing, the students had a well earned break...they were exhausted.
After going to lunch and outdoor recess, we returned to class to begin our literacy block. First, we used examples of technical text to arrive at a class definition. We determined that it was a type of non-fiction text that provides the reader with information to perform a task. After that, we examined more samples of technical text and identified which text features were present and which were missing. We discussed how the text features were helpful and how we could improve the text.
Then, it was time for art with Mr. Cosgrove.
After art, over half the class went to the Spring Concert practice with Mr. Gillenwater. Those left behind worked on researching their Genius Hour questions.
NO HOMEWORK
LAST day of PARCC testing is tomorrow beginning at 12:50. :-)
Once again, after testing, the students had a well earned break...they were exhausted.
After going to lunch and outdoor recess, we returned to class to begin our literacy block. First, we used examples of technical text to arrive at a class definition. We determined that it was a type of non-fiction text that provides the reader with information to perform a task. After that, we examined more samples of technical text and identified which text features were present and which were missing. We discussed how the text features were helpful and how we could improve the text.
Then, it was time for art with Mr. Cosgrove.
After art, over half the class went to the Spring Concert practice with Mr. Gillenwater. Those left behind worked on researching their Genius Hour questions.
NO HOMEWORK
LAST day of PARCC testing is tomorrow beginning at 12:50. :-)
Tuesday, May 23, 2017
Terrific Tuesday - Math PARCC Day 2
This morning the students took the second unit of the Math PARCC. Once again, I was super proud of their focus and effort during the testing session.
After the test, the students had some time to unwind. Then, we read and discussed some non-fiction text about the 3 regions of the original 13 colonies.
Next, the students enjoyed lunch and outdoor recess. Then they went to PE with Mr. Smith.
After PE, we returned to class and began our literacy block. First, as a group, we went over the steps we have already started and the expectations for each. Then, the students worked on identifying at least 4 sub-questions for their Genius Hour project and then use various search engines to research the answers to them.
While the students worked, I met with a few students to improve their sub-questions for their Genius Hour project. Then, I met with guided reading groups.
Pink/Blue: We discussed text structure as the way an author organizes the text. Then we determined that the article about Hot Air Ballooning was written in a question/answer explanation format. After that, we used the RACER strategy to orally answer what we learned about hot air balloons from the article.
Orange: We discussed text structure as the way an author organizes the text. Then we determined that the article about Rescue Support Vehicles article was written in a compare/contrast format. After that, we used the RACER strategy to orally compare and contrast the Sea King Helicopter and the MSV.
Green: We discussed text structure as the way an author organizes the text. Then we determined that the article the Earth's surface was written in a cause and effect format. After that, we used the RACER strategy to orally explain the effects of water on the Earth's surface.
NO HOMEWORK!
After the test, the students had some time to unwind. Then, we read and discussed some non-fiction text about the 3 regions of the original 13 colonies.
Next, the students enjoyed lunch and outdoor recess. Then they went to PE with Mr. Smith.
After PE, we returned to class and began our literacy block. First, as a group, we went over the steps we have already started and the expectations for each. Then, the students worked on identifying at least 4 sub-questions for their Genius Hour project and then use various search engines to research the answers to them.
While the students worked, I met with a few students to improve their sub-questions for their Genius Hour project. Then, I met with guided reading groups.
Pink/Blue: We discussed text structure as the way an author organizes the text. Then we determined that the article about Hot Air Ballooning was written in a question/answer explanation format. After that, we used the RACER strategy to orally answer what we learned about hot air balloons from the article.
Orange: We discussed text structure as the way an author organizes the text. Then we determined that the article about Rescue Support Vehicles article was written in a compare/contrast format. After that, we used the RACER strategy to orally compare and contrast the Sea King Helicopter and the MSV.
Green: We discussed text structure as the way an author organizes the text. Then we determined that the article the Earth's surface was written in a cause and effect format. After that, we used the RACER strategy to orally explain the effects of water on the Earth's surface.
NO HOMEWORK!
Monday, May 22, 2017
Math Monday - PARCC
Today begins the PARCC math testing. We will be testing for the next four days, for about an hour each session. Today and Thursday, we will test in the afternoon, right after recess. Tuesday and Wednesday, we will test in the morning, beginning around 9:15.
This morning, the children read quietly prior to the announcements. After, we reviewed some of the PARCC practice math test items, concentrating on using the tools available.
Next, we switched for math and took a Go Noodle brain break. After that, we did a warm up involving multi-digit multiplication and divisions, and a word problem using angle measurement. Then, we did a whole group math lesson focusing on additive angles. Basically, given known angle measurements, we used addition (or subtraction) to figure out an unknown. Finally, as promised, we finished a PARCC practice Kahoot that we began on Friday.
After math, the students enjoyed lunch and outdoor recess.
When hey returned to class, we began the Unit 1 portion of the math PARCC assessment. The test itself took about an hour but the session took a bit longer. When the children were finished, they got to take a well deserved break.
We ended the day by going over our Genius Hour Driving questions and identifying sub-questions that will need to be answered in order to complete an amazing project.
NO HOMEWORK!
This morning, the children read quietly prior to the announcements. After, we reviewed some of the PARCC practice math test items, concentrating on using the tools available.
Next, we switched for math and took a Go Noodle brain break. After that, we did a warm up involving multi-digit multiplication and divisions, and a word problem using angle measurement. Then, we did a whole group math lesson focusing on additive angles. Basically, given known angle measurements, we used addition (or subtraction) to figure out an unknown. Finally, as promised, we finished a PARCC practice Kahoot that we began on Friday.
After math, the students enjoyed lunch and outdoor recess.
When hey returned to class, we began the Unit 1 portion of the math PARCC assessment. The test itself took about an hour but the session took a bit longer. When the children were finished, they got to take a well deserved break.
We ended the day by going over our Genius Hour Driving questions and identifying sub-questions that will need to be answered in order to complete an amazing project.
NO HOMEWORK!
Friday, May 19, 2017
Fabulous Friday
This morning the students chose which skills to practice during morning work, since it is Free Choice Friday. Then, they went to music with Ms. Thomson. When they returned to class, we watched the announcements and reviewed the answers to our weekly puzzle.
Next, we switched for math and took a Go Noodle brain break. After that, we did part of a PARCC review Kahoot. Then, we began our regular rotations. There was no formative today.
During the small group lesson, we practice measuring angles with a protractor. During math with a partner, we played Multiplication War, to work on basic fact fluency. Finally, during the technology portion, the students worked their way through 2 different Google Slides presentations to work on measuring angles with a protractor.
After math, the children enjoyed lunch and outdoor recess.
