This morning, since it's Friday, the students had Free Choice Friday for morning work. Then they went to music with Ms. Thomson. When they returned to class we watched the announcements and reviewed this week's puzzles.
Next, we switched for math and took a Go Noodle brain break. Then, we completed a warm up to prepare for today's formative and reviewed last night's homework. After that, the students took the weekly formative. Some struggled on it. They have been graded and returned to students. I will review it on Monday.
After math the students enjoyed lunch and indoor recess.
They spent the afternoon with a sub. I had to return to the dentist.
The entire afternoon will be a literacy block. The students will take a reading formative focusing on summarizing 2 paragraphs of "Swallowed by the Sea". They will also work with their writing partners to revise their inquiry persuasive piece and then complete their final draft.
Friday, March 24, 2017
Thursday, March 23, 2017
Thrilling Thursday
This morning the students worked on solving our weekly puzzles and then complete a WTW practice activity. After the announcements, we continued the science experiment we began yesterday. The students used 25 toothpicks and 10 gumdrops to prove that when matter changes form, there is no loss of mass.
Next, we switched for math and took a Go Noodle brain break. After that, we completed a warm up focusing on word problems involving intervals of time, and calculated the perimeter of the fence from last night's homework. Then, we began our rotations.
During the small group instruction the students solved problems involving the measurement of mass. During math with a partner the students chose between playing Equivalent Fractions Race, Fraction Capture Game, or Multiplication War. Finally, during the technology rotation, the students watched a Khan Academy lesson about equivalent fractions and completed the follow up practice activity. Then, they played Equivalent Fractions Splat.
For HOMEWORK the students should complete problems B and C on the worksheet we began in class.
After math, the children enjoyed lunch and outdoor recess.
When we returned to class we began our literacy block with a reading lesson. We used a semantic map to identify important vocabulary in an article about hurricanes. Then, as we read the text, we took notes using the words to guide us.
Pink and Blue: I met with these two groups together. We reread the 2nd and 3rd paragraphs of the secondhand account, "Swallowed by the Sea". Then we used topic sentences to determine main ideas. Finally, we used stopthinkparaphrase and somebodywantedbutsothen to orally summarize the text. For HOMEWORK the students need to reread the second and third paragraphs.
Orange: We reread the 2nd and 3rd paragraphs of the secondhand account, "Swallowed by the Sea". Then we used topic sentences to determine main ideas. Finally, we used stopthinkparaphrase and somebodywantedbutsothen to orally summarize the text. For HOMEWORK the students need to reread the second and third paragraphs.
Green: We reread the 2nd and 3rd paragraphs of the secondhand account, "Swallowed by the Sea". Then we used topic sentences to determine main ideas. Finally, we used stopthinkparaphrase and somebodywantedbutsothen to orally summarize the text. For HOMEWORK the students need to reread the second and third paragraphs.
After reading we took a Go Noodle brain break and then turned our attention to writing. First we reviewed what we did yesterday. Then I explained the criteria for their third reason paragraph and made notes on the organizer for the children to use. After that, the students wrote their final reason paragraph. Then they returned to the carpet and a few students had the chance to share. Finally, we drafted our conclusion paragraphs by restating our opinion and reasons, and ending with a feeling.
Next, we switched for math and took a Go Noodle brain break. After that, we completed a warm up focusing on word problems involving intervals of time, and calculated the perimeter of the fence from last night's homework. Then, we began our rotations.
During the small group instruction the students solved problems involving the measurement of mass. During math with a partner the students chose between playing Equivalent Fractions Race, Fraction Capture Game, or Multiplication War. Finally, during the technology rotation, the students watched a Khan Academy lesson about equivalent fractions and completed the follow up practice activity. Then, they played Equivalent Fractions Splat.
For HOMEWORK the students should complete problems B and C on the worksheet we began in class.
After math, the children enjoyed lunch and outdoor recess.
When we returned to class we began our literacy block with a reading lesson. We used a semantic map to identify important vocabulary in an article about hurricanes. Then, as we read the text, we took notes using the words to guide us.
Pink and Blue: I met with these two groups together. We reread the 2nd and 3rd paragraphs of the secondhand account, "Swallowed by the Sea". Then we used topic sentences to determine main ideas. Finally, we used stopthinkparaphrase and somebodywantedbutsothen to orally summarize the text. For HOMEWORK the students need to reread the second and third paragraphs.
Orange: We reread the 2nd and 3rd paragraphs of the secondhand account, "Swallowed by the Sea". Then we used topic sentences to determine main ideas. Finally, we used stopthinkparaphrase and somebodywantedbutsothen to orally summarize the text. For HOMEWORK the students need to reread the second and third paragraphs.
Green: We reread the 2nd and 3rd paragraphs of the secondhand account, "Swallowed by the Sea". Then we used topic sentences to determine main ideas. Finally, we used stopthinkparaphrase and somebodywantedbutsothen to orally summarize the text. For HOMEWORK the students need to reread the second and third paragraphs.
After reading we took a Go Noodle brain break and then turned our attention to writing. First we reviewed what we did yesterday. Then I explained the criteria for their third reason paragraph and made notes on the organizer for the children to use. After that, the students wrote their final reason paragraph. Then they returned to the carpet and a few students had the chance to share. Finally, we drafted our conclusion paragraphs by restating our opinion and reasons, and ending with a feeling.
Wednesday, March 22, 2017
Wonderful Wednesday
This morning the students completed a graded exit card reflecting the history and culture of St. Mary's City. After that, the students began a science experiment. Students used 25 toothpicks and 10 gumdrops to prove that matter can change forms without losing mass.
Next, we switched for math and took a Go Noodle brain break. Then we completed an elapsed time warm up and shared last night's homework. After that, we began our rotations.
During the whole group instruction we practiced solving a problem involving the measurement of distances. During math with a partner, the students played a fraction capture game where they claimed squares according to fractions they rolled using dice. Finally, during the technology rotation the students used two web sites to practice calculating area and perimeter.
For HOMEWORK the students need to calculate the perimeter of the deck from the worksheet we began in group.
After math, the students enjoyed lunch and recess.
When they returned to class we began our literacy block. Before art we did a lesson about the characteristics of technical text. We read and discussed two documents which named and explained the same components of technical text in different ways. Then we looked at a set of directions for making an anemometer, an example of technical text, and identified the characteristics making it such.
With only a few minutes left before art, the children completed their introduction for the inquiry project and their definitions and sentences for WTW.
