This morning the students attempted to completed the Thursday portion of the vocabulary sheet for our word of the week, frequently. Unfortunately, I had forgotten to copy both sides of the 2-sided document, so they weren't able to do it. Therefore, they worked on solving our weekly puzzles. After the announcements, we switched for math.
Math began with a word problem warm up involving equivalent fractions. After that, we reviewed last night's homework. Then, we began our rotations.
During the small group instruction we practiced proving that two fractions were not equivalent using both a number line and visual models. During math with a partner, the students finished the comparing fractions, using a number line, task from yesterday. Then, they used the fraction tracker web site to build and name equivalent fractions. Finally, during the technology rotation, the children completed a session of Xtra Math and then chose a game from the Fraction Live Binder.
In between the second and third rotations, the students enjoyed lunch and outdoor recess.
Math homework is posted in GC.
After math, we began our literacy block. We started with students working with their writing partners to help revise their 3 body paragraphs for clarity. Then, we reviewed the requirements for the introductory paragraph. Finally, I modeled writing one using the country, Australia.
After that, the students went to music with Mrs. Graf.
When they returned to class, the students ate snack as I went over their independent work assignments.
First, the students revisited the poems, "Mother to Son," and "Drop a Pebble in the Water." Then, they identified the theme of each and highlighted two quotes to support their theme. After that, they worked on drafting the introduction for their expository writing piece. Those who finished early worked on a Flocabulary lesson for similes and metaphors.
I met with all 3 guided reading groups and reviewed the themes from both poems. Then we discussed similarities and differences between them. I kept groups short to ensure we had time for science. :-)
During science, the students collaborated to determine where they would collect water from our school yard to analyze and then use recyclables to build collection tools.
Thursday, November 30, 2017
Wednesday, November 29, 2017
Wonderful Wednesday
This morning the students completed the Wednesday portion, of the vocabulary sheet, for our word of the week, frequently. Then, they used an online site to practice identifying the correct spelling of commonly misspelled words. After the announcements, we switched for math.
Math began with a "Find the Error" warm up involving equivalent fractions of unequal wholes. After that, we reviewed last night's homework. Then, we began our rotations.
During the small group instruction, we generated equivalent fractions using a number line, and related that to multiplication and division. During math with a partner, the students engaged in math discourse, as they placed fractions, with different denominators, on a number line. Finally, during the technology portion, the children completed a session of Xtra Math. Then, they chose a game from the Fraction Live Binder.
In between the second and third rotations, the students enjoyed lunch and outdoor recess.
Math homework is posted in GC.
After math, we began our literacy block. We began with a writing mini-lesson. I modeled how to use my research to draft the third body paragraph about the people. After that, the students worked independently on the following tasks, while I met with guided reading groups.
First, the children completed a formative identifying the theme of a poem, using direct quotes from it to support their thinking. Then, they drafted the paragraph about the people of their country, including the population, jobs and exports, and holidays. After that, they had time to finish the flocabulary assignment about dialogue.
Guided reading groups:
Green - We reread the poem, "Drop a Pebble in the Water" and visualized it. Then, we reread it and focused on the repetition and the changes in the stanzas. After some discussion, the students identified a theme, by writing it on a sticky note. Then, we each shared and our themes and identified text to support it.
Pink - We reread the poem, "Drop a Pebble in the Water" and visualized it. Then, we reread it and focused on the repetition and the changes in the stanzas. After some discussion, the students identified a theme, by writing it on a sticky note. Then, we each shared and our themes and identified text to support it.
Blue - We reread the poem, "Drop a Pebble in the Water" and visualized it. Then, we reread it and focused on the repetition and the changes in the stanzas. After some discussion, the students identified a theme, by writing it on a sticky note. Then, we each shared and our themes and identified text to support it.
After our literacy block, we took a Go Noodle brain break. Then we began our science lesson.
Today, we reviewed the concepts of natural and human-made physical features. Then, the students used the map they made of our school yard and an aerial view, from Google Maps, to identify and sort physical features.
After that, we discussed where water might flow in our school yard and the concept of run-off. Finally, we watched a very short video clip about the properties of water.
Math began with a "Find the Error" warm up involving equivalent fractions of unequal wholes. After that, we reviewed last night's homework. Then, we began our rotations.
During the small group instruction, we generated equivalent fractions using a number line, and related that to multiplication and division. During math with a partner, the students engaged in math discourse, as they placed fractions, with different denominators, on a number line. Finally, during the technology portion, the children completed a session of Xtra Math. Then, they chose a game from the Fraction Live Binder.
In between the second and third rotations, the students enjoyed lunch and outdoor recess.
Math homework is posted in GC.
After math, we began our literacy block. We began with a writing mini-lesson. I modeled how to use my research to draft the third body paragraph about the people. After that, the students worked independently on the following tasks, while I met with guided reading groups.
First, the children completed a formative identifying the theme of a poem, using direct quotes from it to support their thinking. Then, they drafted the paragraph about the people of their country, including the population, jobs and exports, and holidays. After that, they had time to finish the flocabulary assignment about dialogue.
Guided reading groups:
Green - We reread the poem, "Drop a Pebble in the Water" and visualized it. Then, we reread it and focused on the repetition and the changes in the stanzas. After some discussion, the students identified a theme, by writing it on a sticky note. Then, we each shared and our themes and identified text to support it.
Pink - We reread the poem, "Drop a Pebble in the Water" and visualized it. Then, we reread it and focused on the repetition and the changes in the stanzas. After some discussion, the students identified a theme, by writing it on a sticky note. Then, we each shared and our themes and identified text to support it.
Blue - We reread the poem, "Drop a Pebble in the Water" and visualized it. Then, we reread it and focused on the repetition and the changes in the stanzas. After some discussion, the students identified a theme, by writing it on a sticky note. Then, we each shared and our themes and identified text to support it.
After our literacy block, we took a Go Noodle brain break. Then we began our science lesson.
Today, we reviewed the concepts of natural and human-made physical features. Then, the students used the map they made of our school yard and an aerial view, from Google Maps, to identify and sort physical features.
After that, we discussed where water might flow in our school yard and the concept of run-off. Finally, we watched a very short video clip about the properties of water.
Tuesday, November 28, 2017
Terrific Tuesday
This morning, after signing in, the students completed the Tuesday section of the vocabulary sheet for our word of the week, frequently. Then, they practiced their keyboarding skills using Typing Club. After the announcements, we switched for math.
We began math with a Tic-Tac-Toe themed fraction warm up. Then, we reviewed last night's math homework. After that, the students took a fractions formative. Those who finished early completed a session of Xtra Math.
After the quiz, the children enjoyed lunch and outdoor recess.
When we returned to class, we reviewed the correct answers to the fraction formative. Then, we learned how to use multiplication to identify common denominators and equivalent fractions.
Math homework is posted in GC.
After math, we began our literacy block.
First, I modeled how to use my research notes to draft the third paragraph, or second body paragraph, for our expository piece. After that, I demonstrated how to color code the paragraph to ensure all required information was included.
After that, the students worked independently on the following tasks, while I met with guided reading groups. First, with a partner, they read the poem, "The Race". Then, together, they determined a theme and identified 2-3 line of text that supported it. After that, the students finished writing their second paragraph, which they started yesterday, and worked on their third paragraph, which I modeled today. Finally, if they had time, they worked on the Flocabulary lesson about the correct usage and punctuation of dialogue.
Guided Reading Groups:
Green: We reread the poem, "The Race," and determined the theme. Then we identified lines of text that support it. After that, together, we wrote a written response identifying the theme using direct quotes from the text to support it.
Pink: We reread the poem, "The Race," summarized it, and determined the theme. Then we identified lines of text that support it. After that, together, we wrote a written response identifying the theme using direct quotes from the text to support it.
In between the pink and blue reading groups we had a fire drill.
Blue: We reread the poem, "The Race,"summarized it, and determined the theme. Then we identified lines of text that support it. After that, together, we began a written response identifying the theme using direct quotes from the text to support it.
The students ended their day in art, with Mrs. Daniell, while I attended our weekly team planning meeting.