I had to leave early for a doctor appointment and a "mommy" obligation. So, a substitute picked the students up from recess. They spent the rest of the day working on literacy activities, including; completing the 2 Shiloh final activities, finishing and uploading the Genius Hour planning guide, and reading and summarizing a current event of their choice.
Next, we switched for math and took a Go Noodle brain break. After that, we did part of a PARCC review Kahoot. Then, we began our regular rotations. There was no formative today.
During the small group lesson, we practice measuring angles with a protractor. During math with a partner, we played Multiplication War, to work on basic fact fluency. Finally, during the technology portion, the students worked their way through 2 different Google Slides presentations to work on measuring angles with a protractor.
After math, the children enjoyed lunch and outdoor recess.
I had to leave early for a doctor appointment and a "mommy" obligation. So, a substitute picked the students up from recess. They spent the rest of the day working on literacy activities, including; completing the 2 Shiloh final activities, finishing and uploading the Genius Hour planning guide, and reading and summarizing a current event of their choice.
Thursday, May 18, 2017
Thrilling Thursday - Interim Reports
This morning, the students viewed our weekly puzzles and posted their guesses in GC-Class Meeting. Then, they worked on a WTW activity.
After the announcements, we began our science lesson. After reviewing the physical characteristics that scientists use to identify minerals, we tested some more minerals, and shared and discussed our results.
Next, we switched for math and took a Go Noodle brain break. Then, we completed a warm up, involving the multiplication and division algorithms, and went over last night's homework. Before beginning, our rotations, I did a quick whole group lesson introducing the use of protractors to measure angles.
During the small group instruction, we practiced measuring angles with a protractor. During math with a partner, the students played two Toss and Talk games focusing on the various types of angles. FInally, during the technology rotation, the students watched 3 Khan Academy lessons about using protractors to measure angles and then completed a practice activity.
HOMEWORK is posted on GC-Holman's Homework.
After math, the students enjoyed lunch and outdoor recess.
When we returned to class, we began our literacy block. First, I modeled completing a chart to identify, define, and explain the importance of domain specific words in text. Then we reviewed the expectations for the culminating activities for Shiloh, the WTW definitions and sentences, and the Genius Hour Planning Guide.
While I met with guided reading groups, the children identified, defined, and explained 4 domain specific words from the non-fiction article in their Safari Magazine. Then, they worked on 2 culminating activities for Shiloh. After that, they finished their planning guides for their Genius Hour Project. Finally, they worked on their WTW definitions, sentences, and practice activities.
Pink/Blue: We reviewed the domain specific vocabulary they identified, defined, and explained. Then, the students chose one word, from a list we created as a group, to define and use in their own sentence for a vocabulary grade. For HOMEWORK, the students need to reread the non-fiction article on pages 2-9, in their Safari Magazine.
Orange: We reviewed the domain specific vocabulary they identified, defined, and explained. Then, the students chose one word, from a list we created as a group, to define and use in their own sentence for a vocabulary grade. For HOMEWORK, the students need to reread the non-fiction article on pages 2-9, in their Safari Magazine, and think about what 2 things are being compared and contrasted.
Green: We reviewed the domain specific vocabulary they identified, defined, and explained. Then, the students chose one word, from a list we created as a group, to define and use in their own sentence for a vocabulary grade. For HOMEWORK, the students need to reread the non-fiction article on pages 2-9, in their Safari Magazine, and think about cause and effects relationships.
Interims reports are being sent home today. These are yours to keep.
After the announcements, we began our science lesson. After reviewing the physical characteristics that scientists use to identify minerals, we tested some more minerals, and shared and discussed our results.
Next, we switched for math and took a Go Noodle brain break. Then, we completed a warm up, involving the multiplication and division algorithms, and went over last night's homework. Before beginning, our rotations, I did a quick whole group lesson introducing the use of protractors to measure angles.
During the small group instruction, we practiced measuring angles with a protractor. During math with a partner, the students played two Toss and Talk games focusing on the various types of angles. FInally, during the technology rotation, the students watched 3 Khan Academy lessons about using protractors to measure angles and then completed a practice activity.
HOMEWORK is posted on GC-Holman's Homework.
After math, the students enjoyed lunch and outdoor recess.
When we returned to class, we began our literacy block. First, I modeled completing a chart to identify, define, and explain the importance of domain specific words in text. Then we reviewed the expectations for the culminating activities for Shiloh, the WTW definitions and sentences, and the Genius Hour Planning Guide.
While I met with guided reading groups, the children identified, defined, and explained 4 domain specific words from the non-fiction article in their Safari Magazine. Then, they worked on 2 culminating activities for Shiloh. After that, they finished their planning guides for their Genius Hour Project. Finally, they worked on their WTW definitions, sentences, and practice activities.
Pink/Blue: We reviewed the domain specific vocabulary they identified, defined, and explained. Then, the students chose one word, from a list we created as a group, to define and use in their own sentence for a vocabulary grade. For HOMEWORK, the students need to reread the non-fiction article on pages 2-9, in their Safari Magazine.
Orange: We reviewed the domain specific vocabulary they identified, defined, and explained. Then, the students chose one word, from a list we created as a group, to define and use in their own sentence for a vocabulary grade. For HOMEWORK, the students need to reread the non-fiction article on pages 2-9, in their Safari Magazine, and think about what 2 things are being compared and contrasted.
Green: We reviewed the domain specific vocabulary they identified, defined, and explained. Then, the students chose one word, from a list we created as a group, to define and use in their own sentence for a vocabulary grade. For HOMEWORK, the students need to reread the non-fiction article on pages 2-9, in their Safari Magazine, and think about cause and effects relationships.
Interims reports are being sent home today. These are yours to keep.
Wednesday, May 17, 2017
Wonderful Wednesday
This morning the students worked on their WTW definitions and sentences or their writing Wednesday stories. After the announcements, we began our science lesson.
First, we read non-fiction text to understand which properties scientists use to identify and describe minerals. After that, the students were given 7 different minerals to test and describe.
Next, we switched for math and took a Go Noodle brain break. After that we completed a warm up which relied on our knowledge of factor pairs and multi-digit multiplication. Then, we reviewed last night's homework and watched a short music video that introduced the different types of angles.
During the small group lesson we defined and identified right, acute, obtuse, and straight angles. Then we drew and labeled each, using grid paper. During math with a partner, the students played a Toss and Talk game using symmetry, and then, if they had extra time, they played Multiplication War. Finally, during the technology rotation, the students watched a Learn Zillion lesson, about classifying angles, and took notes in their math journals. Those who finished early used two web sites to practice classifying angles.
