This morning the students worked on solving our weekly puzzles. After the announcements, we switched for math.
We began math with a session of Xtra Math. Then, the children worked on solving a Math Mystery.
We also participated in an earthquake and sever weather practice drill.
After enjoying lunch and outdoor recess, the children will spend the rest of the day with Mrs. Mullins-Mitchell as their substitute. I will be attending my own son's Fifth grade promotion assembly.
The math students will finish their Math Mystery task and then choose links from GC - Math to practice skills we learned this year.
After math, my homeroom will finish reading their book club books, complete their day 10 job, and then meet with their group to discuss their book.
Then, they will go to music.
After music, the will participate in an Escape Room focusing on reading skills.
I will be back for our last day, an early dismissal, tomorrow.
Thursday, June 14, 2018
Wednesday, June 13, 2018
Wonderful Wednesday
This morning the students continued working o the Google Slides of the ABCs of Fourth Grade and the brochures for Fly Up Day this afternoon. Then, after the announcements, we switched for math.
Math began with students completing a session of Xtra Math. After that, they worked on a Math Mystery challenge activity.
After enjoying lunch and indoor recess, we played Kahoot reviewing 4th and 5th grade math skills.
Then, my homeroom had time to complete their ABCs of Fourth grade and the brochures for Fly Up Day. Those who were done, helped me clean and organize the room.
Next, we ate snack and watched more Teach the Teacher presentations.
After that, Mrs. Tibbs' third grade came to visit us for Fly Up Day and we shared our ABCs of Fourth grade presentations, and our brochures with them, as we told them all about 4th grade.
We ended the day with our final Teach the Teacher presentation. I thoroughly enjoyed ALL presentations!!
Math began with students completing a session of Xtra Math. After that, they worked on a Math Mystery challenge activity.
After enjoying lunch and indoor recess, we played Kahoot reviewing 4th and 5th grade math skills.
Then, my homeroom had time to complete their ABCs of Fourth grade and the brochures for Fly Up Day. Those who were done, helped me clean and organize the room.
Next, we ate snack and watched more Teach the Teacher presentations.
After that, Mrs. Tibbs' third grade came to visit us for Fly Up Day and we shared our ABCs of Fourth grade presentations, and our brochures with them, as we told them all about 4th grade.
We ended the day with our final Teach the Teacher presentation. I thoroughly enjoyed ALL presentations!!
Tuesday, June 12, 2018
Terrific Tuesday
This morning the students worked on their ABCs of Fourth Grade and the Welcome to Fourth Grade brochure for Fly Up Day. Those who were finished practiced keyboarding using Typing Club. After the announcements, we switched for math.
Today was a fun and exciting day in math...we did a math based Escape Room!! Then we played a quick game of Kahoot.
Then, the children enjoyed lunch and outdoor recess.
After recess, the students completed a session of Xtra Math and then we played a 5th grade math review game of Kahoot.
Before going to Fly Up day to hear about fifth grade from Mrs. Eckert, we reviewed who was missing work and the children had a bit of time to catch up. Then, they visited fifth grade and, after that, they heard about the Montgomery County Public Library's summer reading program, in the media center with Mrs. Alapati.
When we finally returned to class we ate snack and continued enjoying the Teach the Teachers presentations.
The students ended their day in art with Mrs. Daniell.
Today was a fun and exciting day in math...we did a math based Escape Room!! Then we played a quick game of Kahoot.
Then, the children enjoyed lunch and outdoor recess.
After recess, the students completed a session of Xtra Math and then we played a 5th grade math review game of Kahoot.
Before going to Fly Up day to hear about fifth grade from Mrs. Eckert, we reviewed who was missing work and the children had a bit of time to catch up. Then, they visited fifth grade and, after that, they heard about the Montgomery County Public Library's summer reading program, in the media center with Mrs. Alapati.
When we finally returned to class we ate snack and continued enjoying the Teach the Teachers presentations.
The students ended their day in art with Mrs. Daniell.
Monday, June 11, 2018
Marvelous Monday
It is so hard to believe that the last week of the school year has arrived. While I am looking forward to summer, I hope that his week doesn't go too quickly.
This morning the students had a chance to work on the ABC's of Fourth Grade and the Fourth grade brochure, both for Fly Up Day tomorrow. Then, after the announcements, we switched for math.
First, the children completed a session of Xtra Math. After that, we worked on a math project. The students designed a carousel that fit certain requirements which included seating 50 people at a time, and making at least $500 each day.
After enjoying lunch and indoor recess, the students continued working on the carousel project. At the end of math, we reviewed how to calculate whether $500 was a reasonable amount of money to make each day and the minimum number of people to ride each time, to earn $500.
After math, we reviewed last week's word of the week, indicate, and last week's puzzles. Then, we began sharing our Teach the Teacher projects.
In between sharing lessons, we had PE, in the classroom with Mr. Smith, and ate snack.
This morning the students had a chance to work on the ABC's of Fourth Grade and the Fourth grade brochure, both for Fly Up Day tomorrow. Then, after the announcements, we switched for math.
First, the children completed a session of Xtra Math. After that, we worked on a math project. The students designed a carousel that fit certain requirements which included seating 50 people at a time, and making at least $500 each day.
After enjoying lunch and indoor recess, the students continued working on the carousel project. At the end of math, we reviewed how to calculate whether $500 was a reasonable amount of money to make each day and the minimum number of people to ride each time, to earn $500.
After math, we reviewed last week's word of the week, indicate, and last week's puzzles. Then, we began sharing our Teach the Teacher projects.
In between sharing lessons, we had PE, in the classroom with Mr. Smith, and ate snack.
Friday, June 8, 2018
Fabulous Friday
This morning the children completed the Friday portion of their vocabulary sheet for our word for the week, indicate. Then, they chose which academic skill they wished to work on, since it is Free Choice Friday. After watching the announcements, we switched for math.
Math began with a session of Xtra Math as our warm up. Then, we began working on a math project by planning a party.
After enjoying lunch and outdoor recess, the students continued working on the party planning project.
I had to leave early today to be a mommy and help with my son's end of the year 5th grade party. SO, Mrs. M&M was here, in my place, this afternoon.
After math, the students will revise, edit, and publish the final draft of their poem.
Next, during the independent work block, they will complete the day 9 reading and job for their book clubs and then meet to discuss this section. After that, they will complete any unfinished work, including the using commas in letters practice sheet and the social studies quiz about the original 13 colonies. Then, they will work on a pamphlet, about 4th grade, to give to the rising fourth graders on Fly Up Day next Tuesday.
At the end of the day, the children will work on a class book, using Google Slides, called the ABC's of Fourth Grade. This presentation will be shown to the rising fourth graders on Tuesday. Each student, in my current class, has been assigned a letter. They will describe one aspect of 4th grade that begins with that letter and also create a Powtoon to go with it.
Math began with a session of Xtra Math as our warm up. Then, we began working on a math project by planning a party.
After enjoying lunch and outdoor recess, the students continued working on the party planning project.
I had to leave early today to be a mommy and help with my son's end of the year 5th grade party. SO, Mrs. M&M was here, in my place, this afternoon.
After math, the students will revise, edit, and publish the final draft of their poem.
Next, during the independent work block, they will complete the day 9 reading and job for their book clubs and then meet to discuss this section. After that, they will complete any unfinished work, including the using commas in letters practice sheet and the social studies quiz about the original 13 colonies. Then, they will work on a pamphlet, about 4th grade, to give to the rising fourth graders on Fly Up Day next Tuesday.
At the end of the day, the children will work on a class book, using Google Slides, called the ABC's of Fourth Grade. This presentation will be shown to the rising fourth graders on Tuesday. Each student, in my current class, has been assigned a letter. They will describe one aspect of 4th grade that begins with that letter and also create a Powtoon to go with it.
Thursday, June 7, 2018
Thrilling Thursday
I did not post yesterday since it was WIMS Day.
This morning the students completed the Thursday section of the vocabulary sheet for our word of the week, indicate. Then, they worked on solving our weekly puzzles. After the announcements, we switched for math.
Math began with some classifying quadrilateral Kahoots to review and prepare for our formative. Then, we took the week 8 formative. This has been graded and returned to students.
After enjoying lunch and recess, the students took one last quadrilateral formative. These, too, have been graded and returned to students.
There is no math homework posted in GC this evening.
After math, we began our literacy block with a writing lesson. Today, we explored the way poets used and broke the rules for capitalization and punctuation. Then, the students looked over their own draft and identified which rules they followed and which they broke, and their reasons why they did so.
Next, the children went to music.
When they returned, they ate snack and worked on their independent work. First, they had to complete their week 8 formative comparing two accounts on the same topic. These were due today. After that, they worked on their day 8 book club assignments and met with their groups. Next, they finished their commas in letters practice sheets, using the screen cast, and their social studies quiz using the linkes posted in GC- Social Studies.
We ended the day by discussing preparations for Fly Up day when they get the chance to tell the rising fourth graders (current third graders) about 4th grade.
This morning the students completed the Thursday section of the vocabulary sheet for our word of the week, indicate. Then, they worked on solving our weekly puzzles. After the announcements, we switched for math.
Math began with some classifying quadrilateral Kahoots to review and prepare for our formative. Then, we took the week 8 formative. This has been graded and returned to students.
After enjoying lunch and recess, the students took one last quadrilateral formative. These, too, have been graded and returned to students.
There is no math homework posted in GC this evening.
After math, we began our literacy block with a writing lesson. Today, we explored the way poets used and broke the rules for capitalization and punctuation. Then, the students looked over their own draft and identified which rules they followed and which they broke, and their reasons why they did so.
Next, the children went to music.
When they returned, they ate snack and worked on their independent work. First, they had to complete their week 8 formative comparing two accounts on the same topic. These were due today. After that, they worked on their day 8 book club assignments and met with their groups. Next, they finished their commas in letters practice sheets, using the screen cast, and their social studies quiz using the linkes posted in GC- Social Studies.
We ended the day by discussing preparations for Fly Up day when they get the chance to tell the rising fourth graders (current third graders) about 4th grade.
Tuesday, June 5, 2018
Terrific Tuesday
This morning the students completed the Monday and Tuesday sections of the vocabulary sheet for our new, and final, word of the week, indicate. After that, they practiced their keyboarding skills using Typing Club, read quietly, or worked on their "Teach the Teacher" project. After the announcements, we switched for math.
Math began with a warm up involving understanding the multiples of 11. After that, the students took the final MCPS required math assessment. This is not a grade that is entered into the grade book, but it is mandatory to administer the task.
During the math block, students took a break to enjoy lunch and outdoor recess.
WHen they returned to math class, they finished the MCPS required task, completed a session of Xtra Math , and then chose an online site, linked in GC, to practice any math skill.
NO MATH HOMEWORK tonight or tomorrow night.
After math, we began our literacy block with a writing lesson.
Today the students reviewed all of their poetry drafts and selected one to revise and publish. Then, as a class, we used our notes about poetry chart, and created the grading rubric which I will use to score their published poems. Next, the students marked places in their draft where they could revise during writing time today. After that, they had 20 minutes of silent writing time to revise and edit their poem.
After writing, we ate snack and reviewed how to compare first and second hand accounts of the same event or topic using two paragraphs.
Then, the students compared two accounts of the Civil War. After that, they completed their Day 7 assignments for their book clubs. Next, they used the screen cast to complete the using commas in letters task. Finally, they used multiple links provided in GC - Social Studies to finish a quiz on the original 13 colonies focusing on economics and geography.
The children ended their day in art with Mrs. Daniell.
Math began with a warm up involving understanding the multiples of 11. After that, the students took the final MCPS required math assessment. This is not a grade that is entered into the grade book, but it is mandatory to administer the task.
During the math block, students took a break to enjoy lunch and outdoor recess.
WHen they returned to math class, they finished the MCPS required task, completed a session of Xtra Math , and then chose an online site, linked in GC, to practice any math skill.
NO MATH HOMEWORK tonight or tomorrow night.
After math, we began our literacy block with a writing lesson.
Today the students reviewed all of their poetry drafts and selected one to revise and publish. Then, as a class, we used our notes about poetry chart, and created the grading rubric which I will use to score their published poems. Next, the students marked places in their draft where they could revise during writing time today. After that, they had 20 minutes of silent writing time to revise and edit their poem.
After writing, we ate snack and reviewed how to compare first and second hand accounts of the same event or topic using two paragraphs.
Then, the students compared two accounts of the Civil War. After that, they completed their Day 7 assignments for their book clubs. Next, they used the screen cast to complete the using commas in letters task. Finally, they used multiple links provided in GC - Social Studies to finish a quiz on the original 13 colonies focusing on economics and geography.
The children ended their day in art with Mrs. Daniell.
Friday, June 1, 2018
Fabulous Friday
This morning the students completed the Friday portion of the vocabulary sheet for our word of the week, annual. Then, they chose which academic skill to practice since it is Free Choice Friday. After watching the announcements, we switched for math.