Then they had art with Mr.Cosgrove.
After art, we gathered on the carpet, with Chrome books, and had a whole group writing lesson. I am continuing to see that students aren't using my models, instruction, and feedback in their writing. So, today, we began drafting our first reason paragraph together...I explained my thinking and modeled my sentence (one at a time), and then the students wrote a similar sentence. Then the students wrote their second reason paragraph as I talked them through it but this time I did not model my writing. It is my hope this will help improve their writing.
HOMEWORK is posted on GC  Holman's Homework.
Next, we switched for math and took a Go Noodle brain break. Then we completed an elapsed time warm up and shared last night's homework. After that, we began our rotations.
During the whole group instruction we practiced solving a problem involving the measurement of distances. During math with a partner, the students played a fraction capture game where they claimed squares according to fractions they rolled using dice. Finally, during the technology rotation the students used two web sites to practice calculating area and perimeter.
For HOMEWORK the students need to calculate the perimeter of the deck from the worksheet we began in group.
After math, the students enjoyed lunch and recess.
When they returned to class we began our literacy block. Before art we did a lesson about the characteristics of technical text. We read and discussed two documents which named and explained the same components of technical text in different ways. Then we looked at a set of directions for making an anemometer, an example of technical text, and identified the characteristics making it such.
With only a few minutes left before art, the children completed their introduction for the inquiry project and their definitions and sentences for WTW.
Then they had art with Mr.Cosgrove.
After art, we gathered on the carpet, with Chrome books, and had a whole group writing lesson. I am continuing to see that students aren't using my models, instruction, and feedback in their writing. So, today, we began drafting our first reason paragraph together...I explained my thinking and modeled my sentence (one at a time), and then the students wrote a similar sentence. Then the students wrote their second reason paragraph as I talked them through it but this time I did not model my writing. It is my hope this will help improve their writing.
HOMEWORK is posted on GC  Holman's Homework.
Tuesday, March 21, 2017
Terrific Tuesday
This morning the students practiced their keyboarding skills using Typing Club. Then, after the announcements,we began our social studies lesson.
First, we reviewed what we have learned about the St. Mary's City colony. After that, we watched a very short video clip about indentured servants, and discussed the difference between an indentured servant and a slave. Next, the students read an article about a plantation master and took notes, using a doc in GC  SS, about their new understandings/learning.
Next, we switched for math and took a Go Noodle brain break. After that, we completed a time related warm up and reviewed last night's homework. Then, we began our rotations.
During the small group instruction we began creating an itinerary for an imaginary field trip to Mount Vernon. This allowed us to problem solve using intervals of time. During math with a partner, the students played a fraction capture game where they claimed squares according to fractions they rolled using dice. Finally, during technology the students used two links to practice solving word problems. Those who finished early worked on their basic fact fluency using Xtra Math.
For HOMEWORK the children need to complete the Mount Vernon itinerary that they began in class.
After math, the students enjoyed lunch and outdoor recess. Then they went to PE with Mr. Smith.
When we returned to class, we began our literacy block.
WE began by reviewing the RACER strategy for writing good paragraphs. Then I modeled how to use my index card to write an introduction for the ad critique inquiry project.
While I met with guided reading groups
Pink: We reviewed challenging words in the 2 paragraphs about Clara Barton's firsthand account of the Galveston hurricane. Then we reread the paragraphs, pausing and paraphrasing along the way. Finally, we orally rehearsed a summary. For HOMEWORK the students need to reread the 2 paragraphs.
Blue: We reviewed challenging words in the 2 paragraphs about Clara Barton's firsthand account of the Galveston hurricane. Then we reread the paragraphs, pausing and paraphrasing along the way. Finally, we orally rehearsed a summary. For HOMEWORK the students need to reread the 2 paragraphs.
Orange: We reviewed challenging words in the 2 paragraphs about Clara Barton's firsthand account of the Galveston hurricane. Then we reread the paragraphs, pausing and paraphrasing along the way. Finally, we orally rehearsed a summary. For HOMEWORK the students need to reread the 2 paragraphs.
Unfortunately, I ran out of time and didn't get to meet with the green group.
First, we reviewed what we have learned about the St. Mary's City colony. After that, we watched a very short video clip about indentured servants, and discussed the difference between an indentured servant and a slave. Next, the students read an article about a plantation master and took notes, using a doc in GC  SS, about their new understandings/learning.
Next, we switched for math and took a Go Noodle brain break. After that, we completed a time related warm up and reviewed last night's homework. Then, we began our rotations.
During the small group instruction we began creating an itinerary for an imaginary field trip to Mount Vernon. This allowed us to problem solve using intervals of time. During math with a partner, the students played a fraction capture game where they claimed squares according to fractions they rolled using dice. Finally, during technology the students used two links to practice solving word problems. Those who finished early worked on their basic fact fluency using Xtra Math.
For HOMEWORK the children need to complete the Mount Vernon itinerary that they began in class.
After math, the students enjoyed lunch and outdoor recess. Then they went to PE with Mr. Smith.
When we returned to class, we began our literacy block.
WE began by reviewing the RACER strategy for writing good paragraphs. Then I modeled how to use my index card to write an introduction for the ad critique inquiry project.
While I met with guided reading groups
Pink: We reviewed challenging words in the 2 paragraphs about Clara Barton's firsthand account of the Galveston hurricane. Then we reread the paragraphs, pausing and paraphrasing along the way. Finally, we orally rehearsed a summary. For HOMEWORK the students need to reread the 2 paragraphs.
Blue: We reviewed challenging words in the 2 paragraphs about Clara Barton's firsthand account of the Galveston hurricane. Then we reread the paragraphs, pausing and paraphrasing along the way. Finally, we orally rehearsed a summary. For HOMEWORK the students need to reread the 2 paragraphs.
Orange: We reviewed challenging words in the 2 paragraphs about Clara Barton's firsthand account of the Galveston hurricane. Then we reread the paragraphs, pausing and paraphrasing along the way. Finally, we orally rehearsed a summary. For HOMEWORK the students need to reread the 2 paragraphs.
Unfortunately, I ran out of time and didn't get to meet with the green group.
Monday, March 20, 2017
Marvelous Monday
This morning the students worked on a language review activity. After the announcements, we went over the correct answers. Then we began our social studies lesson.