For HOMEWORK the students need to draw at least one example of each of the four types of angles, using the grid paper we used in small group.
After math, the students enjoyed lunch and outdoor recess.
When the students returned to class, we began our literacy block with reading. First, the children chose one metaphor or simile from their chart and, on an index card, copied it from the text, identified the two things being compared, and then explained the meaning of it. After that, they worked on a culminating activity, from the chart in GC - Reading, for the novel, Shiloh. Those who finished early, chose between completing another final activity for Shiloh, or working on their planning guide for their Genius Hour project.
After that, the students had art with Mr. Cosgrove.
When art was over, half of the class went to band practice with Mr. Gillenwater. SO, the students left behind continued working on the independent work listed above.
HOMEWORK is posted on GC - Holman's Homework.
First, we read non-fiction text to understand which properties scientists use to identify and describe minerals. After that, the students were given 7 different minerals to test and describe.
Next, we switched for math and took a Go Noodle brain break. After that we completed a warm up which relied on our knowledge of factor pairs and multi-digit multiplication. Then, we reviewed last night's homework and watched a short music video that introduced the different types of angles.
During the small group lesson we defined and identified right, acute, obtuse, and straight angles. Then we drew and labeled each, using grid paper. During math with a partner, the students played a Toss and Talk game using symmetry, and then, if they had extra time, they played Multiplication War. Finally, during the technology rotation, the students watched a Learn Zillion lesson, about classifying angles, and took notes in their math journals. Those who finished early used two web sites to practice classifying angles.
For HOMEWORK the students need to draw at least one example of each of the four types of angles, using the grid paper we used in small group.
After math, the students enjoyed lunch and outdoor recess.
When the students returned to class, we began our literacy block with reading. First, the children chose one metaphor or simile from their chart and, on an index card, copied it from the text, identified the two things being compared, and then explained the meaning of it. After that, they worked on a culminating activity, from the chart in GC - Reading, for the novel, Shiloh. Those who finished early, chose between completing another final activity for Shiloh, or working on their planning guide for their Genius Hour project.
After that, the students had art with Mr. Cosgrove.
When art was over, half of the class went to band practice with Mr. Gillenwater. SO, the students left behind continued working on the independent work listed above.
HOMEWORK is posted on GC - Holman's Homework.
Tuesday, May 16, 2017
Terrific Tuesday
This morning, the students worked on their keyboarding skills using Typing Club. Then we began our science lesson.
First, we reviewed the different types of rocks. Then we made model rocks. Finally, we played a Kahoot to learn more about rocks and minerals.
Next, we switched for math and took a Go Noodle brain break. Next, we completed a warm up using parallel and perpendicular lines, and we reviewed last night's homework. Then, we began our rotations.
During the small group lesson, we identified and drew lines of symmetry. During math with a partner, the students played Multiplication War to increase their basic fact fluency. Finally, during the technology rotation, the students watched a Learn Zillion lesson about identifying lines of symmetry, and took notes in their math journals. Those who finished early, played a game called Symmetry Shoot, to practice identifying lines of symmetry.
For HOMEWORK, the students need to complete a Line of Symmetry worksheet, which was passed out in class, and is linked to GC - Holman's Homework.
After math, the students enjoyed lunch and outdoor recess. Then they went to PE.
When we returned to class we began our literacy block. First, I demonstrated how to complete the planning guide for our Genius Hour project. After that, the students worked independently on the following tasks, while I met with a couple of children about their Genius Hour projects, and met with guided reading groups.
First, the children finished the smile and metaphor task from yesterday. Next, those who hadn't done so, finished the Genius Hour KWH chart and uploaded it to Trello. After that, they worked on a culminating activity for Shiloh, using the chart that is in GC - Reading.
Pink/Blue: We shared the unknown words, and meanings, that they identified for homework. Then we practiced identifying and determining the meaning of a domain specific word, in group together. For HOMEWORK the children need to read pages 6 and 7 and identify, and define, 2 domain specific words.
Orange: We shared the unknown words, and meanings, that they identified for homework. Then we practiced identifying and determining the meaning of a domain specific word, in group together. For HOMEWORK the children need to read pages 8 and 9 and identify, and define, 2 domain specific words.
Green: We shared the unknown words, and meanings, that they identified for homework. Then we practiced identifying and determining the meaning of a domain specific word, in group together. For HOMEWORK the children need to read pages 8 and 9 and identify, and define, 2 domain specific words.
HOMEWORK is posted on GC - Holman's Homework.
First, we reviewed the different types of rocks. Then we made model rocks. Finally, we played a Kahoot to learn more about rocks and minerals.
Next, we switched for math and took a Go Noodle brain break. Next, we completed a warm up using parallel and perpendicular lines, and we reviewed last night's homework. Then, we began our rotations.
During the small group lesson, we identified and drew lines of symmetry. During math with a partner, the students played Multiplication War to increase their basic fact fluency. Finally, during the technology rotation, the students watched a Learn Zillion lesson about identifying lines of symmetry, and took notes in their math journals. Those who finished early, played a game called Symmetry Shoot, to practice identifying lines of symmetry.
For HOMEWORK, the students need to complete a Line of Symmetry worksheet, which was passed out in class, and is linked to GC - Holman's Homework.
After math, the students enjoyed lunch and outdoor recess. Then they went to PE.
When we returned to class we began our literacy block. First, I demonstrated how to complete the planning guide for our Genius Hour project. After that, the students worked independently on the following tasks, while I met with a couple of children about their Genius Hour projects, and met with guided reading groups.
First, the children finished the smile and metaphor task from yesterday. Next, those who hadn't done so, finished the Genius Hour KWH chart and uploaded it to Trello. After that, they worked on a culminating activity for Shiloh, using the chart that is in GC - Reading.
Pink/Blue: We shared the unknown words, and meanings, that they identified for homework. Then we practiced identifying and determining the meaning of a domain specific word, in group together. For HOMEWORK the children need to read pages 6 and 7 and identify, and define, 2 domain specific words.
Orange: We shared the unknown words, and meanings, that they identified for homework. Then we practiced identifying and determining the meaning of a domain specific word, in group together. For HOMEWORK the children need to read pages 8 and 9 and identify, and define, 2 domain specific words.
Green: We shared the unknown words, and meanings, that they identified for homework. Then we practiced identifying and determining the meaning of a domain specific word, in group together. For HOMEWORK the children need to read pages 8 and 9 and identify, and define, 2 domain specific words.
HOMEWORK is posted on GC - Holman's Homework.
Monday, May 15, 2017
Marvelous Monday
This morning, the children worked on a language review activity. After going over the correct answers, we moved on to social studies.