We began math with a Tic-Tac-Toe themed fraction warm up. Then, we reviewed last night's math homework. After that, the students took a fractions formative. Those who finished early completed a session of Xtra Math.
After the quiz, the children enjoyed lunch and outdoor recess.
When we returned to class, we reviewed the correct answers to the fraction formative. Then, we learned how to use multiplication to identify common denominators and equivalent fractions.
Math homework is posted in GC.
After math, we began our literacy block.
First, I modeled how to use my research notes to draft the third paragraph, or second body paragraph, for our expository piece. After that, I demonstrated how to color code the paragraph to ensure all required information was included.
After that, the students worked independently on the following tasks, while I met with guided reading groups. First, with a partner, they read the poem, "The Race". Then, together, they determined a theme and identified 2-3 line of text that supported it. After that, the students finished writing their second paragraph, which they started yesterday, and worked on their third paragraph, which I modeled today. Finally, if they had time, they worked on the Flocabulary lesson about the correct usage and punctuation of dialogue.
Guided Reading Groups:
Green: We reread the poem, "The Race," and determined the theme. Then we identified lines of text that support it. After that, together, we wrote a written response identifying the theme using direct quotes from the text to support it.
Pink: We reread the poem, "The Race," summarized it, and determined the theme. Then we identified lines of text that support it. After that, together, we wrote a written response identifying the theme using direct quotes from the text to support it.
In between the pink and blue reading groups we had a fire drill.
Blue: We reread the poem, "The Race,"summarized it, and determined the theme. Then we identified lines of text that support it. After that, together, we began a written response identifying the theme using direct quotes from the text to support it.
The students ended their day in art, with Mrs. Daniell, while I attended our weekly team planning meeting.
Monday, November 27, 2017
Marvelous Monday - Book Fair Week!
This morning, the students commented on the morning message to share what they did over the Thanksgiving weekend, then they completed the Monday section for our new vocabulary word of the week, frequently. After the announcements, we switched for math.
Math began with a numerical puzzle. Then, we began our rotations.
During the small group lesson we worked on using benchmarks numbers (0, 1/2, 1) AND visual models (fractions strips) to compare fractions. During math with a partner, the children played Clip and Cover - Comparing Fractions to 1/2. Finally, during the technology portion, the students completed a session of Xtra Math and then practiced comparing fractions using the Fraction Scale web site.
In between the second and third rotations, the students enjoyed lunch and outdoor recess.
Math homework is posted in GC.
After math, we visited the book fair to browse the many excellent books available to purchase. Then, when we returned to class, we began our literacy block.
I began by modeling how to use my research notes to draft the second paragraph about my country's geography. The students will write the 3 body paragraphs first. Then they will go back and draft the introduction paragraph and then the conclusion.
After the writing lesson, the students went to PE with Mr. Smith.
When they returned to class, they ate snack while I went over today's independent work assignments. First, the students discussed theme with a partner and then watched a Learn Zillion lesson about identifying the poet's message in poetry. After that, they used their research notes to draft paragraph 2, about geography, for their expository writing piece. Next, any students who did not complete the science paragraph about why we need to protect the Chesapeake Bay, did so. Finally, the students worked on a Flocabulary lesson about using and punctuating dialogue.
As the students completed their work, I met with guided reading groups.
Green: First, we read the poem, Mother to Son," by Langston Hughes. Then, we discussed the theme. After that, the students reread the poem and underlined evidence, lines from the poem, that helped them determine the theme. Next, I used their theme and evidence to model how to write a written response, suing RACER, and correct punctuation for direct quotes.
Pink: First, we read the poem, Mother to Son," by Langston Hughes. Then, we discussed the theme. After that, the students reread the poem and underlined evidence, lines from the poem, that helped them determine the theme. Next, I used their theme and evidence to model how to write a written response, suing RACER, and correct punctuation for direct quotes.
Blue: First, we read the poem, Mother to Son," by Langston Hughes. Then, we discussed the theme. After that, the students reread the poem and underlined evidence, lines from the poem, that helped them determine the theme. Next, I used their theme and evidence to model how to write a written response, suing RACER, and correct punctuation for direct quotes.
Math began with a numerical puzzle. Then, we began our rotations.
During the small group lesson we worked on using benchmarks numbers (0, 1/2, 1) AND visual models (fractions strips) to compare fractions. During math with a partner, the children played Clip and Cover - Comparing Fractions to 1/2. Finally, during the technology portion, the students completed a session of Xtra Math and then practiced comparing fractions using the Fraction Scale web site.
In between the second and third rotations, the students enjoyed lunch and outdoor recess.
Math homework is posted in GC.
After math, we visited the book fair to browse the many excellent books available to purchase. Then, when we returned to class, we began our literacy block.
I began by modeling how to use my research notes to draft the second paragraph about my country's geography. The students will write the 3 body paragraphs first. Then they will go back and draft the introduction paragraph and then the conclusion.
After the writing lesson, the students went to PE with Mr. Smith.
When they returned to class, they ate snack while I went over today's independent work assignments. First, the students discussed theme with a partner and then watched a Learn Zillion lesson about identifying the poet's message in poetry. After that, they used their research notes to draft paragraph 2, about geography, for their expository writing piece. Next, any students who did not complete the science paragraph about why we need to protect the Chesapeake Bay, did so. Finally, the students worked on a Flocabulary lesson about using and punctuating dialogue.
As the students completed their work, I met with guided reading groups.
Green: First, we read the poem, Mother to Son," by Langston Hughes. Then, we discussed the theme. After that, the students reread the poem and underlined evidence, lines from the poem, that helped them determine the theme. Next, I used their theme and evidence to model how to write a written response, suing RACER, and correct punctuation for direct quotes.
Pink: First, we read the poem, Mother to Son," by Langston Hughes. Then, we discussed the theme. After that, the students reread the poem and underlined evidence, lines from the poem, that helped them determine the theme. Next, I used their theme and evidence to model how to write a written response, suing RACER, and correct punctuation for direct quotes.
Blue: First, we read the poem, Mother to Son," by Langston Hughes. Then, we discussed the theme. After that, the students reread the poem and underlined evidence, lines from the poem, that helped them determine the theme. Next, I used their theme and evidence to model how to write a written response, suing RACER, and correct punctuation for direct quotes.
Wednesday, November 22, 2017
Wonderful Wednesday - Grandparent's Day
This morning the children worked on a Flocabulary lesson about Thanksgiving. Then, after the announcements, we began our first STEM activity of the year.
With the help of our grandparents, the students worked collaboratively, in groups of 3, to build a boat (the Mayflower) that could hold the most cargo (pennies) using just 1 straw, a piece of paper, and one piece of foil. The students were very excited and engaged, and the y learned a lot!
Next the students ate lunch, and many went out with their grandparents.
After lunch we cleaned up the mess from our STEM activity and worked on completing the research for the country we will write up in our expository piece.
We ended the day playing Kahoot. We played a few games related to the history of Thanksgiving. Then, we played a few Thanksgiving related math games, too.
Wishing each and every one of you, and your loved ones, a very happy Thanksgiving!!
With the help of our grandparents, the students worked collaboratively, in groups of 3, to build a boat (the Mayflower) that could hold the most cargo (pennies) using just 1 straw, a piece of paper, and one piece of foil. The students were very excited and engaged, and the y learned a lot!
Next the students ate lunch, and many went out with their grandparents.
After lunch we cleaned up the mess from our STEM activity and worked on completing the research for the country we will write up in our expository piece.
We ended the day playing Kahoot. We played a few games related to the history of Thanksgiving. Then, we played a few Thanksgiving related math games, too.
Wishing each and every one of you, and your loved ones, a very happy Thanksgiving!!
Tuesday, November 21, 2017
Terrific Tuesday
This morning, the students practiced their keyboarding skills, since it is Typing Tuesday. Then, after the announcements, we were treated to a great presentation about protecting our hearing from our noisy planet. This was sponsored by NIH.
After that, we took a walk around the outside of our building to make maps of our school yard, indicating the natural and human-made features that are present.