Math began with a warm up focusing on the classification of quadrilaterals. Then, we went over last night's homework. Next, we played several Kahoots to reinforce and practice using characteristics of sides and angles to classify quadrilaterals.
Then, the students enjoyed lunch and outdoor recess.
After recess, the students completed a session of Xtra Math and then we finished the quadrilaterals Kahoot.
Once we switched back to homerooms, we reviewed the word of the week and our weekly puzzles. Then, we began our literacy block with a writing lesson. We read a poem comparing a cow to a mountain and discussed how poets use similes to paint a picture in the reader's mind. Then, we created a class list of similes comparing the movement of an animal to something unrelated. After that, the students wrote poems, including at least one simile comparing the movement of an animal. Finally, volunteers shared their writing.
After writing, we reviewed the difference between first and second hand accounts of an event or topic and focused on the characteristics of each. Then, while I met with guided reading groups, the students worked independently.
First, they read two accounts of the astronauts landing on the moon and identified which was a first hand account and which was second. Then, they identified how the two articles were similar and different. After that, they caught up with their book club assignments and met in groups. Next, the students re-watched the commas in letters screen cast and completed a graded practice sheet. Finally, they used the many links available in GC - Social Studies to complete an open note quiz about the 13 Colonies.
I met with all 3 reading groups. In each group we...
identified what was the same about both accounts and what was different. Then, I modeled and "thought out loud" as I drafter a 2 paragraph written response comparing and contrasting the two texts about astronauts landing on the moon. Finally, each students shared one new thing they learned in group today.
Math began with a warm up focusing on the classification of quadrilaterals. Then, we went over last night's homework. Next, we played several Kahoots to reinforce and practice using characteristics of sides and angles to classify quadrilaterals.
Then, the students enjoyed lunch and outdoor recess.
After recess, the students completed a session of Xtra Math and then we finished the quadrilaterals Kahoot.
Once we switched back to homerooms, we reviewed the word of the week and our weekly puzzles. Then, we began our literacy block with a writing lesson. We read a poem comparing a cow to a mountain and discussed how poets use similes to paint a picture in the reader's mind. Then, we created a class list of similes comparing the movement of an animal to something unrelated. After that, the students wrote poems, including at least one simile comparing the movement of an animal. Finally, volunteers shared their writing.
After writing, we reviewed the difference between first and second hand accounts of an event or topic and focused on the characteristics of each. Then, while I met with guided reading groups, the students worked independently.
First, they read two accounts of the astronauts landing on the moon and identified which was a first hand account and which was second. Then, they identified how the two articles were similar and different. After that, they caught up with their book club assignments and met in groups. Next, the students re-watched the commas in letters screen cast and completed a graded practice sheet. Finally, they used the many links available in GC - Social Studies to complete an open note quiz about the 13 Colonies.
I met with all 3 reading groups. In each group we...
identified what was the same about both accounts and what was different. Then, I modeled and "thought out loud" as I drafter a 2 paragraph written response comparing and contrasting the two texts about astronauts landing on the moon. Finally, each students shared one new thing they learned in group today.
Thursday, May 31, 2018
Thrilling Thursday
This morning the students completed the Thursday portion of the vocabulary sheet for our word of the week, annual. Then, they attempted to solve this week's puzzles or worked on their "Teach the Teacher" project. After the announcements, we switched for math.
Math began with a "Secret Shape" warm up. Then, we reviewed the homework from last night. After that, we began our rotations.
During the small group instruction, we used several different visual representations to classify and name quadrilaterals based on their properties. During math with a partner, the students chose to play Battle Ship or Multiplication War, again. During the technology portion, the students completed a session of Xtra Math and then chose between a game linked to the quadrilateral Blendspace or Math Playground.
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 with writing lesson.
First, we listened to and discussed a poem called, "Over My Toes". We identified what the poem was about and how the poet used alliteration and repetition in their writing. During writing time, the children wrote poems using repetition, alliteration, and other poetic devices we have discussed.
Next, the children went to music.
When they returned to class, we ate snack and reviewed the differences between first and second hand accounts of the same event or topic.
Then, the students began working independently while I met with guided reading groups.
First, the read two accounts of the arrival of colonists in the new world and determined which was firsthand and which was second. They also used examples from the text explaining their answer. After that, they completed their book club assignment and job for day 7 and met with their group. Next, they re-watched the screen cast about commas in letters and completed an independent, graded practice activity. Finally, they used MANY links posted in GC - Social Studies to completed an open note quiz about the 13 colonies.
I met with ALL 3 guided reading groups. In each group we reviewed the two accounts of the arrival in the new world, and determined which was a firsthand account and which was secondhand. Then, we used specific characteristics of each to explain how the accounts were different and backed up our thinking with examples from the text.
In the middle of our reading/independent work block we did have a fire drill.
We also had a surprise visit from Mrs. Vassalotti and her new baby, Grant, at the end of the day!
Math began with a "Secret Shape" warm up. Then, we reviewed the homework from last night. After that, we began our rotations.
During the small group instruction, we used several different visual representations to classify and name quadrilaterals based on their properties. During math with a partner, the students chose to play Battle Ship or Multiplication War, again. During the technology portion, the students completed a session of Xtra Math and then chose between a game linked to the quadrilateral Blendspace or Math Playground.
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 with writing lesson.
First, we listened to and discussed a poem called, "Over My Toes". We identified what the poem was about and how the poet used alliteration and repetition in their writing. During writing time, the children wrote poems using repetition, alliteration, and other poetic devices we have discussed.
Next, the children went to music.
When they returned to class, we ate snack and reviewed the differences between first and second hand accounts of the same event or topic.
Then, the students began working independently while I met with guided reading groups.
First, the read two accounts of the arrival of colonists in the new world and determined which was firsthand and which was second. They also used examples from the text explaining their answer. After that, they completed their book club assignment and job for day 7 and met with their group. Next, they re-watched the screen cast about commas in letters and completed an independent, graded practice activity. Finally, they used MANY links posted in GC - Social Studies to completed an open note quiz about the 13 colonies.
I met with ALL 3 guided reading groups. In each group we reviewed the two accounts of the arrival in the new world, and determined which was a firsthand account and which was secondhand. Then, we used specific characteristics of each to explain how the accounts were different and backed up our thinking with examples from the text.
In the middle of our reading/independent work block we did have a fire drill.
We also had a surprise visit from Mrs. Vassalotti and her new baby, Grant, at the end of the day!
Wednesday, May 30, 2018
Wonderful Wednesday
This morning the students completed the Wednesday portion of the vocabulary sheet for our word of the week, annual. After that, they practiced their spelling skills as they played the online game, Torture the Teacher. After the announcements, we switched for math.
Math began with a Soduko warm up. Then, we decided, as a class, what to do during math with a partner and technology, since they earned that right by doing so well on MAP-M.
Today, during the small group lesson, we focused on classifying quadrilaterals using properties of their sides and angles. During math with a partner, the student chose between playing Battle Ship (coordinate graphing) and Multiplication War (basic facts). Finally, during the technology portion, the students completed a session of Xtra Math. Then, they chose between playing a game on Math Playground (their choice) or choosing a game from the coordinate graphing Blendspace.
In between the second and third rotations, the students enjoyed lunch and outdoor recess.
Math homework is posted in GC.
After math, the students continued taking the MAP-R test that we began last Friday.
Once every student had completed the assessment, we ate snack and discussed the ¨Teach the Teacher¨ project that is due June 11.
Next, we began our writing lesson. First, we reviewed our class list of notes about poems. Then, we read a poem called, ¨Crickets,¨ and discussed the use of repetition and onomatopoeia in it. After that, the students did a Quick Write, listing animals and things that make noise. Next, the students wrote poems about animals or things that make noise using our notes about poems chart to get ideas. Finally, a few volunteers shared their writing.
We ended the day with a social studies lesson. We began exploring the history of our state capital, Annapolis.
Math began with a Soduko warm up. Then, we decided, as a class, what to do during math with a partner and technology, since they earned that right by doing so well on MAP-M.
Today, during the small group lesson, we focused on classifying quadrilaterals using properties of their sides and angles. During math with a partner, the student chose between playing Battle Ship (coordinate graphing) and Multiplication War (basic facts). Finally, during the technology portion, the students completed a session of Xtra Math. Then, they chose between playing a game on Math Playground (their choice) or choosing a game from the coordinate graphing Blendspace.
In between the second and third rotations, the students enjoyed lunch and outdoor recess.
Math homework is posted in GC.
After math, the students continued taking the MAP-R test that we began last Friday.
Once every student had completed the assessment, we ate snack and discussed the ¨Teach the Teacher¨ project that is due June 11.
Next, we began our writing lesson. First, we reviewed our class list of notes about poems. Then, we read a poem called, ¨Crickets,¨ and discussed the use of repetition and onomatopoeia in it. After that, the students did a Quick Write, listing animals and things that make noise. Next, the students wrote poems about animals or things that make noise using our notes about poems chart to get ideas. Finally, a few volunteers shared their writing.
We ended the day with a social studies lesson. We began exploring the history of our state capital, Annapolis.
Tuesday, May 29, 2018
Terrific Tuesday
This morning the students commented about their weekend on our morning message. Then they completed both the Monday and Tuesday sections of the vocabulary sheet for our new word of the week, annual. Those who had time, then used Typing Club to practice their keyboarding skills. After the announcements, we switched for math.
All math class took the MAP-M during our math block today. The MAP-M is the computerized, self-adjusting, online math test that is given three times each year. This test is helped to guide our planning and instruction.
During our math block, as per usual, the students enjoyed lunch and recess. When they returned to math, they continued with the MAP-M test. We stayed in math groups until everyone had completed their testing.
When we switched back to homerooms, we began our literacy block with a writing lesson. Today we read and discussed poems thinking about how they look on a page and the sensory details used. Then, the students practiced writing poems using sensory details and different spacing.
After writing, the students read the next assignment for their book club and completed their job. Finally, they met with the other students in their book club and discussed the text.
The students ended their day in art with Mrs. Daniell.
All math class took the MAP-M during our math block today. The MAP-M is the computerized, self-adjusting, online math test that is given three times each year. This test is helped to guide our planning and instruction.
During our math block, as per usual, the students enjoyed lunch and recess. When they returned to math, they continued with the MAP-M test. We stayed in math groups until everyone had completed their testing.
When we switched back to homerooms, we began our literacy block with a writing lesson. Today we read and discussed poems thinking about how they look on a page and the sensory details used. Then, the students practiced writing poems using sensory details and different spacing.
After writing, the students read the next assignment for their book club and completed their job. Finally, they met with the other students in their book club and discussed the text.
The students ended their day in art with Mrs. Daniell.
Friday, May 25, 2018
Fabulous Friday
This morning the students completed the Friday portion of the vocabulary sheet for our word of the week, contain. Then, they chose which academic skill to practice since it is Free Choice Friday. After watching the morning announcements, we began MAP-R testing.
The MAP-R test is a the computer based, self-adjusting test, that is used to plan for and assess instruction. It is not reported on the report card.
After MAP-R, the students enjoyed lunch and outdoor recess.
After recess, I had to visit with the orthopedic surgeon, so Mrs. Mullins-Mitchell spent the afternoon with the children, in my place.
They began with a writing lesson where they read and wrote poems using sensory details, personification, and/or alliteration.
After that, the children read more chapters in their book club books, completed their day 5 job, and met with their peers to discuss the text. Then, they did a project to learn about why we celebrate Memorial Day. Finally, they continued working on a Flocabulary lesson about the original 13 colonies.
The children ended their day in math. First, the worked on a warm up involving geometry and reviewed the homework from last night. Then, they completed the week 7 formative. This will be graded and returned on Tuesday. Finally, the continued to work on the Coordinate Plane Picture project.
Have a wonderful and safe Memorial Day weekend!
The MAP-R test is a the computer based, self-adjusting test, that is used to plan for and assess instruction. It is not reported on the report card.
After MAP-R, the students enjoyed lunch and outdoor recess.
After recess, I had to visit with the orthopedic surgeon, so Mrs. Mullins-Mitchell spent the afternoon with the children, in my place.
They began with a writing lesson where they read and wrote poems using sensory details, personification, and/or alliteration.
After that, the children read more chapters in their book club books, completed their day 5 job, and met with their peers to discuss the text. Then, they did a project to learn about why we celebrate Memorial Day. Finally, they continued working on a Flocabulary lesson about the original 13 colonies.
The children ended their day in math. First, the worked on a warm up involving geometry and reviewed the homework from last night. Then, they completed the week 7 formative. This will be graded and returned on Tuesday. Finally, the continued to work on the Coordinate Plane Picture project.
Have a wonderful and safe Memorial Day weekend!