After sharing our background knowledge about St. Mary's City, we read and discussed a couple of resources informing about life in the newly settles colony. We used our inference skills to identify characteristics of the social., political, and religious life that made up the colony. Then the students used Google Draw to create a visual representation of the culture of St. Mary's City.
Next, the students switched for math and we took a Go Noodle brain break. After that we completed a warm up which encouraged students to read analog clocks using just the hour hand. Then, we began our rotations.
During the small group instruction we practiced solving word problems involving fractional intervals of time. During math with a partner, the students played a game called, Equivalent Fractions Race." The students created a fraction by rolling 2 dice and then raced to identify equivalent fractions by multiplying the numerator and denominator by the same number. Finally, during the technology rotation, the students watched 2 Khan Academy lessons, each solving a word problem involving intervals of time, and then completed a practice activity. Those who finished early used Xtra Math to work on their basic fact fluency.
For HOMEWORK the students need to complete problems 3 and 4 on the worksheet we began in class.
After math the students enjoyed lunch and outdoor recess.
When we returned to class we began our literacy block. First, we reviewed the information we learned from reading the secondhand account of the Galveston Hurricane of 1900, "Swallowed by the sea". Then we began reading a firsthand account and creating a chart comparing and contrasting the information from both accounts.
Pink: In group we finished reading the firsthand accounts of "Swallowed by the Sea" and discussed the similarities and differences between the two accounts. Then the students selected three words from the article to add to their site word cards. For HOMEWORK the students need to reread the first two paragraphs about Clara Barton.
Orange: In group we reviewed unknown words and then compared and contrasted information in the first and secondhand accounts of "swallowed by the Sea". We also discussed why it is important to read both types of writing when learning about an event. For HOMEWORK the students need to reread the article and number the paragraphs.
Green: In group we reviewed unknown words and then compared and contrasted information in the first and secondhand accounts of "swallowed by the Sea". We also discussed why it is important to read both types of writing when learning about an event. For HOMEWORK the students need to reread the article and number the paragraphs.
Blue: In group we read Ida Smith Austin's account of the Galveston storm and compared and contrasted her story to what we read in the secondhand account. For HOMEWORK the students need to reread Ida Smith Austin's account of the storm.
After reading, we took a Go Noodle brain break and then began writing.
Today, the students met in ad alike groups and took notes, about their reasons, as they engaged in discussion with other members.
After sharing our background knowledge about St. Mary's City, we read and discussed a couple of resources informing about life in the newly settles colony. We used our inference skills to identify characteristics of the social., political, and religious life that made up the colony. Then the students used Google Draw to create a visual representation of the culture of St. Mary's City.
Next, the students switched for math and we took a Go Noodle brain break. After that we completed a warm up which encouraged students to read analog clocks using just the hour hand. Then, we began our rotations.
During the small group instruction we practiced solving word problems involving fractional intervals of time. During math with a partner, the students played a game called, Equivalent Fractions Race." The students created a fraction by rolling 2 dice and then raced to identify equivalent fractions by multiplying the numerator and denominator by the same number. Finally, during the technology rotation, the students watched 2 Khan Academy lessons, each solving a word problem involving intervals of time, and then completed a practice activity. Those who finished early used Xtra Math to work on their basic fact fluency.
For HOMEWORK the students need to complete problems 3 and 4 on the worksheet we began in class.
After math the students enjoyed lunch and outdoor recess.
When we returned to class we began our literacy block. First, we reviewed the information we learned from reading the secondhand account of the Galveston Hurricane of 1900, "Swallowed by the sea". Then we began reading a firsthand account and creating a chart comparing and contrasting the information from both accounts.
Pink: In group we finished reading the firsthand accounts of "Swallowed by the Sea" and discussed the similarities and differences between the two accounts. Then the students selected three words from the article to add to their site word cards. For HOMEWORK the students need to reread the first two paragraphs about Clara Barton.
Orange: In group we reviewed unknown words and then compared and contrasted information in the first and secondhand accounts of "swallowed by the Sea". We also discussed why it is important to read both types of writing when learning about an event. For HOMEWORK the students need to reread the article and number the paragraphs.
Green: In group we reviewed unknown words and then compared and contrasted information in the first and secondhand accounts of "swallowed by the Sea". We also discussed why it is important to read both types of writing when learning about an event. For HOMEWORK the students need to reread the article and number the paragraphs.
Blue: In group we read Ida Smith Austin's account of the Galveston storm and compared and contrasted her story to what we read in the secondhand account. For HOMEWORK the students need to reread Ida Smith Austin's account of the storm.
After reading, we took a Go Noodle brain break and then began writing.
Today, the students met in ad alike groups and took notes, about their reasons, as they engaged in discussion with other members.
Friday, March 17, 2017
Fabulous Friday
Students began the day by choosing which skills they wanted to work on since it is Free Choice Friday! Then they went to music with Ms. Thomson.
When they returned to class, we watched the morning announcements and identified the solutions for yesterday's puzzles.
Next, we switched for math and took a Go Noodle brain break. After that, we worked on a math warm up and reviewed last night's homework. Then we began our rotations.
During the small group instruction we practice representing and solving word problems involving multiplicative comparisons. During math with a partner the students played the Equivalent Fractions Race game to practice identifying equivalent fractions by multiplying the numerator and denominator by the same numbers. Finally, during the technology rotation, the students watched a Khan Academy lesson about equivalent fractions and completed a practice activity. Then, those who finished early, practiced identifying equivalent fractions playing an online equivalent fraction Bingo game.
After math, the students enjoyed lunch and outdoor recess.
When we returned to class we began our literacy block. I began by reviewing the criteria and explanation for the inquiry project this marking period. Students will choose an ad and then decide whether they think it is a responsible or irresponsible ad, based on criteria we developed and agreed upon as a class. Then they will identify and explain, using facts and details, three reasons to support their opinion.
While I met with WTW groups, the students chose an ad, identified their opinion, and then listed 3 reasons to support it, on an index card. Then, they used two web sites to practice identifying reasons an author uses to support a point and determine the meaning of domain specific words in text.
We ended the day with our weekly class meeting. First, we shared what we plan (or hope) to do this weekend. Then, we exchanged thank yous and compliments.
Information about a school wide readathon is coming home today.
Have a great weekend!
When they returned to class, we watched the morning announcements and identified the solutions for yesterday's puzzles.
Next, we switched for math and took a Go Noodle brain break. After that, we worked on a math warm up and reviewed last night's homework. Then we began our rotations.