Next, we ate snack and began a shortened literacy block. Students had time to catch up on unfinished work. First, some students had to complete the vocabulary quiz from yesterday. Next, the children completed a paragraph., using RACER, to explain why it is important for our neighborhood to protect the Chesapeake Bay. Finally, they worked on researching the country which they will use to write their expository writing piece.
After our literacy block, we switched for math.
Math began with an eliminate it, fraction warm up. As we reviewed the warm up we got derailed (in a good way) by a mini lesson focusing on the difference between a mixed number and an improper fraction. After that, we reviewed last night's homework.
Then, due to time constraints, we continued with a whole group math lesson. First, we determined that fractions equal to one-half will have a numerator that is half of its denominator. Then, we watched a quick video lesson explaining how to use one-half as a benchmark fraction to help us compare fractions. Next, we solved some problems comparing fractions and took time to clearly explain our thinking.
Math homework is posted in Google Classroom.
After math, the students enjoyed outdoor recess and then lunch.
When they returned to the classroom, they had 20 more minutes to work on their science paragraph and their country research. Then the children packed up and went to art, where they ended their day with Mrs. Daniell.
After that, we took a walk around the outside of our building to make maps of our school yard, indicating the natural and human-made features that are present.
Next, we ate snack and began a shortened literacy block. Students had time to catch up on unfinished work. First, some students had to complete the vocabulary quiz from yesterday. Next, the children completed a paragraph., using RACER, to explain why it is important for our neighborhood to protect the Chesapeake Bay. Finally, they worked on researching the country which they will use to write their expository writing piece.
After our literacy block, we switched for math.
Math began with an eliminate it, fraction warm up. As we reviewed the warm up we got derailed (in a good way) by a mini lesson focusing on the difference between a mixed number and an improper fraction. After that, we reviewed last night's homework.
Then, due to time constraints, we continued with a whole group math lesson. First, we determined that fractions equal to one-half will have a numerator that is half of its denominator. Then, we watched a quick video lesson explaining how to use one-half as a benchmark fraction to help us compare fractions. Next, we solved some problems comparing fractions and took time to clearly explain our thinking.
Math homework is posted in Google Classroom.
After math, the students enjoyed outdoor recess and then lunch.
When they returned to the classroom, they had 20 more minutes to work on their science paragraph and their country research. Then the children packed up and went to art, where they ended their day with Mrs. Daniell.
Monday, November 20, 2017
Marvelous Monday
This morning, after commenting about their weekend on the morning message, the students completed a vocabulary quiz covering the first 9 weeks of our word of the week program. After the announcements, we switched for math.
Math began with a mystery number warm up. Then, we began our rotations.
During the small group instruction, we began our study of fractions by generating fractions equal to one-half, and using benchmarks to help estimate the placement of a fraction on a number line. During math with a partner, the students asked to have time to complete the Mystery Number activity from last week. During the technology portion, the students completed a session of Xtra math and then chose between the factor Soduko and an activity in the fraction Live Binder.
In between the second and third rotation, the students enjoyed lunch and outdoor recess.
Math homework is posted in GC.
After math, we began our literacy block. First we reviewed last week's puzzle and word of the week, essential. Then, we reviewed the "People" page in the research notebook. Students had a chance to begin researching the people of their country before going to PE.
When they returned from PE, we identified and discussed the structural elements of poetry and read a poem called, "Drop a Pebble in the Water". Then, we reviewed today's independent work assignments.
While I met with guided reading groups, the students completed the vocabulary quiz for the words of the weeks that we've done this far. After that, they wrote a paragraph, suing the RACER strategy, explaining why we need to protect the Chesapeake Bay, even though we live far from it. Finally, they worked on researching the people in the country they are going to use for our expository writing piece.
Green: We read and discussed the poem, "The Winter Olympics are Practically Here" and identified the elements of poetry including, line, stanza, and rhyming patterns. The students were told to read this poem out loud as part of their reading homework this evening.
Pink: We read and discussed the poem, "The Setter Sweater Store" and identified the elements of poetry including, line, stanza, and rhyming patterns. The students were told to read this poem out loud as part of their reading homework this evening.
Blue: We read and discussed the poem, "Wendy Wise" and identified the elements of poetry including, line, stanza, and rhyming patterns. The students were told to read this poem out loud as part of their reading homework this evening.
Math began with a mystery number warm up. Then, we began our rotations.
During the small group instruction, we began our study of fractions by generating fractions equal to one-half, and using benchmarks to help estimate the placement of a fraction on a number line. During math with a partner, the students asked to have time to complete the Mystery Number activity from last week. During the technology portion, the students completed a session of Xtra math and then chose between the factor Soduko and an activity in the fraction Live Binder.
In between the second and third rotation, the students enjoyed lunch and outdoor recess.
Math homework is posted in GC.
After math, we began our literacy block. First we reviewed last week's puzzle and word of the week, essential. Then, we reviewed the "People" page in the research notebook. Students had a chance to begin researching the people of their country before going to PE.
When they returned from PE, we identified and discussed the structural elements of poetry and read a poem called, "Drop a Pebble in the Water". Then, we reviewed today's independent work assignments.
While I met with guided reading groups, the students completed the vocabulary quiz for the words of the weeks that we've done this far. After that, they wrote a paragraph, suing the RACER strategy, explaining why we need to protect the Chesapeake Bay, even though we live far from it. Finally, they worked on researching the people in the country they are going to use for our expository writing piece.
Green: We read and discussed the poem, "The Winter Olympics are Practically Here" and identified the elements of poetry including, line, stanza, and rhyming patterns. The students were told to read this poem out loud as part of their reading homework this evening.
Pink: We read and discussed the poem, "The Setter Sweater Store" and identified the elements of poetry including, line, stanza, and rhyming patterns. The students were told to read this poem out loud as part of their reading homework this evening.
Blue: We read and discussed the poem, "Wendy Wise" and identified the elements of poetry including, line, stanza, and rhyming patterns. The students were told to read this poem out loud as part of their reading homework this evening.
Friday, November 17, 2017
Fantastic Friday
This morning, the students completed the Friday section of the vocabulary sheet for our word of the week, essential. Then, they wrote what they are thankful for on a leaf that will be hung on our Wimsthankful Tree in the main hallway of the school. After watching the announcements, the students had time to catch up on their country research since we were in a shelter in pace. Once that was lifted, we switched for math.
We began math with a warm up that prepared us for our formative of prime and composite numbers. Then, we reviewed last night's homework. Next, we began our formative. Since it was almost lunch time, I begged the children, numerous times, to take their time and reassured them that they would get more time to complete it.
After lunch, the students in my math class had time to complete their formative. The rest of my homeroom, students continued researching their country's geography, history, and culture.
The math assessments have been scored and returned to the students. I was lenient on my grading of the final question because it was poorly worded.
Once everyone was finished, my homeroom took a vote choosing between our reading formative or the science formative. The majority selected to take the reading formative today. So, we will do the science one on Monday.
At the end of the day we had a class meeting. First, we shared what we are thankful for. Then, we exchanged thank yous and compliments. Next, we discussed the useage of the bean bags, which has improved.
Finally, we played some Kahoot games as our whole class Dojo reward.
We began math with a warm up that prepared us for our formative of prime and composite numbers. Then, we reviewed last night's homework. Next, we began our formative. Since it was almost lunch time, I begged the children, numerous times, to take their time and reassured them that they would get more time to complete it.
After lunch, the students in my math class had time to complete their formative. The rest of my homeroom, students continued researching their country's geography, history, and culture.
The math assessments have been scored and returned to the students. I was lenient on my grading of the final question because it was poorly worded.
Once everyone was finished, my homeroom took a vote choosing between our reading formative or the science formative. The majority selected to take the reading formative today. So, we will do the science one on Monday.
At the end of the day we had a class meeting. First, we shared what we are thankful for. Then, we exchanged thank yous and compliments. Next, we discussed the useage of the bean bags, which has improved.
Finally, we played some Kahoot games as our whole class Dojo reward.
Thursday, November 16, 2017
Thrilling Thursday
This morning the students completed the Thursday section of the vocabulary sheet for our word of the week, essential. Then, they attempted to solve our weekly puzzles. After the announcements, we switched for math.