Thursday, May 24, 2018
Thrilling Thursday
This morning the students completed the Thursday portion of the vocabulary sheet for our word of the week, contain. Then, they solved the weekly puzzles and posted their guesses in the comment section. After the announcements we switched for math.
Today, due to 3rd grade PARCC testing, we traded lunch and recess with 3rd grade. So, we had our entire math block prior to lunch and recess.
We began math with an error analysis warm up, and then we reviewed the homework from last night. After that, I introduced and reviewed a project that the students will work on over the next couple of days. They will create their own coordinate plane pictures.
Next, we began our rotations.
During the small group instruction, we did some review of 4-digit by 2-digit division and adding and subtracting fractions and mixed numbers with unlike denominators. During math with a partner, the students began working on the coordinate plane picture project. Finally, during the technology portion, the students completed a session of Xtra Math and then used the Coordinate Blendspace to practice plotting coordinates on a grid.
Math homework is posted in GC. We will have a formative tomorrow.
After math, we had a social studies lesson. As a whole group, we used several resources to examine how the early settlers of the New England colonies, adapted to and used the environment to survive.
Next, the children enjoyed outdoor recess and then lunch. After that, they went to music.
When they returned to class we are snack and began our literacy block with a writing lesson.
Yesterday we began a new unit about writing poetry. We began today by defining and explaining some poetic devices used by poets. Then, we read two poems that used personification. After that, the students chose a classroom object and did a Quick-Write, brainstorming how the object looks, feels, sounds, and smells, as well as, what it might do if it came to life.
After writing we began our independent work and guided reading block, but it was cut very short, due to the changes in our schedule earlier in the day.
While I met with reading groups the students completed the Thursday section of the reading skills practice sheet which dealt with identifying possible themes of text. After that, they completed the day 4 assignment (from yesterday) for their book clubs, and then met in their groups. Next, if they had not already done so, they watched the screen cast and completed the guided practice sheets for the writing skills lesson about using commas in letters. Finally, they worked on the Flocabulary lesson about the original 13 colonies. I will be grabbing a social studies grade off of the quiz given in the lesson.
Pink: We reviewed the Wednesday and Thursday sections of the reading skills practice sheet, since I did not meet with them yesterday. Wednesdayś section provided practice with making inferences and today´s worked on identifying the theme of text.
Today, due to 3rd grade PARCC testing, we traded lunch and recess with 3rd grade. So, we had our entire math block prior to lunch and recess.
We began math with an error analysis warm up, and then we reviewed the homework from last night. After that, I introduced and reviewed a project that the students will work on over the next couple of days. They will create their own coordinate plane pictures.
Next, we began our rotations.
During the small group instruction, we did some review of 4-digit by 2-digit division and adding and subtracting fractions and mixed numbers with unlike denominators. During math with a partner, the students began working on the coordinate plane picture project. Finally, during the technology portion, the students completed a session of Xtra Math and then used the Coordinate Blendspace to practice plotting coordinates on a grid.
Math homework is posted in GC. We will have a formative tomorrow.
After math, we had a social studies lesson. As a whole group, we used several resources to examine how the early settlers of the New England colonies, adapted to and used the environment to survive.
Next, the children enjoyed outdoor recess and then lunch. After that, they went to music.
When they returned to class we are snack and began our literacy block with a writing lesson.
Yesterday we began a new unit about writing poetry. We began today by defining and explaining some poetic devices used by poets. Then, we read two poems that used personification. After that, the students chose a classroom object and did a Quick-Write, brainstorming how the object looks, feels, sounds, and smells, as well as, what it might do if it came to life.
After writing we began our independent work and guided reading block, but it was cut very short, due to the changes in our schedule earlier in the day.
While I met with reading groups the students completed the Thursday section of the reading skills practice sheet which dealt with identifying possible themes of text. After that, they completed the day 4 assignment (from yesterday) for their book clubs, and then met in their groups. Next, if they had not already done so, they watched the screen cast and completed the guided practice sheets for the writing skills lesson about using commas in letters. Finally, they worked on the Flocabulary lesson about the original 13 colonies. I will be grabbing a social studies grade off of the quiz given in the lesson.
Pink: We reviewed the Wednesday and Thursday sections of the reading skills practice sheet, since I did not meet with them yesterday. Wednesdayś section provided practice with making inferences and today´s worked on identifying the theme of text.
Wednesday, May 23, 2018
Wonderful Wednesday
This morning the students completed the Wednesday section of the vocabulary sheet for our word of the week, contain. Then, they played an online version of the game Hang Man. After the announcements, we switched for math.
Math began with a coordinate graphing warm up. Then, we reviewed the homework from last night. Next, we began our rotations.
During the small group instruction we practiced solving problems involving coordinate graphing. During math with a partner, the students played Battle Ship, using coordinates to try to sink each otherś fleet. Finally, during the technology portion, the children completed a session of Xtra Math and then used online links to practice coordinate graphing.
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 new writing unit which will focus on writing poetry. Today we got new writing partners. Then we discussed what makes a poem a poem. After that, we read a poem entitled, ¨Feeling Ill¨ and discussed sensory details used by the poet. Next, we did two Quick Writes, writing lines, beginning with verbs ending in -ing, to describe when we feel happy, and then wen we feel a different emotion of our choice. Finally, during writing time, the children wrote a poem with the title, Feeling ____(an emotion of their choice), and wrote lines beginning with verbs ending in -ing.
After writing, we began our reading and independent work block.
Students began by completing the Wednesday portion of the reading skills practice page. Then, they reread the article from guided reading groups yesterday and underlined 4 key details that supported the main idea. Next, the children completed the reading assignment, and their job, for day 4 of book clubs. After that, some students watched the screen cast and completed the guided practice pages for the lesson about using commas in letters. Those who had already done that, began working on a Flocabulary assignment about the 13 original colonies.
Guided Reading Groups:
Blue: We reviewed the Wednesday section of the reading skills practice page with provided practice with making inferences. Then, together, we reviewed the article about Helen Keller and wrote a main idea statement. After that, the students revisited the text to identify and write 4 key details that best support the main idea.
Green: We reviewed the Wednesday section of the reading skills practice page with provided practice with making inferences. Then, together, we reviewed the article about Lewis and Clark and wrote a main idea statement. Next, we began using topic sentences, from different paragraphs, to identify key details that explain or elaborate on the main idea.
We ended the day by enjoying the spring band and chorus concert!
Math began with a coordinate graphing warm up. Then, we reviewed the homework from last night. Next, we began our rotations.
During the small group instruction we practiced solving problems involving coordinate graphing. During math with a partner, the students played Battle Ship, using coordinates to try to sink each otherś fleet. Finally, during the technology portion, the children completed a session of Xtra Math and then used online links to practice coordinate graphing.
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 new writing unit which will focus on writing poetry. Today we got new writing partners. Then we discussed what makes a poem a poem. After that, we read a poem entitled, ¨Feeling Ill¨ and discussed sensory details used by the poet. Next, we did two Quick Writes, writing lines, beginning with verbs ending in -ing, to describe when we feel happy, and then wen we feel a different emotion of our choice. Finally, during writing time, the children wrote a poem with the title, Feeling ____(an emotion of their choice), and wrote lines beginning with verbs ending in -ing.
After writing, we began our reading and independent work block.
Students began by completing the Wednesday portion of the reading skills practice page. Then, they reread the article from guided reading groups yesterday and underlined 4 key details that supported the main idea. Next, the children completed the reading assignment, and their job, for day 4 of book clubs. After that, some students watched the screen cast and completed the guided practice pages for the lesson about using commas in letters. Those who had already done that, began working on a Flocabulary assignment about the 13 original colonies.
Guided Reading Groups:
Blue: We reviewed the Wednesday section of the reading skills practice page with provided practice with making inferences. Then, together, we reviewed the article about Helen Keller and wrote a main idea statement. After that, the students revisited the text to identify and write 4 key details that best support the main idea.
Green: We reviewed the Wednesday section of the reading skills practice page with provided practice with making inferences. Then, together, we reviewed the article about Lewis and Clark and wrote a main idea statement. Next, we began using topic sentences, from different paragraphs, to identify key details that explain or elaborate on the main idea.
We ended the day by enjoying the spring band and chorus concert!
Tuesday, May 22, 2018
Terrific Tuesday
This morning the students completed the Tuesday portion of the vocabulary sheet for our word of the week, contain. Then they practiced their keyboarding skills using Typing Club. After the announcements, we switched for math.
Math began with a pattern based warm up. Then, we reviewed the homework from last night. After that, we began our rotations.
During the small group instruction, we used the Glencoe Virtual Manipulative site to solve mathematical problems by graphing points in the first quadrant of a coordinate plane. During math with a partner, the students worked together to create a picture by plotting coordinates on a grid, and then solved mathematical problems. Finally, during the technology portion the students completed a session of Xtra Math and then practiced plotting and interpreting points plotted on a coordinate grid using links in the Blendspace in Google Classroom.
In between the second and third rotations, the students enjoyed lunch and indoor recess.
Math homework is posted in GC.
After math, we began our literacy block with writing. Today, the children worked on revising and publishing the final version of their game directions. Then, while we ate snack, some volunteers shared their writing.
Next, we began our reading and independent work block. First, the students completed the Tuesday portion of the reading skills practice sheet which focused on identifying text structure. After that, each guided reading group read an assigned non-fiction passage circling unknown words and writing a main idea sentence at the end. After that, students read the next chapters of their book club books, completed their job, and met with their group. Next, students completed the opinion paragraph about the movie/novel Shiloh and watched the screen cast about commas in letters, while completing the guided practice activities.
Guided Reading Groups:
Green - We reviewed the Monday and Tuesday sections of the reading skills practice sheet. Then, we identified and defined unknown words in the text about Lewis and Clark. After that, we reviewed how to use the title, first and last paragraphs, and repeated words and phrases to determine the main idea of the text.
Pink - We reviewed the Monday and Tuesday sections of the reading skills practice sheet. Then, we identified and defined unknown words in the text about Lewis and Clark. After that, we reviewed how to use the title, first and last paragraphs, and repeated words and phrases to determine the main idea of the text.
Blue - We reviewed the Monday and Tuesday sections of the reading skills practice sheet. Then, we identified and defined unknown words in the text about Helen Keller. After that, we reviewed how to use the title, first and last paragraphs, and repeated words and phrases to determine the main idea of the text.
The students ended their day in art with Mrs. Daniell.
Math began with a pattern based warm up. Then, we reviewed the homework from last night. After that, we began our rotations.
During the small group instruction, we used the Glencoe Virtual Manipulative site to solve mathematical problems by graphing points in the first quadrant of a coordinate plane. During math with a partner, the students worked together to create a picture by plotting coordinates on a grid, and then solved mathematical problems. Finally, during the technology portion the students completed a session of Xtra Math and then practiced plotting and interpreting points plotted on a coordinate grid using links in the Blendspace in Google Classroom.
In between the second and third rotations, the students enjoyed lunch and indoor recess.
Math homework is posted in GC.
After math, we began our literacy block with writing. Today, the children worked on revising and publishing the final version of their game directions. Then, while we ate snack, some volunteers shared their writing.
Next, we began our reading and independent work block. First, the students completed the Tuesday portion of the reading skills practice sheet which focused on identifying text structure. After that, each guided reading group read an assigned non-fiction passage circling unknown words and writing a main idea sentence at the end. After that, students read the next chapters of their book club books, completed their job, and met with their group. Next, students completed the opinion paragraph about the movie/novel Shiloh and watched the screen cast about commas in letters, while completing the guided practice activities.
Guided Reading Groups:
Green - We reviewed the Monday and Tuesday sections of the reading skills practice sheet. Then, we identified and defined unknown words in the text about Lewis and Clark. After that, we reviewed how to use the title, first and last paragraphs, and repeated words and phrases to determine the main idea of the text.
Pink - We reviewed the Monday and Tuesday sections of the reading skills practice sheet. Then, we identified and defined unknown words in the text about Lewis and Clark. After that, we reviewed how to use the title, first and last paragraphs, and repeated words and phrases to determine the main idea of the text.
Blue - We reviewed the Monday and Tuesday sections of the reading skills practice sheet. Then, we identified and defined unknown words in the text about Helen Keller. After that, we reviewed how to use the title, first and last paragraphs, and repeated words and phrases to determine the main idea of the text.
The students ended their day in art with Mrs. Daniell.
Monday, May 21, 2018
Marvelous Monday
This morning the students commented about their weekend on our morning message. Then, they completed the Monday portion of the vocabulary sheet for our new word of the week, contain. After the announcements, they went to PE.
When they returned to class, they completed a Branches of Government sort.
Next, they enjoyed lunch and outdoor recess.