During the small group instruction we practice representing and solving word problems involving multiplicative comparisons. During math with a partner the students played the Equivalent Fractions Race game to practice identifying equivalent fractions by multiplying the numerator and denominator by the same numbers. Finally, during the technology rotation, the students watched a Khan Academy lesson about equivalent fractions and completed a practice activity. Then, those who finished early, practiced identifying equivalent fractions playing an online equivalent fraction Bingo game.
After math, the students enjoyed lunch and outdoor recess.
When we returned to class we began our literacy block. I began by reviewing the criteria and explanation for the inquiry project this marking period. Students will choose an ad and then decide whether they think it is a responsible or irresponsible ad, based on criteria we developed and agreed upon as a class. Then they will identify and explain, using facts and details, three reasons to support their opinion.
While I met with WTW groups, the students chose an ad, identified their opinion, and then listed 3 reasons to support it, on an index card. Then, they used two web sites to practice identifying reasons an author uses to support a point and determine the meaning of domain specific words in text.
We ended the day with our weekly class meeting. First, we shared what we plan (or hope) to do this weekend. Then, we exchanged thank yous and compliments.
Information about a school wide readathon is coming home today.
Have a great weekend!
Thursday, March 16, 2017
Thrilling Thursday
This morning the students worked on our weekly puzzles and then completed a WTW practice activity. After the announcements, we quickly read about the establishment of the Plymouth Colony and added details to our chart. After that, we began reading about the English settlers who came to St. Mary's City.
Next, we switched for math and took a Go Noodle brain break. Then we completed a fraction warm up and reviewed last night's homework. After that we began our rotations.
During the small group instruction we practiced solving equation involving the multiplication of a fraction and a whole number. Then we worked on solving some word problems. During math with a partner the students used dice to create multiplication equations involving a whole number and a fraction. Then they determined the product and simplified it. During the technology rotation the students watched 3 Khan Academy lessons and completed a practice activity. Those who finished early worked on their basic fact fluency using Xtra Math.
For HOMEWORK the students need to write an equation to represent and solve problems D and E.
After math, the students enjoyed lunch and indoor recess. Then we began our literacy block.
First, we reviewed the domain specific vocabulary we identified yesterday. Then we watched a 2 minute video clip to build background knowledge about the Hurricane of 1900 that hit Galveston, Texas. After that, we read and discussed a secondhand account of the storm.
While I met with groups, the students reread the article about the Galveston Hurricane and underlined evidence that supported the author's points. Then they worked with their writing partner to design/create an ad for Cheerios using the advertising technique I assigned.
Pink: Together we reread the article, "Swallowed by the Sea", reviewing domain specific vocabulary and underlining evidence supporting the author's point. For HOMEWORK the students need to number the paragraphs and practice reading the first two.
Orange: We reviewed unknown words and then shared evidence they identified to support the author's point that this was the deadliest storm to strike the US. For HOMEWORK the students need to reread the article and number the paragraphs.
Green: We reviewed unknown words and then shared evidence they identified to support the author's point that this was the deadliest storm to strike the US. For HOMEWORK the students need to reread the article and number the paragraphs.
Blue: We reviewed unknown words and then shared evidence they identified to support the author's point that this was the deadliest storm to strike the US. For HOMEWORK the students need to reread the article and number the paragraphs.
After reading, we took a Go Noodle brain break and turned our attention to the marking period 3 inquiry project.
I began by reviewing the inquiry project expectations with the children. In short, they will choose an advertisement and form an opinion as to whether they think it is responsible or irresponsible advertising. Then they will identify and explain three reasons to support their opinion.
Today I modeled choosing an ad and listing 3 reasons, without explanation, as to why it is not a responsible ad. Then the children had time to choose an ad, form an opinion, and list three reasons, on an index card.
HOMEWORK is posted on GC  Holman's Homework.
Next, we switched for math and took a Go Noodle brain break. Then we completed a fraction warm up and reviewed last night's homework. After that we began our rotations.
During the small group instruction we practiced solving equation involving the multiplication of a fraction and a whole number. Then we worked on solving some word problems. During math with a partner the students used dice to create multiplication equations involving a whole number and a fraction. Then they determined the product and simplified it. During the technology rotation the students watched 3 Khan Academy lessons and completed a practice activity. Those who finished early worked on their basic fact fluency using Xtra Math.
For HOMEWORK the students need to write an equation to represent and solve problems D and E.
After math, the students enjoyed lunch and indoor recess. Then we began our literacy block.
First, we reviewed the domain specific vocabulary we identified yesterday. Then we watched a 2 minute video clip to build background knowledge about the Hurricane of 1900 that hit Galveston, Texas. After that, we read and discussed a secondhand account of the storm.
While I met with groups, the students reread the article about the Galveston Hurricane and underlined evidence that supported the author's points. Then they worked with their writing partner to design/create an ad for Cheerios using the advertising technique I assigned.
Pink: Together we reread the article, "Swallowed by the Sea", reviewing domain specific vocabulary and underlining evidence supporting the author's point. For HOMEWORK the students need to number the paragraphs and practice reading the first two.
Orange: We reviewed unknown words and then shared evidence they identified to support the author's point that this was the deadliest storm to strike the US. For HOMEWORK the students need to reread the article and number the paragraphs.
Green: We reviewed unknown words and then shared evidence they identified to support the author's point that this was the deadliest storm to strike the US. For HOMEWORK the students need to reread the article and number the paragraphs.
Blue: We reviewed unknown words and then shared evidence they identified to support the author's point that this was the deadliest storm to strike the US. For HOMEWORK the students need to reread the article and number the paragraphs.
After reading, we took a Go Noodle brain break and turned our attention to the marking period 3 inquiry project.
I began by reviewing the inquiry project expectations with the children. In short, they will choose an advertisement and form an opinion as to whether they think it is responsible or irresponsible advertising. Then they will identify and explain three reasons to support their opinion.
Today I modeled choosing an ad and listing 3 reasons, without explanation, as to why it is not a responsible ad. Then the children had time to choose an ad, form an opinion, and list three reasons, on an index card.
HOMEWORK is posted on GC  Holman's Homework.
Wednesday, March 15, 2017
Wonderful Wednesday  Delayed Start
Well, we FINALLY got a snow day and a two hour delay! :) It was nice to have a wintery blast.
When the students arrived today, they got to choose between working on their keyboarding skills or working on their Writing Wednesday stories. After the announcements we had a very short period of time to begin learning about how and why the colony of St. Mary's was established.