During social studies, the students had one last day to work on the 3 branches of the Maryland state government activity. Those who finished early, worked on their WTW practice activities.
Next we switched for math and took a Go Noodle brain break. Then we completed an error analysis warm up, involving factors, and watched a quick video introducing different types of lines. Then we began our rotations.
During the small group lesson we defined, identified, and named lines, line segments, parallel lines, and perpendicular lines. During math with a partner, the students played Multiplication War. Finally, during the technology rotation, the students watched two Learn zillion lesson about points and lines.
The students were given a worksheet to be completed for HOMEWORK.
After math, the students enjoyed lunch and outdoor recess.
When they returned to class, we began our literacy block. First, we reviewed similes and metaphors. Then, the students worked in small groups to identify one from the novel, Shiloh, and interpret it. After that, the groups shared with the class and we discussed their simile or metaphor.
Next, I introduced a chart of 6 choices for culminating activities for Shiloh. I explained each and gave some very brief, oral descriptions.
Then, while I met with small groups, the children identified and explained 4 similes or metaphors from Shiloh, on a chart in Google Classroom. After that, they chose 2 culminating activities, from the chart, and began working on them.
Blue/Pink: We reviewed the various ways to find the meaning of unknown words in text. Then we read and discussed pages 2-4 in their Safari magazine and looked at how an author can embed a definition into the text. For HOMEWORK the children need to read pages 4 and 5, select 2 unknown words, and use dictionary.com (or another resource) to identify the CORRECT meaning of the word as used in the text.
Orange: We reviewed the various ways to find the meaning of unknown words in text. Then we read and discussed pages 2-3 in their Safari magazine and looked at how we can use dictionary.com to find the correct meaning of an unknown word in text. For HOMEWORK the children need to read pages 4-7, select 2 unknown words, and use dictionary.com (or another resource) to identify the CORRECT meaning of the word as used in the text.
Green: We reviewed the various ways to find the meaning of unknown words in text. Then the students read pages 2-4, identified an unknown word, and used a resource to determine the meaning as used in text. Finally, they shared the word, resource, and meaning with the group. For HOMEWORK the children need to read pages 5-7, select 2 unknown words, and use dictionary.com (or another resource) to identify the CORRECT meaning of the word as used in the text.
After reading, we turned our attention to our Genius Hour Project. First, we reviewed the steps we've taken thus far. Then, the children had a chance to complete their KWH charts and meet with partners to share what they know, what they want to learn, and how they plan to do so.
HOMEWORK is posted on Google Classroom - Holman's Homework.
During social studies, the students had one last day to work on the 3 branches of the Maryland state government activity. Those who finished early, worked on their WTW practice activities.
Next we switched for math and took a Go Noodle brain break. Then we completed an error analysis warm up, involving factors, and watched a quick video introducing different types of lines. Then we began our rotations.
During the small group lesson we defined, identified, and named lines, line segments, parallel lines, and perpendicular lines. During math with a partner, the students played Multiplication War. Finally, during the technology rotation, the students watched two Learn zillion lesson about points and lines.
The students were given a worksheet to be completed for HOMEWORK.
After math, the students enjoyed lunch and outdoor recess.
When they returned to class, we began our literacy block. First, we reviewed similes and metaphors. Then, the students worked in small groups to identify one from the novel, Shiloh, and interpret it. After that, the groups shared with the class and we discussed their simile or metaphor.
Next, I introduced a chart of 6 choices for culminating activities for Shiloh. I explained each and gave some very brief, oral descriptions.
Then, while I met with small groups, the children identified and explained 4 similes or metaphors from Shiloh, on a chart in Google Classroom. After that, they chose 2 culminating activities, from the chart, and began working on them.
Blue/Pink: We reviewed the various ways to find the meaning of unknown words in text. Then we read and discussed pages 2-4 in their Safari magazine and looked at how an author can embed a definition into the text. For HOMEWORK the children need to read pages 4 and 5, select 2 unknown words, and use dictionary.com (or another resource) to identify the CORRECT meaning of the word as used in the text.
Orange: We reviewed the various ways to find the meaning of unknown words in text. Then we read and discussed pages 2-3 in their Safari magazine and looked at how we can use dictionary.com to find the correct meaning of an unknown word in text. For HOMEWORK the children need to read pages 4-7, select 2 unknown words, and use dictionary.com (or another resource) to identify the CORRECT meaning of the word as used in the text.
Green: We reviewed the various ways to find the meaning of unknown words in text. Then the students read pages 2-4, identified an unknown word, and used a resource to determine the meaning as used in text. Finally, they shared the word, resource, and meaning with the group. For HOMEWORK the children need to read pages 5-7, select 2 unknown words, and use dictionary.com (or another resource) to identify the CORRECT meaning of the word as used in the text.
After reading, we turned our attention to our Genius Hour Project. First, we reviewed the steps we've taken thus far. Then, the children had a chance to complete their KWH charts and meet with partners to share what they know, what they want to learn, and how they plan to do so.
HOMEWORK is posted on Google Classroom - Holman's Homework.
Friday, May 12, 2017
Fabulous Friday
This morning, since it is Free Choice Friday, the students chose their own morning work. Then they went to music. Ms. Thomson was absent, so they had a substitute. When they returned to class we watched the morning announcements and reviewed the answers to this week's puzzles.
Next, we switched for math and took a Go Noodle brain break. After that, we reviewed last night's homework. Then, the children took the formative for weeks 2 and 3. These have been scored and returned to the students. Look for them in home folders tonight.
After the quiz, we reviewed the correct answers and did a Kahoot to review math skills in preparation for the math PARCC.
Then, the children enjoyed lunch and outdoor recess.
When they returned to class, we began our literacy block. First, I modeled writing a summary for chapter 14. After that, the children copied my response under the one they wrote yesterday, or last night for homework. Then, the children analyzed the two answers noticing what they did well and where they need to improve.
Next, we read, and discussed, chapter 15, the final chapter in Shiloh. Then, the children got a sticky note and listed the 5 most important events in the story. After sharing out their thoughts, we orally rehearsed a summary of the book and possible themes.
Finally, while some students went to instrumental band, the rest of us worked on finishing the K-W-H chart for our Genius Hour project, and spent time learning how to upload a screenshot to Trello.
Next, we switched for math and took a Go Noodle brain break. After that, we reviewed last night's homework. Then, the children took the formative for weeks 2 and 3. These have been scored and returned to the students. Look for them in home folders tonight.
After the quiz, we reviewed the correct answers and did a Kahoot to review math skills in preparation for the math PARCC.
Then, the children enjoyed lunch and outdoor recess.