After recess, we began our literacy block with writing. First, we reviewed and discussed the grading tool I will use to assess their written game directions. Then, we reviewed using the modal auxiliaries can, may, and must, in their writing. Finally, we reviewed how to use their word bank booklet, dictionary.com, and their proofreading notes, to revise their game directions. During their writing time, the children worked with their partners to proofread, revise, and edit their game directions. Then, those who were ready, began drafting their final version.
Next, we moved onto the reading and independent work block. Today the students completed the Monday portion of their new reading skills practice sheet, which provided practice with identifying the main idea and supporting details in non-fiction text. Then, they read their new book club assignment, completed their job, and met with their group. After that, some students finished their Shiloh opinion paragraph, and others watched a screen cast, and did the guided practice activities, about using commas in letters.
After reading, we switched for math.
Math began with a warm up involving the use of equivalent fractions and money to solve a word problem. Then, we watched a Learn Zillion lesson about coordinate graphing as a class. Then, we began our rotations.
During the small group lesson we practice plotting coordinates on a grid and then solving real-world problems involving by interpreting them. During math with a partner, the students created a picture on a grid by plotting coordinates, and then they answered mathematical questions based on their work. Finally, during the technology portion the children completed a session of Xtra Math and then practiced plotting coordinates on a grid using online web sites on a Blendspace posted in GC.
Math homework is posted in GC.
When they returned to class, they completed a Branches of Government sort.
Next, they enjoyed lunch and outdoor recess.
After recess, we began our literacy block with writing. First, we reviewed and discussed the grading tool I will use to assess their written game directions. Then, we reviewed using the modal auxiliaries can, may, and must, in their writing. Finally, we reviewed how to use their word bank booklet, dictionary.com, and their proofreading notes, to revise their game directions. During their writing time, the children worked with their partners to proofread, revise, and edit their game directions. Then, those who were ready, began drafting their final version.
Next, we moved onto the reading and independent work block. Today the students completed the Monday portion of their new reading skills practice sheet, which provided practice with identifying the main idea and supporting details in non-fiction text. Then, they read their new book club assignment, completed their job, and met with their group. After that, some students finished their Shiloh opinion paragraph, and others watched a screen cast, and did the guided practice activities, about using commas in letters.
After reading, we switched for math.
Math began with a warm up involving the use of equivalent fractions and money to solve a word problem. Then, we watched a Learn Zillion lesson about coordinate graphing as a class. Then, we began our rotations.
During the small group lesson we practice plotting coordinates on a grid and then solving real-world problems involving by interpreting them. During math with a partner, the students created a picture on a grid by plotting coordinates, and then they answered mathematical questions based on their work. Finally, during the technology portion the children completed a session of Xtra Math and then practiced plotting coordinates on a grid using online web sites on a Blendspace posted in GC.
Math homework is posted in GC.
Friday, May 18, 2018
Fabulous Friday - Author Visit
This morning the students completed the Friday section of the vocabulary sheet for our word of the week, fortunate. Then they chose the academic skill they wanted to practice since it is Free Choice Friday. After watching the announcements, we went to an assembly.
Dave Roman, a published author and illustrator, visited our school and shared his passion for reading, writing, and art. We all enjoyed the wonderful presentation!
When we returned to class, we explored Mr. Romanś web site and began reading his online comic book.
Then, the children enjoyed lunch and indoor recess.
After recess, Mr. Sarisohn was here, as I had to go back to the oral surgeon for a post-op check up.
First, the students had a writing lesson where they learned about using the modal auxiliaries can, must, and may, in functional writing. Next, they reviewed the various structures for informational text. After that, they worked independently to identify the text structure for various informational passages. They also had time to finish up work from earlier in the week. This included the week 4 formative comparing the point of view and perspective of two texts about the same topic, writing an opinion paragraph about whether they preferred the novel or the movie of Shiloh, and the Flocabulary assignment about the 3 branches of government.
The children ended their day in math. My math class began with a warm up and then they reviewed the homework from Wednesday night. After that, they took a formative covering the addition and subtraction of fractions and mixed numbers with unlike denominators. I will grade and return these on MONDAY. Finally, they completed a session of Xtra math and used online games to practice adding and subtracting fractions and mixed numbers with unlike denominators.
Have a great weekend!
Dave Roman, a published author and illustrator, visited our school and shared his passion for reading, writing, and art. We all enjoyed the wonderful presentation!
When we returned to class, we explored Mr. Romanś web site and began reading his online comic book.
Then, the children enjoyed lunch and indoor recess.
After recess, Mr. Sarisohn was here, as I had to go back to the oral surgeon for a post-op check up.
First, the students had a writing lesson where they learned about using the modal auxiliaries can, must, and may, in functional writing. Next, they reviewed the various structures for informational text. After that, they worked independently to identify the text structure for various informational passages. They also had time to finish up work from earlier in the week. This included the week 4 formative comparing the point of view and perspective of two texts about the same topic, writing an opinion paragraph about whether they preferred the novel or the movie of Shiloh, and the Flocabulary assignment about the 3 branches of government.
The children ended their day in math. My math class began with a warm up and then they reviewed the homework from Wednesday night. After that, they took a formative covering the addition and subtraction of fractions and mixed numbers with unlike denominators. I will grade and return these on MONDAY. Finally, they completed a session of Xtra math and used online games to practice adding and subtracting fractions and mixed numbers with unlike denominators.
Have a great weekend!
Thursday, May 17, 2018
Thrilling Thursday - Instrumental Music Concerts
This morning the students completed the Thursday section of the vocabulary sheet for our word of the week, fortunate. Then, they went down to prepare for their first concert. I had the pleasure of watching this performance and it was fantastic!!
When they returned to class, we had time to play one of the Kahoot games that was created by students in our class. Then it was time for lunch and indoor recess.
After recess we began our literacy block with writing. First, the students and their partners, joined another group of partners to exchange directions and play one another´s game. As they followed the written directions, they provided feedback when something was unclear, inaccurate, or incomplete. Finally, students had time to revise their writing based on feedback given by their peers.
Next, we spent a lot of time with me introducing and reviewing procedures and expectations for book groups. Over the next few weeks, students will participate in a book club group reading and discussing a novel of their choosing. Today, the students received the packet where they will write down their assignments and complete their jobs for each session.
Then, the students went to music.
When they returned from music, they ate snack and met in their book club groups for the first time. During their first meeting they chose their job for the first assignment. Then, they read the first section of text, completed their assigned job, and met to discuss the text.
Finally, the students performed in their second concert of the day!
When they returned to class, we had time to play one of the Kahoot games that was created by students in our class. Then it was time for lunch and indoor recess.
After recess we began our literacy block with writing. First, the students and their partners, joined another group of partners to exchange directions and play one another´s game. As they followed the written directions, they provided feedback when something was unclear, inaccurate, or incomplete. Finally, students had time to revise their writing based on feedback given by their peers.
Next, we spent a lot of time with me introducing and reviewing procedures and expectations for book groups. Over the next few weeks, students will participate in a book club group reading and discussing a novel of their choosing. Today, the students received the packet where they will write down their assignments and complete their jobs for each session.
Then, the students went to music.
When they returned from music, they ate snack and met in their book club groups for the first time. During their first meeting they chose their job for the first assignment. Then, they read the first section of text, completed their assigned job, and met to discuss the text.
Finally, the students performed in their second concert of the day!
Wednesday, May 16, 2018
Wonderful Wednesday - Interim Reports
This morning the students watched a screen cast to learn about the author, Dave Roman, who will be visiting us Friday morning. Then, they completed the Wednesday section of the vocabulary sheet for our word of the week, fortunate. Next, those who had time, played an idiom hangman game online. After the announcements, we switched for math.
Math began with a warm up involving common factors and multiples, and volume. Next, we reviewed the homework from last night. Then, we began our rotations.
During the small group lesson we solved word problems involving the addition and subtraction of fractions with unlike denominators. During math with a partner, the students played a Four in a Row board game, similar to yesterday´s, but today they subtraction mixed numbers with unlike denominators. Finally, during the technology portion, the students completed a session of Xtra Math and then chose a game from the Blendspace to practice adding and subtracting fractions with unlike denominators.
In between the second and third rotations, the students enjoyed lunch and recess.
Math homework is posted in GC.
After math, we began our literacy block with a writing lesson. First, we read directions for the game,¨1,2,3 Dragon" and then students had a chance to play. After that, we discussed the accuracy and clarity of the directions. Next, the students read directions for the game, ¨Catching Stars,¨ and thought about the accuracy and clarity of them. Then, we discussed how they could be improved.
During writing time, the students finished drafting the directions for their game. Then, they reread and followed them to play their game (or act out playing it). Finally, they revised areas that needed to be more accurate and clear.
After eating snack we reviewed text structure in non-fiction text and then began the independent work and reading group portion of the literacy block. First, the children completed the Wednesday portion of the reading skills practice sheet. Then, they read three short passages about exotic animals, and identified the text structures for each and responded to comprehension questions. After that, they completed the week 4 formative, comparing and contrasting two texts on the same topic. Next, they wrote an opinion paragraph identifying whether they preferred the movie or the novel of Shiloh.
Guided Reading Groups:
Green - We reviewed the Wednesday portion of the reading skills page which provided practice with making inferences. Then, we identified the text structure of the three short informational passages they read about exotic pets. Finally, we discussed comprehension questions associated with the reading.
Pink - We reviewed the Wednesday portion of the reading skills page which provided practice with making inferences. Then, we identified the text structure of the three short informational passages they read about exotic pets. Finally, we discussed comprehension questions associated with the reading.
Blue - We reviewed the Wednesday portion of the reading skills page which provided practice with making inferences. Then, we identified the text structure of the three short informational passages they read about exotic pets. Finally, we discussed comprehension questions associated with the reading.
After our literacy block, we had a social studies lesson. First, we reviewed the 3 levels and 3 branches of government. After that, we learned about the responsibilities of the governor, lieutenant governor, comptroller, and treasurer of Maryland. Next, we defined and discussed Democratic principles and values. After that, the students worked in table groups to read, discuss, and understand one assigned article from the Maryland Declaration of Rights.
Math began with a warm up involving common factors and multiples, and volume. Next, we reviewed the homework from last night. Then, we began our rotations.
During the small group lesson we solved word problems involving the addition and subtraction of fractions with unlike denominators. During math with a partner, the students played a Four in a Row board game, similar to yesterday´s, but today they subtraction mixed numbers with unlike denominators. Finally, during the technology portion, the students completed a session of Xtra Math and then chose a game from the Blendspace to practice adding and subtracting fractions with unlike denominators.
In between the second and third rotations, the students enjoyed lunch and recess.
Math homework is posted in GC.
After math, we began our literacy block with a writing lesson. First, we read directions for the game,¨1,2,3 Dragon" and then students had a chance to play. After that, we discussed the accuracy and clarity of the directions. Next, the students read directions for the game, ¨Catching Stars,¨ and thought about the accuracy and clarity of them. Then, we discussed how they could be improved.
During writing time, the students finished drafting the directions for their game. Then, they reread and followed them to play their game (or act out playing it). Finally, they revised areas that needed to be more accurate and clear.
After eating snack we reviewed text structure in non-fiction text and then began the independent work and reading group portion of the literacy block. First, the children completed the Wednesday portion of the reading skills practice sheet. Then, they read three short passages about exotic animals, and identified the text structures for each and responded to comprehension questions. After that, they completed the week 4 formative, comparing and contrasting two texts on the same topic. Next, they wrote an opinion paragraph identifying whether they preferred the movie or the novel of Shiloh.
Guided Reading Groups:
Green - We reviewed the Wednesday portion of the reading skills page which provided practice with making inferences. Then, we identified the text structure of the three short informational passages they read about exotic pets. Finally, we discussed comprehension questions associated with the reading.
Pink - We reviewed the Wednesday portion of the reading skills page which provided practice with making inferences. Then, we identified the text structure of the three short informational passages they read about exotic pets. Finally, we discussed comprehension questions associated with the reading.
Blue - We reviewed the Wednesday portion of the reading skills page which provided practice with making inferences. Then, we identified the text structure of the three short informational passages they read about exotic pets. Finally, we discussed comprehension questions associated with the reading.
After our literacy block, we had a social studies lesson. First, we reviewed the 3 levels and 3 branches of government. After that, we learned about the responsibilities of the governor, lieutenant governor, comptroller, and treasurer of Maryland. Next, we defined and discussed Democratic principles and values. After that, the students worked in table groups to read, discuss, and understand one assigned article from the Maryland Declaration of Rights.
Tuesday, May 15, 2018
Terrific Tuesday
This morning the students completed the Tuesday portion of the vocabulary sheet for our word of the week, fortunate. Then, they practiced their keyboarding skills using Typing Club. After the announcements, we switched for math.
Math began with a Roman Numeral warm up that quickly became a hot mess...I won´t lie!! Ha ha! Then, we began our rotations.