Math began with a "Tell Me About It" warm up. The students were given a set of data and had to identify true mathematical statements they could make using it. Then, we reviewed last night's homework. After that, we began our rotations.
During the small group instruction, we applied our understanding of factors and multiples to solve number puzzles. During math with a partner, the students worked together, engaging in math discourse, to use clues, involving factors and multiples, top identify mystery numbers. Finally, during the technology portion, the students completed a session of Xtra Math. Then, they worked on Soduko type puzzles, using factors as clues.
In between the second and third rotations, the students enjoyed lunch and outdoor recess.
Math homework tonight is the last 3 questions on the worksheet we used during the small group instruction. For those who forgot their paper in school, it is also posted in GC.
After math, we began our literacy block. I took time to model how to use the online resources to research the history/culture of Australia. After that, the children had time to work on researching the history and culture of their own country, before going to music.
When the children returned to class, they ate snack, while I did a mini-lesson introducing proverbs. I defined proverbs as brief, popular sayings expressing a wise thought. We identified and explained a few. Then I reviewed today's independent work.
While I met with guided reading groups, the children spent the majority of their time working on their research for their countries. They used online resources, available in Google Classroom - Writing, to complete the Geography and History/Culture pages.
I met with all three reading groups. We reviewed the definition of a proverb. Then, as a warm up, each student had 5 minutes to see how many common proverbs they could complete on a worksheet. After reviewing the 12 proverbs, we discussed a proverb from the play, "The Gifts of Wali Dad". Finally, we wrapped up by discussing the proverb, "Don't judge a book by its cover."
We ended the day with a science lesson. First, we reviewed the concept of a watershed. Then we watched a short video explaining the idea of a watershed and discussed new understandings. After that, the students used several online resources to discuss, with their table mates, why it is important for our neighborhood to take steps to protect the Chesapeake Bay.
Math began with a "Tell Me About It" warm up. The students were given a set of data and had to identify true mathematical statements they could make using it. Then, we reviewed last night's homework. After that, we began our rotations.
During the small group instruction, we applied our understanding of factors and multiples to solve number puzzles. During math with a partner, the students worked together, engaging in math discourse, to use clues, involving factors and multiples, top identify mystery numbers. Finally, during the technology portion, the students completed a session of Xtra Math. Then, they worked on Soduko type puzzles, using factors as clues.
In between the second and third rotations, the students enjoyed lunch and outdoor recess.
Math homework tonight is the last 3 questions on the worksheet we used during the small group instruction. For those who forgot their paper in school, it is also posted in GC.
After math, we began our literacy block. I took time to model how to use the online resources to research the history/culture of Australia. After that, the children had time to work on researching the history and culture of their own country, before going to music.
When the children returned to class, they ate snack, while I did a mini-lesson introducing proverbs. I defined proverbs as brief, popular sayings expressing a wise thought. We identified and explained a few. Then I reviewed today's independent work.
While I met with guided reading groups, the children spent the majority of their time working on their research for their countries. They used online resources, available in Google Classroom - Writing, to complete the Geography and History/Culture pages.
I met with all three reading groups. We reviewed the definition of a proverb. Then, as a warm up, each student had 5 minutes to see how many common proverbs they could complete on a worksheet. After reviewing the 12 proverbs, we discussed a proverb from the play, "The Gifts of Wali Dad". Finally, we wrapped up by discussing the proverb, "Don't judge a book by its cover."
We ended the day with a science lesson. First, we reviewed the concept of a watershed. Then we watched a short video explaining the idea of a watershed and discussed new understandings. After that, the students used several online resources to discuss, with their table mates, why it is important for our neighborhood to take steps to protect the Chesapeake Bay.
Wednesday, November 15, 2017
Wonderful Wednesday
This morning, the students completed the Wednesday portion of the vocabulary sheet for our word of the week, essential. Then, they played an online game focusing on the spelling of commonly misspelled words. After the announcements, we switched for math.
Math began with a factor pair warm up. After that, we reviewed last night's homework. Then, we began our rotations.
During the small group instruction we used our knowledge of factors and multiples to solve problems. The students also completed a graded exit card covering factors and multiples. During math with a partner, the children played an online factor game, engaging in math discourse. Finally, during the technology rotation, the children completed a session of Xtra Math. Then, they chose an online game from the Prime and Composite Live Binder.
In between the second and third rotations, the students enjoyed lunch and outdoor recess.
Math homework is posted in GC.
After math, we began our literacy block. First, we went through the research notebook, for our expository writing piece, page by page. Then, we briefly discussed that plays can be presented in written, oral, and performance forms. after that, I reviewed the children's independent work for today.
First, the students listened to an oral presentation of "Wali Dad". Then, they watched a visual performance of it. During this time, they responded to questions to help the compare and contrast the written, oral, and visual forms of the drama. After that, they researched the geography of the country they chose, using online resources. Finally, the students had time to review the parts of speech using the Flocabulary.com assignment from yesterday.
While they worked, I met with all 3 guided reading groups. In each group we did the same lesson.
First, we reviewed that a theme is the main message, that is inferred through the words and actions of the main characters, in fiction. Then we discussed possible themes of "Wali Dad". After that, we assigned parts and read through a new play, "Cinderella Outgrows the Glass Slipper". Then, we discussed possible themes of Cinderella. Finally, we compared the themes of Wali Dad and Cinderella.
After our literacy block, we took a quick Go Noodle brain break.
Then we watched an online presentation defining and describing watersheds. After that,m the students re-watched the video and completed a Frayer Model for watershed, defining it, and identifying characteristics, examples, and non-examples.
Math began with a factor pair warm up. After that, we reviewed last night's homework. Then, we began our rotations.
During the small group instruction we used our knowledge of factors and multiples to solve problems. The students also completed a graded exit card covering factors and multiples. During math with a partner, the children played an online factor game, engaging in math discourse. Finally, during the technology rotation, the children completed a session of Xtra Math. Then, they chose an online game from the Prime and Composite Live Binder.
In between the second and third rotations, the students enjoyed lunch and outdoor recess.
Math homework is posted in GC.
After math, we began our literacy block. First, we went through the research notebook, for our expository writing piece, page by page. Then, we briefly discussed that plays can be presented in written, oral, and performance forms. after that, I reviewed the children's independent work for today.
First, the students listened to an oral presentation of "Wali Dad". Then, they watched a visual performance of it. During this time, they responded to questions to help the compare and contrast the written, oral, and visual forms of the drama. After that, they researched the geography of the country they chose, using online resources. Finally, the students had time to review the parts of speech using the Flocabulary.com assignment from yesterday.
While they worked, I met with all 3 guided reading groups. In each group we did the same lesson.
First, we reviewed that a theme is the main message, that is inferred through the words and actions of the main characters, in fiction. Then we discussed possible themes of "Wali Dad". After that, we assigned parts and read through a new play, "Cinderella Outgrows the Glass Slipper". Then, we discussed possible themes of Cinderella. Finally, we compared the themes of Wali Dad and Cinderella.
After our literacy block, we took a quick Go Noodle brain break.
Then we watched an online presentation defining and describing watersheds. After that,m the students re-watched the video and completed a Frayer Model for watershed, defining it, and identifying characteristics, examples, and non-examples.
Tuesday, November 14, 2017
Terrific Tuesday
This morning the students completed the Tuesday portion of the vocabulary sheet for our word of the week, essential. Then, because it is Typing Tuesday, they practiced their keyboarding skills using Typing Club. After the announcements, we switched for math.
Math began with a number sense, logic warm up. After that, we reviewed last night's homework. Then, we began our rotations.
During the small group rotation, we reviewed the difference between a prime and composite number, and how to identify factor pairs. Then, we used a hundreds chart, and our knowledge of multiples, to identify the prime numbers, up to 100. During math with a partner, the students played the Factor Game to reinforce factor pairs and prime and composite numbers. Finally, during the technology rotation, the children completed a session of Xtra Math and then chose a prime and composite number online game to further reinforce this skill.
In between the second and third rotations, the children enjoyed lunch and outdoor recess.
Math homework is posted in GC.
After math,we began our literacy block. We started with our writing lesson.
