Friday, September 29, 2017

Fabulous Friday - Park Ranger Visit

This morning the students completed the Friday section of their vocabulary sheet for our word of the week, assume.  Then, they chose which skills to work on, because it is Free Choice Friday.  After watching the morning announcements, we switched for math.

We began math with a multi-digit subtraction and addition warm up.  Then, we had an assembly where a US Park Ranger talked to us about the Every Kid in a Park program.  Each student received a free National Park pass that is good through August 31, 2018.

When we returned to math class, we reviewed last night's homework.

After that, the students enjoyed lunch and outdoor recess.

As usual, we returned to math class, after recess, and then we took this week's formative.  It covered adding and subtracting multi-digit numbers fluently.

Math ran a bit long due to the formative.  These have been scored and returned to students.  Look for them in the binders this evening.

After math we began our literacy block.  While I met with guided reading groups the students worked independently.  First, the read assigned chapters in their guided reading books, using think marks to increase comprehension, and listed unknown words.  After that, they viewed three resources about plant growth and development (science) and completed a note taking chart.  Finally, they drew a diagram showing how plants get the things they need.

Guided reading groups:

Blue:  In group we discussed chapters 7 & 8, which the students had read independently.  We focused on the thoughts, feelings, and actions of the characters.  After that, we began discussing possible themes of the book.

Pink:   In group we discussed chapters 9 & 10, which the students had read independently.  We focused on identifying what the characters said and did that supported our thinking.  Additionally, we debated who sent the envelope to the reporter.

Green:  In group we discussed chapters 15 -20.  We focused on using evidence from the text to support our thinking about the fight during the basketball game, and the events that followed.  We also started thinking about the theme.

After meeting with guided reading groups, we ate snack and continued reading Wonder.

Next we began our writing lesson.  First, we identified, defined, and saw examples of various types of non-book writing.  These included advertisements, brochures, and recipes.  Next the students discussed, with their writing partner, for what service or product what they might write an advertisement, brochure, or recipe.

Next, they wrote for 20 minutes about anything they chose.  This included creating an advertisement, a recipe, or a brochure.  Also, they could choose to work on a piece they had already started.  Finally, they took turns reading their writing to their partner, asking questions about the piece, and giving compliments.

Have a wonderful weekend!!

Thursday, September 28, 2017

Thrilling Thursday

This morning, after completing the Thursday portion of the word of the week vocabulary sheet, the students worked on solving this week's puzzles.  The, after the announcements, we switched for math.

Math began with a subtraction warm up.  After that, we reviewed last night's homework.  Then, we began our rotations.

During the small group lesson we practiced adding and subtracting multi-digit numbers fluently. During math with a partner, the students finished playing the squares game they began yesterday.  This focused on the addition of multi-digit numbers to get to a sum of 1,000,000.  Finally, during the technology rotation, the students completed an Xtra Math session, and then practiced subtracting fluently using the site, Calculator Bingo.

Math HOMEWORK is posted on GC.  We will have a formative tomorrow covering addition and subtraction of multi-digit numbers.

The students enjoyed lunch and outdoor recess in between the second and third rotations.

After math we began our literacy block, which included some science and social studies today.  While I met with small groups the students read assigned chapters in their guided reading books, using think marks and listing unknown words.  Then, they used 3 linked resources in the Module 2 slides to identify, explain the job of, 4 things plants need.  After that, they drew a diagram of a plant showing how the needs are used within the plant.  Students who finished early got a chance to catch up on unfinished work, or they could read silently or work on a writing piece.

Prior to going to music, with Mrs. Graf, I pulled a small group to work with them on identifying and interpreting similes and metaphors.  These students are encouraged to redo the assignment from Pop's Bridge , now that they have a better understanding.

After music, I pulled guided reading groups.

Blue:  We discussed chapters 5 and 6 and reviewed their unknown words.  Today we focused on the changes in Dominic within these pages, especially his thoughts, feelings, and actions.