During the small group instruction we added and subtracted mixed numbers with different denominators, and wrote the answer in the simplest form. During math with a partner, the students played a Connect 4 board game involved the addition of mixed numbers with different denominators. Finally, during the technology portion the students completed a session of Xtra Math and then practiced adding fractions with unlike denominators by choosing a game from the Blendspace.
On 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 with a writing lesson. First, the students worked with their partner to identify 2-3 games for which they might write directions. Next, we discussed things that should be thought about before determining which game they will choose. Finally, during writing time, the children worked with their partner to choose one game, discuss and agree upon the rules, if possible play a round or two of the game, and finally, write a draft of how to play it.
While we ate snack, we discussed how writing time went.
Next, we focused on reading and independent work. First, we reviewed the various non-fiction text structures and discussed when each might be used. Then, the students worked independently on the following tasks, while I met with guided reading groups.
To begin, the children completed the Monday and Tuesday sections of the new reading skills practice sheet. Then, they read 3 different pieces of non-fiction text and identified the structure of each. After that, they worked on the week 4 formative which compared and contrasted the point of view and perspective of 2 accounts of the same event. After that, they might have started working on an opinion paragraph about whether the movie or the novel of Shiloh was best, and why. Finally, they finished the Flocabulary assignment about the 3 branches of government.
Guided Reading Groups:
Green - We reviewed the Monday and Tuesday sections of the reading skills practice page, which included identifying the main idea and supporting details, and identifying character traits based on a paragraph. Next, we reviewed the 3 text paragraphs and the structure of each. Finally, the students looked at four book talks of novel choices and selected a first and second choice of which they would like to read.
Pink - We reviewed the Monday and Tuesday sections of the reading skills practice page, which included identifying the main idea and supporting details, and identifying character traits based on a paragraph. Next, we reviewed the 3 text paragraphs and the structure of each. Finally, the students looked at four book talks of novel choices and selected a first and second choice of which they would like to read.
Blue - We reviewed the Monday and Tuesday sections of the reading skills practice page, which included identifying the main idea and supporting details, and identifying character traits based on a paragraph. Next, we reviewed the 3 text paragraphs and the structure of each. Finally, the students looked at four book talks of novel choices and selected a first and second choice of which they would like to read.
The students ended their day in art with Mrs. Daniell.
Math began with a Roman Numeral warm up that quickly became a hot mess...I won´t lie!! Ha ha! Then, we began our rotations.
During the small group instruction we added and subtracted mixed numbers with different denominators, and wrote the answer in the simplest form. During math with a partner, the students played a Connect 4 board game involved the addition of mixed numbers with different denominators. Finally, during the technology portion the students completed a session of Xtra Math and then practiced adding fractions with unlike denominators by choosing a game from the Blendspace.
On 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 with a writing lesson. First, the students worked with their partner to identify 2-3 games for which they might write directions. Next, we discussed things that should be thought about before determining which game they will choose. Finally, during writing time, the children worked with their partner to choose one game, discuss and agree upon the rules, if possible play a round or two of the game, and finally, write a draft of how to play it.
While we ate snack, we discussed how writing time went.
Next, we focused on reading and independent work. First, we reviewed the various non-fiction text structures and discussed when each might be used. Then, the students worked independently on the following tasks, while I met with guided reading groups.
To begin, the children completed the Monday and Tuesday sections of the new reading skills practice sheet. Then, they read 3 different pieces of non-fiction text and identified the structure of each. After that, they worked on the week 4 formative which compared and contrasted the point of view and perspective of 2 accounts of the same event. After that, they might have started working on an opinion paragraph about whether the movie or the novel of Shiloh was best, and why. Finally, they finished the Flocabulary assignment about the 3 branches of government.
Guided Reading Groups:
Green - We reviewed the Monday and Tuesday sections of the reading skills practice page, which included identifying the main idea and supporting details, and identifying character traits based on a paragraph. Next, we reviewed the 3 text paragraphs and the structure of each. Finally, the students looked at four book talks of novel choices and selected a first and second choice of which they would like to read.
Pink - We reviewed the Monday and Tuesday sections of the reading skills practice page, which included identifying the main idea and supporting details, and identifying character traits based on a paragraph. Next, we reviewed the 3 text paragraphs and the structure of each. Finally, the students looked at four book talks of novel choices and selected a first and second choice of which they would like to read.
Blue - We reviewed the Monday and Tuesday sections of the reading skills practice page, which included identifying the main idea and supporting details, and identifying character traits based on a paragraph. Next, we reviewed the 3 text paragraphs and the structure of each. Finally, the students looked at four book talks of novel choices and selected a first and second choice of which they would like to read.
The students ended their day in art with Mrs. Daniell.
Monday, May 14, 2018
Marvelous Monday - Last Day of PARCC!
This morning the students commented about their weekend, on our morning message, and then completed the Monday portion of the vocabulary sheet for our new word of the week, fortunate. After the announcements, the students went to PE, due to a schedule change.
After PE, the children began a flocabulary lesson about the 3 Branches of government.
Then, they enjoyed lunch and outdoor recess.
Next, the students took the fourth unit of the PARCC math test. For most, this was the final PARCC assessment for this school year!! Yippee!!
After testing, the children ate snack and took a break.
Then, we read about the 3 branches of government and compared and contrasted their roles and requirements. Next, we tested our new knowledge with a 3 Branches of Government Kahoot.
We ended the day by visiting Mrs. Shapot´s class to watch the film version of the novel, Shiloh. Then, we discussed the differences between the movie and the book.
After PE, the children began a flocabulary lesson about the 3 Branches of government.
Then, they enjoyed lunch and outdoor recess.
Next, the students took the fourth unit of the PARCC math test. For most, this was the final PARCC assessment for this school year!! Yippee!!
After testing, the children ate snack and took a break.
Then, we read about the 3 branches of government and compared and contrasted their roles and requirements. Next, we tested our new knowledge with a 3 Branches of Government Kahoot.
We ended the day by visiting Mrs. Shapot´s class to watch the film version of the novel, Shiloh. Then, we discussed the differences between the movie and the book.
Friday, May 11, 2018
Fabulous Friday - Math PARCC continues!
This morning the students completed the Friday section of the vocabulary sheet for our word of the week, furious. Then, they got to choose which academic skill to practice, wince it is Free Choice Friday. After watching the announcements we began our literacy block, since we will cover math during PARCC testing, later today.
We began by reviewing perspective and point of view. Then, the students worked on unfinished work, including the Shiloh culminating activities, the proper noun and proper adjective worksheet, and the text and questions about the role of the governor. Those who were already caught up, created a character selfie, using a character from the book, Memoirs of a Goldfish, demonstrating the understanding of the perspective of the character during an important event in the story.
During this time, I pulled a group of students who struggled with the proper nouns and proper adjectives worksheet to do a reteaching lesson.
Next, the students enjoyed lunch and outdoor recess.
After recess, we continued with our PARCC math testing. Today we only took one unit. We will finish the PARCC math on Monday. This will also conclude all PARCC testing for fourth grade this year! Woo Hoo!
After testing we ate snack, took a break, and worked on a small project.
Then, to end the day, band students had practice with Mr. Gillenwater, and the ten students who were left behind with played, played Kahoot.
We began by reviewing perspective and point of view. Then, the students worked on unfinished work, including the Shiloh culminating activities, the proper noun and proper adjective worksheet, and the text and questions about the role of the governor. Those who were already caught up, created a character selfie, using a character from the book, Memoirs of a Goldfish, demonstrating the understanding of the perspective of the character during an important event in the story.
During this time, I pulled a group of students who struggled with the proper nouns and proper adjectives worksheet to do a reteaching lesson.
Next, the students enjoyed lunch and outdoor recess.
After recess, we continued with our PARCC math testing. Today we only took one unit. We will finish the PARCC math on Monday. This will also conclude all PARCC testing for fourth grade this year! Woo Hoo!
After testing we ate snack, took a break, and worked on a small project.
Then, to end the day, band students had practice with Mr. Gillenwater, and the ten students who were left behind with played, played Kahoot.
Thursday, May 10, 2018
Thrilling Thursday - PARCC Math Begins!
This morning the students completed the Thursday section of the vocabulary sheet for our word of the week, furious. Then, they viewed this week´s puzzles and posted their guesses in the comment section. After the announcements, we did NOT switch for math.
Since we will be doing math during PARCC testing, today, tomorrow, and Monday, we will not be switching for math class until next Tuesday.
So, many students went to string instrumental music practice, right after the announcements. Those who stayed in class worked on unfinished work. This included completing the Shiloh culminating activities (two of them), re-watching the proper noun and proper adjective screen cast and completing the practice worksheet, and reading and responding to questions about the role of the governor.
Next, the children enjoyed lunch and outdoor recess.
After recess the students took two units of the Math PARCC testing with a 15 minute snack break in between.
After testing, the students ended their day in music.
Since we will be doing math during PARCC testing, today, tomorrow, and Monday, we will not be switching for math class until next Tuesday.
So, many students went to string instrumental music practice, right after the announcements. Those who stayed in class worked on unfinished work. This included completing the Shiloh culminating activities (two of them), re-watching the proper noun and proper adjective screen cast and completing the practice worksheet, and reading and responding to questions about the role of the governor.
Next, the children enjoyed lunch and outdoor recess.
After recess the students took two units of the Math PARCC testing with a 15 minute snack break in between.
After testing, the students ended their day in music.
Wednesday, May 9, 2018
Wonderful Wednesday
This morning the students completed the Wednesday portion of the vocabulary sheet for our word of the week, furious. Then, they practiced generating different parts of speech as they played an online game similar to Mad Libs. After the announcements, we switched for math.
Math began with a Challenge 24 warm up. Then we began our rotations.
During the small group instruction, we practiced subtracting fractions from whole numbers and fractions with unlike denominators. During math with a partner, the students used playing cards to create fractions and then subtracted them. Finally, during the technology portion, the students completed a session of Xtra Math. Then, they chose between practicing for PARCC using the online tools, or adding fractions with unlike denominators, using online games.
In between the second and third rotations, the children enjoyed lunch and recess.
There is no math homework since I will not be seeing my math class until next Tuesday (due to PARCC testing).
After math, we began our literacy block with a writing lesson. First, we reviewed what we need to think about when writing good directions. Then, the students brainstormed a list of games they know how to play. After that, we compiled a class list. Next, as a class, we wrote good directions for playing Tic-Tac-Toe. Then, we compared our directions to another set and noticed how we could improve on ours. Finally, the students used their writing time to write a set of directions for a game they know how to play.
After writing we began the reading portion of our literacy block. First, we played a game of Kahoot to review 1st, 2nd, and 3rd person points of view. Then, we listened to the story, Memoirs of a Goldfish, and discussed the point of view in which the story is told and the varying perspectives.
Next, while I met with guided reading groups, the students worked independently on the following tasks. First, they completed the Friday portion of last week´s reading skills paper. Then, they read two short stories and identified who was telling each, which point of view it was told in, and evidence supporting their thinking. After that, they continued working on the 2 culminating tasks for Shiloh. Finally, those who had time, re-watched the proper noun and proper adjective screen cast, and completed the follow up worksheet.
ALL 3 Reading Groups:
We reviewed the Friday section of the reading skills page from last week which focused on text features. Then we discussed the point of view and perspectives of the characters in the two short stories the children read independently.
We ended the day by continuing our study of the Maryland State Government. Students read text about the role of the Governor and answered questions. Then, they used a Blendspace to use online links to further explore both the Maryland and Federal governments.
Math began with a Challenge 24 warm up. Then we began our rotations.
During the small group instruction, we practiced subtracting fractions from whole numbers and fractions with unlike denominators. During math with a partner, the students used playing cards to create fractions and then subtracted them. Finally, during the technology portion, the students completed a session of Xtra Math. Then, they chose between practicing for PARCC using the online tools, or adding fractions with unlike denominators, using online games.
In between the second and third rotations, the children enjoyed lunch and recess.
There is no math homework since I will not be seeing my math class until next Tuesday (due to PARCC testing).
After math, we began our literacy block with a writing lesson. First, we reviewed what we need to think about when writing good directions. Then, the students brainstormed a list of games they know how to play. After that, we compiled a class list. Next, as a class, we wrote good directions for playing Tic-Tac-Toe. Then, we compared our directions to another set and noticed how we could improve on ours. Finally, the students used their writing time to write a set of directions for a game they know how to play.
After writing we began the reading portion of our literacy block. First, we played a game of Kahoot to review 1st, 2nd, and 3rd person points of view. Then, we listened to the story, Memoirs of a Goldfish, and discussed the point of view in which the story is told and the varying perspectives.
Next, while I met with guided reading groups, the students worked independently on the following tasks. First, they completed the Friday portion of last week´s reading skills paper. Then, they read two short stories and identified who was telling each, which point of view it was told in, and evidence supporting their thinking. After that, they continued working on the 2 culminating tasks for Shiloh. Finally, those who had time, re-watched the proper noun and proper adjective screen cast, and completed the follow up worksheet.
