This morning, the students completed the Tuesday portion of the vocabulary sheet for our word of the week, propose. Then, they practiced their keyboarding skills. While they worked, I continued the monthly reading testing with a few students. After the announcements, we switched for math.
We began math with 2 division word problems to warm up our math brains. After that, we reviewed last night's homework. Then, we took the week 7 formative covering division with remainders. These have been graded and returned to students. Please look for them in the math section this evening.
After enjoying lunch and recess, we reviewed today's formative. Then we did a quick, whole group math lesson, using multiplication to help solve 3- and 4-digit division problems.
After math we began our literacy block. Today the students worked independently while I finished the October reading assessments with individuals.
First, the students reread the article, "Out of Shattered Land", and paraphrased specific details from the text, identifying the effects of the two brothers leaving Syria and coming to the US. After that, they had time to finish revising their persuasive pieces, using their partners feedback from yesterday. Then, they had ONE last day to finish their science paragraph explaining how two organisms rely on one another. Finally, they worked through a Flocabulary assignment about possessive nouns.
After our literacy block, we celebrated Halloween. First, we had a parade, and then, we had an awesome party.
The students ended their day in art with Mrs. Daniell.
NO HOMEWORK today!
Tuesday, October 31, 2017
Monday, October 30, 2017
Marvelous Monday
This morning, the students commented about their weekend on our morning message. Then they completed the Monday section of our vocabulary sheet for our new word of the week, propose. After the announcements, we switched for math.
Before beginning our rotations, we completed an operations based, vocabulary rich, math warm up.
During the small group instruction we used the relationship between multiplication and division to determine the unknown in a division problem. During math with a partner, the students chose between 2 board games, both focusing on interpreting remainders in a division problem. Finally, during the technology portion, the students completed a session of Xtra Math and then solved 3- and 4-digit division problems with remainders.
Between the second and third rotation, the students enjoyed lunch and outdoor recess.
Math homework is posted on GC.
After math, we began our literacy block. We started with a writing lesson. Today we focused on peer conferencing to get feedback as to the clarity of the persuasive writing piece. Students met with their writing partner and focused on the author's opinion, 3 convincing reasons, and whether the essay makes sense.
After writing, the students went to PE with MR. Smith.
When they returned to class, they ate snack while we reviewed today's independent work assignments. First, all reading groups read an article about two brothers who escaped from Syria and started a new life in the United States. Since this was their first reading they circled unknown words and marked places they found surprising and/or confusing. After that, they made revisions to their persuasive pieces based upon the feedback given by their writing partner. Then, students had one last day to complete the science activity where they used RACER to explain how two organisms in their eco-system benefited from each other. Finally, those who had time, worked their way through a Flocabulary lesson about possessive nouns.
As they worked, I continued my monthly reading assessments. Then I met with guided reading groups.
Pink: We discussed the text structure of cause and effect and identified the main idea as the brothers left Syria because it was too dangerous. After that, we reviewed unknown words and answered some literal comprehension questions. Finally, we began identifying causes that led to the brothers coming to the United States.
Green: We discussed the text structure of cause and effect and identified the main idea as the brothers left Syria because it was too dangerous. After that, we reviewed unknown words and answered some literal comprehension questions. Finally, we began identifying causes that led to the brothers coming to the United States.
Blue: We discussed the text structure of cause and effect and identified the main idea as the brothers left Syria because it was too dangerous. After that, we reviewed unknown words and answered some literal comprehension questions. Finally, we began identifying causes that led to the brothers coming to the United States.
Before beginning our rotations, we completed an operations based, vocabulary rich, math warm up.
During the small group instruction we used the relationship between multiplication and division to determine the unknown in a division problem. During math with a partner, the students chose between 2 board games, both focusing on interpreting remainders in a division problem. Finally, during the technology portion, the students completed a session of Xtra Math and then solved 3- and 4-digit division problems with remainders.
Between the second and third rotation, the students enjoyed lunch and outdoor recess.
Math homework is posted on GC.
After math, we began our literacy block. We started with a writing lesson. Today we focused on peer conferencing to get feedback as to the clarity of the persuasive writing piece. Students met with their writing partner and focused on the author's opinion, 3 convincing reasons, and whether the essay makes sense.
After writing, the students went to PE with MR. Smith.
When they returned to class, they ate snack while we reviewed today's independent work assignments. First, all reading groups read an article about two brothers who escaped from Syria and started a new life in the United States. Since this was their first reading they circled unknown words and marked places they found surprising and/or confusing. After that, they made revisions to their persuasive pieces based upon the feedback given by their writing partner. Then, students had one last day to complete the science activity where they used RACER to explain how two organisms in their eco-system benefited from each other. Finally, those who had time, worked their way through a Flocabulary lesson about possessive nouns.
As they worked, I continued my monthly reading assessments. Then I met with guided reading groups.
Pink: We discussed the text structure of cause and effect and identified the main idea as the brothers left Syria because it was too dangerous. After that, we reviewed unknown words and answered some literal comprehension questions. Finally, we began identifying causes that led to the brothers coming to the United States.
Green: We discussed the text structure of cause and effect and identified the main idea as the brothers left Syria because it was too dangerous. After that, we reviewed unknown words and answered some literal comprehension questions. Finally, we began identifying causes that led to the brothers coming to the United States.
Blue: We discussed the text structure of cause and effect and identified the main idea as the brothers left Syria because it was too dangerous. After that, we reviewed unknown words and answered some literal comprehension questions. Finally, we began identifying causes that led to the brothers coming to the United States.
Friday, October 27, 2017
Fabulous Friday
This morning, the students completed the Friday section of the vocabulary sheet for our word of the week, confirm. Then, they chose which academic skill to practice, since it is Free Choice Friday. After the video announcements, we switched for math.
Math began with an addition based puzzle for our math warm up. Then, we reviewed last night's homework. After that, we began our rotations.
During the small group rotation, we practiced using partial quotients to solve 4-digit by 1-digit division problems. Then we checked our quotients using multiplication. During math with a partner, the students played, "Remainders Race," a board game practicing mental math division of 2-digit by 1-digit numbers involving remainders. During the technology portion, the students completed a session of Xtra Math and then practiced partial quotients using this website.
Between the second and third rotations, the children enjoyed lunch and outdoor recess.
After math, we reviewed all of the vocabulary words of the week since the beginning of the year and then reviewed the answers to this week's puzzles.
Then, we began our literacy block. We started with a writing mini-lesson. With their writing partner, the students reread the concluding paragraphs of the model essays. Then they discussed what they noticed about each. Finally, as a class we recognized that the conclusions restated the opinion and their reasons but did not explain them.
Next, we reviewed the concept of cause and effect. We defined the cause as the "because" or the reason, and the effect as the result. We spent time identifying causes and effects for common, everyday examples.
Then, while I continued with the monthly one-on-one reading assessments, the students worked independently. First, they COMPLETED their persuasive essay draft, focusing on the concluding paragraph. After that, they worked through a Flocabulary lesson on cause and effect. This included a video, flashcards, a reading passage, and finally, a quiz. Finally, they had one last day to explain how organisms in their eco-system rely on one another.
We ended the day with a class meeting. First, we each shared what was on our minds. Then, we exchanged thank yous and compliments. After that, we discussed some challenges. One challenge was needing extra help with the curriculum. I recommended putting a sticky note on my desk or coming for help during morning work. Then, we revisited sharing the bean bags. This seems to be a hot topic! We decided that this week we would work on using kind words to remind people of the expectations. We ended the meeting by watching a video about being mindful.
Math began with an addition based puzzle for our math warm up. Then, we reviewed last night's homework. After that, we began our rotations.
During the small group rotation, we practiced using partial quotients to solve 4-digit by 1-digit division problems. Then we checked our quotients using multiplication. During math with a partner, the students played, "Remainders Race," a board game practicing mental math division of 2-digit by 1-digit numbers involving remainders. During the technology portion, the students completed a session of Xtra Math and then practiced partial quotients using this website.
Between the second and third rotations, the children enjoyed lunch and outdoor recess.
After math, we reviewed all of the vocabulary words of the week since the beginning of the year and then reviewed the answers to this week's puzzles.
Then, we began our literacy block. We started with a writing mini-lesson. With their writing partner, the students reread the concluding paragraphs of the model essays. Then they discussed what they noticed about each. Finally, as a class we recognized that the conclusions restated the opinion and their reasons but did not explain them.
Next, we reviewed the concept of cause and effect. We defined the cause as the "because" or the reason, and the effect as the result. We spent time identifying causes and effects for common, everyday examples.
Then, while I continued with the monthly one-on-one reading assessments, the students worked independently. First, they COMPLETED their persuasive essay draft, focusing on the concluding paragraph. After that, they worked through a Flocabulary lesson on cause and effect. This included a video, flashcards, a reading passage, and finally, a quiz. Finally, they had one last day to explain how organisms in their eco-system rely on one another.
We ended the day with a class meeting. First, we each shared what was on our minds. Then, we exchanged thank yous and compliments. After that, we discussed some challenges. One challenge was needing extra help with the curriculum. I recommended putting a sticky note on my desk or coming for help during morning work. Then, we revisited sharing the bean bags. This seems to be a hot topic! We decided that this week we would work on using kind words to remind people of the expectations. We ended the meeting by watching a video about being mindful.