Pink:  We discussed chapters 7 and 8, focusing on the thoughts, actions and feelings of Nick and Mrs. Granger.  In particular we discussed how Mrs. Granger feels about the word frindle and how we know this.  We also identified the consequences of Nick's actions.

Green:  We discussed  chapters 11-14.    We focused on what we could learn through the thoughts, actions, and feelings of Drita and Maxie.

After guided reading groups, we ate snack and reviewed the organisms that we would be adding to the aquariums and terrariums today.

Then... we spent the rest of the day adding critters and plants to our aquariums and terrariums.  It was quite chaotic!

Homework is posted on GC-Math, for my math class.  Students should read for atleast 20 minutes each night.

Wednesday, September 27, 2017

Wonderful Wednesday - PRACTICE Lockdown Drills

This morning, the students completed the Wednesday section of their vocabulary sheet for our word of the week, assume.  Then, they played a word game, using the parts of speech, similar to Mad Libs, online.  After the announcements, we reviewed the procedure for our lockdown drills and switched for math.

We began math with an addition brain teaser warm up and then reviewed last night's homework.  Then we participated in our lockdown drills.  The students did a super great job!  After that, we began our rotations.

During the small group instruction we practiced predicting how many digits would be in the answer to a multi-digit subtraction problem.  Then we  estimated the difference, to determine if our answer was reasonable.  Finally, we found the difference, using the standard algorithm for subtraction.  During math with a partner, the students played a game involving squares and the addition of multi-digit numbers with a sum of 1,000,000.  Finally, during the technology rotation, the children completed a session of Xtra math and then played Jeopardy or Drag and Drop math.

Math HOMEWORK is posted on Google Classroom.

In between our second and third rotations, the children enjoyed lunch and outdoor recess.

After math, we began our literacy block.  Today the students took a formative covering identifying the theme of text and comparing the themes of two texts.  After they finished, they had time to catch up on the unfinished assignments from earlier in the week.  These included, writing about the theme in "Claudine's Tack Attack", identifying and explaining two similes/metaphors from Pop's Bridge, and writing about a human-made landmark in Maryland.

I did not meet with reading groups to ensure they had time to focus on the formative and catch up on unfinished tasks.

After reading, we ate snack and read Wonder.  Then we began our writing lesson.

First we read and discussed some non-fiction poems, about desert animals,  written in first person, as if the animal was talking.  Then, the students worked with their writing partners to write  "I" sentences for an animal of their choosing.  Finally, they chose an animal, and wrote as many "I" sentences as they could, in 5 minutes, for this animal.  After sharing, we began another writing lesson, because we are WAY behind.  :-)

During our second writing lesson, we read another form of non-fiction text about animals.  We spent some time discussing the differences between the two texts.  This one was a question and answer format, and was written from the author's point of view.  After that, the students had 15 minutes of silent writing time to begin a topic list for non-fiction writing, work on any pieces they had already started, and/or begin a new piece.

We ended the day with a science lesson.  We observed pictures, read non-fiction text, and watched a video to determine the needs of plants, their parts, and the job of each part.

HOMEWORK:  Math is posted on GC- Math.  Read for 20 minutes.

Tuesday, September 26, 2017

Terrific Tuesday

This morning the students completed the Tuesday section for the vocabulary word of the week, assume.  Then they practiced their keyboarding skills using Typing Club.  After the announcements, we switched for math.

We began math with 2 Challenge 24 problems for warm up.  During this time I pulled a small group for some rounding review.  Then we began our rotations.

During the small group rotation, we practiced using various strategies to solve addition and subtraction problems.  During math with a partner, the students completed the Addition Ladder activity, from last week, and then practiced their multiplication facts by playing Multiplication War.  Finally, during the technology portion, the students completed a session of extra math and then  chose between Addition and Subtraction Jeopardy and Drag and Drop Math, to practice their addition and subtraction skills.

HOMEWORK is posted on GC-Math.  Students can complete it online or on notebook paper.