When they returned to class, we began our literacy block. First, I modeled writing a summary for chapter 14. After that, the children copied my response under the one they wrote yesterday, or last night for homework. Then, the children analyzed the two answers noticing what they did well and where they need to improve.
Next, we read, and discussed, chapter 15, the final chapter in Shiloh. Then, the children got a sticky note and listed the 5 most important events in the story. After sharing out their thoughts, we orally rehearsed a summary of the book and possible themes.
Finally, while some students went to instrumental band, the rest of us worked on finishing the K-W-H chart for our Genius Hour project, and spent time learning how to upload a screenshot to Trello.
Thursday, May 11, 2017
Thriving Thursday
This morning the students worked on solving our weekly puzzles and then had time to complete a WTW practice activity. After the announcements, we began social studies.
Today the students began working on a tree showing the three branches of the Maryland state government, with leaves identifying the roles and responsibilities of each. AS the students worked, I met with several to discuss and approve their Genius Hour question.
Next, we switched for math and took a Go Noodle brain break. After that, we reviewed last night's homework and then did a PARCC Kahoot as a warm up. Then, we began our rotations.
During the small group instruction, we practiced solving 2-digit by 2-digit multiplications problems and 4-digit by 1-digit division problems. During math with a partner, the children played a game called, "Salamander Big Division Game" to practice dividing multiples of ten mentally. Finally, during the technology rotation, the students used the site, Long Division - Kids Numbers, to practice using long division to solve 4-digit by 1-digit problems.
For HOMEWORK the students need to solve the following problems on paper:
56 x 24 =
34 x 27 =
5783 ÷ 6 =
4367 ÷ 4 =
After math, the children enjoyed lunch and indoor recess. The we began our literacy block.
First, I gave the students 10 minutes to complete their homework from last night. Then I modeled writing a good summary for chapter 11. After that, the students copied my summary, under their own, and noticed what they did well and what changes needed to be made.
Next, we read and discussed chapters 12-14 of Shiloh.
Then, the students began listening to chapter 14, again, and began writing a summary for it. They will finish this for HOMEWORK this evening. As they worked, I met with a few more students to tweak and approve their Genius Hour Question.
We ended the day working on Genius Hour. First, each child created a Trello account and joined our class page. After that, I modeled how to complete Step 2, a K-W-H chart. Then., while I approved the rest of the students' questions, they began working on the KWH chart, listing what they Know about their topic, what they Want to know about it, and How they will get the necessary information.
HOMEWORK is posted on GC - Holman's Homework.
Today the students began working on a tree showing the three branches of the Maryland state government, with leaves identifying the roles and responsibilities of each. AS the students worked, I met with several to discuss and approve their Genius Hour question.
Next, we switched for math and took a Go Noodle brain break. After that, we reviewed last night's homework and then did a PARCC Kahoot as a warm up. Then, we began our rotations.
During the small group instruction, we practiced solving 2-digit by 2-digit multiplications problems and 4-digit by 1-digit division problems. During math with a partner, the children played a game called, "Salamander Big Division Game" to practice dividing multiples of ten mentally. Finally, during the technology rotation, the students used the site, Long Division - Kids Numbers, to practice using long division to solve 4-digit by 1-digit problems.
For HOMEWORK the students need to solve the following problems on paper:
56 x 24 =
34 x 27 =
5783 ÷ 6 =
4367 ÷ 4 =
After math, the children enjoyed lunch and indoor recess. The we began our literacy block.
First, I gave the students 10 minutes to complete their homework from last night. Then I modeled writing a good summary for chapter 11. After that, the students copied my summary, under their own, and noticed what they did well and what changes needed to be made.
Next, we read and discussed chapters 12-14 of Shiloh.
Then, the students began listening to chapter 14, again, and began writing a summary for it. They will finish this for HOMEWORK this evening. As they worked, I met with a few more students to tweak and approve their Genius Hour Question.
We ended the day working on Genius Hour. First, each child created a Trello account and joined our class page. After that, I modeled how to complete Step 2, a K-W-H chart. Then., while I approved the rest of the students' questions, they began working on the KWH chart, listing what they Know about their topic, what they Want to know about it, and How they will get the necessary information.
HOMEWORK is posted on GC - Holman's Homework.
Wednesday, May 10, 2017
Wonderful Wednesday
This morning, the students had time to work on either their writing Wednesday stories, or their WTW definitions and sentences. Then, after the announcements, they continued reading the non-fiction text about rocks and completing the follow up outline. Those who finished early chose between working on their Genius Hour question or their WTW definitions and sentences.
Next, we switched for math and took a Go Noodle brain break. After that, we completed a multi-step word problem, for warm up, that required the use of multiplication and division, and we reviewed last night's homework. Then, we began our rotations.
During the small group instruction, we continued to use place value understanding to divide 4-digit numbers by a 1-digit number. During math with a partner, the students worked on their multiplication fact fluency as they played the card game, Multiplication Zone. Finally, during the technology rotation, the students rewatched the Learn Zillion lesson from yesterday and then practiced long division using the site, Long Division - Kids Numbers.
For HOMEWORK the students need to complete problem D on the worksheet we used in class.
After math, the students enjoyed lunch and outdoor recess.
When we returned to class, we began our literacy block. First, we read and discussed chapters 10 & 11 of Shiloh. Then the children used the text to complete a multiple choice comprehension "quiz" and write a summary of chapter 11. Those who didn't finish will do so for HOMEWORK.
Then it was time for art. Mr. Cosgrove had jury duty, so the students worked with a substitute.
After art, a good portion of the class had instrumental music with Mr. Gillenwater. Those left behind worked on the Shiloh comprehension activities and their Genius Hour question. I met with a few students to work on their Genius Hour questions.
HOMEWORK is posted on GC - Holman's Homework.
Next, we switched for math and took a Go Noodle brain break. After that, we completed a multi-step word problem, for warm up, that required the use of multiplication and division, and we reviewed last night's homework. Then, we began our rotations.
During the small group instruction, we continued to use place value understanding to divide 4-digit numbers by a 1-digit number. During math with a partner, the students worked on their multiplication fact fluency as they played the card game, Multiplication Zone. Finally, during the technology rotation, the students rewatched the Learn Zillion lesson from yesterday and then practiced long division using the site, Long Division - Kids Numbers.
For HOMEWORK the students need to complete problem D on the worksheet we used in class.
After math, the students enjoyed lunch and outdoor recess.
When we returned to class, we began our literacy block. First, we read and discussed chapters 10 & 11 of Shiloh. Then the children used the text to complete a multiple choice comprehension "quiz" and write a summary of chapter 11. Those who didn't finish will do so for HOMEWORK.