Thursday, October 26, 2017
Thrilling Thursday
This morning the students completed the Thursday section of their vocabulary sheet for our word of the week, confirm. After that, they worked on solving our weekly puzzles. After the announcements, we switched for math.
Math began with a logic based addition puzzle for warm up. Then, we reviewed last night's homework using the partial quotients strategy. After that, we began our rotations.
During the small group instruction, we practiced solving 3-digit by 1-digit division problems using BOTH the partial quotients strategy and the area model that we used for multiplication. During math with a partner, the students played a Tic Tac Toe board game focusing on estimating quotients using compatible numbers. Finally, during the technology portion, the children completed an Xtra Math session and then used the Division Live Binder to practice their division skills.
In between the second and third rotation, the children enjoyed lunch and outdoor recess.
Math homework is posted in GC.
After math, we began our literacy block with a writing lesson. Today we focused on using transitional words and phrases to connect opinions and reasons. After watching a cute rap video on transitional words, we highlighted those used in the essay, "Insects are Amazing". Then, the students met with their partners to identify places, in their opinion piece, where they used transitional words or phrases, pr could add them.
Next, the children went to music with Mrs. Graf.
When they returned to class, we ate our snack and reviewed the independent work tasks for today. I made it clear that I wouldn't be available for support because I had to get some of the monthly testing done.
While I met with individual students the rest of the class worked on their opinion rough drafts. By tomorrow they need to have this completed. After that, they reread a non-fiction account of a bus ride from the north to the south during the 1950's. Then, they determined the correct meaning of the word face, as used in the article, and identified context clues they used. They also used the word, face, in a new sentence, with the meaning that was used in the paragraph. Finally, students worked to completed the science assignment explaining how two organisms, from our ecosystem, help one another.
Math began with a logic based addition puzzle for warm up. Then, we reviewed last night's homework using the partial quotients strategy. After that, we began our rotations.
During the small group instruction, we practiced solving 3-digit by 1-digit division problems using BOTH the partial quotients strategy and the area model that we used for multiplication. During math with a partner, the students played a Tic Tac Toe board game focusing on estimating quotients using compatible numbers. Finally, during the technology portion, the children completed an Xtra Math session and then used the Division Live Binder to practice their division skills.
In between the second and third rotation, the children enjoyed lunch and outdoor recess.
Math homework is posted in GC.
After math, we began our literacy block with a writing lesson. Today we focused on using transitional words and phrases to connect opinions and reasons. After watching a cute rap video on transitional words, we highlighted those used in the essay, "Insects are Amazing". Then, the students met with their partners to identify places, in their opinion piece, where they used transitional words or phrases, pr could add them.
Next, the children went to music with Mrs. Graf.
When they returned to class, we ate our snack and reviewed the independent work tasks for today. I made it clear that I wouldn't be available for support because I had to get some of the monthly testing done.
While I met with individual students the rest of the class worked on their opinion rough drafts. By tomorrow they need to have this completed. After that, they reread a non-fiction account of a bus ride from the north to the south during the 1950's. Then, they determined the correct meaning of the word face, as used in the article, and identified context clues they used. They also used the word, face, in a new sentence, with the meaning that was used in the paragraph. Finally, students worked to completed the science assignment explaining how two organisms, from our ecosystem, help one another.
Wednesday, October 25, 2017
Wonderful Wednesday - Fun Run Day!
This morning, the students completed the Wednesday portion of the vocabulary sheet for our word of the week, confirm. Then, the completed an online Mad Libs type activity, reinforcing knowledge of the parts of speech. After the announcements, we switched for math.
Math began with a muti-step word problem involving multiplication and division. Then we reviewed last night's homework, using grid paper and arrays to divide 2-digit by 1-digit numbers. Next, we did a whole group lesson covering the partial quotient strategy for division. After reviewing the process, students had time to practice using this web site. Finally, the children had time to complete a session of Xtra Math and then use the Division Live Binder to practice division fluency.
Math homework is posted on GC.
After math, the students enjoyed lunch and outdoor recess. Then, we had our Fun Run!!
It was a blast to see the students determined to meet their goal and their enthusiasm when they did.
When we returned to class, the students were hot and tired, so we ate snack and played a fun Kahoot, which they earned as one of their Fun Run rewards.
After the Kahoot, we finally began our literacy block. Today's reading lesson focused on context clues. After reviewing what a context clue is and how to use the text to understand the meaning of unknown words, we watched a short video, and did a practice example together.
Next, we began our writing lesson. Today we spent time identifying the structure of the middle paragraphs in the persuasive essays we have been reading in class. We used highlighters to color code the reason, the explanation, and the recap sentence.
Finally, the students had time to practice using context clues to define made up words. Then they completed a graphic organizer to cite their reasons and supporting facts for their own opinion essay. After that, they completed the science activity identifying how 2 organisms in their eco-columns support one another.
At the end of the day, we reviewed the context clues activity as a class.
Math began with a muti-step word problem involving multiplication and division. Then we reviewed last night's homework, using grid paper and arrays to divide 2-digit by 1-digit numbers. Next, we did a whole group lesson covering the partial quotient strategy for division. After reviewing the process, students had time to practice using this web site. Finally, the children had time to complete a session of Xtra Math and then use the Division Live Binder to practice division fluency.
Math homework is posted on GC.
After math, the students enjoyed lunch and outdoor recess. Then, we had our Fun Run!!
It was a blast to see the students determined to meet their goal and their enthusiasm when they did.
When we returned to class, the students were hot and tired, so we ate snack and played a fun Kahoot, which they earned as one of their Fun Run rewards.
After the Kahoot, we finally began our literacy block. Today's reading lesson focused on context clues. After reviewing what a context clue is and how to use the text to understand the meaning of unknown words, we watched a short video, and did a practice example together.
Next, we began our writing lesson. Today we spent time identifying the structure of the middle paragraphs in the persuasive essays we have been reading in class. We used highlighters to color code the reason, the explanation, and the recap sentence.
Finally, the students had time to practice using context clues to define made up words. Then they completed a graphic organizer to cite their reasons and supporting facts for their own opinion essay. After that, they completed the science activity identifying how 2 organisms in their eco-columns support one another.
At the end of the day, we reviewed the context clues activity as a class.
Tuesday, October 24, 2017
Terrific Tuesday
This morning, the students completed the Tuesday section for our vocabulary word of the week, confirm. Then they practiced their keyboarding skills using Typing Club. After the announcements, we switched for math.
We began math with a place value based, multiplication warm up. The we reviewed last night's homework. Next, we began our rotations.
During the small group instruction we used grid paper to make arrays to solve 2-digit by 1-digit division problems. During math with a partner, the students played a board game called, "Race to the Finish," which provided practice with division of multiples of 10, 100, and 1,000. Finally, during the technology portion, the children completed a session of Xtra Math and then practice their division skills using links in the Division Live Binder.
Between the second and third rotation, the students enjoyed recess and then lunch. We switched with 5th grade, just for today, to help them get to a field trip on time.
Math homework is posted in GC.
After math, we began our literacy block.
We started with a writing lesson. Today we focused on the opening paragraph of our persuasive essay. We reviewed some of the model essays from the past week and noticed how they grabbed their readers attention. Then we practiced, with our partners, beginning our writing (orally) using a question, a strong emotion, or just a word.
Next, I returned the persuasive essay plans that the children created and turned in yesterday. Those who met the criteria of having a strong opinion and 3 good reasons, began drafting their opinion writing piece, focusing on a strong beginning and clearly stating their opinion. Those who were struggling met with me to revise their opinion statement and/or their 3 reasons.
While we ate snack some students volunteered to share their strong beginnings and clear opinion statements.
I did not meet with guided reading groups today. Instead I met with individuals to continue the monthly reading assessments that I began last week.
As I tested students, the rest of the class worked independently on the following tasks. First, they read an online article about the sun. They chose one section and identified the heading, determined the main idea, and selected 2 supporting details. Next, the worked on module 5 of the science curriculum. They sued 4 links (1 matching game, 2 articles, and 1 video) to learn how organisms support one another in an ecosystem. Then they chose 2 organisms from our eco-columns and explained, in writing, how they support one another. After that, the children continued working on the first draft of their persuasive essay.
The children ended their day in art with Mrs. Daniell.
We began math with a place value based, multiplication warm up. The we reviewed last night's homework. Next, we began our rotations.
During the small group instruction we used grid paper to make arrays to solve 2-digit by 1-digit division problems. During math with a partner, the students played a board game called, "Race to the Finish," which provided practice with division of multiples of 10, 100, and 1,000. Finally, during the technology portion, the children completed a session of Xtra Math and then practice their division skills using links in the Division Live Binder.
Between the second and third rotation, the students enjoyed recess and then lunch. We switched with 5th grade, just for today, to help them get to a field trip on time.
Math homework is posted in GC.
After math, we began our literacy block.
We started with a writing lesson. Today we focused on the opening paragraph of our persuasive essay. We reviewed some of the model essays from the past week and noticed how they grabbed their readers attention. Then we practiced, with our partners, beginning our writing (orally) using a question, a strong emotion, or just a word.