In between our second and third rotations, the students enjoyed lunch and outdoor recess.

After math, we began our literacy block.  First, we reviewed the theme of Pop's Bridge.  Then we read the story, The Enormous Potato.  After determining the theme, we compared and contrasted it to Pop's Bridge.

Next, the students worked independently while I met with guided reading groups.  First, they completed a guided reading book assignment.  Then, they completed wrote about the theme in "Claudine's Tack Attack".  After that, the identified and explained 2 metaphors (or similes) from Pop's Bridge.  Finally, they researched and wrote about a famous human-made landmark in Maryland.

Guided Reading:

Blue:  Independently, the students reread chapters 4 and 5 and listed unknown words on a sticky  note.  After that, they used the RACER strategy to explain how Dominic changed.  When they came to group we defined unknown words.  Then, together, we drafted a response to the question they already answered (under a lion of learning, on the same paper), using RACER, and compared it to their original.

Pink:  Independently, the children read chapters 5 and 6, and listed unknown words on a sticky note.  In group, we discussed their unknown words and the two chapters, focusing on the thoughts and actions of the main character, Nick.

Green:  Independently, the children read chapters 7, 8, 9, and 10, and listed unknown words on a sticky note.  In group, we discussed their unknown words and the four chapters, focusing on the thoughts, feelings, and actions of the two main characters, Maxie and Drita.

After the reading portion of our literacy block we lost the Internet connection.

So, we ate snack and read Wonder.

Then, the children ended the day in art with Mrs. Daniell.

Monday, September 25, 2017

Go Pro!

This morning, the children wrote about their weekend on our GC - Homeroom page.  Then, they completed the Monday portion of the vocabulary sheet for our word of the week, assume.

After the announcements, we were treated to an assembly. Two professional soccer players, Alyssa Kleiner and Lindsay Agnew, visited us to discuss the importance of being active and not giving up.

Following the presentation, the students enjoyed lunch and outdoor recess.

When they returned to class, we began our literacy block.  We reviewed that the theme of a text is the central message, that is usually inferred.  Then, we went over the correct answers from Friday's theme practice activity, where the children matched passages of text to a theme.

After that, the students worked independently, while I met with guided reading groups.  First, they read two chapters in their guided reading book and wrote a summary for one of them.  Next, they read a short passage of text, answered two comprehension questions, and wrote about the theme, using evidence to support their thinking.  Then, they identified two similes and/or metaphors, from Pop's Bridge, determined what they were comparing, and interpreted each.  Finally, those who had time, read about several human-made landmarks in Maryland.

Guided Reading Groups:
Blue:  We met and reviewed vocabulary for chapter 3 and then read it silently.  After discussing that portion of the text, we went over some vocabulary for chapter 4 and then, the students read the chapter independently, marking places they thought were funny, surprising, and/or confusing.

Pink:  Independently, the students read chapter 3 and 4, marked places they felt were funny, surprising, and/or confusing, and wrote a summary for chapter 4.  In group, we shared and discussed their think marks.  Then, we drew a line of learning, under the summary they wrote, and wrote a summary, together, that would meet the criteria for an A.

Green:  The students read chapters 5 and 6, independently, marking places they thought were funny, confusing, and/or surprising.  They also wrote a summary of chapter 6.  In group, we discussed the two chapters and shared some of the summaries.

In between the pink and green groups, the students went to PE.

After our reading groups met, we ate snack, read Wonder, and discussed the upcoming SGA elections for kindergarten representative and class rep.

Then we began our writing block.  Today we reread the first line in Tea with Milk and The Bicycle Man.  We reviewed first and third person points of view and identified from which each was written.  Next, the children thought about a person, from their own life, that they might write about, and shared their ideas with their writing partner.  Finally, the students wrote for 15 minutes, silently, about a memory from their own life, a person they know or remember, or anything else that interested them.