Then it was time for art. Mr. Cosgrove had jury duty, so the students worked with a substitute.
After art, a good portion of the class had instrumental music with Mr. Gillenwater. Those left behind worked on the Shiloh comprehension activities and their Genius Hour question. I met with a few students to work on their Genius Hour questions.
HOMEWORK is posted on GC - Holman's Homework.
Tuesday, May 9, 2017
Terrific Tuesday
This morning I was at an in-school planning meeting. Mrs. Carlson stepped in to cover for me in my absence.
Prior to the announcements they used Typing Club to work on keyboarding fluency. Then they began a science lesson.
Today, they used non-fiction text to explore how rocks hold information about the Earth's past.
In math, they began using long division to divide 4 digit numbers by a 1 digit number.
After math, the students enjoyed lunch and outdoor recess. Then they went to PE with MR. Smith.
I picked the children up from PE and we returned to class to begin our literacy block.
First, we read chapters 7-9 of Shiloh.
After that, I shared with the class the planning we did this morning. I shared a Trello web site which will help keep us organized. It clearly displays the steps need to complete the Genius Hour project. Additionally, it is interactive, so student names will be moved to identify which step of the project on which they are currently working. Then, I showed the children the Genius Hour class web site I created. This site will be where each student uploads their planning, their research, and eventually their project. Finally, I shared a student's actual questions and research, with the children, so that they understood exactly what I am expecting from each.
There wasn't much time left, by his point, but the children then had time to work on identifying a question, and a back up, for their Genius Hour project.
HO\MEWORK is posted on GC - Holman's Homework.
Prior to the announcements they used Typing Club to work on keyboarding fluency. Then they began a science lesson.
Today, they used non-fiction text to explore how rocks hold information about the Earth's past.
In math, they began using long division to divide 4 digit numbers by a 1 digit number.
After math, the students enjoyed lunch and outdoor recess. Then they went to PE with MR. Smith.
I picked the children up from PE and we returned to class to begin our literacy block.
First, we read chapters 7-9 of Shiloh.
After that, I shared with the class the planning we did this morning. I shared a Trello web site which will help keep us organized. It clearly displays the steps need to complete the Genius Hour project. Additionally, it is interactive, so student names will be moved to identify which step of the project on which they are currently working. Then, I showed the children the Genius Hour class web site I created. This site will be where each student uploads their planning, their research, and eventually their project. Finally, I shared a student's actual questions and research, with the children, so that they understood exactly what I am expecting from each.
There wasn't much time left, by his point, but the children then had time to work on identifying a question, and a back up, for their Genius Hour project.
HO\MEWORK is posted on GC - Holman's Homework.
Monday, May 8, 2017
Marvelous Monday
This morning, the students completed a language review activity. After that, we began our social studies lesson.
Today we reviewed how the states raises and spends money. Then we looked at the many committees on which our delegates serve. After that, the students partnered up, chose a delegate to read about, and then one student took on the role of the legislator while the other students interviewed him/her using a set of questions provided to them. Finally, we discussed, as a class, how the roles of the state senators and delegates affect our lives as citizens of Maryland.
Next, we switched for math and took a Go Noodle brain break. After that, we completed a warm up and began our rotations.
During the small group lesson, we continued using place value, and the standard algorithm, to multiply two 2-digit numbers. During math with a partner, the students played a card game called, "Multiplication Zone", to practice their multiplication basic facts. Finally, during the technology rotation, the students watched 2 Khan Academy lesson focusing on using long division to divide 4 digit numbers by a 1 digit number. Then they completed a follow up practice activity.
For HOMEWORK the children need to solve problems 9-12 on the worksheet we began in class.
After math, the students enjoyed lunch and outdoor recess.
When we returned to class we began our literacy block.
First, we read and discussed chapters 5 and 6 of Shiloh. After that, we reviewed a Symbaloo web site that has links for many different apps that can be used for the Genius Hour presentations.
While I met with small groups, the students reread chapters 5 and 6 and wrote a summary for each. Then they completed their new WTW sorts. After that, they browsed apps that they can use for their Genius Hour presentations.
Pink/Blue: The students reread chapters 5 and 6 of Shiloh, with Mrs. Mitch. Working as a group, they wrote summaries for both chapters. When they met with me, we discussed hot air balloons. Then I handed out a new Safari magazine and we reviewed the story, "Hot Air," on page 12. For HOMEWORK the students need to read the story and list unknown words and page numbers.
Orange: We reviewed the student's summaries for chapter 5 and then drew a line of learning and wrote one together. The students were encouraged to compare and contrast the two summaries. After that, I handed out a new Safari Magazine. We previewed the story, "High Rise Rescue" on page 12 and discussed possible story lines. For HOMEWORK the children need to read the story and think about character traits for the main characters.
Green: We reviewed the student's summaries for chapter 5 and then drew a line of learning and wrote one together. The students were encouraged to compare and contrast the two summaries. After that, I handed out a new Safari Magazine. We previewed the story, "Friends of Sandy Bay," on page 12. For HOMEWORK the children need to read the story and think about why the author wrote it....what does the author want us to learn.
Today we reviewed how the states raises and spends money. Then we looked at the many committees on which our delegates serve. After that, the students partnered up, chose a delegate to read about, and then one student took on the role of the legislator while the other students interviewed him/her using a set of questions provided to them. Finally, we discussed, as a class, how the roles of the state senators and delegates affect our lives as citizens of Maryland.
Next, we switched for math and took a Go Noodle brain break. After that, we completed a warm up and began our rotations.
During the small group lesson, we continued using place value, and the standard algorithm, to multiply two 2-digit numbers. During math with a partner, the students played a card game called, "Multiplication Zone", to practice their multiplication basic facts. Finally, during the technology rotation, the students watched 2 Khan Academy lesson focusing on using long division to divide 4 digit numbers by a 1 digit number. Then they completed a follow up practice activity.
For HOMEWORK the children need to solve problems 9-12 on the worksheet we began in class.
After math, the students enjoyed lunch and outdoor recess.
When we returned to class we began our literacy block.
First, we read and discussed chapters 5 and 6 of Shiloh. After that, we reviewed a Symbaloo web site that has links for many different apps that can be used for the Genius Hour presentations.
While I met with small groups, the students reread chapters 5 and 6 and wrote a summary for each. Then they completed their new WTW sorts. After that, they browsed apps that they can use for their Genius Hour presentations.
Pink/Blue: The students reread chapters 5 and 6 of Shiloh, with Mrs. Mitch. Working as a group, they wrote summaries for both chapters. When they met with me, we discussed hot air balloons. Then I handed out a new Safari magazine and we reviewed the story, "Hot Air," on page 12. For HOMEWORK the students need to read the story and list unknown words and page numbers.