Then, the students ate lunch at 11:40.
When they returned to class we switched for math and took a Go Noodle brain break. Since we had a shortened math block, we did a whole group math lesson. Our lesson revolved around using diagrams and equations to represent and solve work problems involving the multiplication of fractions. Students need to complete problems C and D for HOMEWORK.
After math, we began our literacy block. We shifted back to nonfiction text and began identifying how we can determine the meaning of domain specific vocabulary using our background knowledge and images.
Next, the students had art with Mr. Cosgrove.
After art, we continued determining the meaning of domain specific words. Then the students worked on the culminating project for Where the Mountain Meets the Moon, identifying a turning point, favorite part/character, simile/metaphor, and theme for the novel.
HOMEWORK is posted on GC  Holman's Homework.
When the students arrived today, they got to choose between working on their keyboarding skills or working on their Writing Wednesday stories. After the announcements we had a very short period of time to begin learning about how and why the colony of St. Mary's was established.
Then, the students ate lunch at 11:40.
When they returned to class we switched for math and took a Go Noodle brain break. Since we had a shortened math block, we did a whole group math lesson. Our lesson revolved around using diagrams and equations to represent and solve work problems involving the multiplication of fractions. Students need to complete problems C and D for HOMEWORK.
After math, we began our literacy block. We shifted back to nonfiction text and began identifying how we can determine the meaning of domain specific vocabulary using our background knowledge and images.
Next, the students had art with Mr. Cosgrove.
After art, we continued determining the meaning of domain specific words. Then the students worked on the culminating project for Where the Mountain Meets the Moon, identifying a turning point, favorite part/character, simile/metaphor, and theme for the novel.
HOMEWORK is posted on GC  Holman's Homework.
Monday, March 13, 2017
Marvelous Monday
This morning the students worked on a language review activity. After the announcement we went over the correct answers and read a few more pages of Where the Mountain Meets the Moon. Then Ms. Snyder came in and did a lesson about respect. After she left, we read a few more pages of the novel.
Next, we switched for math and took a Go Noodle brain break. After that, we did a fraction based warm up. Then, the children took a county mandated assessment task. These have been graded and returned to students.
After math, the children enjoyed lunch and indoor recess.
Following recess we began our literacy block. While I attended an inhouse meeting, the students completed the idiom activity and media message scavenger hunt from Friday. Then, those who needed more time, finished taking notes on the 12 advertising techniques. After that, the children used several links to locate a current event article that interested them. Then they summarized the information in the article, defined three news words and used them in sentences, and shared the main idea with a partner.
When I returned, we finished reading Where the Mountain Meets the Moon. Then the students began working on a culminating project, creating a kite which depicts the theme, a turning point, a simile or metaphor, and a favorite character or part.
HOMEWORK is posted on GC  Holman's Homework.
Next, we switched for math and took a Go Noodle brain break. After that, we did a fraction based warm up. Then, the children took a county mandated assessment task. These have been graded and returned to students.
After math, the children enjoyed lunch and indoor recess.
Following recess we began our literacy block. While I attended an inhouse meeting, the students completed the idiom activity and media message scavenger hunt from Friday. Then, those who needed more time, finished taking notes on the 12 advertising techniques. After that, the children used several links to locate a current event article that interested them. Then they summarized the information in the article, defined three news words and used them in sentences, and shared the main idea with a partner.
When I returned, we finished reading Where the Mountain Meets the Moon. Then the students began working on a culminating project, creating a kite which depicts the theme, a turning point, a simile or metaphor, and a favorite character or part.
HOMEWORK is posted on GC  Holman's Homework.
Friday, March 10, 2017
Fantastic Friday
This morning the students had a chance to work on their WTW definitions and sentences, or choose a skill they wanted to practice since it is Free Choice Friday. Then we watched the announcements and reviewed the answers to yesterday's puzzles.
After that, since the music teacher was absent and didn't have a substitute, we used Kahootit.com to practice understanding the elements of music.
Next, we switched for music and took a Go Noodle brain break. Then we did a fraction based warm up, multiplying fractions to triple a recipe, and reviewed last night's homework. Next the students took the weekly formative. This has been graded and returned to students. Look for it in home folders this evening.
After math, the students enjoyed lunch and indoor recess.
The children spent the afternoon with a substitute, as I had to go to the dentist to get a tooth pulled...fun stuff!
With the substitute, the students viewed a Google Slides presentation explaining idioms and then listened to a story, Monkey Business, which contains many idioms.
After that they worked independently on a few tasks. First, they chose an idiom, explained it in their own words, used it in a sentence, and drew a picture to show its meaning. After that, they used Mrs. Allaire's web site, to do an online scavenger hunt to learn about mixed media messages. Finally, they had time to finish the ad critique part 2 and taking notes on the 12 different ad techniques.
Have a great weekend!!
After that, since the music teacher was absent and didn't have a substitute, we used Kahootit.com to practice understanding the elements of music.
Next, we switched for music and took a Go Noodle brain break. Then we did a fraction based warm up, multiplying fractions to triple a recipe, and reviewed last night's homework. Next the students took the weekly formative. This has been graded and returned to students. Look for it in home folders this evening.
After math, the students enjoyed lunch and indoor recess.
The children spent the afternoon with a substitute, as I had to go to the dentist to get a tooth pulled...fun stuff!
With the substitute, the students viewed a Google Slides presentation explaining idioms and then listened to a story, Monkey Business, which contains many idioms.
After that they worked independently on a few tasks. First, they chose an idiom, explained it in their own words, used it in a sentence, and drew a picture to show its meaning. After that, they used Mrs. Allaire's web site, to do an online scavenger hunt to learn about mixed media messages. Finally, they had time to finish the ad critique part 2 and taking notes on the 12 different ad techniques.
Have a great weekend!!
Thursday, March 9, 2017
Interims  Thursday
This morning the students worked on solving our weekly puzzles and their WTW definitions and sentences. After the announcements, Mrs. Mitch led a lesson about tools we can use to measure matter. I was at a meeting ion the building.
After I returned, we switched for math. Unfortunately, the Internet was out for a bit, so we didn't take a Go Noodle brain break. Instead we completed a warm up and reviewed last night's homework. After that, we began our rotations.