First, we reviewed what we did in class yesterday. Then, I distributed a "Research Notebook" to each student. After that, they had 10 minutes to SILENTLY explore various web sites and list 4-6 countries about which they want to learn. Next, they continued exploration but were allowed to engage in discussion with peers. Finally, they chose their country to research.
Next, we focused on reading. We reviewed the elements of drama and I did an introduction to the play, "Wali Dad".
While I met with guided reading groups, the students worked independently on the following tasks. First, they watched a video explaining the characteristics of drama and completed a chart to capture the important ideas. After that, they completed the first two columns of a KWL chart, identifying what they KNOW and WANT to learn about the country they chose to research. After that, they began working their way through a Flocabulary lesson reviewing the parts of speech.
Green: We identified several play elements in the script of "Wali Dad". Then, we assigned roles and read through the play.
Pink and Blue: I met with both groups together. We identified several play elements in the script of "Wali Dad". Then, we assigned roles and read through the play.
After our literacy block, we took a quick Go Noodle brain break and then began a science lesson.
Today, in science, we learned about the ONOW project to help improve the conditions of the Chesapeake Bay.
The students ended their day in art, with Mrs. Daniell, while I attended our weekly team planning meeting.
Math began with a number sense, logic warm up. After that, we reviewed last night's homework. Then, we began our rotations.
During the small group rotation, we reviewed the difference between a prime and composite number, and how to identify factor pairs. Then, we used a hundreds chart, and our knowledge of multiples, to identify the prime numbers, up to 100. During math with a partner, the students played the Factor Game to reinforce factor pairs and prime and composite numbers. Finally, during the technology rotation, the children completed a session of Xtra Math and then chose a prime and composite number online game to further reinforce this skill.
In between the second and third rotations, the children enjoyed lunch and outdoor recess.
Math homework is posted in GC.
After math,we began our literacy block. We started with our writing lesson.
First, we reviewed what we did in class yesterday. Then, I distributed a "Research Notebook" to each student. After that, they had 10 minutes to SILENTLY explore various web sites and list 4-6 countries about which they want to learn. Next, they continued exploration but were allowed to engage in discussion with peers. Finally, they chose their country to research.
Next, we focused on reading. We reviewed the elements of drama and I did an introduction to the play, "Wali Dad".
While I met with guided reading groups, the students worked independently on the following tasks. First, they watched a video explaining the characteristics of drama and completed a chart to capture the important ideas. After that, they completed the first two columns of a KWL chart, identifying what they KNOW and WANT to learn about the country they chose to research. After that, they began working their way through a Flocabulary lesson reviewing the parts of speech.
Green: We identified several play elements in the script of "Wali Dad". Then, we assigned roles and read through the play.
Pink and Blue: I met with both groups together. We identified several play elements in the script of "Wali Dad". Then, we assigned roles and read through the play.
After our literacy block, we took a quick Go Noodle brain break and then began a science lesson.
Today, in science, we learned about the ONOW project to help improve the conditions of the Chesapeake Bay.
The students ended their day in art, with Mrs. Daniell, while I attended our weekly team planning meeting.
Monday, November 13, 2017
Marvelous Monday...Welcome to MP 2!
This morning, the students commented about their weekend on our morning message which was posted in GC - Homeroom. Then, they completed the Monday section of the vocabulary sheet for our new word of the week, essential. After the announcements, we switched for math.
Math began with a logic problem involving numbers and operations. Then, we began our rotations. During the small group instruction we focused on identifying factor pairs for prime and composite numbers. During math with partner, the students engaged in math discourse as they determined which operations to use to make a set of numbers equal to an established answer. Finally, during the technology portion the students completed a session of Xtra Math, watched 2 Learn Zillion lessons about prime and composite numbers, and then used the Factorization web site to determine factor pairs using rectangular arrays.
We switched lunch with second grade, just for today, so our math block was not interrupted by lunch and recess.
Math homework is posted in GC.
After math, we began our literacy block. We started with our writing lesson. Since we are beginning a new unit, expository writing, the students chose new writing partners. After that, we reviewed what we know about non-fiction writing and shared what we know about Australia. Then, we read some pages from a non-fiction book about Australia and discussed what we learned. After that, we took a look at the books table of contents and discussed the difference between that and an index. Finally, using padlet.com, the students began to share what country they would like to learn about and why.
After writing, the students enjoyed lunch and outdoor recess. Then, they went to PE with Mr. Smith.
When they returned from PE, the students ate snack while we reviewed the Padlet identifying the countries they want to study. Then, the children wrote for 15 minutes, silently, either listing countries they want to research, questions they are wondering about a country, or anything else they chose.
After writing, the students completed an online, MCPS mandatory test, identifying and explaining the main idea, and key details from the non-fiction article they read in group last week. They were able to use the article, their graphic organizer, and the RACER strategy chart.
We ended the day by reviewing the structural elements of a drama, or play, and watching a Learn Zillion lesson about it.
Math began with a logic problem involving numbers and operations. Then, we began our rotations. During the small group instruction we focused on identifying factor pairs for prime and composite numbers. During math with partner, the students engaged in math discourse as they determined which operations to use to make a set of numbers equal to an established answer. Finally, during the technology portion the students completed a session of Xtra Math, watched 2 Learn Zillion lessons about prime and composite numbers, and then used the Factorization web site to determine factor pairs using rectangular arrays.
We switched lunch with second grade, just for today, so our math block was not interrupted by lunch and recess.
Math homework is posted in GC.
After math, we began our literacy block. We started with our writing lesson. Since we are beginning a new unit, expository writing, the students chose new writing partners. After that, we reviewed what we know about non-fiction writing and shared what we know about Australia. Then, we read some pages from a non-fiction book about Australia and discussed what we learned. After that, we took a look at the books table of contents and discussed the difference between that and an index. Finally, using padlet.com, the students began to share what country they would like to learn about and why.
After writing, the students enjoyed lunch and outdoor recess. Then, they went to PE with Mr. Smith.
When they returned from PE, the students ate snack while we reviewed the Padlet identifying the countries they want to study. Then, the children wrote for 15 minutes, silently, either listing countries they want to research, questions they are wondering about a country, or anything else they chose.
After writing, the students completed an online, MCPS mandatory test, identifying and explaining the main idea, and key details from the non-fiction article they read in group last week. They were able to use the article, their graphic organizer, and the RACER strategy chart.
We ended the day by reviewing the structural elements of a drama, or play, and watching a Learn Zillion lesson about it.
Friday, November 10, 2017
Fabulous Friday
Thank you to any veterans reading this blog!!
This morning the students completed the Friday portion of our vocabulary sheet for our word of the week, reduce. Then they chose which academic skill to practice, since it is Free Choice Friday.
After watching the announcements, we discussed Veteran's Day and watched a Flocabulary video about the holiday and reviewed some vocabulary.
Then, we went to our school's Veteran's Day flag raising ceremony.
When we returned to class, the students continued working through the Flocabulary lesson about Veteran's Day as we listened to patriotic music. It was a really nice morning!!
After eating lunch, we switched for math.
Math began with a number sense, logic word problem. Then the children completed a session of Xtra math and worked on converting measurements using the Live Binder posted in GC. We ended math playing a Kahoot focusing on mass and weight conversions.
After math, we began our literacy block. We started by reviewing the genre of drama and its elements by making an anchor chart. Then, we watched a short video clip describing it. After that, the students explored reader's theater scripts, looking for the elements of a drama, using 2 links posted in GC - Reading.
We ended the day by reviewing the weekly vocabulary words for weeks 8 and 9; propose and reduce. Then we discussed and posted various discussion starters that we will be using in class.
Have a great weekend!
This morning the students completed the Friday portion of our vocabulary sheet for our word of the week, reduce. Then they chose which academic skill to practice, since it is Free Choice Friday.
After watching the announcements, we discussed Veteran's Day and watched a Flocabulary video about the holiday and reviewed some vocabulary.
Then, we went to our school's Veteran's Day flag raising ceremony.
When we returned to class, the students continued working through the Flocabulary lesson about Veteran's Day as we listened to patriotic music. It was a really nice morning!!