ALL 3 Reading Groups:
We reviewed the Friday section of the reading skills page from last week which focused on text features. Then we discussed the point of view and perspectives of the characters in the two short stories the children read independently.
We ended the day by continuing our study of the Maryland State Government. Students read text about the role of the Governor and answered questions. Then, they used a Blendspace to use online links to further explore both the Maryland and Federal governments.
Tuesday, May 8, 2018
Terrific Tuesday
This morning the students completed the Tuesday portion of the vocabulary sheet for our word of the week, furious. Then, they ussed Typing Club to practice their keyboarding skills. After the announcements, we switched for math.
Math began with a fraction and logic based warm up. Then, we began our rotations.
During the small group lesson the students used the LCM to create equivalent fractions in order to solve word problem involving the addition or subtraction of fractions with unlike denominators. During math with a partner, the students played a dice game to identify the LCM of numbers. Finally, during the technology portion, the students completed a session of Xtra Math and then worked their way through a practice math PARCC assessment, focusing on using the tools.
In between the second and third rotations, the students enjoyed lunch and recess.
After recess, Mr. Sarisohn spent the remainder of the day with the students while I went to get a dental implant...lucky me!
Math homework is posted in GC.
After math, the students began the literacy block with a writing lesson. After analyzing a set of game directions, they played a card game called Authors. Then, they practiced writing directions to a game they know how to play.
Next, they moved on to the reading portion of the literacy block. First, they reviewed the difference between point of view and perspective. Then, they listened to a story and identified both.
While Mr. Sarisohn met with reading groups, the students worked independently on the following tasks. First, the completed the Thursday section of last week's reading skills practice sheet. Then, they rewatched the story and completed a chart listing evidence from the story supporting the point of view and the perspective. After that, they chose, and completed, two culminating activities for the novel, Shiloh. Finally, those who had enough time, rewatched the screencast about proper nouns and proper adjectives and completed a practice sheet.
During guided reading groups, all groups reviewed the Thursday section of last week's reading skills practice sheet. Then, they all discussed the text evidence supporting point of view and perspective.
The children ended their day in art.
Math began with a fraction and logic based warm up. Then, we began our rotations.
During the small group lesson the students used the LCM to create equivalent fractions in order to solve word problem involving the addition or subtraction of fractions with unlike denominators. During math with a partner, the students played a dice game to identify the LCM of numbers. Finally, during the technology portion, the students completed a session of Xtra Math and then worked their way through a practice math PARCC assessment, focusing on using the tools.
In between the second and third rotations, the students enjoyed lunch and recess.
After recess, Mr. Sarisohn spent the remainder of the day with the students while I went to get a dental implant...lucky me!
Math homework is posted in GC.
After math, the students began the literacy block with a writing lesson. After analyzing a set of game directions, they played a card game called Authors. Then, they practiced writing directions to a game they know how to play.
Next, they moved on to the reading portion of the literacy block. First, they reviewed the difference between point of view and perspective. Then, they listened to a story and identified both.
While Mr. Sarisohn met with reading groups, the students worked independently on the following tasks. First, the completed the Thursday section of last week's reading skills practice sheet. Then, they rewatched the story and completed a chart listing evidence from the story supporting the point of view and the perspective. After that, they chose, and completed, two culminating activities for the novel, Shiloh. Finally, those who had enough time, rewatched the screencast about proper nouns and proper adjectives and completed a practice sheet.
During guided reading groups, all groups reviewed the Thursday section of last week's reading skills practice sheet. Then, they all discussed the text evidence supporting point of view and perspective.
The children ended their day in art.
Monday, May 7, 2018
Marvelous Monday - Final Reading/LA PARCC
This morning the students commented on the morning message about their weekend and then completed the Monday section of the vocabulary sheet for our new word of the week, furious. After the announcements, we switched for math.
Math began with a warm up reviewing area, perimeter, and angle measurements. After that, the students worked their way through another scavenger hunt, reviewing fourth grade math concepts that might be on PARCC.
Then, the children enjoyed lunch and outdoor recess.
After recess, the students took the fourth, and final, unit of the Reading/Language Arts PARCC test. Testing will resume Thursday with math.
After the test, the students ate snack and then went to PE.
When they returned to class, after PE, they children got into groups of 3 and sorted some task cards according to whether they thought the tasks were duties of the governor of Maryland, or not. Finally, we reviewed each item and identified it as a responsibility of the governor, or of another branch of the Maryland state government.
Math began with a warm up reviewing area, perimeter, and angle measurements. After that, the students worked their way through another scavenger hunt, reviewing fourth grade math concepts that might be on PARCC.
Then, the children enjoyed lunch and outdoor recess.
After recess, the students took the fourth, and final, unit of the Reading/Language Arts PARCC test. Testing will resume Thursday with math.
After the test, the students ate snack and then went to PE.
When they returned to class, after PE, they children got into groups of 3 and sorted some task cards according to whether they thought the tasks were duties of the governor of Maryland, or not. Finally, we reviewed each item and identified it as a responsibility of the governor, or of another branch of the Maryland state government.
Friday, May 4, 2018
Fabulous Friday - PARCC continues
This morning the students completed the Friday portion of the vocabulary sheet for our word of the week, temporary. The, they chose which academic skill they wished to practice since it is "Free Choice Friday". After watching the morning announcements, we switched for math.
Math began with a warm up providing practice with multiplication and fraction identification. After that, we continued playing the game from yesterday, called Fraction Arrangements. The students choose five number cards and then use four of them to create 2 fractions that when computed gets close to a target amount. This involved many important skills including mental computation of fractions, creating equivalent fractions to add or subtract fractions, comparing fractions to target numbers, and reasoning.
Next, the children enjoyed lunch and outdoor recess.
When the children returned from recess we took the third part of the reading/language arts PAARC. Once everyone was done, they ate snack.
After that, we played a couple of games of Kahoot to review the book Shiloh.
Then, we went over the vocabulary sheet for our word of the week, temporary, and solved the weekly puzzles.
While most of the class went to instrumental music practice, those left behind [played 2 Kahoot games to prepare for the PARCC math tests.
Math began with a warm up providing practice with multiplication and fraction identification. After that, we continued playing the game from yesterday, called Fraction Arrangements. The students choose five number cards and then use four of them to create 2 fractions that when computed gets close to a target amount. This involved many important skills including mental computation of fractions, creating equivalent fractions to add or subtract fractions, comparing fractions to target numbers, and reasoning.
Next, the children enjoyed lunch and outdoor recess.
When the children returned from recess we took the third part of the reading/language arts PAARC. Once everyone was done, they ate snack.
After that, we played a couple of games of Kahoot to review the book Shiloh.
Then, we went over the vocabulary sheet for our word of the week, temporary, and solved the weekly puzzles.
While most of the class went to instrumental music practice, those left behind [played 2 Kahoot games to prepare for the PARCC math tests.
Thursday, May 3, 2018
Thrilling Thursday...PARCC continues!
This morning the students completed the Thursday portion of the vocabulary sheet for our word of the week, temporary. Then, they looked at our weekly puzzles and posted their guesses in the comment section. After the announcements, we switched for math.
Today's math block was shortened due to PARCC testing AND we had many students missing due to strings practice.
We did begin with a warm up involving adding and subtracting mixed numbers using a number line. Then, we reviewed last night's homework. After that, I introduced and modeled a game called Fraction Arrangements. The students choose five number cards and then use four of them to create 2 fractions that when computed gets close to a target amount. This involved many important skills including mental computation of fractions, creating equivalent fractions to add or subtract fractions, comparing fractions to target numbers, and reasoning.
After math, the children enjoyed lunch and outdoor recess.
When the children returned from recess we took the second part of the reading/language arts PAARC. Once everyone was done, they ate snack.
Next, they went to music.
After music we finished reading Shiloh. Then we had a special treat. A first grader, one of our classmate's brother, came and read the book, Don't Let the Pigeon Stay Up Late!, to us.
Today's math block was shortened due to PARCC testing AND we had many students missing due to strings practice.
We did begin with a warm up involving adding and subtracting mixed numbers using a number line. Then, we reviewed last night's homework. After that, I introduced and modeled a game called Fraction Arrangements. The students choose five number cards and then use four of them to create 2 fractions that when computed gets close to a target amount. This involved many important skills including mental computation of fractions, creating equivalent fractions to add or subtract fractions, comparing fractions to target numbers, and reasoning.
After math, the children enjoyed lunch and outdoor recess.
When the children returned from recess we took the second part of the reading/language arts PAARC. Once everyone was done, they ate snack.
Next, they went to music.
After music we finished reading Shiloh. Then we had a special treat. A first grader, one of our classmate's brother, came and read the book, Don't Let the Pigeon Stay Up Late!, to us.
Wednesday, May 2, 2018
Wonderful Wednesday
This morning the students completed the Wednesday portion of the vocabulary sheet for our word of the week, temporary. After that, they practiced generating different parts of speech while playing an online game similar to Mad Libs. After the morning announcements, we switched for math.
Math began with a warm up requiring the children to create 5 different equations that equal 45.6. Then, we reviewed last night's homework. After that, we began our rotations.
During the small group instruction we completed a graded exit card to assess how well they can use equivalent fractions to add and subtract fractions with unlike denominators. During math with a partner, the students played a game using dice to generate numbers and then determined the LCM of both. Finally, during the technology rotations, the students completed a session of Xtra Math and then played an online game either calculating the LCM of two numbers or working on a place value activity in preparation for PARCC.
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 with a writing lesson. First, we reviewed the "writing good directions" chart we began last week. Then, we read through a new set of directions for drawing a cartoon character and discussed the sequence. After that, the children reread the directions they wrote yesterday, asking themselves if the sequence makes sense. Next, the students exchanged directions, with their writing partner, and attempted to use their partner's directions to draw the cartoon character they created. As they followed the written directions, they provided oral feedback to their partner. Finally, the students used their silent writing time to revise their directions based on the feedback they received from their partner.
After writing, we read and discussed chapters 12 and 13 of Shiloh.
Then the students worked independently. First, the completed the Wednesday portion of the reading skills paper which focuses on making inferences. Next, they took a comprehension quiz on chapters 11 and 12 of Shiloh. After that, they wrote a summary of chapter 13. Next, they watched the screen cast for the Proper Nouns, Proper adjectives and Address Titles and completed the guided practice. Those who had extra time worked on completing the Current Electricity Flocabulary lesson.
We ended the day with a science lesson. First, we reviewed important vocabulary. Then, we watched electrostatic energy light up a bulb. Finally, the students worked in small groups to create a circuit that lit up a light bulb.
Math began with a warm up requiring the children to create 5 different equations that equal 45.6. Then, we reviewed last night's homework. After that, we began our rotations.
During the small group instruction we completed a graded exit card to assess how well they can use equivalent fractions to add and subtract fractions with unlike denominators. During math with a partner, the students played a game using dice to generate numbers and then determined the LCM of both. Finally, during the technology rotations, the students completed a session of Xtra Math and then played an online game either calculating the LCM of two numbers or working on a place value activity in preparation for PARCC.
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 with a writing lesson. First, we reviewed the "writing good directions" chart we began last week. Then, we read through a new set of directions for drawing a cartoon character and discussed the sequence. After that, the children reread the directions they wrote yesterday, asking themselves if the sequence makes sense. Next, the students exchanged directions, with their writing partner, and attempted to use their partner's directions to draw the cartoon character they created. As they followed the written directions, they provided oral feedback to their partner. Finally, the students used their silent writing time to revise their directions based on the feedback they received from their partner.
After writing, we read and discussed chapters 12 and 13 of Shiloh.
Then the students worked independently. First, the completed the Wednesday portion of the reading skills paper which focuses on making inferences. Next, they took a comprehension quiz on chapters 11 and 12 of Shiloh. After that, they wrote a summary of chapter 13. Next, they watched the screen cast for the Proper Nouns, Proper adjectives and Address Titles and completed the guided practice. Those who had extra time worked on completing the Current Electricity Flocabulary lesson.
We ended the day with a science lesson. First, we reviewed important vocabulary. Then, we watched electrostatic energy light up a bulb. Finally, the students worked in small groups to create a circuit that lit up a light bulb.
Tuesday, May 1, 2018
Terrific Tuesday
This morning the children completed the Tuesday portion of the vocabulary sheet for our word of the week, temporary. Then, they practiced their keyboarding skills using Typing Club. After the announcements, we switched for math.
Math began with a warm up involving finding the least common multiple of two numbers. Next, we reviewed last night's homework. After that, we began our rotations.
During the small group instruction we practiced find the LCM (least common multiple) of 2 and 3 numbers. During math with a partner, the students played a board game providing practice in simplifying and comparing fractions. Finally, during the technology portion, the students completed a session of Xtra Math and then played an online game to practice finding the LCM.