During the small group rotation we practiced solving word problems involving the multiplication of a fraction by a whole number. During math with a partner, the students rolled 3 dice to create a multiplication expression involving a whole number and a fraction. Then they simplified the product, if necessary. Finally, during the technology rotation (the Internet was working by this time), the children watched a Khan Academy lesson and completed a practice activity. Then, if they had time, they practiced solving multiplication problems involving a whole number and a fraction, or, worked on their basic fact fluency using Xtra Math.
For HOMEWORK the students need to complete the worksheet we began in class. We will have a formative tomorrow, covering the multiplication of a whole number by a fraction.
After math, the students enjoyed lunch and outdoor recess.
When they returned to class, we began our literacy block. First, we read and discussed chapters 4145 of Where the Mountain Meets the Moon. After that, the students had thirty minutes to complete the Ad Critique from yesterday and taking notes on the various types of advertisement techniques.
Next, we took a Go Noodle brain break and I modeled completing 2 different ad critiques for the Sponge Bob Squarepants Fruit Snacks ad. After that, the children chose a new ad and wrote a critique stating the ad technique, the message of the ad, and the text features used to convey the message.
At the end of the day I distributed interim reports. This is an update of how your child is doing. It is yours to keep.
HOMEWORK is posted on GC  Holman's Homework.
After I returned, we switched for math. Unfortunately, the Internet was out for a bit, so we didn't take a Go Noodle brain break. Instead we completed a warm up and reviewed last night's homework. After that, we began our rotations.
During the small group rotation we practiced solving word problems involving the multiplication of a fraction by a whole number. During math with a partner, the students rolled 3 dice to create a multiplication expression involving a whole number and a fraction. Then they simplified the product, if necessary. Finally, during the technology rotation (the Internet was working by this time), the children watched a Khan Academy lesson and completed a practice activity. Then, if they had time, they practiced solving multiplication problems involving a whole number and a fraction, or, worked on their basic fact fluency using Xtra Math.
For HOMEWORK the students need to complete the worksheet we began in class. We will have a formative tomorrow, covering the multiplication of a whole number by a fraction.
After math, the students enjoyed lunch and outdoor recess.
When they returned to class, we began our literacy block. First, we read and discussed chapters 4145 of Where the Mountain Meets the Moon. After that, the students had thirty minutes to complete the Ad Critique from yesterday and taking notes on the various types of advertisement techniques.
Next, we took a Go Noodle brain break and I modeled completing 2 different ad critiques for the Sponge Bob Squarepants Fruit Snacks ad. After that, the children chose a new ad and wrote a critique stating the ad technique, the message of the ad, and the text features used to convey the message.
At the end of the day I distributed interim reports. This is an update of how your child is doing. It is yours to keep.
HOMEWORK is posted on GC  Holman's Homework.
Wednesday, March 8, 2017
Wonderful Wednesday
This morning, before the announcements, the students worked on their writing. Then, we continued reading Where the Mountain Meets the Moon. As we read we practiced identifying the point of view, retelling sections using a different point of view, using similes and metaphors to interpret the text, and making inferences based on characters words and actions.
Next, we switched for math and took a Go Noodle brain break. Then we did a PARCC type question for a warm up and reviewed last night's homework. After that we began our rotations.
During the small group instruction we practiced identifying and reasoning the product of a whole number and a fraction. Today we wrote the whole number as a fraction over 1 AND began simplifying our answers. During math with a partner, the students rolled three dice to create an expression with a whole number multiplied by a fraction. Then they found the product. Finally, during the technology rotation, the students watched a Khan Academy lesson about multiplying a whole number by a fraction. Then they completed a practice activity. If they had extra time they went to the Multiplying fractions by a whole number web site to get more practice.
For HOMEWORK the children need to complete the worksheet we began in class.
After math, the students enjoyed lunch and outdoor recess.
When they returned, we began our literacy block. Today we began focusing on the third quarter inquiry project. Before getting started, though, I introduced the RACER strategy for crafting a super written response.
Then, the students learned about three note taking strategies using a recorded lesson by Mrs. Allaire and a Google Slide presentation. Next, they chose a note taking strategy to use as they read about 12 different advertising techniques. After that, the students worked on their first, practice, ad critique. Working with a partner, they looked at an ad and identified the author, the product, the audience, and the purpose of it.
Today I had time to meet with the pink reading group. I distributed a new book and we practiced using the text features to gain information before reading the text. After that, we read page 2. For HOMEWORK the students should reread page 2, working on fluency.
Next, the students had art with Mr. Cosgrove.
After art, we went over the rubric I will use to grade their persuasive essay. Then, the students had 45 minutes to finish revising, publishing, and printing their writing.
HOMEWORK is posted on GC  Holman's Homework.
Next, we switched for math and took a Go Noodle brain break. Then we did a PARCC type question for a warm up and reviewed last night's homework. After that we began our rotations.
During the small group instruction we practiced identifying and reasoning the product of a whole number and a fraction. Today we wrote the whole number as a fraction over 1 AND began simplifying our answers. During math with a partner, the students rolled three dice to create an expression with a whole number multiplied by a fraction. Then they found the product. Finally, during the technology rotation, the students watched a Khan Academy lesson about multiplying a whole number by a fraction. Then they completed a practice activity. If they had extra time they went to the Multiplying fractions by a whole number web site to get more practice.
For HOMEWORK the children need to complete the worksheet we began in class.
After math, the students enjoyed lunch and outdoor recess.
When they returned, we began our literacy block. Today we began focusing on the third quarter inquiry project. Before getting started, though, I introduced the RACER strategy for crafting a super written response.
Then, the students learned about three note taking strategies using a recorded lesson by Mrs. Allaire and a Google Slide presentation. Next, they chose a note taking strategy to use as they read about 12 different advertising techniques. After that, the students worked on their first, practice, ad critique. Working with a partner, they looked at an ad and identified the author, the product, the audience, and the purpose of it.
Today I had time to meet with the pink reading group. I distributed a new book and we practiced using the text features to gain information before reading the text. After that, we read page 2. For HOMEWORK the students should reread page 2, working on fluency.
Next, the students had art with Mr. Cosgrove.
After art, we went over the rubric I will use to grade their persuasive essay. Then, the students had 45 minutes to finish revising, publishing, and printing their writing.
HOMEWORK is posted on GC  Holman's Homework.
Tuesday, March 7, 2017
Terrific Tuesday
This morning, before the announcements, the students worked on their keyboarding skills. Then, we continued reading Where the Mountain Meets the Moon. As we read we practiced identifying the point of view and using similes and metaphors to interpret the text.