After eating lunch, we switched for math.
Math began with a number sense, logic word problem. Then the children completed a session of Xtra math and worked on converting measurements using the Live Binder posted in GC. We ended math playing a Kahoot focusing on mass and weight conversions.
After math, we began our literacy block. We started by reviewing the genre of drama and its elements by making an anchor chart. Then, we watched a short video clip describing it. After that, the students explored reader's theater scripts, looking for the elements of a drama, using 2 links posted in GC - Reading.
We ended the day by reviewing the weekly vocabulary words for weeks 8 and 9; propose and reduce. Then we discussed and posted various discussion starters that we will be using in class.
Have a great weekend!
Thursday, November 9, 2017
Thrilling Thursday - End of MP 1
Today is not only an early release day but it also marks the end of the first marking period.
This morning, after unpacking and signing in, the students completed the Thursday portion of the vocabulary sheet for our word of the week, reduce. Then, they attempted to solve our weekly puzzles. After the announcements, we switched for math.
Math began with a multi-step word problem involving different operations and some logic. After that, we reviewed last night's homework. Next, the students completed a quick formative covering the conversions of measurements involving mass and weight. These have been graded and returned to students.
Finally, the children completed a session of Xtra Math and we reviewed the answers to the formative.
Next, the students ate lunch.
When we returned to class we began our literacy block.
Students had one final opportunity to complete their persuasive essay, the engineering design process activity, and the Native American brochure. During this time I met with all three guided reading groups.
During our group time we read a non-fiction piece about thunderstorms. Then, I modeled how to complete a graphic organizer identifying the main idea and three supporting details. After that, I modeled how to use the organizer and the RACER strategy to draft a paragraph explaining the main idea and key details.
We ended the day playing a Kahoot to reinforce our understanding of ecosystems.
This morning, after unpacking and signing in, the students completed the Thursday portion of the vocabulary sheet for our word of the week, reduce. Then, they attempted to solve our weekly puzzles. After the announcements, we switched for math.
Math began with a multi-step word problem involving different operations and some logic. After that, we reviewed last night's homework. Next, the students completed a quick formative covering the conversions of measurements involving mass and weight. These have been graded and returned to students.
Finally, the children completed a session of Xtra Math and we reviewed the answers to the formative.
Next, the students ate lunch.
When we returned to class we began our literacy block.
Students had one final opportunity to complete their persuasive essay, the engineering design process activity, and the Native American brochure. During this time I met with all three guided reading groups.
During our group time we read a non-fiction piece about thunderstorms. Then, I modeled how to complete a graphic organizer identifying the main idea and three supporting details. After that, I modeled how to use the organizer and the RACER strategy to draft a paragraph explaining the main idea and key details.
We ended the day playing a Kahoot to reinforce our understanding of ecosystems.
Wednesday, November 8, 2017
Wonderful Wednesday
This morning the students completed the Wednesday portion of the vocabulary sheet for our word of the week, reduce. Then, they practiced editing sentences using a website. After the announcements, we switched for math.
During math we had extra students. Therefore, we stuck to whole group math today. First, we completed a "Find the Error" math warm up. Then we reviewed last night's homework. After that, we began our lesson today which focused on solving word problems involving weight.
We began by watching 2 short videos top reinforce that 16 oz is equal to 1 lb, and 2,000 lbs is equal to 1 ton. After that, the students practiced converting oz to pounds, pounds to tons, and vice versa, by completing a chart. Next, we solved word problems involving the conversion of weight.
Before going to lunch and outdoor recess, we played a Kahoot focusing on converting ounces to pounds, pounds to tons, the reverse of each.
When they returned to class, we took an elapsed time formative and, those who finished early, completed a session of Xtra Math.
After math, we began our literacy block.
Today all students reread their informative article from Monday's guided reading group. Then they used a graphic organizer to identify 3 key details and the main idea which they support. After that, the students had time to complete any and all unfinished work. This included; the persuasive writing essay, the Engineering Design Process activity, the science vocabulary formative, and their Native American brochure.
During the literacy block I met with individual students to provide support with the assignments listed above.
Next, Ms. Snyder visited us to do a lesson about personal body safety.
We ended the day by reviewing the Engineering Design Process using Kahoot. Then we discussed how to redesign our ecocolumns to improve them.
During math we had extra students. Therefore, we stuck to whole group math today. First, we completed a "Find the Error" math warm up. Then we reviewed last night's homework. After that, we began our lesson today which focused on solving word problems involving weight.
We began by watching 2 short videos top reinforce that 16 oz is equal to 1 lb, and 2,000 lbs is equal to 1 ton. After that, the students practiced converting oz to pounds, pounds to tons, and vice versa, by completing a chart. Next, we solved word problems involving the conversion of weight.
Before going to lunch and outdoor recess, we played a Kahoot focusing on converting ounces to pounds, pounds to tons, the reverse of each.
When they returned to class, we took an elapsed time formative and, those who finished early, completed a session of Xtra Math.
After math, we began our literacy block.
Today all students reread their informative article from Monday's guided reading group. Then they used a graphic organizer to identify 3 key details and the main idea which they support. After that, the students had time to complete any and all unfinished work. This included; the persuasive writing essay, the Engineering Design Process activity, the science vocabulary formative, and their Native American brochure.
During the literacy block I met with individual students to provide support with the assignments listed above.
Next, Ms. Snyder visited us to do a lesson about personal body safety.
We ended the day by reviewing the Engineering Design Process using Kahoot. Then we discussed how to redesign our ecocolumns to improve them.
Tuesday, November 7, 2017
Terrific Tuesday
This morning the students completed the Tuesday section of the vocabulary sheet for our word of the week, reduce. Then, they practiced their keyboarding skills using Typing Club. After the announcements, we switched for math.
Math began with a measurement Eliminate One warm up. Then, we reviewed last night's homework. After that, the students completed a graded, 2 problem Exit Card for the skill of interpreting remainders. These have been graded and returned to students. Look for them in home folders this evening.
After returning the Exit Cards, we reviewed the 2 problems and then began math rotations.
During the small group instruction we solved problems involving mass. The focus was converting grams to kilograms and vice versa. During math with a partner, the students got to choose between playing the elapsed time Toss and Talk, the Squares game from last week, or Multiplication War. During the technology portion, the students completed a session of Xtra Math, watched a Brain Pop lesson about measuring mass, and then practiced calculating elapsed time using links in the Live Binder.
In between the second and third rotations, the students enjoyed lunch and outdoor recess.
Math homework is posted in GC.
After math, we began our literacy block. First we reviewed a Story Works article about the Louisiana Flood of 2016 and watched a video to gain some background knowledge.
Next, we read about the Engineering Design Process and discussed it.
While I met with small groups the students worked independently on the following tasks. First, they read an article, about the Louisiana floods, called, "Our World Turned to Water." Then, they used some close reading questions to prepare for guided reading groups. After that, students completed the final version of their persuasive writing piece. Next, the students reread the passage about the engineering design process and completed some comprehension questions. Finally, the students worked on their Native American brochure.
I met with all three reading groups and discussed the article using the close discussion questions.
The children ended their day in art with Mrs. Daniell.
Math began with a measurement Eliminate One warm up. Then, we reviewed last night's homework. After that, the students completed a graded, 2 problem Exit Card for the skill of interpreting remainders. These have been graded and returned to students. Look for them in home folders this evening.
After returning the Exit Cards, we reviewed the 2 problems and then began math rotations.
During the small group instruction we solved problems involving mass. The focus was converting grams to kilograms and vice versa. During math with a partner, the students got to choose between playing the elapsed time Toss and Talk, the Squares game from last week, or Multiplication War. During the technology portion, the students completed a session of Xtra Math, watched a Brain Pop lesson about measuring mass, and then practiced calculating elapsed time using links in the Live Binder.
In between the second and third rotations, the students enjoyed lunch and outdoor recess.
Math homework is posted in GC.
After math, we began our literacy block. First we reviewed a Story Works article about the Louisiana Flood of 2016 and watched a video to gain some background knowledge.
Next, we read about the Engineering Design Process and discussed it.