Orange: We reviewed the student's summaries for chapter 5 and then drew a line of learning and wrote one together. The students were encouraged to compare and contrast the two summaries. After that, I handed out a new Safari Magazine. We previewed the story, "High Rise Rescue" on page 12 and discussed possible story lines. For HOMEWORK the children need to read the story and think about character traits for the main characters.
Green: We reviewed the student's summaries for chapter 5 and then drew a line of learning and wrote one together. The students were encouraged to compare and contrast the two summaries. After that, I handed out a new Safari Magazine. We previewed the story, "Friends of Sandy Bay," on page 12. For HOMEWORK the children need to read the story and think about why the author wrote it....what does the author want us to learn.
Friday, May 5, 2017
Fantastic Friday
This morning, the children had time to finish their Slides presentation of the 3 Branches of Government. After that, they chose what they wanted to work on, since it is Free Choice Friday.
After that, they went to music with Ms. Thomson.
When they returned, we watched the morning announcements, reviewed the answers to our weekly puzzles, and then switched for math.
We began math with a Go Noodle brain break and then completed a warm up involving multiplication and balancing equations. Then, we began our rotations.
During the small group lesson, we used place value and the standard algorithm to multiply two 2-digit numbers. During math with a partner, the students played the card game, Advanced Multiplication Number Battle, to practice multiplying 2-digit numbers. Finally, during the technology rotation, the children watched a Khan Academy lesson modeling how to multiply two 2-digit numbers. Then they completed a follow up practice activity. Those who finished early used either Drag n' Drop Math, to practice multiplying two 2-digit numbers, or Xtra Math, to work on their basic fact fluency.
After math, the students enjoyed lunch and indoor recess.
Next, we got our class and individual pictures taken.
When we FINALLY returned to class, we began our literacy block.
First, we read and discussed chapter 4 of Shiloh. After that, the students worked independently on the following tasks, while I met with WTW groups to test them on their words.
The children partnered up to reread chapter 4. Then they wrote a summary and an inference, for the chapter, using key details from the text. Next, they took a multiple choice comprehension "quiz" for chapters 3 and 4, using the novel. After that, they continued to explore Genius Hour links available in GC.
We ended the day with our Dojo reward, a game day afternoon and a tootsie pop. :-)
After that, they went to music with Ms. Thomson.
When they returned, we watched the morning announcements, reviewed the answers to our weekly puzzles, and then switched for math.
We began math with a Go Noodle brain break and then completed a warm up involving multiplication and balancing equations. Then, we began our rotations.
During the small group lesson, we used place value and the standard algorithm to multiply two 2-digit numbers. During math with a partner, the students played the card game, Advanced Multiplication Number Battle, to practice multiplying 2-digit numbers. Finally, during the technology rotation, the children watched a Khan Academy lesson modeling how to multiply two 2-digit numbers. Then they completed a follow up practice activity. Those who finished early used either Drag n' Drop Math, to practice multiplying two 2-digit numbers, or Xtra Math, to work on their basic fact fluency.
After math, the students enjoyed lunch and indoor recess.
Next, we got our class and individual pictures taken.
When we FINALLY returned to class, we began our literacy block.
First, we read and discussed chapter 4 of Shiloh. After that, the students worked independently on the following tasks, while I met with WTW groups to test them on their words.
The children partnered up to reread chapter 4. Then they wrote a summary and an inference, for the chapter, using key details from the text. Next, they took a multiple choice comprehension "quiz" for chapters 3 and 4, using the novel. After that, they continued to explore Genius Hour links available in GC.
We ended the day with our Dojo reward, a game day afternoon and a tootsie pop. :-)
Thursday, May 4, 2017
Thrilling Thursday
This morning the students worked on solving our weekly puzzles and then explored some of the Genius Hour web sites. After the announcements, we discussed the Genius Hour project, and then began our science lesson.
After reviewing the difference between a mixture and a solution, we observed and explained how a new material can form when we combine two or more items. We saw that combining steel wool and water will create rust, and adding Alka Seltzer to water will form bubbles. Both of these are new materials.
Next we had a bus evacuation drill and switched for math. Since we didn't have math all week, and the bus evacuation set us behind, we skipped the Go Noodle break and warm up. Therefore, we began our rotations right away.
During the small group rotation, we reviewed the partial products/area model for solving 2-digit multiplication problems. Then we moved on to using the base ten grid paper to model finding the product. During math with a partner, the students played Advanced Multiplication Number Battle, which provided more practice with 2-digit multiplication. Finally, during the technology rotation, the students watched a Learn Zillion lesson, and took notes in their math journal, about using the standard algorithm to solve 2-digit multiplication problems. Then they used the site Drag n' Drop math to get more practice.
We didn't get as far as I wanted in math today. Therefore, HOMEWORK is a choice of two web sites posted on GC - Holman's Homework.
After math, the students enjoyed lunch and outdoor recess. When they returned to class, we began our literacy block.
First, we reviewed how a summary is like a sifter and the characteristics of a good one. After that I read chapter 3, of Shiloh, to the class, modeling how to stop and think at the end of every couple of pages.
While I met with small groups, the children summarized chapter 3. Then they completed a WTW practice activity, preparing for their quiz tomorrow. After that, they made a card for another teacher for Staff Appreciation Week. Finally, they continued to explore the Genius Hour links and writing questions they are wondering about on a sticky note.
Pink/Blue: We reread chapter 3 together and used the Somebody-Wanted-But-So-Then strategy to help us summarize it. After that, the students drafter a summary for chapter 3, independently, and identified an inference they could make.
Orange: Independently the students reread chapter 3 and wrote a summary. In group we shared their summaries and made improvements along the way.
Green: Independently the students reread chapter 3 and wrote a summary. In group we shared their summaries and made improvements along the way. We also identified inferences we could make and the key details from the text that supported them.
HW is posted on GC - Holman's Homework. Tomorrow is Spring Picture Day. We will be taking our class picture, too. Finally, we will have a game day afternoon to celebrate our class Dojo's. Students may bring in a board or card game but absolutely NO ELECTRONICS!
After reviewing the difference between a mixture and a solution, we observed and explained how a new material can form when we combine two or more items. We saw that combining steel wool and water will create rust, and adding Alka Seltzer to water will form bubbles. Both of these are new materials.
Next we had a bus evacuation drill and switched for math. Since we didn't have math all week, and the bus evacuation set us behind, we skipped the Go Noodle break and warm up. Therefore, we began our rotations right away.