Next we switched for math and took a G\o Noodle brain break. Then we did a PARCC type question for a warm up and reviewed last night's homework. After that we began our rotations.
During the small group instruction we practiced identifying factor pairs and their products, when multiplying a whole number by a fraction. During math with a partner, the students played the card game, "Multiplication Number Battle", to increase fluency with the multiplication basic facts. Finally, during the technology rotation, the students watched a Learn Zillion lesson about multiplying whole numbers by fractions and solved 2 problems in their math journal. If they had extra time, they practiced identifying equivalent fractions using Triplets.
For HOMEWORK the students need to complete the worksheet we began in class.
After math, the students enjoyed lunch and outdoor recess. Then they went to PE with Mr. Smith.
When we returned to class, we began our literacy block. First the students worked on their new WTW word sort. Then, the students watched a video and looked at a Google Slide presentation about 3 different types of note taking. Then they chose a note taking method to use as they read about the various types of ad techniques.
Next, we took a Go Noodle brain break and I reviewed the criteria for success for the Simile/Metaphor Vocabulary formative. Then the children completed the formative and continued working on their WTW sort and note taking activity.
HOMEWORK is posted on GC  Holman's Homework.
Next we switched for math and took a G\o Noodle brain break. Then we did a PARCC type question for a warm up and reviewed last night's homework. After that we began our rotations.
During the small group instruction we practiced identifying factor pairs and their products, when multiplying a whole number by a fraction. During math with a partner, the students played the card game, "Multiplication Number Battle", to increase fluency with the multiplication basic facts. Finally, during the technology rotation, the students watched a Learn Zillion lesson about multiplying whole numbers by fractions and solved 2 problems in their math journal. If they had extra time, they practiced identifying equivalent fractions using Triplets.
For HOMEWORK the students need to complete the worksheet we began in class.
After math, the students enjoyed lunch and outdoor recess. Then they went to PE with Mr. Smith.
When we returned to class, we began our literacy block. First the students worked on their new WTW word sort. Then, the students watched a video and looked at a Google Slide presentation about 3 different types of note taking. Then they chose a note taking method to use as they read about the various types of ad techniques.
Next, we took a Go Noodle brain break and I reviewed the criteria for success for the Simile/Metaphor Vocabulary formative. Then the children completed the formative and continued working on their WTW sort and note taking activity.
HOMEWORK is posted on GC  Holman's Homework.
Monday, March 6, 2017
Marvelous Monday
This morning the students worked on a language review activity. Then, after the announcements, we reviewed the correct answers and continued reading Where the Mountain Meets the Moon. We actually caught up a little :)
Next, we switched for mat and took a Go Noodle brain break. Then, as a warm up, we reviewed Friday's quiz. After that, we began our rotations.
During the small group instruction, we practiced drawing models and writing equations to multiply a whole number by a fraction. During math with a partner, the children played Multiplication War to improve their basic multiplication fact fluency. Finally, during the technology rotation, the children watched a Learn Zillion lesson about using models to multiply whole numbers by fractions. Then, those who finished early, practiced multiplying whole numbers by a fraction using this site.
For HOMEWORK the students need to draw a model and write an equation for problems B and C, on the worksheet we began in class.
After math, the students enjoyed lunch and outdoor recess.
When they returned to class we began our literacy block. We began with reading. First we reviewed similes and metaphors as figurative language comparing two items that do not appear to be similar. Then we identified how stories can change depending on the point of view from which they are told.
While I met with WTW groups to give their assessments, the students worked independently. First, with a partner, they reread pages 117123 of Where the Mountain Meets the Moon and identified 3 similes/metaphors. For each, they copied the sentence from the book, identified what was being compared, and determined what could be interpreted from it. Then, the students watched a video and did an online review activity about point of view. After that, they rewrote a short story from one of the character's point of view.
After reading we took a quick Go Noodle brain break. Then we turned our focus to writing. We began by revisiting a model persuasive essay and identifying the various skills we have learned about writing an opinion paper. Then the students had time to work on revising and publishing their writing, while I met with students to conduct conferences. Finally, students had a chance to share a sentence that they wrote and liked, with the entire class.
HOMEWORK is posted on GC  Holman's Homework.
Next, we switched for mat and took a Go Noodle brain break. Then, as a warm up, we reviewed Friday's quiz. After that, we began our rotations.
During the small group instruction, we practiced drawing models and writing equations to multiply a whole number by a fraction. During math with a partner, the children played Multiplication War to improve their basic multiplication fact fluency. Finally, during the technology rotation, the children watched a Learn Zillion lesson about using models to multiply whole numbers by fractions. Then, those who finished early, practiced multiplying whole numbers by a fraction using this site.
For HOMEWORK the students need to draw a model and write an equation for problems B and C, on the worksheet we began in class.
After math, the students enjoyed lunch and outdoor recess.
When they returned to class we began our literacy block. We began with reading. First we reviewed similes and metaphors as figurative language comparing two items that do not appear to be similar. Then we identified how stories can change depending on the point of view from which they are told.
While I met with WTW groups to give their assessments, the students worked independently. First, with a partner, they reread pages 117123 of Where the Mountain Meets the Moon and identified 3 similes/metaphors. For each, they copied the sentence from the book, identified what was being compared, and determined what could be interpreted from it. Then, the students watched a video and did an online review activity about point of view. After that, they rewrote a short story from one of the character's point of view.
After reading we took a quick Go Noodle brain break. Then we turned our focus to writing. We began by revisiting a model persuasive essay and identifying the various skills we have learned about writing an opinion paper. Then the students had time to work on revising and publishing their writing, while I met with students to conduct conferences. Finally, students had a chance to share a sentence that they wrote and liked, with the entire class.
HOMEWORK is posted on GC  Holman's Homework.
Friday, March 3, 2017
Fabulous Friday
This morning the students got to choose which skill to practice since it is Free Choice Friday. Then they went to music with Ms. Thomson. When they returned to class, we watched the morning announcements and reviewed the answers to yesterday's puzzles.
Then we switched for math and took a Go Noodle brain break. After that, we went over last night's homework. Next, we took our formative. These have been graded and returned to the children. We will review the questions and answers at the beginning of class on Monday.
After math, the children ate lunch.
When we returned to class, many went to violin, while those that stayed behind worked on revising and publishing their persuasive essay.
We ended the day by reading chapter 24 of Where the Mountain Meets the Moon.