Next, I returned the persuasive essay plans that the children created and turned in yesterday. Those who met the criteria of having a strong opinion and 3 good reasons, began drafting their opinion writing piece, focusing on a strong beginning and clearly stating their opinion. Those who were struggling met with me to revise their opinion statement and/or their 3 reasons.
While we ate snack some students volunteered to share their strong beginnings and clear opinion statements.
I did not meet with guided reading groups today. Instead I met with individuals to continue the monthly reading assessments that I began last week.
As I tested students, the rest of the class worked independently on the following tasks. First, they read an online article about the sun. They chose one section and identified the heading, determined the main idea, and selected 2 supporting details. Next, the worked on module 5 of the science curriculum. They sued 4 links (1 matching game, 2 articles, and 1 video) to learn how organisms support one another in an ecosystem. Then they chose 2 organisms from our eco-columns and explained, in writing, how they support one another. After that, the children continued working on the first draft of their persuasive essay.
The children ended their day in art with Mrs. Daniell.
Monday, October 23, 2017
Marvelous Monday
This morning, the students commented on our morning message about their weekend and then completed the Monday portion of their new vocabulary sheet for our word of the week, confirm. After the announcements, we switched for math.
We began math with a an area and perimeter warm up. After that, the students took an area and perimeter formative. These have been graded and returned to students. Look for them in the math section of binders this evening.
After the formative, we had a brief introduction to division. We explored how division is the opposite of multiplication and reviewed the terms, dividend, divisor, and quotient.
Then, the children enjoyed lunch and outdoor recess.
When they returned to class, we continued our whole group lesson, focusing on using arrays to represent and solve 2-digit by 1-digit division problems. First, we watched, and discussed, a Learn Zillion lesson. After that, we practiced drawing arrays to solve a division problem and then wrote a related multiplication equation.
HOMEWORK is posted on GC.
After math, I handed out the Fun Run prizes and t-shirts. PLEASE have your child wear the shirt on Wednesday. Then, we began our literacy block.
We started our writing lesson by reviewing the essays we read last week. Then, we reviewed the four things we noticed about persuasive writing. After that, I handed out a new opinion piece called, Bike Helmets. We read and discussed the essay, focusing on the author's opinion, intended audience, and reasons to support his/her thinking.
Next, the students went to PE with Mr. Smith.
When they returned to class, they ate snack while we went over today's independent work task list. First, the children reread pages 6-10 of Cliff Dwellers and used the heading to identify the main idea. Then, they used the text to determine 2 key details. Next, they chose an opinion for their persuasive essay, identified the intended audience, and stated 3 reasons to support their thinking. After that, they used Quizlet.com to learn science vocabulary.
Green: In group we reviewed pages 6-10 and identified and discussed the main idea and key details. Students were reminded to use the heading to help determine the main idea. Then, the children read pages 11-13 and used the heading to identify the main idea.
Pink: In group we reviewed how to use the heading to determine the main idea. Then we identified several key details to support it.
Blue: In group we determined the main idea by answering the question asked in the heading. Then we reread the pages to find supporting, or key, details, that told us more about how they lived.
We began math with a an area and perimeter warm up. After that, the students took an area and perimeter formative. These have been graded and returned to students. Look for them in the math section of binders this evening.
After the formative, we had a brief introduction to division. We explored how division is the opposite of multiplication and reviewed the terms, dividend, divisor, and quotient.
Then, the children enjoyed lunch and outdoor recess.
When they returned to class, we continued our whole group lesson, focusing on using arrays to represent and solve 2-digit by 1-digit division problems. First, we watched, and discussed, a Learn Zillion lesson. After that, we practiced drawing arrays to solve a division problem and then wrote a related multiplication equation.
HOMEWORK is posted on GC.
After math, I handed out the Fun Run prizes and t-shirts. PLEASE have your child wear the shirt on Wednesday. Then, we began our literacy block.
We started our writing lesson by reviewing the essays we read last week. Then, we reviewed the four things we noticed about persuasive writing. After that, I handed out a new opinion piece called, Bike Helmets. We read and discussed the essay, focusing on the author's opinion, intended audience, and reasons to support his/her thinking.
Next, the students went to PE with Mr. Smith.
When they returned to class, they ate snack while we went over today's independent work task list. First, the children reread pages 6-10 of Cliff Dwellers and used the heading to identify the main idea. Then, they used the text to determine 2 key details. Next, they chose an opinion for their persuasive essay, identified the intended audience, and stated 3 reasons to support their thinking. After that, they used Quizlet.com to learn science vocabulary.
Green: In group we reviewed pages 6-10 and identified and discussed the main idea and key details. Students were reminded to use the heading to help determine the main idea. Then, the children read pages 11-13 and used the heading to identify the main idea.
Pink: In group we reviewed how to use the heading to determine the main idea. Then we identified several key details to support it.
Blue: In group we determined the main idea by answering the question asked in the heading. Then we reread the pages to find supporting, or key, details, that told us more about how they lived.
Friday, October 20, 2017
Fantastic Friday
This morning, the children completed the Friday portion of the vocabulary sheet for our word of the week, compare. Then they chose which academic skill they worked on before the announcements. After watching the video announcements, we switched for math.
We began math with an extensive area and perimeter word problem. In fact, it was so involved that I switched it to be our math with a partner activity. We also reviewed last night's homework. Then, we began our rotations.
During the small group instruction, we practiced solving a multi-step perimeter and area word problem. During math with a partner, the students worked together to solve a multi-step area and perimeter word problem involving logical thinking, too. Finally, during the technology portion, the children completed a session of Xtra Math and then they practiced calculating area and perimeter with sites linked to a Live Binder.
Between the second and third rotation, the students enjoyed lunch and outdoor recess.
After math, we began our literacy block. We started with our writing lesson. First, students reviewed the essay, "Helping other Countries" with their writing partner and discussed the author's opinion and reasons for it. Next, we read a new persuasive essay, "It is Our Money and We Need It," and discussed the author's opinion, their intended audience, and their reasons. After brainstorming additional opinions to write about, the students wrote for 20 minutes silently about an opinion of their choice. Finally, the children shared their writing with their partners.
After writing, we ate snack while we reviewed today's independent work tasks. First, the students watched a short video about identifying the main idea in non-fiction text. Then they read up to page 10 of the book, Cliff Dwellers, marking places that were confusing and/or surprising, as well as, circling unknown words. After that, they had ONE LAST CHANCE to complete their narrative writing piece that was due on MONDAY. Next, they completed their slide for the group's Native American web quest.
As they worked, I helped individual students with their writing and met with guided reading groups.
Green: We reread pages 3-5 and used the heading to write a main idea sentence. After that, we located key details that matched the main idea.
Pink: We reread pages 3-5 and used the heading to write a main idea sentence. After that, we located key details that matched the main idea.
Blue: We reread pages 3-5 and used the heading to write a main idea sentence. After that, we located key details that matched the main idea.
We ended the day with a class meeting. First, we shared one thing we didn't know about one another. This helps us build a community and get to know each other better. After that, we exchanged thank yous and compliments. Next, we discussed challenges such as how to share the class bean bags and what to do when you have trouble getting along with a friend. Finally, we watched a short video about Growth Mindset. This is the idea that smart isn't something you are but something you GET by exercising your brain. ANYONE can GET SMARTER!
Have a great weekend!
We began math with an extensive area and perimeter word problem. In fact, it was so involved that I switched it to be our math with a partner activity. We also reviewed last night's homework. Then, we began our rotations.
During the small group instruction, we practiced solving a multi-step perimeter and area word problem. During math with a partner, the students worked together to solve a multi-step area and perimeter word problem involving logical thinking, too. Finally, during the technology portion, the children completed a session of Xtra Math and then they practiced calculating area and perimeter with sites linked to a Live Binder.
Between the second and third rotation, the students enjoyed lunch and outdoor recess.
After math, we began our literacy block. We started with our writing lesson. First, students reviewed the essay, "Helping other Countries" with their writing partner and discussed the author's opinion and reasons for it. Next, we read a new persuasive essay, "It is Our Money and We Need It," and discussed the author's opinion, their intended audience, and their reasons. After brainstorming additional opinions to write about, the students wrote for 20 minutes silently about an opinion of their choice. Finally, the children shared their writing with their partners.
After writing, we ate snack while we reviewed today's independent work tasks. First, the students watched a short video about identifying the main idea in non-fiction text. Then they read up to page 10 of the book, Cliff Dwellers, marking places that were confusing and/or surprising, as well as, circling unknown words. After that, they had ONE LAST CHANCE to complete their narrative writing piece that was due on MONDAY. Next, they completed their slide for the group's Native American web quest.
As they worked, I helped individual students with their writing and met with guided reading groups.
Green: We reread pages 3-5 and used the heading to write a main idea sentence. After that, we located key details that matched the main idea.
Pink: We reread pages 3-5 and used the heading to write a main idea sentence. After that, we located key details that matched the main idea.
Blue: We reread pages 3-5 and used the heading to write a main idea sentence. After that, we located key details that matched the main idea.
We ended the day with a class meeting. First, we shared one thing we didn't know about one another. This helps us build a community and get to know each other better. After that, we exchanged thank yous and compliments. Next, we discussed challenges such as how to share the class bean bags and what to do when you have trouble getting along with a friend. Finally, we watched a short video about Growth Mindset. This is the idea that smart isn't something you are but something you GET by exercising your brain. ANYONE can GET SMARTER!