We ended the day by creating our aquariums so that the water can adjust and we will be prepared when our critters arrive later this week.  Then we began Module 2 of our science unit by defining needs, photosynthesis, and development. WE also discussed the things plants need in order to survive and the changes we have observe in our terrariums.

HOMEWORK:  Practice basic facts and read for 20 minutes!

Friday, September 22, 2017

Fabulous Friday

This morning the students completed the section for Thursday and Friday for this week's word of the week, produce.  Then, they worked on solving this week's puzzles.  After the announcements, we switched for math.

My math class began with a missing digits addition warm up.  During this time, some students were pulled for a small group reteaching rounding and addition.  Then, we began our rotations.

During the small group lesson, we practiced subtraction with decomposition.  During math with a partner, we used addition and subtraction to begin solving an addition ladder.  Finally, during the technology portion, the students compelted a section of Xtra Math, and then chose a web site to use to practice their addition skills.

The children enjoyed lunch and recess between the second and third rotations.

After math, we began drafting the blog and then started out literacy block.

In reading we focused on identifying the theme of a text and understanding similes and metaphors.  First, we read about the difference between the topic and theme of a text.  Then we matched text to its theme.  After that, we reviewed the the difference between a simile and a metaphor.

While I met with small groups, the students worked on guided reading group assignments.  Then, they read a few passages of text and matched each to a theme.  After that, the students identified 3-4 examples of similes or metaphors, from Pop's Bridge, and explained their meaning.

Blue:  We retold chapters 1 and 2 of Soccer Shake Up.  Then, we reviewed the Somebody Wanted But So then strategy for summarizing text.  Finally, we used the strategy to write a summary of chapter 2, together.

Pink:  The students reread chapters 1 and 2.  Then they wrote an answer to the question, would you rather be friends with Nick or have Mrs. Granger as a teacher.  When they came to group, we drew a line of learning under their response, and together, as a group, we drafted a response that would get an A.  Finally, the students were encouraged to compare their original response to the one we wrote as a group, noticing what they did well, and where they needed to improve.

Green: The students read chapters 3 and 4 of Drita.  Then they wrote an answer to the question, would you rather be friends with Drita or Maxie.  When they came to group, we drew a line of learning under their response, and together, as a group, we drafted a response that would get an A.  Finally, the students were encouraged to compare their original response to the one we wrote as a group, noticing what they did well, and where they needed to improve.

After our reading block, we ate snack and had a quick class meeting.  During class meeting we begin with a group share.  Today the children shared which food they would like to eat for breakfast, lunch, and dinner.  Then, we exchanged compliments.  Finally, we reviewed the instrumental music schedule.

Next, we began our writing block.  First, the children reread their recent pieces of writing and underlined one or two sentences that they really liked.  After that, they did a 5 minute quick write, beginning with one of the sentences they underlined.  Next, they shared what they wrote with their writing partner.  Finally, they wrote, silently, for 20 minutes on a topic of their choice.

We ran out of time and did not get to science or social studies but we will make that a priority next week.

Look for PARCC scores in home folders tonight.

Have a great weekend!!!

Wednesday, September 20, 2017

A Novel Kind of a Day!

We didn't post yesterday because we were visiting the Chesapeake Bay.  We had a fabulous time and learned a lot about ecosystems.

This morning, the students wrote a comment on the Google Classroom - Homeroom page, identifying their favorite part of yesterday's field trip.  Then, they completed the Tuesday and Wednesday sections for our vocabulary word of the week, produce.  After the morning announcements,  we switched for math.

We began math with a warm up, reviewing rounding multi-digit numbers to various places.  Then, the students took a formative on rounding.  These have been graded and returned to the children.  Look for them in the math section of your child's binder.

Next, the children enjoyed lunch and outdoor recess.

When they returned to math, we quickly reviewed using the standard algorithm to add multi-digit numbers with composing.  Then, they completed a quick exit card, so I can see what they know and what they need to learn.

After math, the students returned to homeroom and we began drafting this blog post.  Then, we began our literacy block.