Have a great weekend!
Then we switched for math and took a Go Noodle brain break. After that, we went over last night's homework. Next, we took our formative. These have been graded and returned to the children. We will review the questions and answers at the beginning of class on Monday.
After math, the children ate lunch.
When we returned to class, many went to violin, while those that stayed behind worked on revising and publishing their persuasive essay.
We ended the day by reading chapter 24 of Where the Mountain Meets the Moon.
Have a great weekend!
Thursday, March 2, 2017
Thursday  Happy Birthday, Dr. Seuss!
This morning the students worked on solving our weekly puzzles and then completed a WTW practice activity. After the announcements we had a writing lesson. Today we explored how to identify and indent paragraphs using model persuasive essays. Then the students worked on revising their drafts and publishing their final essays.
Next we switched for math and took a Go Noodle brain break. Then we completed a warm up focusing on fractions equivalent to 0, 1/2, and 1. We also reviewed last night's homework. After that, we began our rotations.
During the small group rotation, we practiced solving word problems involving the addition and subtraction of fractions with like denominators. During math with a partner, the children played a memory game involving the addition of fractions to compose a target fraction. Finally, during the technology rotation, the students used a web site, posted in GC Math, to practice identifying equivalent fractions and subtract mixed numbers.
For HOMEWORK the students need to complete problems C and D on the worksheet we began in class.
After math, the students enjoyed lunch and outdoor recess. When they returned to class we began our literacy block.
The children worked on finishing the reading formative that we began earlier in the week. This focused on using a characters actions, words, and thoughts, to make inferences. After that, they practiced identifying and understanding similes and metaphors using several links provided on GCReading. Finally, they completed their WTW definitions and sentences and a practice activity.
As they worked I met with several individual students and a small group. The individual students worked on their monthly informal reading assessment. The small group worked on adding and subtracting fractions when composing or decomposing is necessary.
Next, we had a special visitor...my mom came int o be a guest reader in honor of Dr. Seuss' birthday.
After she left we read, and discussed, chapters 22 and 23 of Where the Mountain Meets the Moon.
Tomorrow is an early release day for the students.
HOMEWORK is posted on GCHolman's Homework.
Next we switched for math and took a Go Noodle brain break. Then we completed a warm up focusing on fractions equivalent to 0, 1/2, and 1. We also reviewed last night's homework. After that, we began our rotations.
During the small group rotation, we practiced solving word problems involving the addition and subtraction of fractions with like denominators. During math with a partner, the children played a memory game involving the addition of fractions to compose a target fraction. Finally, during the technology rotation, the students used a web site, posted in GC Math, to practice identifying equivalent fractions and subtract mixed numbers.
For HOMEWORK the students need to complete problems C and D on the worksheet we began in class.
After math, the students enjoyed lunch and outdoor recess. When they returned to class we began our literacy block.
The children worked on finishing the reading formative that we began earlier in the week. This focused on using a characters actions, words, and thoughts, to make inferences. After that, they practiced identifying and understanding similes and metaphors using several links provided on GCReading. Finally, they completed their WTW definitions and sentences and a practice activity.
As they worked I met with several individual students and a small group. The individual students worked on their monthly informal reading assessment. The small group worked on adding and subtracting fractions when composing or decomposing is necessary.
Next, we had a special visitor...my mom came int o be a guest reader in honor of Dr. Seuss' birthday.
After she left we read, and discussed, chapters 22 and 23 of Where the Mountain Meets the Moon.
Tomorrow is an early release day for the students.
HOMEWORK is posted on GCHolman's Homework.
Wednesday, March 1, 2017
Wonderful Wednesday
This morning we focused on being respectful, since this has become a school wide issue. So, prior to the announcements, each students completed a chart identifying what respect looks like on the bus, in the hallway, in the classroom, in the bathroom, in the cafeteria, and at recess. Then we had our weekly class meeting.
First, we each shared what we think it means to be respectful. Then we created a chart of class expectations for demonstrating respect in the areas listed above. Finally, we discussed appropriate consequences for failing to be respectful.
Next, we switched for math and took a Go Noodle brain break. Then we did a warm up identifying fractions equal to 0, 1/2, and 1, with different denominators, and reviewed last night's homework. Finally, we began our rotations.
During the small group instruction, we began plotting data on a line plot. The lesson focused on reviewing how to create line plots and identifying fractions equivalent to eighths. During math with a partner, the children played a matching memory game where they needed to find two fractions whose sum was a target fraction. Finally, during the technology rotation, the children practiced adding mixed numbers, and creating and interpreting line plots, using online sites linked to GCMath.
For HOMEWORK the students need to complete the line plot we began in class.
After math, the students enjoyed lunch and outdoor recess.
When they returned to class, we continued reading, Where the Mountain Meets the Moon. As we read, we identified examples of inferences we made from the text, as well as, similes and metaphors.
Then, the students had art with Mr. Cosgrove.
After art, we practiced identifying and correcting runon sentences in sample persuasive essays. Then the children worked on their own writing pieces. Today they focused on completing their drafts and identifying and correcting runon sentences.
HOMEWORK, as always, is posted on GC  Holman's Homework.
First, we each shared what we think it means to be respectful. Then we created a chart of class expectations for demonstrating respect in the areas listed above. Finally, we discussed appropriate consequences for failing to be respectful.
Next, we switched for math and took a Go Noodle brain break. Then we did a warm up identifying fractions equal to 0, 1/2, and 1, with different denominators, and reviewed last night's homework. Finally, we began our rotations.
During the small group instruction, we began plotting data on a line plot. The lesson focused on reviewing how to create line plots and identifying fractions equivalent to eighths. During math with a partner, the children played a matching memory game where they needed to find two fractions whose sum was a target fraction. Finally, during the technology rotation, the children practiced adding mixed numbers, and creating and interpreting line plots, using online sites linked to GCMath.
For HOMEWORK the students need to complete the line plot we began in class.
After math, the students enjoyed lunch and outdoor recess.
When they returned to class, we continued reading, Where the Mountain Meets the Moon. As we read, we identified examples of inferences we made from the text, as well as, similes and metaphors.
Then, the students had art with Mr. Cosgrove.
After art, we practiced identifying and correcting runon sentences in sample persuasive essays. Then the children worked on their own writing pieces. Today they focused on completing their drafts and identifying and correcting runon sentences.
HOMEWORK, as always, is posted on GC  Holman's Homework.
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