Have a great weekend!
Thursday, October 19, 2017
Thrilling Thursday
This morning, after completing the Thursday portion of our vocabulary sheet for our word of the week, compare, the children worked on our weekly puzzles. Then, after the announcements, we switched for math.
Math began with an area word problem for warm up. Then we reviewed last night's homework. After that, we began our daily rotations.
During the small group instruction, we used the area and perimeter formulas, for rectangles, to help us solve word problems. During math with a partner, the children continued playing the Snakes board game, to practice partial products. Finally, during the technology portion, the children completed a session of Xtra Math and then played an online version of Truth or Dare which relied on the knowing and using the formulas for area and perimeter of a rectangle.
In between the second and third rotations, the children enjoyed lunch and outdoor recess.
Math homework is posted on GC.
After math, we began our literacy block.
We started with our writing lesson. First, we reviewed the essay, "Insects Are Amazing," and identified the author's opinion and the three reasons used to support it. Then, the children began a new opinion piece and wrote for 20 minutes, silently. During this time, I touched base with each child to ensure they were clearly stating their opinions, and helping those who hadn't done so.
After writing, the students enjoyed music with Mrs. Graf.
When they returned to class, we ate snack and reviewed the independent work assignments for our reading block. First the children viewed the first seven slides, including Brain Pop video, of a Google Slide presentation about identifying the main idea in non-fiction text. Then, they read an article about The Pueblo People. After that, they worked on their slide for their group's Native American web quest.
Guided Reading Groups:
All reading groups met with me. During each group we used the slides in Google Classroom reading to review the idea of what is a topic versus what is a main idea. Then, we looked over the article, "The Pueblo People," and identified both the topic and the main idea.
After our literacy block, we began Module 5 of the science curriculum. First we reviewed content vocabulary. Then the students worked in groups to classify various organism cards. After creating posters identifying their groups, we took a gallery walk and discussed how the organisms interact with one another.
Math began with an area word problem for warm up. Then we reviewed last night's homework. After that, we began our daily rotations.
During the small group instruction, we used the area and perimeter formulas, for rectangles, to help us solve word problems. During math with a partner, the children continued playing the Snakes board game, to practice partial products. Finally, during the technology portion, the children completed a session of Xtra Math and then played an online version of Truth or Dare which relied on the knowing and using the formulas for area and perimeter of a rectangle.
In between the second and third rotations, the children enjoyed lunch and outdoor recess.
Math homework is posted on GC.
After math, we began our literacy block.
We started with our writing lesson. First, we reviewed the essay, "Insects Are Amazing," and identified the author's opinion and the three reasons used to support it. Then, the children began a new opinion piece and wrote for 20 minutes, silently. During this time, I touched base with each child to ensure they were clearly stating their opinions, and helping those who hadn't done so.
After writing, the students enjoyed music with Mrs. Graf.
When they returned to class, we ate snack and reviewed the independent work assignments for our reading block. First the children viewed the first seven slides, including Brain Pop video, of a Google Slide presentation about identifying the main idea in non-fiction text. Then, they read an article about The Pueblo People. After that, they worked on their slide for their group's Native American web quest.
Guided Reading Groups:
All reading groups met with me. During each group we used the slides in Google Classroom reading to review the idea of what is a topic versus what is a main idea. Then, we looked over the article, "The Pueblo People," and identified both the topic and the main idea.
After our literacy block, we began Module 5 of the science curriculum. First we reviewed content vocabulary. Then the students worked in groups to classify various organism cards. After creating posters identifying their groups, we took a gallery walk and discussed how the organisms interact with one another.
Wednesday, October 18, 2017
Wonderful Wednesday
This morning the students completed the Wednesday portion of our vocabulary sheet for the word of the week, compare. Then, they played a parts of speech game, online. After the announcements, we switched for math.
Math began with a logic puzzle to warm up our brains. Then, we reviewed last night's homework. Next, the students took the week 5 formative, which covered multi-digit multiplication using place value and partial products. These have been graded and returned to students. Please look for them in the section of the binder this evening.
After the formative, the children enjoyed lunch and outdoor recess.
When they returned to math, we had a whole group lesson about understanding and using the formula to determine the area of a rectangle. The lesson included watching, and discussing, a video module, reviewing several slides, and answering a word problem, with a partner.
Math homework is posted on GC.
After math, we began our literacy block. We began with a writing lesson. First, the children, with their writing partner, reviewed the two persuasive pieces we read this week and identified the purpose and audience of each. Next, we read and discussed a new persuasive essay. Then, we highlighted the sentences that stated the authors purpose and reasons to support it. After that, the students chose a topic and did a 5 minute quick write. Finally, the students wrote for 15 minutes, silently, either continuing their quick-write or beginning a new opinion piece.
After our writing block, we ate snack and continued reading Wonder.
Then, the children worked in small groups on their Native American web quest. Each group was assigned a Native American Society to research and become experts. As they worked to gather their information, I met with individual students to work on my quarterly reading assessments. This took the place of guided reading groups.
Math began with a logic puzzle to warm up our brains. Then, we reviewed last night's homework. Next, the students took the week 5 formative, which covered multi-digit multiplication using place value and partial products. These have been graded and returned to students. Please look for them in the section of the binder this evening.
After the formative, the children enjoyed lunch and outdoor recess.
When they returned to math, we had a whole group lesson about understanding and using the formula to determine the area of a rectangle. The lesson included watching, and discussing, a video module, reviewing several slides, and answering a word problem, with a partner.
Math homework is posted on GC.
After math, we began our literacy block. We began with a writing lesson. First, the children, with their writing partner, reviewed the two persuasive pieces we read this week and identified the purpose and audience of each. Next, we read and discussed a new persuasive essay. Then, we highlighted the sentences that stated the authors purpose and reasons to support it. After that, the students chose a topic and did a 5 minute quick write. Finally, the students wrote for 15 minutes, silently, either continuing their quick-write or beginning a new opinion piece.
After our writing block, we ate snack and continued reading Wonder.
Then, the children worked in small groups on their Native American web quest. Each group was assigned a Native American Society to research and become experts. As they worked to gather their information, I met with individual students to work on my quarterly reading assessments. This took the place of guided reading groups.
Tuesday, October 17, 2017
Terrific Tuesday
This morning, the children completed the Tuesday section of their vocabulary sheet for our word of the week, compare. Then they practiced their keyboarding skills using Typing Club. After the announcements, we switched for math.
We began math with a multiplication warm up and then reviewed last night's homework. After that, we began our rotations.
During the small group instruction, we developed an understanding of the perimeter formula for a rectangle, and used it to calculate the measurement of unknown sides. During math with a partner, the students played a board game called Snakes to continue working with partial products. Finally, during the technology portion, the students completed a session of Xtra math and then used the multiplication Live Binder to choose a game and work on their multiplication skills.
In between the second and third rotations, the students enjoyed lunch and outdoor recess.
Math homework is posted on GC.
After math, we began our literacy block with a writing lesson. We reviewed yesterday's persuasive essay, "Bugs are Creepy, " and discussed the author's purpose and intended audience. Then we read a new essay, "Bugs are Amazing," and determined the author's opinion and intended audience. After that, we brainstormed some opinions we could use for persuasive essays and began a class topic list. Finally, the students had 10 minutes to add to their own topic list.
While we ate snack, we reviewed today's independent work tasks. First, the children used their guided reading texts, the chart we completed in guided reading groups, and the RACER slides to summarize how the Native American societies used the environment to meet their needs for food, clothing, and shelter. Prior to working on this independently, because it is a graded assignment, we did rehearse it orally. Next, the children worked on their writing, by adding to their topic list, working on a piece they have already started, or beginning a new piece, for 15-20 minutes. Finally, they reviewed the social studies web quest that we started after our literacy block.
As the children worked, I met with a group of students who missed our reading groups on Friday. We read and highlighted the text about the Eastern Woodland Native Americans. Then we paraphrased to summarize the text on our chart.
After our literacy block we took a much needed Go Noodle brain break.
Then we began a social studies web quest. After reviewing the introduction, the tasks, and the process, the students were put in groups, randomly, and chose their expert jobs.
The students ended their day in art with Mrs. Daniell.
We began math with a multiplication warm up and then reviewed last night's homework. After that, we began our rotations.
During the small group instruction, we developed an understanding of the perimeter formula for a rectangle, and used it to calculate the measurement of unknown sides. During math with a partner, the students played a board game called Snakes to continue working with partial products. Finally, during the technology portion, the students completed a session of Xtra math and then used the multiplication Live Binder to choose a game and work on their multiplication skills.
In between the second and third rotations, the students enjoyed lunch and outdoor recess.
Math homework is posted on GC.
After math, we began our literacy block with a writing lesson. We reviewed yesterday's persuasive essay, "Bugs are Creepy, " and discussed the author's purpose and intended audience. Then we read a new essay, "Bugs are Amazing," and determined the author's opinion and intended audience. After that, we brainstormed some opinions we could use for persuasive essays and began a class topic list. Finally, the students had 10 minutes to add to their own topic list.