First, we identified theme as the central message, or a lesson, that we can learn from the text and apply elsewhere in our lives.  It is usually inferred.  After reading through a list of themes commonly used in children's literature, we identified the theme of Pop's Bridge.  Then the students worked independently, on the following tasks, as I met with guided reading groups.

First, each group read the first two chapters of the guided reading book and marked places they felt were funny, surprising, and/or confusing.  Then, they completed the perspective assignment that they began on Monday.  Finally, the finished the 3-2-1 task for the Chesapeake Bay.

Reading Groups:
Blue:  They are reading Soccer Shake-Up. We reviewed some vocabulary from the first two chapters.  Then they watched and listened, as I thought out loud, and read a couple of pages to model how to use think marks.  Finally, they read chapters 1 and 2 and marked places they felt were funny, surprising or confusing.

Pink:  They are reading Frindle.  When they came to group, we reviewed some of their think marks and discussed the characters of Nick and Mrs. Granger.

Green:  They are reading  Drita.  When they came to group we discussed Drita's perspective regarding her new life in America.  We also compared the two girls.

After reading, we ate snack and continued reading Wonder.

Then, we read about Allen Say's life and discussed how he used events from his life to write his books.  After that, the students wrote independently for 20 minutes.

We didn't get to science or social studies because there were a gazillion flyers to hand out.  PLEASE have your child clear out his/her home folder this evening.

NO HOMEWORK


Monday, September 18, 2017

This morning, the students wrote about their weekend and began working on the vocabulary sheet for our word of the week, produce.

After the announcements, we did NOT switch for math, because two of the classes were on the field trip to the bay,  So, we took advantage of our time together, and finally complete the writing lesson for week 2, day 2.  This lesson used Allen Say's book, Tea with Milk, and focused on using our own life experiences for writing.

Next, the students enjoyed lunch and recess.

When they returned to the classroom we put together our terrariums and planted, alfalfa, mustard, and grass seeds.

Then the students went to PE.

After that, we began writing this blog post, ate snack, and read Wonder.

Next, we began our reading block.  After reviewing point of view (first versus third) and perspective, we did a quick warm up identifying different perspectives on 3 issues.  Then, while I met VERY briefly with reading groups, to introduce their novels, the students listened to the story, Hey, Little Ant, and identified the different perspectives of the ant and the boy.  Then, they completed the ChHesapeake Bay 3-2-1 from Friday.

Friday, September 15, 2017

Week 2...That's a wrap!

This morning the students finished the vocabulary sheet for our word of the week, assess.  Then, since it was Free Choice Friday, they chose to either practice keyboarding skills, read quietly, work on writing, or solve our weekly puzzles.  After watching the announcements, we switched for math.

In my math class, we completed a mystery number warm up.  Then, we reviewed last night's homework, rounding using a number line. Next, we began our rotations.

During the small group lesson, we practiced a new strategy for rounding multi-digit numbers.  During math with a partner, the students finished their number chains and played Multiplication War, to work on basic fact fluency.  Finally, during the technology portion they completed an Xtra Math session and played Boom Cards to practice rounding.

In between the second and third rotations, the children enjoyed lunch and outdoor recess.

After math, we began our literacy block.  First we reviewed, the difference between perspective and point of view.  Then the children worked independently, on the following tasks, while I met with guided reading groups.  They reread Pop's Bridge, and re-wrote the first paragraph from the opposite point of view.  Additionally, they used several multi-media resources to prepare for their upcoming field trip to the Chesapeake Bay.  After viewing the resources, they identified 3 cities on the bay, 2 interesting facts about the bay, and 1 organism that lives in the bay.

During each reading group, we reviewed the reasons why we read text more than once, and the purpose for each reading.  We also identified, listed, and discussed "think marks" we will use to better understand text we read.

Then we ate snack, began our blog post, and read Wonder.

Next, Mrs. Luckett, one of our guidance counselors visited and did a lesson problems, how to handle them, and how to get help.