During the small group rotation, we reviewed the partial products/area model for solving 2-digit multiplication problems. Then we moved on to using the base ten grid paper to model finding the product. During math with a partner, the students played Advanced Multiplication Number Battle, which provided more practice with 2-digit multiplication. Finally, during the technology rotation, the students watched a Learn Zillion lesson, and took notes in their math journal, about using the standard algorithm to solve 2-digit multiplication problems. Then they used the site Drag n' Drop math to get more practice.
We didn't get as far as I wanted in math today. Therefore, HOMEWORK is a choice of two web sites posted on GC - Holman's Homework.
After math, the students enjoyed lunch and outdoor recess. When they returned to class, we began our literacy block.
First, we reviewed how a summary is like a sifter and the characteristics of a good one. After that I read chapter 3, of Shiloh, to the class, modeling how to stop and think at the end of every couple of pages.
While I met with small groups, the children summarized chapter 3. Then they completed a WTW practice activity, preparing for their quiz tomorrow. After that, they made a card for another teacher for Staff Appreciation Week. Finally, they continued to explore the Genius Hour links and writing questions they are wondering about on a sticky note.
Pink/Blue: We reread chapter 3 together and used the Somebody-Wanted-But-So-Then strategy to help us summarize it. After that, the students drafter a summary for chapter 3, independently, and identified an inference they could make.
Orange: Independently the students reread chapter 3 and wrote a summary. In group we shared their summaries and made improvements along the way.
Green: Independently the students reread chapter 3 and wrote a summary. In group we shared their summaries and made improvements along the way. We also identified inferences we could make and the key details from the text that supported them.
HW is posted on GC - Holman's Homework. Tomorrow is Spring Picture Day. We will be taking our class picture, too. Finally, we will have a game day afternoon to celebrate our class Dojo's. Students may bring in a board or card game but absolutely NO ELECTRONICS!
Wednesday, May 3, 2017
Wonderful Wednesday - End of ELA PARCC
Well, once again, the children put a ton of effort into their PARCC testing this morning. I am thrilled with what I saw...students taking their time, revisiting text, using the tools, and showing signs of using strategies taught in class. Woo hoo!
We began the day with testing. After testing, we read chapter 2 of Shiloh.
Next, the children enjoyed lunch and outdoor recess.
When they returned to class, we began our literacy block. First, we reviewed and discussed the characteristics of a summary. Then I shared a model summary for chapter 1 of Shiloh, and we discussed which details were included and which were not. We also discussed what could be inferred about Marty, using key details from the chapter.
Next, we reread chapter 2 and worked together to write a summary for it and make inferences using key details.
Then, the students had art with Mr. Cosgrove.
After art, the band students had rehearsal, so we were left with less then half of our class. The students who remained with me, joined a new Google Classroom for Genius Hour and began exploring several links to help them prepare to plan their project.
NO HOMEWORK tonight!
We began the day with testing. After testing, we read chapter 2 of Shiloh.
Next, the children enjoyed lunch and outdoor recess.
When they returned to class, we began our literacy block. First, we reviewed and discussed the characteristics of a summary. Then I shared a model summary for chapter 1 of Shiloh, and we discussed which details were included and which were not. We also discussed what could be inferred about Marty, using key details from the chapter.
Next, we reread chapter 2 and worked together to write a summary for it and make inferences using key details.
Then, the students had art with Mr. Cosgrove.
After art, the band students had rehearsal, so we were left with less then half of our class. The students who remained with me, joined a new Google Classroom for Genius Hour and began exploring several links to help them prepare to plan their project.
NO HOMEWORK tonight!
Tuesday, May 2, 2017
Terrific Tuesday - PARCC Day 2
The students spent the morning completing the Unit 2 ELA PARCC test. Once again, I was so impressed with the effort put forth by all. :-)
After testing, I gave a brief book introduction for our next novel, Shiloh.
Then, the children enjoyed lunch and outdoor recess. Next, they went to PE with Mr. Smith.
When we returned to class, we launched our Genius Hour, a self-directed research program.
We began by identifying various topics students are passionate about on sticky notes. Then we went to Mrs. Bigelow's room to hear a presentation about Genius Hour, including the criteria for success, examples and non-examples of researchable questions and 3 projects made by last year's fourth graders.
When we returned to class, the students began writing an "I Wonder" question for some, or all , of their topics.
Reminders:
After testing, I gave a brief book introduction for our next novel, Shiloh.
Then, the children enjoyed lunch and outdoor recess. Next, they went to PE with Mr. Smith.
When we returned to class, we launched our Genius Hour, a self-directed research program.
We began by identifying various topics students are passionate about on sticky notes. Then we went to Mrs. Bigelow's room to hear a presentation about Genius Hour, including the criteria for success, examples and non-examples of researchable questions and 3 projects made by last year's fourth graders.
When we returned to class, the students began writing an "I Wonder" question for some, or all , of their topics.
Reminders:
- NO HOMEWORK tonight
- All BAND students bring instruments tomorrow
- All STRINGS students bring instruments on Thursday
- PARCC testing TOMORROW from 9:15-11:30
Monday, May 1, 2017
Marvelous Monday - Testing Season Begins
WOW! We had a lot of bread this morning!! Thanks to all of you who took the time to bake bread with your child this weekend. I am certain those less fortunate, who will be receiving our donations, will be very grateful!!
Today marks the beginning of testing season. During this time, there will be many changes to our schedule and routine. Stay tuned to the blog in order top remain informed.
For starters, we did not have a formal reading or math block today because of the bread donations and testing. There will be NO HOMEWORK this evening.
We began our day by completing and going over a language review activity. Then the children completed their 3 Branches of Government Slides presentation, while I worked to complete the April (oops!) informal reading assessments.
After that, we reviewed the format for answering an essay question and I introduced the novel, Shiloh, to the class.
Then the students enjoyed lunch and outdoor recess.
After recess, the students took the Unit 1 ELA PARCC assessment.
There is NO HOMEWORK this evening.
Today marks the beginning of testing season. During this time, there will be many changes to our schedule and routine. Stay tuned to the blog in order top remain informed.
For starters, we did not have a formal reading or math block today because of the bread donations and testing. There will be NO HOMEWORK this evening.
We began our day by completing and going over a language review activity. Then the children completed their 3 Branches of Government Slides presentation, while I worked to complete the April (oops!) informal reading assessments.
After that, we reviewed the format for answering an essay question and I introduced the novel, Shiloh, to the class.
Then the students enjoyed lunch and outdoor recess.
After recess, the students took the Unit 1 ELA PARCC assessment.
There is NO HOMEWORK this evening.
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