While we ate snack, we reviewed today's independent work tasks. First, the children used their guided reading texts, the chart we completed in guided reading groups, and the RACER slides to summarize how the Native American societies used the environment to meet their needs for food, clothing, and shelter. Prior to working on this independently, because it is a graded assignment, we did rehearse it orally. Next, the children worked on their writing, by adding to their topic list, working on a piece they have already started, or beginning a new piece, for 15-20 minutes. Finally, they reviewed the social studies web quest that we started after our literacy block.
As the children worked, I met with a group of students who missed our reading groups on Friday. We read and highlighted the text about the Eastern Woodland Native Americans. Then we paraphrased to summarize the text on our chart.
After our literacy block we took a much needed Go Noodle brain break.
Then we began a social studies web quest. After reviewing the introduction, the tasks, and the process, the students were put in groups, randomly, and chose their expert jobs.
The students ended their day in art with Mrs. Daniell.
Monday, October 16, 2017
Marvelous Monday
This morning, the students commented on GC about their weekend and then completed the Monday portion of the new vocabulary worksheet for our word of the week, compare. After the announcements, we switched for math.
Math began with a quick multiplication warm up. Then we went to the Pep Rally for our new Booster Thon fundraiser. When we returned to class, we had a whole group math lesson using the partial products method to solve 3-and 4- digit by 1-digit multiplication problems.
After enjoying lunch and outdoor recess, the students returned to math and completed a quick 1 problem 4-digit by 1-digit multiplication problem. As I suspected, most of the students are quite competent in this skill. There are a few who need to brush up on their basic facts.
After completing the exit card, the students finished a session of Xtra Math and then used the Multiplication Live Binder to work on fact fluency.
Math HOMEWORK is posted on GC.
After math, we began our literacy block. Today we began with writing. After assigning new writing partners, we read an essay called, "Bugs Are Creepy," an example of opinion writing. After I read it aloud, the children reread it with their writing partners and discussed the author's opinion.
Next, the children went to PE.
When they returned to class, they ate snack and we discussed how to integrate our independent, silent writing into our literacy independent work block. I know this sounds redundant, but the children understood what I meant. :-)
After that, the students worked independently on the following tasks, while I met with small guided reading groups. First, each group read an article about the Sioux Indians. As they read they circled unknown words, and marked places that were confusing and/or surprising. Next, they spent 5-10 minutes working on a topic list for opinion writing. After that, they completed a graded paraphrasing activity. Then, they wrote silently for 15-20 minutes, either working on the final draft of their narrative or writing about anything they choose.
Green: The students reread the article about Sioux Indians, and based on our purpose for reading (how they used their environment for food, clothing, and shelter), they highlighted important information. Next, we reviewed the highlighted facts and paraphrased it to summarize the text on the chart we started on Friday in group.
Pink: The students reread the article about Sioux Indians, and based on our purpose for reading (how they used their environment for food, clothing, and shelter), they highlighted important information. Next, we reviewed the highlighted facts and paraphrased it to summarize the text on the chart we started on Friday in group.
Blue: Together we reread the article and based on our purpose for reading (how they used their environment for food, clothing, and shelter), we highlighted important information. Then, together, we paraphrased the important facts to summarize the text and add it to the chart we started on Friday in group.
Math began with a quick multiplication warm up. Then we went to the Pep Rally for our new Booster Thon fundraiser. When we returned to class, we had a whole group math lesson using the partial products method to solve 3-and 4- digit by 1-digit multiplication problems.
After enjoying lunch and outdoor recess, the students returned to math and completed a quick 1 problem 4-digit by 1-digit multiplication problem. As I suspected, most of the students are quite competent in this skill. There are a few who need to brush up on their basic facts.
After completing the exit card, the students finished a session of Xtra Math and then used the Multiplication Live Binder to work on fact fluency.
Math HOMEWORK is posted on GC.
After math, we began our literacy block. Today we began with writing. After assigning new writing partners, we read an essay called, "Bugs Are Creepy," an example of opinion writing. After I read it aloud, the children reread it with their writing partners and discussed the author's opinion.
Next, the children went to PE.
When they returned to class, they ate snack and we discussed how to integrate our independent, silent writing into our literacy independent work block. I know this sounds redundant, but the children understood what I meant. :-)
After that, the students worked independently on the following tasks, while I met with small guided reading groups. First, each group read an article about the Sioux Indians. As they read they circled unknown words, and marked places that were confusing and/or surprising. Next, they spent 5-10 minutes working on a topic list for opinion writing. After that, they completed a graded paraphrasing activity. Then, they wrote silently for 15-20 minutes, either working on the final draft of their narrative or writing about anything they choose.
Green: The students reread the article about Sioux Indians, and based on our purpose for reading (how they used their environment for food, clothing, and shelter), they highlighted important information. Next, we reviewed the highlighted facts and paraphrased it to summarize the text on the chart we started on Friday in group.
Pink: The students reread the article about Sioux Indians, and based on our purpose for reading (how they used their environment for food, clothing, and shelter), they highlighted important information. Next, we reviewed the highlighted facts and paraphrased it to summarize the text on the chart we started on Friday in group.
Blue: Together we reread the article and based on our purpose for reading (how they used their environment for food, clothing, and shelter), we highlighted important information. Then, together, we paraphrased the important facts to summarize the text and add it to the chart we started on Friday in group.
Friday, October 13, 2017
Fabulous Friday
Today, my homeroom had a PJ day to celebrate the 10 whole class Dojos they earned.
After unpacking and signing in, the children completed both the Thursday and Friday section of the vocabulary sheet for our word of the week, significance. After that, they worked on solving our weekly puzzles. Once the announcements were over, we switched for math.
We began math with a multiplication warm up, where the students used the area model to solve two equations. After that, we went over Wednesday night's homework. Next, we began our rotations.
During the small group instruction, we practiced solving 3 and 4-digit by 1-digit multiplication problems using the area model. During math with a partner, the students practiced explaining partial products by playing Toss and Talk Partial Products. Those who finished early, played Multiplication War to increase their basic fact fluency. Finally, during the technology portion, the students completed a session of Xtra Math. Then they played Amoeba Multiplication to practice partial products.
In between the second and third rotations, the students enjoyed lunch and recess.
After math, we shared information about the SGA food drive and Digital Citizenship spirit week (Monday is crazy sock day). Then, we began our literacy block.
While I met with guided reading groups, the students worked independently on the following tasks. First, they completed a post test from our visit to the Ag Farm yesterday. Next, they finished the decomposers chart. Finally, they used their revisions and the rubric I will be using to grade, to complete the final copy of their narrative writing.
Guided reading groups focused on using paraphrasing to help summarize information we read about how the Native American tribes used their environment for food, clothing, and shelter.
I met with each group to work on paraphrasing and summarizing important information. First, we used text features to narrow down which portion of the text we needed to read. After reading it once, we reread it and highlighted only the important information that matched our purpose for reading today (how the native Americans used their environment for food, clothing, and shelter). Next, we paraphrased the highlighted facts in order to summarize the text.
After our literacy block, we had a guidance lesson, with Mrs. Luckett, about including others to be kind.
Progress reports were distributed to each student at the end of the day. Look for them in take home folders. These are your to keep.
Have a great weekend!!
After unpacking and signing in, the children completed both the Thursday and Friday section of the vocabulary sheet for our word of the week, significance. After that, they worked on solving our weekly puzzles. Once the announcements were over, we switched for math.
We began math with a multiplication warm up, where the students used the area model to solve two equations. After that, we went over Wednesday night's homework. Next, we began our rotations.
During the small group instruction, we practiced solving 3 and 4-digit by 1-digit multiplication problems using the area model. During math with a partner, the students practiced explaining partial products by playing Toss and Talk Partial Products. Those who finished early, played Multiplication War to increase their basic fact fluency. Finally, during the technology portion, the students completed a session of Xtra Math. Then they played Amoeba Multiplication to practice partial products.
In between the second and third rotations, the students enjoyed lunch and recess.
After math, we shared information about the SGA food drive and Digital Citizenship spirit week (Monday is crazy sock day). Then, we began our literacy block.
While I met with guided reading groups, the students worked independently on the following tasks. First, they completed a post test from our visit to the Ag Farm yesterday. Next, they finished the decomposers chart. Finally, they used their revisions and the rubric I will be using to grade, to complete the final copy of their narrative writing.
Guided reading groups focused on using paraphrasing to help summarize information we read about how the Native American tribes used their environment for food, clothing, and shelter.
I met with each group to work on paraphrasing and summarizing important information. First, we used text features to narrow down which portion of the text we needed to read. After reading it once, we reread it and highlighted only the important information that matched our purpose for reading today (how the native Americans used their environment for food, clothing, and shelter). Next, we paraphrased the highlighted facts in order to summarize the text.
After our literacy block, we had a guidance lesson, with Mrs. Luckett, about including others to be kind.
Progress reports were distributed to each student at the end of the day. Look for them in take home folders. These are your to keep.
Have a great weekend!!
Wednesday, October 11, 2017
Wonderful Wednesday
This morning, after unpacking and signing in, the students completed the Wednesday section of our vocabulary sheet for the word of the week, significance. When they finished, they played a parts of speech online game. After the announcements, we switched for math.
We began math with a 2-digit by 1-digit multiplication warm up. Then, we went over last night's homework. Next, we took a formative covering multiplicative comparison word problems. These have been graded and returned to students. Please look for them in binder this evening.