While I met with small groups the students worked independently on the following tasks. First, they read an article, about the Louisiana floods, called, "Our World Turned to Water." Then, they used some close reading questions to prepare for guided reading groups. After that, students completed the final version of their persuasive writing piece. Next, the students reread the passage about the engineering design process and completed some comprehension questions. Finally, the students worked on their Native American brochure.
I met with all three reading groups and discussed the article using the close discussion questions.
The children ended their day in art with Mrs. Daniell.
Monday, November 6, 2017
Marvelous Monday
This morning, the students commented, on our morning message, about their weekend. Then they completed the Monday section for our new word of the week, reduce. After the announcements, we switched for math.
Math began with an elapsed time, multi-step, word problem. After that, we began our rotations.
During the small group instruction, we practiced solving elapsed time word problems using a t-chart or a number line. During math with a partner, the children played an elapsed time Toss n Talk game. Finally, during the technology portion, the students completed a session of Xtra math and watched a Learn Zillion lesson about solving elapsed time word problems. Those who finished early used the elapsed time Live Binder to get more practice.
In between the second and third rotations, the children enjoyed lunch and outdoor recess.
Math homework is posted in GC.
After math, we began our literacy block. First, we reviewed what we have learned about writing a persuasive essay. Them, several students shared their writing, using the Author's Chair. After each, we discussed what we learned from the essay, if we agreed or disagreed with the author's opinion, and if anyone had been persuaded to change their mind.
Next, the children went to PE with Mr. Smith.
When they returned to class, they ate snack while we had a main idea and supporting details mini lesson. Then, we went over today's independent work assignments.
First, each reading group received a non-fiction article to read, circling unknown words, and marking places that are surprising and/or confusing. Next, students had time to complete their persuasive essay. These are due by the end of the day today. After that, the children completed a science vocabulary formative. Finally, they continued working on their brochure explaining how different Native American tribes used their environment for food, clothing, and shelter.
Pink: We reviewed the article, "Seat Belts Mean Safety", discussing surprising and confusing parts. Then we identified the topic. Next, we tried to find key details supporting the main idea, seat belts are important. When students realized they couldn't, we were forced to reread and determine the key details in order to get a better handle on the main idea.
Green: We reviewed the article, "Get Up and Go!: Breakfast Boost", discussing unknown words, and surprising and confusing parts. Then we identified the topic. After that, we began identifying key details to help determine the main idea.
Blue: We reviewed the article, "What Lives in a Rain Forest?", discussing unknown words, and surprising and confusing parts. Then we identified the topic. After that, we began identifying key details to help determine the main idea.
Math began with an elapsed time, multi-step, word problem. After that, we began our rotations.
During the small group instruction, we practiced solving elapsed time word problems using a t-chart or a number line. During math with a partner, the children played an elapsed time Toss n Talk game. Finally, during the technology portion, the students completed a session of Xtra math and watched a Learn Zillion lesson about solving elapsed time word problems. Those who finished early used the elapsed time Live Binder to get more practice.
In between the second and third rotations, the children enjoyed lunch and outdoor recess.
Math homework is posted in GC.
After math, we began our literacy block. First, we reviewed what we have learned about writing a persuasive essay. Them, several students shared their writing, using the Author's Chair. After each, we discussed what we learned from the essay, if we agreed or disagreed with the author's opinion, and if anyone had been persuaded to change their mind.
Next, the children went to PE with Mr. Smith.
When they returned to class, they ate snack while we had a main idea and supporting details mini lesson. Then, we went over today's independent work assignments.
First, each reading group received a non-fiction article to read, circling unknown words, and marking places that are surprising and/or confusing. Next, students had time to complete their persuasive essay. These are due by the end of the day today. After that, the children completed a science vocabulary formative. Finally, they continued working on their brochure explaining how different Native American tribes used their environment for food, clothing, and shelter.
Pink: We reviewed the article, "Seat Belts Mean Safety", discussing surprising and confusing parts. Then we identified the topic. Next, we tried to find key details supporting the main idea, seat belts are important. When students realized they couldn't, we were forced to reread and determine the key details in order to get a better handle on the main idea.
Green: We reviewed the article, "Get Up and Go!: Breakfast Boost", discussing unknown words, and surprising and confusing parts. Then we identified the topic. After that, we began identifying key details to help determine the main idea.
Blue: We reviewed the article, "What Lives in a Rain Forest?", discussing unknown words, and surprising and confusing parts. Then we identified the topic. After that, we began identifying key details to help determine the main idea.
Friday, November 3, 2017
Fantastic Friday
This morning the students completed the Friday section of the vocabulary sheet for our word of the week, propose. Then, they chose which academic skill to practice, inc it is Free Choice Friday. After watching the announcements, we switched for math.
Math began with a warm up that relied on number sense and logic. Then, we reviewed last night's homework that focused on interpreting what the quotient and the remainder means. After that, we began our rotations.
During the small group instruction, we practiced using partial quotients to divide 4 digit numbers by a 1 digit number. We also solved a word problem using the same skill. During math with a partner, the students played a game of Squares, focusing on division with remainders. Finally, during the technology portion, the children completed a session of Xtra Math and then practiced division with remainders using the Live Binder.
Between the second and third rotations, the children enjoyed lunch and outdoor recess.
After recess, Mrs. Choudhary was with the class, since I had to leave early for a doctor's appointment.
After math, the students had their literacy block. During this time they worked on the final version of their persuasive essay. They also identified the main idea and supporting details for the section, "Just in Time", from the story, "Out of Shattered Land". Each group met with Mrs. Choudhary to review the text, the main idea and supporting details. After that, the students continued working on the brochure for the Native American Societies explaining how each used their environment to survive.
After the literacy block, the students had a science lesson. They watched, and discussed, 2 video focusing on food chains. Then they drew a diagram of a food chain and explained it in writing.
Math began with a warm up that relied on number sense and logic. Then, we reviewed last night's homework that focused on interpreting what the quotient and the remainder means. After that, we began our rotations.
During the small group instruction, we practiced using partial quotients to divide 4 digit numbers by a 1 digit number. We also solved a word problem using the same skill. During math with a partner, the students played a game of Squares, focusing on division with remainders. Finally, during the technology portion, the children completed a session of Xtra Math and then practiced division with remainders using the Live Binder.
Between the second and third rotations, the children enjoyed lunch and outdoor recess.
After recess, Mrs. Choudhary was with the class, since I had to leave early for a doctor's appointment.
After math, the students had their literacy block. During this time they worked on the final version of their persuasive essay. They also identified the main idea and supporting details for the section, "Just in Time", from the story, "Out of Shattered Land". Each group met with Mrs. Choudhary to review the text, the main idea and supporting details. After that, the students continued working on the brochure for the Native American Societies explaining how each used their environment to survive.
After the literacy block, the students had a science lesson. They watched, and discussed, 2 video focusing on food chains. Then they drew a diagram of a food chain and explained it in writing.
Thursday, November 2, 2017
Thrilling Thursday
This morning the students completed the Thursday portion of the vocabulary sheet for our word of the week, propose. Then, they tried to solve our weekly puzzles. After the announcements, we switched for math.
We began math with a warm up involving 2 division problems. The focus was interpreting what the remainders meant. Then, we began our rotations.
During the small group instruction, we practiced determining the number of digits in a quotient, estimating it, and then solving the problem. During math with a partner, the students played a dots board game that involved dividing 3- and 4-digit numbers by a 1- digit number. Finally, during the technology rotation, the students completed a session of Xtra Math, and then practiced dividing with remainders, using the Live Binder.
In between the second and third rotations, the students enjoyed lunch and outdoor recess.
Math homework is posted in GC.
After math we began our literacy block. We started with a writing mini-lesson. Today we focused on the reasons for using paragraphs in our writing. Then we used a model paper to identify and indent paragraphs. During independent writing time today the children checked that they indented each paragraph, continued proofreading for spelling, grammar, capitalization, and punctuation. Then, students who were ready began working on their final version.
Next, the children went to music with Mrs. Graf.
When they returned to class, they ate snack while I reviewed today's independent work.