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 with a writing lesson. I drew a spider cartoon character and then, together as a class, we wrote out step-by-step directions for how to draw it. After that, the students used resources from earlier in the unit to create and draw 2-3 cartoon characters. Then, they chose one and wrote out clear, sequential directions for how to draw it.
Next, we ate snack and read, and discussed, chapters 10 and 11 of Shiloh. Our discourse focused on honesty and the fall-out from Marty's lies.
Then, the children worked independently, while I met with guided reading groups. First, the completed the Tuesday portion of the reading skills practice sheet which focused on point of view and perspective. Then, the children completed a comprehension quiz for chapters 9 and 10 of Shiloh. After that, they wrote a summary for chapter 11. Finally, the children watched a screen cast lesson about capitalizing proper nouns, proper adjectives, and address titles, and completed a guided practice worksheet as they watched.
Guided Reading Groups:
Blue: Using the reading skills practice sheet we determined the difference between point of view and perspective. Then, we discussed the different perspectives of 2 characters about the same event. After that, we reviewed chapter 11 of Shiloh and discussed how to narrow down the events into a 5 sentence summary.
Green: Using the reading skills practice sheet we determined the difference between point of view and perspective. Then, students shared their chapter 11 summaries and we praised (said what was good) and polished (suggested changes) each.
Pink: Using the reading skills practice sheet we determined the difference between point of view and perspective. Then, students shared their chapter 11 summaries and we praised (said what was good) and polished (suggested changes) each.
The students ended their day in art with Mrs. Daniell.
Math began with a warm up involving finding the least common multiple of two numbers. Next, we reviewed last night's homework. After that, we began our rotations.
During the small group instruction we practiced find the LCM (least common multiple) of 2 and 3 numbers. During math with a partner, the students played a board game providing practice in simplifying and comparing fractions. Finally, during the technology portion, the students completed a session of Xtra Math and then played an online game to practice finding the LCM.
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 with a writing lesson. I drew a spider cartoon character and then, together as a class, we wrote out step-by-step directions for how to draw it. After that, the students used resources from earlier in the unit to create and draw 2-3 cartoon characters. Then, they chose one and wrote out clear, sequential directions for how to draw it.
Next, we ate snack and read, and discussed, chapters 10 and 11 of Shiloh. Our discourse focused on honesty and the fall-out from Marty's lies.
Then, the children worked independently, while I met with guided reading groups. First, the completed the Tuesday portion of the reading skills practice sheet which focused on point of view and perspective. Then, the children completed a comprehension quiz for chapters 9 and 10 of Shiloh. After that, they wrote a summary for chapter 11. Finally, the children watched a screen cast lesson about capitalizing proper nouns, proper adjectives, and address titles, and completed a guided practice worksheet as they watched.
Guided Reading Groups:
Blue: Using the reading skills practice sheet we determined the difference between point of view and perspective. Then, we discussed the different perspectives of 2 characters about the same event. After that, we reviewed chapter 11 of Shiloh and discussed how to narrow down the events into a 5 sentence summary.
Green: Using the reading skills practice sheet we determined the difference between point of view and perspective. Then, students shared their chapter 11 summaries and we praised (said what was good) and polished (suggested changes) each.
Pink: Using the reading skills practice sheet we determined the difference between point of view and perspective. Then, students shared their chapter 11 summaries and we praised (said what was good) and polished (suggested changes) each.
The students ended their day in art with Mrs. Daniell.
Monday, April 30, 2018
Marvelous Monday
This morning the students commented about their weekend on our morning message. After that, they completed the Monday section of the vocabulary sheet for our new word of the week, temporary. After the announcements, we switched for math.
Math began with a warm up involving mystery numbers and geometric shapes. After that, we had a whole group lesson, because of a schedule change due to 3rd grade PARCC testing.
First, we watched a Learn Zillion lesson about finding the least common multiple (LCM) of two, or more, numbers. Then, as a class, we practiced determining the LCM of two numbers by listing multiples for each and circling the smallest number that both had in common. Finally, the students completed a session of Xtra Math, before heading back to homerooms.
Math homework is posted in GC.
After math, the students enjoyed lunch and outdoor recess. Then, our homeroom went to PE. We had to switch our time with third grad, due to testing.
When they returned to class, we began our literacy block with a writing lesson. Today we explored two new sets of directions for drawing cartoon characters. Then, we compared and contrasted the format of the two sets of directions. During writing time, students followed directions to draw cartoon characters. Also, some practiced writing directions and/or browsing the functional writing blendspace, posted in GC-Writing.
Next, we read and discussed chapters 7, 8, and 9 of Shiloh.
Then, while I completed my informal, bi-monthly, reading assessments, the rest of the class worked independently. First, the completed the Monday section of the new reading skills practice sheet. After that, they reread chapters 8 and 9 of Shiloh and summarized chapter 9. Next, they listed key events/details from chapters 8 and 9 and used them to determine a theme for this section. Then, students had time to complete the run-on sentence practice activity from last week. Finally, they began Flocabulary lesson about current electricity, or circuits.
Since I was unable to get to reading groups, we ended the day by reviewing the Monday section of the reading skills page, identifying main events/details from chapters 8 and 9 of Shiloh, and discussing possible themes.
Math began with a warm up involving mystery numbers and geometric shapes. After that, we had a whole group lesson, because of a schedule change due to 3rd grade PARCC testing.
First, we watched a Learn Zillion lesson about finding the least common multiple (LCM) of two, or more, numbers. Then, as a class, we practiced determining the LCM of two numbers by listing multiples for each and circling the smallest number that both had in common. Finally, the students completed a session of Xtra Math, before heading back to homerooms.
Math homework is posted in GC.
After math, the students enjoyed lunch and outdoor recess. Then, our homeroom went to PE. We had to switch our time with third grad, due to testing.
When they returned to class, we began our literacy block with a writing lesson. Today we explored two new sets of directions for drawing cartoon characters. Then, we compared and contrasted the format of the two sets of directions. During writing time, students followed directions to draw cartoon characters. Also, some practiced writing directions and/or browsing the functional writing blendspace, posted in GC-Writing.
Next, we read and discussed chapters 7, 8, and 9 of Shiloh.
Then, while I completed my informal, bi-monthly, reading assessments, the rest of the class worked independently. First, the completed the Monday section of the new reading skills practice sheet. After that, they reread chapters 8 and 9 of Shiloh and summarized chapter 9. Next, they listed key events/details from chapters 8 and 9 and used them to determine a theme for this section. Then, students had time to complete the run-on sentence practice activity from last week. Finally, they began Flocabulary lesson about current electricity, or circuits.
Since I was unable to get to reading groups, we ended the day by reviewing the Monday section of the reading skills page, identifying main events/details from chapters 8 and 9 of Shiloh, and discussing possible themes.
Friday, April 27, 2018
Fabulous Friday - PARCC Begins!
This morning the students completed the Friday section of the vocabulary sheet for our word of the week, obvious. After that, they chose which academic skill they wished to practice since it is Free Choice Friday! After watching the announcements, we switched for math.
Math began with a warm up providing practice with the subtraction of fractions with unlike denominators. After that, the children enjoyed a scavenger hunt to review math concepts they might see on PARCC.
After math, the students enjoyed lunch and outdoor recess.
Then, they took the fist session of the reading language arts PARCC. I am proud to say the students appeared to being putting great effort into the test!!
After testing, the children ate snack and played games linked through GC or read quietly.
Next, we reviewed this week's word of the week and our weekly puzzles. They also completed this week's reading practice skills sheet. After that, we played 2 of the Kahoots that the students created last week.
Finally, most of the class went to instrumental music practice. Most of us who stayed behind played children's movies Kahoots, some chose to make things using origami.
Math began with a warm up providing practice with the subtraction of fractions with unlike denominators. After that, the children enjoyed a scavenger hunt to review math concepts they might see on PARCC.
After math, the students enjoyed lunch and outdoor recess.
Then, they took the fist session of the reading language arts PARCC. I am proud to say the students appeared to being putting great effort into the test!!
After testing, the children ate snack and played games linked through GC or read quietly.
Next, we reviewed this week's word of the week and our weekly puzzles. They also completed this week's reading practice skills sheet. After that, we played 2 of the Kahoots that the students created last week.
Finally, most of the class went to instrumental music practice. Most of us who stayed behind played children's movies Kahoots, some chose to make things using origami.
Thursday, April 26, 2018
Thrilling Thursday - Take Your Child to Work Day
This morning we had 11 out of 28 children present. Needless to say, we made some adjustments to our schedule. First, the children completed the Thursday section of the vocabulary sheet for our word of the week, obvious. Then, they looked at the weekly puzzles and posted their guesses in GC. After the announcements, we switched for math.
Math began with a warm up to review area, perimeter, and adding fractions with unlike denominators. Then, the students completed a session of Xtra Math. After that, we reviewed last night's homework. Next, we revisited the online lesson from yesterday, using visuals to add and subtract fractions using a number line.
Then, the students enjoyed lunch and outdoor recess.
When they returned to math, some students completed the slides, in GC, for week 3 day 5. Others completed a coloring activity using least common multiples to determine the color to use. Finally, a couple of students worked with me to generate equivalent fractions in order to add or subtract fractions with unlike denominators.
After math, we began a writing lesson. First, we thought about, and shared, ideas for How-To topics. Then, we reviewed a list of more topics. After reviewing what we have learned about writing directions, the children chose a topic and wrote directions for how to do or make it. Finally, some volunteers shared their directions with the class.
Next, the students went to music.
When they returned we ate snack and began a reading comprehension activity. The students worked their way through a mystery, identifying suspects, evidence, and clues...and eliminating them as needed. They were super engaged and HAD to read and comprehend a lot of text in order to be successful!
Math began with a warm up to review area, perimeter, and adding fractions with unlike denominators. Then, the students completed a session of Xtra Math. After that, we reviewed last night's homework. Next, we revisited the online lesson from yesterday, using visuals to add and subtract fractions using a number line.
Then, the students enjoyed lunch and outdoor recess.
When they returned to math, some students completed the slides, in GC, for week 3 day 5. Others completed a coloring activity using least common multiples to determine the color to use. Finally, a couple of students worked with me to generate equivalent fractions in order to add or subtract fractions with unlike denominators.
After math, we began a writing lesson. First, we thought about, and shared, ideas for How-To topics. Then, we reviewed a list of more topics. After reviewing what we have learned about writing directions, the children chose a topic and wrote directions for how to do or make it. Finally, some volunteers shared their directions with the class.
Next, the students went to music.
When they returned we ate snack and began a reading comprehension activity. The students worked their way through a mystery, identifying suspects, evidence, and clues...and eliminating them as needed. They were super engaged and HAD to read and comprehend a lot of text in order to be successful!
Wednesday, April 25, 2018
Wonderful Wednesday
This morning the students completed the Wednesday portion of the vocabulary sheet for our word of the week, obvious. Then, they played an online Mad Libs type game to practice generating different parts of speech. After the announcements, we switched for math.
Math began with an online game practicing coordinate graphing. Then, we went over last night's homework. After that, we began our rotations.
During the small group instruction, we used a new online tool to help visualize the use of number lines to add and subtract fractions. During math with a partner, the students played a "3 in a Row" board game to practiced subtracting, and simplifying, fractions with unlike denominators. Finally, during the technology portion, the students completed a session of Xtra Math and then practiced adding fractions with unlike denominators, using online games, or revisited the warm up to practice coordinate graphing.
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 with a writing lesson. Today, we used the book, 1-2-3 Draw Cartoon People, to explore audience and purpose in functional writing. We read selected sections, followed the directions for drawing a cartoon head, and then discussed the audience and purpose. Then, students drew 2-3 more cartoon characters, worked on writing a new recipe, and explored other examples of functional writing using sites linked in GC-Writing.
Next, we read chapters 5 & 6 of Shiloh. After reading chapter 5, we summarized it as a group and listed the important events/details.
While I met with guided reading groups the students worked independently on the following tasks. First, they completed the Wednesday section of the reading skills practice sheet. Then, they reread chapter 6 of Shiloh, wrote a summary, listed important events/details, and identified a theme. Finally, they re-watched the run-on sentences screen cast and completed a worksheet identifying run-on sentences.
ALL reading groups: We reviewed the Wednesday portion of the reading skills paper which provided practice with making inferences. Then, we shared the themes each child generated for the portion of Shiloh we have read thus far, and discussed, as a group, which was the best, using evidence from the text to support our thinking.
The students ended the day by visiting 4 hands-on stations to explore the transfer on energy using static electricity.
Math began with an online game practicing coordinate graphing. Then, we went over last night's homework. After that, we began our rotations.
During the small group instruction, we used a new online tool to help visualize the use of number lines to add and subtract fractions. During math with a partner, the students played a "3 in a Row" board game to practiced subtracting, and simplifying, fractions with unlike denominators. Finally, during the technology portion, the students completed a session of Xtra Math and then practiced adding fractions with unlike denominators, using online games, or revisited the warm up to practice coordinate graphing.