After the formative, we took part in the bus evacuation drill. Then the children enjoyed lunch and outdoor recess.
After recess, we did a whole group lesson, using arrays (graph paper) to solve 2-digit by 1-digit multiplication problems.
There is a worksheet for HOMEWORK that is due FRIDAY, not tomorrow. Instructions, and an example, is on GC.
After math, we began our literacy block. Today we began with a writing lesson. We learned some proofreading marks as we discussed specific capitalization and punctuation rules. Then, the children conferred with their writing partners, and used the proofreading marks to edit each other's drafts.
Then we did a quick, whole group lesson, about paraphrasing in order to summarize non-fiction text.
While the students worked independently, I met with guided reading groups. First the children completed a pre-test for tomorrow's Ag Farm field trip. After that, they used the Encyclopedia Britannica to complete the decomposers chart and explain how decomposers benefit their ecosystem. Finally, they began drafting their final version of the narrative writing piece.
pink: We reviewed paraphrasing and then discussed how to summarize non-fiction text. The students were instructed to identify the main idea in the topic sentence, and then to include the main idea of each section of text, using headings whenever possible. After reading the story of Humpty Dumpty, and a summary, we read an article about plants and wrote a summary together.
green: We reviewed paraphrasing and then discussed how to summarize non-fiction text. The students were instructed to identify the main idea in the topic sentence, and then to include the main idea of each section of text, using headings whenever possible. After reading the story of Humpty Dumpty, and a summary, we read an article about plants and wrote a summary together.
blue: We reviewed paraphrasing and then discussed how to summarize non-fiction text. The students were instructed to identify the main idea in the topic sentence, and then to include the main idea of each section of text, using headings whenever possible. After reading the story of Humpty Dumpty, and a summary, we read an article about plants and wrote a summary together.
We ended the day by watching and discussing a video about the early Native American tribes that lived in Northern America before the European settlers arrived.
We began math with a 2-digit by 1-digit multiplication warm up. Then, we went over last night's homework. Next, we took a formative covering multiplicative comparison word problems. These have been graded and returned to students. Please look for them in binder this evening.
After the formative, we took part in the bus evacuation drill. Then the children enjoyed lunch and outdoor recess.
After recess, we did a whole group lesson, using arrays (graph paper) to solve 2-digit by 1-digit multiplication problems.
There is a worksheet for HOMEWORK that is due FRIDAY, not tomorrow. Instructions, and an example, is on GC.
After math, we began our literacy block. Today we began with a writing lesson. We learned some proofreading marks as we discussed specific capitalization and punctuation rules. Then, the children conferred with their writing partners, and used the proofreading marks to edit each other's drafts.
Then we did a quick, whole group lesson, about paraphrasing in order to summarize non-fiction text.
While the students worked independently, I met with guided reading groups. First the children completed a pre-test for tomorrow's Ag Farm field trip. After that, they used the Encyclopedia Britannica to complete the decomposers chart and explain how decomposers benefit their ecosystem. Finally, they began drafting their final version of the narrative writing piece.
pink: We reviewed paraphrasing and then discussed how to summarize non-fiction text. The students were instructed to identify the main idea in the topic sentence, and then to include the main idea of each section of text, using headings whenever possible. After reading the story of Humpty Dumpty, and a summary, we read an article about plants and wrote a summary together.
green: We reviewed paraphrasing and then discussed how to summarize non-fiction text. The students were instructed to identify the main idea in the topic sentence, and then to include the main idea of each section of text, using headings whenever possible. After reading the story of Humpty Dumpty, and a summary, we read an article about plants and wrote a summary together.
blue: We reviewed paraphrasing and then discussed how to summarize non-fiction text. The students were instructed to identify the main idea in the topic sentence, and then to include the main idea of each section of text, using headings whenever possible. After reading the story of Humpty Dumpty, and a summary, we read an article about plants and wrote a summary together.
We ended the day by watching and discussing a video about the early Native American tribes that lived in Northern America before the European settlers arrived.
Tuesday, October 10, 2017
Terrific Tuesday
This morning, the students completed the Tuesday portion of their vocabulary sheet for the word of the week, significance. Then they practiced their keyboarding skills using Typing Club. After the announcements, we switched for math.
Math began with a logic based warm up in which the students had to rely on their knowledge of multiples in order to solve both word problems. After that, we reviewed last night's homework. Then, we began our rotations.
During the small group instruction we used area models to represent and solve 2 digit by a digit (and even a 3 digit by 1 digit) multiplication problems. During math with a partner, the children finished the word problem scavenger hunt from yesterday and then practiced their basic facts by playing Multiplication War. Finally, during the technology portion, the children completed a session of Xtra math and then practiced solving word problems using the Live Binder.
HOMEWORK is posted on GC.
Once again, between the second and third rotations, the students enjoyed lunch and outdoor recess.
After math we began our literacy block. First, we reviewed, again, the RACER strategy, using the slides posted in GC-Writing. Next, we revisited the concept that the purpose for reading drives what is important (versus interesting) information in non-fiction text.
While I met with guided reading groups, the students worked independently. First, all groups reread their article about the ecosystem and completed an important versus interesting facts chart to help them answer the question, "What is the role of the decomposer in the ecosystem?" Next, students used three links in GC-Science to complete a chart comparing/contrasting decomposers and explain why decomposers are important. After that, the children had time to continue revising and editing their narrative piece.
Guided Reading Groups
Blue: We met and reviewed the facts, from their article, that were important versus those that were interesting. We also discussed how they knew which facts to put on each side of their chart.
Pink: We met and reviewed the facts, from their article, that were important versus those that were interesting. We also discussed how they knew which facts to put on each side of their chart.
Green: We met and reviewed the facts, from their article, that were important versus those that were interesting. We also discussed how they knew which facts to put on each side of their chart.
After guided reading groups, we ate snack and reviewed the decomposers chart.
Next, we continued reading Wonder. During this time, some students finished revising their rough draft.
The children ended their day in art, with Mrs. Daniell.
Math began with a logic based warm up in which the students had to rely on their knowledge of multiples in order to solve both word problems. After that, we reviewed last night's homework. Then, we began our rotations.
During the small group instruction we used area models to represent and solve 2 digit by a digit (and even a 3 digit by 1 digit) multiplication problems. During math with a partner, the children finished the word problem scavenger hunt from yesterday and then practiced their basic facts by playing Multiplication War. Finally, during the technology portion, the children completed a session of Xtra math and then practiced solving word problems using the Live Binder.
HOMEWORK is posted on GC.
Once again, between the second and third rotations, the students enjoyed lunch and outdoor recess.
After math we began our literacy block. First, we reviewed, again, the RACER strategy, using the slides posted in GC-Writing. Next, we revisited the concept that the purpose for reading drives what is important (versus interesting) information in non-fiction text.
While I met with guided reading groups, the students worked independently. First, all groups reread their article about the ecosystem and completed an important versus interesting facts chart to help them answer the question, "What is the role of the decomposer in the ecosystem?" Next, students used three links in GC-Science to complete a chart comparing/contrasting decomposers and explain why decomposers are important. After that, the children had time to continue revising and editing their narrative piece.
Guided Reading Groups
Blue: We met and reviewed the facts, from their article, that were important versus those that were interesting. We also discussed how they knew which facts to put on each side of their chart.
Pink: We met and reviewed the facts, from their article, that were important versus those that were interesting. We also discussed how they knew which facts to put on each side of their chart.
Green: We met and reviewed the facts, from their article, that were important versus those that were interesting. We also discussed how they knew which facts to put on each side of their chart.
After guided reading groups, we ate snack and reviewed the decomposers chart.
Next, we continued reading Wonder. During this time, some students finished revising their rough draft.
The children ended their day in art, with Mrs. Daniell.
Monday, October 9, 2017
Marvelous Monday - Parent Visitation
This morning, after unpacking and signing in, the students completed the Monday section of the vocabulary sheet for our new word of the week, significance. After the announcements, we switched for math.
Math began with 2 logic word problems. Then we began our rotations.
During the small group instruction, we focused on representing and solving multiplicative comparison word problems using an equation with a variable, for the unknown. During math with a partner, the students worked on a word problem scavenger hunt. Finally, during the technology rotation, the children completed a session of Xtra Math and then used the Live Binder to practice solving word problems.
Math HOMEWORK is posted on GC.
In between the second and third rotations, the students enjoyed lunch and outdoor recess.
After math we began our literacy block.
First, the students completed their independent work and I met with the green reading group, since I had missed them on Friday. The children finished the non-fiction formative, identifying and explaining text evidence supporting the author's point of view. Then, they met with their writing partners to revise their writing for strong beginning sentences.
Green: Their non-fiction piece didn't include many text features. Therefore, we used the topic sentences to help identify the main topic of the piece and the four most important facts.
After reading, the students went to PE.
When they returned to class, they ate snack and we read more from Wonder.
Next, we began our writing block. After reviewing the grading rubric I will be using, we had a mini-lesson about revising our writing to improve spelling. Students were told to review their piece and circle words they thought might have spelling errors. Then, they used dictionary.com or a word back, to check the spelling and make necessary changes.
We ended the day by identifying the role of decomposers in our ecosystem. We defined some important vocabulary, viewed photographs, and watched a short film. Finally, we discussed the benefits that decomposers provide by putting nutrients back into the soil.