First, the students completed revising their persuasive writing pieces. Next, those who needed to, finished the cause and effect assignment from their reading of, "Out of Shattered Land." After that, every student rewrote a sentence used context clues, background knowledge, and dictionary.com. Finally, they had time to begin a new social studies project.
They will be using canva.com to create a brochure demonstrating their knowledge as to how the Sioux, Iroquois, and Navajo tribes used their environment for food, shelter, and clothing.
While they worked I met with guided reading groups.
Pink: Today we revisited "Out of Shattered Land," and practiced providing the key details, when a main idea was provided. We also used the key details that were given to us to determine the main idea.
Green: Today we revisited "Out of Shattered Land," and practiced providing the key details, when a main idea was provided. We also used the key details that were given to us to determine the main idea.
Blue: Today we revisited "Out of Shattered Land," and practiced providing the key details, when a main idea was provided. We also used the key details that were given to us to determine the main idea.
We began math with a warm up involving 2 division problems. The focus was interpreting what the remainders meant. Then, we began our rotations.
During the small group instruction, we practiced determining the number of digits in a quotient, estimating it, and then solving the problem. During math with a partner, the students played a dots board game that involved dividing 3- and 4-digit numbers by a 1- digit number. Finally, during the technology rotation, the students completed a session of Xtra Math, and then practiced dividing with remainders, using the Live Binder.
In between the second and third rotations, the students enjoyed lunch and outdoor recess.
Math homework is posted in GC.
After math we began our literacy block. We started with a writing mini-lesson. Today we focused on the reasons for using paragraphs in our writing. Then we used a model paper to identify and indent paragraphs. During independent writing time today the children checked that they indented each paragraph, continued proofreading for spelling, grammar, capitalization, and punctuation. Then, students who were ready began working on their final version.
Next, the children went to music with Mrs. Graf.
When they returned to class, they ate snack while I reviewed today's independent work.
First, the students completed revising their persuasive writing pieces. Next, those who needed to, finished the cause and effect assignment from their reading of, "Out of Shattered Land." After that, every student rewrote a sentence used context clues, background knowledge, and dictionary.com. Finally, they had time to begin a new social studies project.
They will be using canva.com to create a brochure demonstrating their knowledge as to how the Sioux, Iroquois, and Navajo tribes used their environment for food, shelter, and clothing.
While they worked I met with guided reading groups.
Pink: Today we revisited "Out of Shattered Land," and practiced providing the key details, when a main idea was provided. We also used the key details that were given to us to determine the main idea.
Green: Today we revisited "Out of Shattered Land," and practiced providing the key details, when a main idea was provided. We also used the key details that were given to us to determine the main idea.
Blue: Today we revisited "Out of Shattered Land," and practiced providing the key details, when a main idea was provided. We also used the key details that were given to us to determine the main idea.
Wednesday, November 1, 2017
Wonderful Wednesday
This morning the students completed the Wednesday portion of the vocabulary sheet for our word of the week, propose. After that, they played an online game to practice recognizing the correct spelling of commonly misspelled words, since it is Word Wednesday. After the announcements, we switched for math.
We began math with 2 division word problems that required the students to interpret remainders. Then, the students took an MCPS mandated assessment, covering multiplication and division.
After enjoying lunch and outdoor recess, those students who didn't complete the EMAT had time to do so. The other students completed a session of Xtra Math and then used the Division with Remainders Live Binder to work on division skills.
After math, we began our literacy block. First, we had a mini-lesson with a focus on identifying and correcting run-on sentences. We also reviewed proofreading for spelling, capitalization, and punctuation. Each students received a Word Bank booklet, to be stored in the writing section of the binder, to use for help with their spelling.
While I met with guided reading groups, the students worked on the following tasks. First, they met with their writing partners to proofread their persuasive pieces for run-on sentences, spelling, punctuation, and capitalization. Next, they used context clues and dictionary.com to rewrite a sentence. After that, they worked through a Flocabulary lesson about Ecosystems, focusing on food webs.
Guided Reading Groups:
Green: We discussed the need to say something important in a main idea sentence. For example, and this is what I used in group, don't say the text is about why wolves howl, instead say that wolves howl to communicate. Next, we talked about using the title, heading, topic sentences, and concluding sentences to help identify the main idea of text. After that, the students wrote a main idea statement for "Out of Shattered Land". We shared each, discussed it, and I gave it a grade. Then, I wrote a main idea statement and they graded it. Finally, they rewrote my main idea statement to make it an "A".
Pink: We discussed the need to say something important in a main idea sentence. For example, and this is what I used in group, don't say the text is about why wolves howl, instead say that wolves howl to communicate. Next, we talked about using the title, heading, topic sentences, and concluding sentences to help identify the main idea of text. After that, the students wrote a main idea statement for "Out of Shattered Land". We shared each, discussed it, and I gave it a grade. Then, I wrote a main idea statement and they graded it. Finally, they rewrote my main idea statement to make it an "A".
Blue: We discussed the need to say something important in a main idea sentence. For example, and this is what I used in group, don't say the text is about why wolves howl, instead say that wolves howl to communicate. Next, we talked about using the title, heading, topic sentences, and concluding sentences to help identify the main idea of text. After that, the students wrote a main idea statement for "Out of Shattered Land". We shared each, discussed it, and I gave it a grade. Then, I wrote a main idea statement and they graded it. Finally, they rewrote my main idea statement to make it an "A".
After our literacy block we had a science whole group lesson. After reviewing important vocabulary, including, dependent, interdependent, independent, and matter, the students drew a diagram of their ecosystems (or what it should look like), labeling specific items and then drawing arrows showing relationships between two items.
We began math with 2 division word problems that required the students to interpret remainders. Then, the students took an MCPS mandated assessment, covering multiplication and division.
After enjoying lunch and outdoor recess, those students who didn't complete the EMAT had time to do so. The other students completed a session of Xtra Math and then used the Division with Remainders Live Binder to work on division skills.
After math, we began our literacy block. First, we had a mini-lesson with a focus on identifying and correcting run-on sentences. We also reviewed proofreading for spelling, capitalization, and punctuation. Each students received a Word Bank booklet, to be stored in the writing section of the binder, to use for help with their spelling.
While I met with guided reading groups, the students worked on the following tasks. First, they met with their writing partners to proofread their persuasive pieces for run-on sentences, spelling, punctuation, and capitalization. Next, they used context clues and dictionary.com to rewrite a sentence. After that, they worked through a Flocabulary lesson about Ecosystems, focusing on food webs.
Guided Reading Groups:
Green: We discussed the need to say something important in a main idea sentence. For example, and this is what I used in group, don't say the text is about why wolves howl, instead say that wolves howl to communicate. Next, we talked about using the title, heading, topic sentences, and concluding sentences to help identify the main idea of text. After that, the students wrote a main idea statement for "Out of Shattered Land". We shared each, discussed it, and I gave it a grade. Then, I wrote a main idea statement and they graded it. Finally, they rewrote my main idea statement to make it an "A".
Pink: We discussed the need to say something important in a main idea sentence. For example, and this is what I used in group, don't say the text is about why wolves howl, instead say that wolves howl to communicate. Next, we talked about using the title, heading, topic sentences, and concluding sentences to help identify the main idea of text. After that, the students wrote a main idea statement for "Out of Shattered Land". We shared each, discussed it, and I gave it a grade. Then, I wrote a main idea statement and they graded it. Finally, they rewrote my main idea statement to make it an "A".
Blue: We discussed the need to say something important in a main idea sentence. For example, and this is what I used in group, don't say the text is about why wolves howl, instead say that wolves howl to communicate. Next, we talked about using the title, heading, topic sentences, and concluding sentences to help identify the main idea of text. After that, the students wrote a main idea statement for "Out of Shattered Land". We shared each, discussed it, and I gave it a grade. Then, I wrote a main idea statement and they graded it. Finally, they rewrote my main idea statement to make it an "A".
After our literacy block we had a science whole group lesson. After reviewing important vocabulary, including, dependent, interdependent, independent, and matter, the students drew a diagram of their ecosystems (or what it should look like), labeling specific items and then drawing arrows showing relationships between two items.
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