After she left, we continued the writing lesson we began yesterday, by reading, Tea with Milk, by Allen Say.

Then it was time to pack up.

Have a great weekend!

Thursday, September 14, 2017

Thrilling Thursday

We began the morning completed the Thursday section of our vocabulary sheet, for this week's word, assess, then we began solving our weekly puzzles.  After the announcements, we switched for math.

My math class began with a place value, mystery number, warm up.  Then we began our math rotations.

During the small group, we practiced rounding numbers, up to a million, to the nearest 10 and 100, using a number line.  During math with a partner, we created a number chain by placing multi-digit numbers, up to a million, in order from least to greatest.  Finally, during the technology portion, we completed an Xtra Math  session, and watched  Khan Academy lesson about rounding to the nearest 10 and 100 using a number line.  Additionally, there was a Khan Academy practice activity to do.

In between our second and third rotations, the children enjoyed lunch and outdoor recess.

After math, we  reviewed what a good summary, and point of view response, for Freedom Summer, sounded like, by listening to student's work.  Then, we worked independently on the following tasks.

First, we made "See you Later" cards for our classmate, Clara.  After that, we reread Pop's Bridge and rewrote the first paragraph from the opposite point of view.  Due to time constraints, most students didn't get to the second task.

Later we went to music, with Mrs. Graf.

When we returned to class, we ate snack, finished our cards for Clara, and began drafting this blog post.  Then we read more of the novel, Wonder.

Next, we attempted to catch up n our social studies lessons.  First, we defined and identified physical, or natural, and human-made features.  Then we labeled 5 physical features on a map of Maryland; the Allegheny Mountains, the Appalachian Mountains, the Blue Ridge Mountains, the Potomac River, and the Chesapeake Bay.

Finally, we began our first science lesson.  We defined the term ecosystem, as an environment where living and non-living things interact.  Then we read about and discussed various types of ecosystems.  Finally, we read directions that we will use tomorrow to build a terrarium.

Next, we began reading, Tea with Milk, by Allen Say, and identified different perspectives, along with evidence from the story.

After we paced up, we read more from Wonder.

Wednesday, September 13, 2017

Wonderful Wednesday

This morning the students listed synonyms and antonyms for their vocabulary word of the week, assess.  After that, they tried to make words out of the letters n the word, lemonade, since it is Word Wednesday.  Following the announcements, we switched for math.

In my math class, we took our first formative.  These have been graded and returned to students.  They are in the math section of the binder...check them out!

After the formative, the children enjoyed lunch and outdoor recess.

When they returned to math, we watched an instructional video about comparing and ordering numbers.  Then I passed back the formative.

Next, my homeroom visited the media center for a lesson about Digital Citizenship, with Mrs. Allaire.

We finally, began our literacy block when we got back to the classroom.  First, we defined and discussed the difference between point of view and perspective.  After that, we read the realistic fiction story, Pop's Bridge, and discussed point of view, perspective, and setting.  Then, the students worked independently, for a short amount of time, while I called each reading group and they chose a name.  Additionally, during this time, Mr. Gillenwater, the instrumental music teacher, began pulling a few students at a time to discuss instrument choices.

Then, we began drafting this blog and continued reading Wonder.

Next, we took a Go Noodle brain break and began our writing lesson.  We listened to Allen Say's story, The Bicycle Man, based on events in his own life.  Then, the students began a topic list of ideas from their life they could write about.  Finally, they wrote for 15 minutes either adding to their list, working on a piece they had already started, or beginning a new piece of writing.

HW:  read for 20 minutes, GC - math

Tuesday, September 12, 2017

Terrific Tuesday

This morning the children worked on the Tuesday section of their vocabulary practice for the word of the week, "assess".  Those who finished early, practiced their keyboarding skills using, Typing Club.

After the morning the announcements, we switched for math.  My math class began with a place value warm up.  Then, we began our rotations.