Math began with 2 logic word problems. Then we began our rotations.
During the small group instruction, we focused on representing and solving multiplicative comparison word problems using an equation with a variable, for the unknown. During math with a partner, the students worked on a word problem scavenger hunt. Finally, during the technology rotation, the children completed a session of Xtra Math and then used the Live Binder to practice solving word problems.
Math HOMEWORK is posted on GC.
In between the second and third rotations, the students enjoyed lunch and outdoor recess.
After math we began our literacy block.
First, the students completed their independent work and I met with the green reading group, since I had missed them on Friday. The children finished the non-fiction formative, identifying and explaining text evidence supporting the author's point of view. Then, they met with their writing partners to revise their writing for strong beginning sentences.
Green: Their non-fiction piece didn't include many text features. Therefore, we used the topic sentences to help identify the main topic of the piece and the four most important facts.
After reading, the students went to PE.
When they returned to class, they ate snack and we read more from Wonder.
Next, we began our writing block. After reviewing the grading rubric I will be using, we had a mini-lesson about revising our writing to improve spelling. Students were told to review their piece and circle words they thought might have spelling errors. Then, they used dictionary.com or a word back, to check the spelling and make necessary changes.
We ended the day by identifying the role of decomposers in our ecosystem. We defined some important vocabulary, viewed photographs, and watched a short film. Finally, we discussed the benefits that decomposers provide by putting nutrients back into the soil.
Friday, October 6, 2017
Fantastic Friday - Early Release
This morning the students completed the Friday portion of the vocabulary sheet for our word of the week, brief. After that, since it is free choice Friday, the got to choose which academic skill they wished to practice. After watching the announcements on the Promethean board, we switched for math.
Math began with a logic word problem. Then we reviewed last night's homework. Next we began our rotations.
During the small group rotation, we represented and solved multiplicative comparison problems using equation with a variable to represent the unknown. During math with a partner, the students played a multiplicative comparison bump board game. Finally, during the technology portion, the students completed a session of Xtra math. Then they watched a Learn Zillion lesson about representing and solving multiplicative comparison word problems. Those who had time left over practiced solving word problems using the Live Binder.
In between our second and third rotations, we went to lunch.
After math, we handed out Dojo rewards, went over the weekly puzzles, and then, began our literacy block.
Today I handed out, and reviewed, a text structure chart for non-fiction text. After that, I did a mini-lesson, for writing, covering strong openings and peer conferencing.
While I met with groups, the students reread their guided reading article and used a web to identify the topic and 4 important pieces of information from the text. After that, they met with their writing partners to peer conference and revise opening sentences.
Pink: We used the title, headings, topic sentences, and other text features to determine the topic of their text and four important facts. We also discussed paraphrasing by changing word order and using synonyms (for example, instead of organisms feed, we wrote organisms eat).
Blue: We used the title, topic sentences, captions, and repeated words to determine the topic of their text and four important facts. We also discussed paraphrasing by changing word order and using synonyms (for example, instead of organisms feed, we wrote organisms eat).
I didn't get a chance to meet with the green group, due to the early release.
Have a great weekend!
Math began with a logic word problem. Then we reviewed last night's homework. Next we began our rotations.
During the small group rotation, we represented and solved multiplicative comparison problems using equation with a variable to represent the unknown. During math with a partner, the students played a multiplicative comparison bump board game. Finally, during the technology portion, the students completed a session of Xtra math. Then they watched a Learn Zillion lesson about representing and solving multiplicative comparison word problems. Those who had time left over practiced solving word problems using the Live Binder.
In between our second and third rotations, we went to lunch.
After math, we handed out Dojo rewards, went over the weekly puzzles, and then, began our literacy block.
Today I handed out, and reviewed, a text structure chart for non-fiction text. After that, I did a mini-lesson, for writing, covering strong openings and peer conferencing.
While I met with groups, the students reread their guided reading article and used a web to identify the topic and 4 important pieces of information from the text. After that, they met with their writing partners to peer conference and revise opening sentences.
Pink: We used the title, headings, topic sentences, and other text features to determine the topic of their text and four important facts. We also discussed paraphrasing by changing word order and using synonyms (for example, instead of organisms feed, we wrote organisms eat).
Blue: We used the title, topic sentences, captions, and repeated words to determine the topic of their text and four important facts. We also discussed paraphrasing by changing word order and using synonyms (for example, instead of organisms feed, we wrote organisms eat).
I didn't get a chance to meet with the green group, due to the early release.
Have a great weekend!
Thursday, October 5, 2017
Thrilling Thursday
This morning the students completed the Thursday portion of the vocabulary sheet for our word of the week, brief. Then, they worked on solving our weekly puzzles. After the announcements, we switched for math.
We began math by reviewing the homework assignment from Tuesday night. After that, the students took a quick formative covering multi-step word problems involving addition and subtraction. These have been graded and returned to the students. Please look for them in the math section of the binder this evening.
Once all students had completed the quiz, we did a whole group lesson (to make the most of our shortened time) covering multiplicative comparison word problems, using a bar model to solve them. We watch 2 short video lessons and discussed each. Then we solved four problems, together, as a class.
After that, the students enjoyed lunch and outdoor recess.
When they returned to class, they completed an Xtra Math session and practiced solving word problems using online sites. I met with a small group to do some reteaching based on our formative from last week, using the standard algorithm to add and subtract.
Math HOMEWORK is posted on GC.
After math we got our pictures taken. Then we had a writing mini-lesson. We discussed how authors avoid using overused words to make their writing more interesting and clear. Then we created a chart listing words we could use instead of good/great, said, and look. After that, the students marked those words, in their drafts, with post-it notes.
Next, they went to music with Mrs. Graf.
After music, we ate snack and had our SGA representative elections.
Then, we began our literacy block.
Students got new reading group assignments, based on their MAP-R scores and classwork thus far. Each group received a non-fiction text about decomposers and producers to read, using think marks, and listing 3-4 tricky words. After that, they went back to their writing draft to revise for overused words. Finally, those who haven't finished had time to work on their non-fiction reading formative.
Reading Groups: This week we are integrating reading and science!
Pink: We met and reviewed unknown words,scientific vocabulary, text features, and confusing and surprising parts that they marked.
Blue: We met and reviewed unknown words,scientific vocabulary, text features, and confusing and surprising parts that they marked.
Green: We met and reviewed unknown words,scientific vocabulary, text features, and confusing and surprising parts that they marked.
We began math by reviewing the homework assignment from Tuesday night. After that, the students took a quick formative covering multi-step word problems involving addition and subtraction. These have been graded and returned to the students. Please look for them in the math section of the binder this evening.
Once all students had completed the quiz, we did a whole group lesson (to make the most of our shortened time) covering multiplicative comparison word problems, using a bar model to solve them. We watch 2 short video lessons and discussed each. Then we solved four problems, together, as a class.
After that, the students enjoyed lunch and outdoor recess.
When they returned to class, they completed an Xtra Math session and practiced solving word problems using online sites. I met with a small group to do some reteaching based on our formative from last week, using the standard algorithm to add and subtract.
Math HOMEWORK is posted on GC.
After math we got our pictures taken. Then we had a writing mini-lesson. We discussed how authors avoid using overused words to make their writing more interesting and clear. Then we created a chart listing words we could use instead of good/great, said, and look. After that, the students marked those words, in their drafts, with post-it notes.
Next, they went to music with Mrs. Graf.
After music, we ate snack and had our SGA representative elections.
Then, we began our literacy block.
Students got new reading group assignments, based on their MAP-R scores and classwork thus far. Each group received a non-fiction text about decomposers and producers to read, using think marks, and listing 3-4 tricky words. After that, they went back to their writing draft to revise for overused words. Finally, those who haven't finished had time to work on their non-fiction reading formative.
Reading Groups: This week we are integrating reading and science!
Pink: We met and reviewed unknown words,scientific vocabulary, text features, and confusing and surprising parts that they marked.
Blue: We met and reviewed unknown words,scientific vocabulary, text features, and confusing and surprising parts that they marked.
Green: We met and reviewed unknown words,scientific vocabulary, text features, and confusing and surprising parts that they marked.
Wednesday, October 4, 2017
Wonderful Wednesday
This morning the children completed the Wednesday portion of their vocabulary sheet for our word of the week, brief. Then, they played a computerized version of the game Hangman, using fourth grade vocabulary words.
After the announcements, we switched for math.
The entire math block was spent taking the MAP-M. This is the computerized, self-adjusting, math assessment which students take three times each year. The purpose of the test is to guide planning and instruction.
The children did get their regular break to enjoy lunch and outdoor recess.
There is MATH HOMEWORK posted on GC.
After math we began our literacy block. Today we shifted our reading focus to non-fiction text. We began with a lesson about determining what is important when we read non-fiction text. A few important points, we determine what is important based upon our PURPOSED for reading. So, what is important can change if our purpose changes. I read A Log's Life, out loud, and modeled, through thinking out loud, how I would determine the topic and what the author was teaching us.
After that, the students worked independently, while I met with guided reading groups. First, they completed an assigned lesson for their guided reading group. Then, they finished writing their narrative draft. After that, the students completed the non-fiction graded assignment, identifying and explaining evidence that supports a point of view.