During the small group, teacher led rotation, we used data from the US Census web site to read, write, and compare multi-digit numbers.  When working with a partner, we used dice to  identify the least and greatest number that could be written and then found the difference between the two.  Finally, during the technology rotation, the students completed a round of Xtra Math and then chose a site from the place value Live Binder.

Compacted math HOMEWORK is posted in GC.

The children enjoyed lunch and recess between the second and third rotations.

Following math, we began drafting this blog entry and then began our literacy block.

Today was our first time completing independent work during our literacy block.  While I did some reading assessments, the students worked on the following tasks.  First, they wrote a summary and explained the point of view, for Freedom Summer.  Next, they completed a reading interest inventory, so I could learn what they enjoy reading.  Finally, they read quietly or visited the media center, if it was their assigned day.

We continued reading Wonder, as they ate their snack, and then took a Go Noodle brain break.

After that, we began our writing block.  First we read and discussed a pattern poem, by Shel Silverstein, called "The Fly Is In".  Then we practiced writing our own stanza for the poem.  Finally, the students wrote for 15 minutes silently, either continuing an old piece or beginning a new one.

The students ended their day in art, with Mrs. Daniell.

Monday, September 11, 2017

Week 2 Begins...

This morning the students wrote about their weekend and then read quietly until it was time for math.

My math class began with a place value warm -up.  After that, we split into small group rotations for the first time.  They went VERY smoothly.

During the small group, teacher led instruction, students worked on writing multi-digit numbers in standard, word, and expanded form.  While working with a partner, the students changed numbers from expanded form into standard form and then compared them.  Finally, during the technology rotation, the students worked on Xtra Math.  Those who finished early, practice place value activities using an online game, of their choice, from the Livebinder link in GC.

The children did enjoy lunch and recess in between the second and third math rotations.

After math, we began out literacy block by reviewing the three different points of view, and learning to summarize text using Somebody-Wanted-But-So-Then (SWBST).  Next we reread Freedom Summer and orally practiced summarizing it and determining the point of view from which it is told.  Then, I introduced a vocabulary program we will use this year, learning one new word each week.  After completing the "Monday" activity , the students went to PE with Mr. Smith.

When they returned to class, we reviewed the media center checkout system and the schedule.  Then we began drafting the blog while the students ate snack.  After that, we continued reading Wonder.

Next, we took a Go Noodle brain break and began our writing lesson.  Today we focused on getting ideas, for writing, from funny poems.  We read two poems by Jack Prelutsky and then the children wrote for 15 minutes silently.  Afterwards, a few volunteers shared their pieces and we practiced expressing what we liked about one another's writing.

We ended the day by revisiting, revising, and agreeing upon our class rules, during social studies.

HOMEWORK tonight, and every night, is to practice basic facts for 10 minutes and read for 20 minutes.

Friday, September 8, 2017

Day 4: Fabulous Friday!!!!!

This morning, the students completed their "FIRST DAY" activity and then chose a comfy spot in the classroom to read quietly.  After the announcements, we switched for math.

First, we established a schedule for our math block.  After that, we learned the expectations for, and completed, our first warm-up, which focused on place value. Next, we practiced working with partners, using discourse, to read, write, and compare multi-digit numbers.

Then the children enjoyed lunch and outdoor recess.

When they returned to math, they all worked on Xtra Math.  Our goal is to begin rotations on Monday.  :-)

After math, we began drafting today's blog post, and then watched Mrs. Allaire's media center orientation.  Book exchanges will begin next week.  This year, students will have a designated day of the week to check out books from the media center.  If they need to go more than once during the week, they will need to speak to me in order to gain permission.

Next, we began our reading block.  First, I handed out, and reviewed, a resource explaining the 3 different points of view.  Then, we used the worksheet to help us as we played 2 Kahoot games, practicing identifying the point of view.

Then we ate snack and began reading the novel, Wonder, by RJ Palacio.

After that, we began our writing block.  Today, the children were assigned random partners, generated by Class Dojo.  Then, we reviewed the two books we have read thus far and the children discussed, with their new writing partner, the kind of person they think William Steig was.