Blue: The students used the RACER strategy to identify the theme, using text support, of Soccer Shake Up. In group, we reviewed the RACER strategy and the students handed in their books.
Pink: The students read chapters 13-15, finishing the book, and identified the theme of the text. In group, we discussed the ending and then shared themes, discussing evidence from the text. Finally, I collected the texts.
After meeting with the pink group, the students went to the media center, to "taste test" the nominees for this year's Black Eyed-Susan award.
Green: The students read chapters 27-32, finishing the book, and identified the theme of the text. In group, we discussed the ending and then shared themes, discussing evidence from the text. Finally, I collected the texts.
After reading, we turned our attention to a writing mini-lesson. Today the students focused on revising their drafts. They deleted information that doesn't belong and clarified parts that might be confusing. After working on revising their draft, volunteers shared changes they made and explained their reasoning for doing so.
We will be having our SGA representative elections tomorrow and finally begin studying Native Americans.
Also, individual pictures will be taken tomorrow, after math.
After the announcements, we switched for math.
The entire math block was spent taking the MAP-M. This is the computerized, self-adjusting, math assessment which students take three times each year. The purpose of the test is to guide planning and instruction.
The children did get their regular break to enjoy lunch and outdoor recess.
There is MATH HOMEWORK posted on GC.
After math we began our literacy block. Today we shifted our reading focus to non-fiction text. We began with a lesson about determining what is important when we read non-fiction text. A few important points, we determine what is important based upon our PURPOSED for reading. So, what is important can change if our purpose changes. I read A Log's Life, out loud, and modeled, through thinking out loud, how I would determine the topic and what the author was teaching us.
After that, the students worked independently, while I met with guided reading groups. First, they completed an assigned lesson for their guided reading group. Then, they finished writing their narrative draft. After that, the students completed the non-fiction graded assignment, identifying and explaining evidence that supports a point of view.
Blue: The students used the RACER strategy to identify the theme, using text support, of Soccer Shake Up. In group, we reviewed the RACER strategy and the students handed in their books.
Pink: The students read chapters 13-15, finishing the book, and identified the theme of the text. In group, we discussed the ending and then shared themes, discussing evidence from the text. Finally, I collected the texts.
After meeting with the pink group, the students went to the media center, to "taste test" the nominees for this year's Black Eyed-Susan award.
Green: The students read chapters 27-32, finishing the book, and identified the theme of the text. In group, we discussed the ending and then shared themes, discussing evidence from the text. Finally, I collected the texts.
After reading, we turned our attention to a writing mini-lesson. Today the students focused on revising their drafts. They deleted information that doesn't belong and clarified parts that might be confusing. After working on revising their draft, volunteers shared changes they made and explained their reasoning for doing so.
We will be having our SGA representative elections tomorrow and finally begin studying Native Americans.
Also, individual pictures will be taken tomorrow, after math.
Tuesday, October 3, 2017
This morning, the students completed the Tuesday section for our new vocabulary word of the week, brief. The, they practiced their keyboarding skills using Typing Club. After the announcements we switched for math.
In my math class, we completed a rounding exit ticket for warm up. These have been graded and returned to students. Look for them in home folders this evening.
Then we reviewed last night's homework. Next, we began our math rotations.
During the small group instruction, we worked on representing and solving multi step addition and subtraction word problems. Today we focused on writing equations, using a variable to represent the unknown. During math with a partner, the students played a game called Five in a Row, that provided practice with determining the unknown in addition problems. Finally, during the technology portion of math, the students completed a section of Xtra Math and then used a web site to practiced solving word problems.
Math HOMEWORK is posted on GC.
In between the second and third rotation, the students enjoyed lunch and outdoor recess.
After math, the students had 30 more minutes to complete the MAP-R (computerized reading, self-adjusting assessment) that we began yesterday. Those who were absent yesterday, started the test today and will finish it later this week.
Once testing concluded, the students ate snack while I did a quick lesson about identifying evidence, from text, that supports an author's point of view.
Then, the students worked independently while I met with guided reading groups. First, they read assigned chapters in their guided reading book. Next, they completed the rough draft from our writing lesson yesterday. Next, they used the RACER strategy, and my mini-lesson, to answer a non-fiction comprehension question, that will be graded. Finally, those who have not completed their science assignments, had time to do so.
Blue: We discussed chapter 9, which the children read independently. Then we identified the theme and evidence, from the text, that supported it.
Pink: In group, we discussed chapters 11 and 12 (and we had a mini civics lesson about state and federal taxes!). First, we discussed the news article written by Judy Morgan. Then we identified changes that took place after the article was published. Finally, each student came up with one word to describe how they think Mrs. Granger feels about Nick.
Green: In group we discussed chapters 21-26. We spent a lot of time talking about why grandma didn't want Drita and Maxie to be friends, and then why she changed her mind.
After our literacy block, we finally made time for a social studies lesson. We defined the terms geography, geographic tools (versus characteristics), and human and natural features. Additionally, we discussed settlement patterns and why people to choose to live where they do. It was basically catch up day.
The students ended their day in art.
In my math class, we completed a rounding exit ticket for warm up. These have been graded and returned to students. Look for them in home folders this evening.
Then we reviewed last night's homework. Next, we began our math rotations.
During the small group instruction, we worked on representing and solving multi step addition and subtraction word problems. Today we focused on writing equations, using a variable to represent the unknown. During math with a partner, the students played a game called Five in a Row, that provided practice with determining the unknown in addition problems. Finally, during the technology portion of math, the students completed a section of Xtra Math and then used a web site to practiced solving word problems.
Math HOMEWORK is posted on GC.
In between the second and third rotation, the students enjoyed lunch and outdoor recess.
After math, the students had 30 more minutes to complete the MAP-R (computerized reading, self-adjusting assessment) that we began yesterday. Those who were absent yesterday, started the test today and will finish it later this week.
Once testing concluded, the students ate snack while I did a quick lesson about identifying evidence, from text, that supports an author's point of view.
Then, the students worked independently while I met with guided reading groups. First, they read assigned chapters in their guided reading book. Next, they completed the rough draft from our writing lesson yesterday. Next, they used the RACER strategy, and my mini-lesson, to answer a non-fiction comprehension question, that will be graded. Finally, those who have not completed their science assignments, had time to do so.
Blue: We discussed chapter 9, which the children read independently. Then we identified the theme and evidence, from the text, that supported it.
Pink: In group, we discussed chapters 11 and 12 (and we had a mini civics lesson about state and federal taxes!). First, we discussed the news article written by Judy Morgan. Then we identified changes that took place after the article was published. Finally, each student came up with one word to describe how they think Mrs. Granger feels about Nick.
Green: In group we discussed chapters 21-26. We spent a lot of time talking about why grandma didn't want Drita and Maxie to be friends, and then why she changed her mind.
After our literacy block, we finally made time for a social studies lesson. We defined the terms geography, geographic tools (versus characteristics), and human and natural features. Additionally, we discussed settlement patterns and why people to choose to live where they do. It was basically catch up day.
The students ended their day in art.
Monday, October 2, 2017
Magnificent Monday
This morning, the students commented about their weekend in GC - Homeroom and then completed the Monday section for our new vocabulary word of the week, brief. After the announcements we switched for math.
In my math class, instead of a warm up, we completed our first MCPS online math progress check. This is a trial year for these new assessments, and therefore, they do not count on the report card. After the students were done, we began our math rotations.
During the small group instruction, we worked on representing and solving multi step addition and subtraction word problems. During math with a partner, the students played a game called Five in a Row, that provided practice with determining the unknown in addition problems. Finally, during the technology portion of math, the students completed a section of Xtra Math and then used a web site to practiced solving word problems.
Math HOMEWORK is posted on GC.
In between the second and third rotation, the students enjoyed lunch and outdoor recess.
After math, we began our literacy block. Today we started with a writing lesson. First, we read about author Allen Say's writing process. Next, the children chose one of their narrative drafts to complete and eventually publish. Finally, they had silent writing time to finish their rough draft.
After writing we went to PE.
When the students returned to class, they had 10 minutes to eat snack and work on finishing their rough draft.
Finally, the students took the MAP-R assessment. This is the computerized, self-adjusting reading test that students take three times a year. The data is used for planning and instruction purposes. It is not used towards grades on the report card.
In my math class, instead of a warm up, we completed our first MCPS online math progress check. This is a trial year for these new assessments, and therefore, they do not count on the report card. After the students were done, we began our math rotations.
During the small group instruction, we worked on representing and solving multi step addition and subtraction word problems. During math with a partner, the students played a game called Five in a Row, that provided practice with determining the unknown in addition problems. Finally, during the technology portion of math, the students completed a section of Xtra Math and then used a web site to practiced solving word problems.
Math HOMEWORK is posted on GC.
In between the second and third rotation, the students enjoyed lunch and outdoor recess.
After math, we began our literacy block. Today we started with a writing lesson. First, we read about author Allen Say's writing process. Next, the children chose one of their narrative drafts to complete and eventually publish. Finally, they had silent writing time to finish their rough draft.
After writing we went to PE.
When the students returned to class, they had 10 minutes to eat snack and work on finishing their rough draft.
Finally, the students took the MAP-R assessment. This is the computerized, self-adjusting reading test that students take three times a year. The data is used for planning and instruction purposes. It is not used towards grades on the report card.
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