Next, we read an informational passage about William Steig.  Finally, the students wrote SILENTLY for 15 minutes. They were allowed to write about William Steig, add to their topic list, continue the writing they began yesterday, or begin a new piece of their choice.  When time was up, a few students volunteered to read their writing to the class.

We ended the day with Mr. Gillenwater, the instrumental music teacher, and a few 5th graders.  Together they introduced the instruments available in the program, as well as, some other important information.

Look for instrumental  music information AND the permission slip for the Chesapeake Bay field trip, in take home folders this evening.

Thursday, September 7, 2017

Day 3...Back To School Night

This morning, when the students came in, they unpacked, read their morning message, and continued working on the "FIRST DAY" activity.  They went to math, after the announcements.

In my math class, we began by completing the "Getting to Know You by the Numbers" activity.  After that, we spent some time learning names.  Then, we watched, and discussed a Learn Zillion lesson about comparing multi-digit numbers.  When the math class returned from lunch and outdoor recess, they signed in to Xtra Math and completed their first session...this should have been easy...but NO!  The process was frustrating, and therefore, took up the final 20 minutes of math.  Oh well!  :-(

After math, we updated Class Dojo points, learned about the bathroom sign-in/out process, discussed Back to School Night, and began writing our blog entry.

Next, the children began working on a Back to School Night, All About Me, activity.  Then they went to music with Mrs. Graf.

When they returned to the classroom, they ate their snack as we began our writing lesson.  First, we read and discussed, Wizzil, by William Steig.  Then, they wrote, silently, for 15 minutes about a topic of their choice.  Finally, a few children volunteered to share their writing with the class.

We ended the day by working towards completing the All About Me activity.

Back to School Night is at 6:30 this evening.

Wednesday, September 6, 2017

Day 2...Productive and Happy Students

So....today we were able to get into our groove.  Hooray!

When the children came in, they unpacked, ordered lunch, and began a new getting to know you activity.

After the announcements, we switched for math.  In my compacted math class, we began a getting to know you by the numbers activity.  Then the students enjoyed lunch and indoor recess.  After recess, we watched and discussed a Learn Zillion lesson about reading and writing numbers through a million.  Then, the children got their Xtra Math PINs and parent letters.

Next, once back in homeroom, we awarded Dojo points,  explored the class blog, and began writing today's entry.

Then, we took a Go Noodle brain break.

After that, we began our literacy block.  First, we identified how knowing the point of view in which a story is told can help us understand  it.  Then we read and discussed the story, Freedom Summer, and wrote about the point of view.  We also downloaded and used the app Kami to write on and edit PDFs.

Next, we ate snack while we listened to the story, Sylvester and the Magic Pebble, as an example of good literature.  After reading, the students created a Padlet sharing ideas of an object they could write about that has magical powers.  Finally, each student began a list of writing ideas to put n the writing section of their binder.

Following writing, we took another Go Noodle brain break and then worked in collaborative groups to answer questions about how to make our classroom the perfect learning environment.  Finally, we worked as a team to begin drafting our class rules and expectations.

Remember, Back to School Night is tomorrow night, Thursday, September 7, at 6:30 PM.

Tuesday, September 5, 2017

Welcome to Fourth Grade!!

It's crazy how time flies...seems like just yesterday we were saying goodbye to the school year.  But, here we are, beginning a new school year!

This morning went by super quickly, since lunch begins at 10:20.  The students began the day by making name tags, using a new activity that I found, but won't be using again.  LOL

After that, we did a toilet paper getting-to-know you activity.  Students got to tear of squares of toilet paper and then shared I thing about themselves for each square they took.

After that, they went to lunch and outdoor recess.

After recess we spent a majority of the afternoon setting up binders and organizing materials.  Then the students received their assigned Chromebooks and log-ins.  We had time to join 3 Google Classrooms before heading outside for our first fire drill.

The students ended their day in art, with Mrs. Daniell.

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