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 with a writing lesson. Today, we used the book, 1-2-3 Draw Cartoon People, to explore audience and purpose in functional writing. We read selected sections, followed the directions for drawing a cartoon head, and then discussed the audience and purpose. Then, students drew 2-3 more cartoon characters, worked on writing a new recipe, and explored other examples of functional writing using sites linked in GC-Writing.
Next, we read chapters 5 & 6 of Shiloh. After reading chapter 5, we summarized it as a group and listed the important events/details.
While I met with guided reading groups the students worked independently on the following tasks. First, they completed the Wednesday section of the reading skills practice sheet. Then, they reread chapter 6 of Shiloh, wrote a summary, listed important events/details, and identified a theme. Finally, they re-watched the run-on sentences screen cast and completed a worksheet identifying run-on sentences.
ALL reading groups: We reviewed the Wednesday portion of the reading skills paper which provided practice with making inferences. Then, we shared the themes each child generated for the portion of Shiloh we have read thus far, and discussed, as a group, which was the best, using evidence from the text to support our thinking.
The students ended the day by visiting 4 hands-on stations to explore the transfer on energy using static electricity.
Tuesday, April 24, 2018
Terrific Tuesday
This morning the students completed the Tuesday portion of the vocabulary sheet for our word of the week, obvious. Then, they practiced their keyboarding skills with Typing Club. After the announcements, we switched for math.
Math began with a fraction warm up requiring students to use their knowledge of equivalent fractions to add fractions with unlike denominators. Next, we went over last night's homework. After that, we began our rotations.
During the small group instruction, we used our understanding of factors and multiples to generate equivalent fractions in order to subtract fractions with unlike denominators. During math with a partner, the students played a board game called, "3 in a Row", adding fractions with unlike denominators and simplifying the sum. Finally, during the technology rotation, the students completed a session of Xtra Math and then practiced adding fractions with unlike denominators using online games linked in GC.
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 with a writing lesson. First, we quickly reviewed yesterday's lesson. Then, we read over two recipes and compared and contrasted they way they were written. Next, we discussed how author's keep their audience and purpose in mind while writing. Then, the children worked with their partner to write a recipe for something they know how to make.
Next, we continued reading and discussing chapters 3 and 4 of Shiloh. This took longer than expected, so the students had a shortened independent work block. During this time the children completed the Tuesday portion of this week's reading practice sheet. Then, they reread the short story, "Stray" and identified the theme with support from the text. Finally, they watched the screen cast for the run-on sentences lesson, and completed the guided practice sheet.
They ended their day in art, with Mrs. Daniell.
Math began with a fraction warm up requiring students to use their knowledge of equivalent fractions to add fractions with unlike denominators. Next, we went over last night's homework. After that, we began our rotations.
During the small group instruction, we used our understanding of factors and multiples to generate equivalent fractions in order to subtract fractions with unlike denominators. During math with a partner, the students played a board game called, "3 in a Row", adding fractions with unlike denominators and simplifying the sum. Finally, during the technology rotation, the students completed a session of Xtra Math and then practiced adding fractions with unlike denominators using online games linked in GC.
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 with a writing lesson. First, we quickly reviewed yesterday's lesson. Then, we read over two recipes and compared and contrasted they way they were written. Next, we discussed how author's keep their audience and purpose in mind while writing. Then, the children worked with their partner to write a recipe for something they know how to make.
Next, we continued reading and discussing chapters 3 and 4 of Shiloh. This took longer than expected, so the students had a shortened independent work block. During this time the children completed the Tuesday portion of this week's reading practice sheet. Then, they reread the short story, "Stray" and identified the theme with support from the text. Finally, they watched the screen cast for the run-on sentences lesson, and completed the guided practice sheet.
They ended their day in art, with Mrs. Daniell.
Monday, April 23, 2018
Marvelous Monday
This morning the students commented about their weekend on our morning message. Then, they completed the Monday portion of the vocabulary sheet for our new word of the week, obvious. Additionally, they worked on the Friday section of the reading skills paper from last week. After the announcements, we switched for math.
Math began with a fraction warm up. Then, we began our rotations.
During the small group instruction we used equivalent fractions to add fractions with unlike denominators. During math with a partner, the children played board games focusing on identifying multiples of a number. This helps them with generating equivalent fractions. Finally, during the technology rotation, the children completed a session of Xtra Math and then practiced adding fractions with unlike denominators using online games linked through GC.
In between our second and third rotations, the students enjoyed lunch and outdoor recess.
Math homework is posted in GC.
After math we began our literacy block with a writing lesson. Today we began a new unit, Functional Writing. We started with the students choosing new writing partners. After that, we discussed the various types of functional writing (lists, recipes, directions for completing a task, cards, invitations, etc.). Then, the class helped me to write directions for making a peanut butter and jelly sandwich. After that, the children decided on a sandwich they knew how to make and discussed what materials were needed and the necessary steps.
Next, they went to PE with Mr. Smith.
When they returned to class, the children ate their snake, while writing the directions for making the sandwich they decided upon, with their partner. After, sharing the various types of sandwiches we reflected on our ability to collaborate and what we need to work on next time.
Next, we began reading the novel, Shiloh. We read and summarized chapter 1, as a class. Then, we read chapter 2 and discussed it.
After that, the students worked independently. First, they completed the Monday section of the reading skills practice sheet, which focused on identifying the main idea of text. After that, they reread chapter 2 of Shiloh and wrote a summary. Finally, they watched a screen cast of a lesson about identifying and correcting run-on sentences, and completed a guided practice activity.
As they worked I met with individual students to begin our final informal reading assessments of the school year.
We did go over the Monday section from today's reading skills practice sheet and last Friday's section, too.
Math began with a fraction warm up. Then, we began our rotations.
During the small group instruction we used equivalent fractions to add fractions with unlike denominators. During math with a partner, the children played board games focusing on identifying multiples of a number. This helps them with generating equivalent fractions. Finally, during the technology rotation, the children completed a session of Xtra Math and then practiced adding fractions with unlike denominators using online games linked through GC.
In between our second and third rotations, the students enjoyed lunch and outdoor recess.
Math homework is posted in GC.
After math we began our literacy block with a writing lesson. Today we began a new unit, Functional Writing. We started with the students choosing new writing partners. After that, we discussed the various types of functional writing (lists, recipes, directions for completing a task, cards, invitations, etc.). Then, the class helped me to write directions for making a peanut butter and jelly sandwich. After that, the children decided on a sandwich they knew how to make and discussed what materials were needed and the necessary steps.
Next, they went to PE with Mr. Smith.
When they returned to class, the children ate their snake, while writing the directions for making the sandwich they decided upon, with their partner. After, sharing the various types of sandwiches we reflected on our ability to collaborate and what we need to work on next time.
Next, we began reading the novel, Shiloh. We read and summarized chapter 1, as a class. Then, we read chapter 2 and discussed it.
After that, the students worked independently. First, they completed the Monday section of the reading skills practice sheet, which focused on identifying the main idea of text. After that, they reread chapter 2 of Shiloh and wrote a summary. Finally, they watched a screen cast of a lesson about identifying and correcting run-on sentences, and completed a guided practice activity.
As they worked I met with individual students to begin our final informal reading assessments of the school year.
We did go over the Monday section from today's reading skills practice sheet and last Friday's section, too.
Friday, April 20, 2018
Fabulous Friday
This morning the students completed the Friday portion of the vocabulary shet for our word of the week, inform. After that, they chose which academic skill they wished to practice since it is Free Choice Friday. After the announcements, we switched for math.
We began math with a fraction warm up, and then students completed a session of Xtra Math. Next, we reviewed last night's homework. After that, I introduced the students to a virtual manipulative web site and gave them some time to explore it. Then, Mrs. Shapot's class joined us to play a fraction (review) Kahoot, to get us ready for upcoming lessons about adding and subtracting fractions with unlike denominators.
After enjoying lunch and recess, we did a whole group math lesson. We learned how to create equivalent fractions to add fractions with unlike denominators. We began by using visual models, and quickly moved on to using common denominators thinking about factors and cross multiplication.
After math we began our afternoon celebrating the arrival of spring and the 4th marking period. We started by playing a game of Kahoot that was a review for PARCC.
After that, the students worked in small groups, with a partner, or independently, to create a skit, a Kahoot, a poster, or a poem to welcome and celebrate spring and the 4th marking period.
Then, Mrs. Luckett came in to do a lesson about coping skills.
After the guidance lesson, with Mrs. Luckett, we watched the play and shared posters. Then, the children enjoyed a snack of popcorn and a Tootsie Pop, as they played board and card games.
It certainly was a great afternoon!
We began math with a fraction warm up, and then students completed a session of Xtra Math. Next, we reviewed last night's homework. After that, I introduced the students to a virtual manipulative web site and gave them some time to explore it. Then, Mrs. Shapot's class joined us to play a fraction (review) Kahoot, to get us ready for upcoming lessons about adding and subtracting fractions with unlike denominators.
After enjoying lunch and recess, we did a whole group math lesson. We learned how to create equivalent fractions to add fractions with unlike denominators. We began by using visual models, and quickly moved on to using common denominators thinking about factors and cross multiplication.
After math we began our afternoon celebrating the arrival of spring and the 4th marking period. We started by playing a game of Kahoot that was a review for PARCC.
After that, the students worked in small groups, with a partner, or independently, to create a skit, a Kahoot, a poster, or a poem to welcome and celebrate spring and the 4th marking period.
Then, Mrs. Luckett came in to do a lesson about coping skills.
After the guidance lesson, with Mrs. Luckett, we watched the play and shared posters. Then, the children enjoyed a snack of popcorn and a Tootsie Pop, as they played board and card games.
It certainly was a great afternoon!
Thursday, April 19, 2018
Thrilling Thursday
This morning the students completed the Thursday portion of the vocabulary sheet for our word of the week, inform. Then, they viewed this week's puzzles and wrote their guesses in the comment section. After the announcements, we switched for math.
Math began with an Eliminate It! warm up, and we also took a look at the online Remainders game. Next, we reviewed last night's homework. Then, the students took the week 2 formative covering dividing 4-digit numbers by 2-digit numbers.
After they were done with their formative, they completed a session of Xtra Math and then played the online Remainders game.
After enjoying lunch and outdoor recess, the math students played a game of multiplication Kahoot followed by a division Kahoot. The formatives were graded and returned to students at the end of math class.
Math homework is posted in GC.
After math, we began our literacy block with a writing lesson. First, students reread their fictional story about moving west using a wagon train. Then, I read some focused questions to help students revise their writing. Finally, the children had 20 minutes of writing time to work on their final drafts. All stories are due tomorrow.
Next, the students went to music.
When they returned to class, they ate snack and worked independently. First, they completed the Thursday section of the reading skills page. After that, the completed the week 2 formative for reading. They read 3 poems by Emily Dickinson and made a generalization about her life, based on the poems, using text evidence to support their thinking. Next, the children finished their stories about moving west on the Oregon Trail. Finally, they completed the Flocabulary lesson about magnets.
We ended the day by learning about static electricity. We watched and discussed a Flocabulary rap as a class. Then, we watched as a balloon, after being rubbed on clothing, made paper-punched wholes "jump" up to the balloon.
Math began with an Eliminate It! warm up, and we also took a look at the online Remainders game. Next, we reviewed last night's homework. Then, the students took the week 2 formative covering dividing 4-digit numbers by 2-digit numbers.
After they were done with their formative, they completed a session of Xtra Math and then played the online Remainders game.
After enjoying lunch and outdoor recess, the math students played a game of multiplication Kahoot followed by a division Kahoot. The formatives were graded and returned to students at the end of math class.
Math homework is posted in GC.
After math, we began our literacy block with a writing lesson. First, students reread their fictional story about moving west using a wagon train. Then, I read some focused questions to help students revise their writing. Finally, the children had 20 minutes of writing time to work on their final drafts. All stories are due tomorrow.
Next, the students went to music.
When they returned to class, they ate snack and worked independently. First, they completed the Thursday section of the reading skills page. After that, the completed the week 2 formative for reading. They read 3 poems by Emily Dickinson and made a generalization about her life, based on the poems, using text evidence to support their thinking. Next, the children finished their stories about moving west on the Oregon Trail. Finally, they completed the Flocabulary lesson about magnets.
We ended the day by learning about static electricity. We watched and discussed a Flocabulary rap as a class. Then, we watched as a balloon, after being rubbed on clothing, made paper-punched wholes "jump" up to the balloon.
Wednesday, April 18, 2018
Wonderful Wednesday - Picture Day
This morning the students completed the Wednesday portion of the vocabulary sheet for our word of the week, inform. Then, they practiced generating parts of speech by playing an online version of Mad Libs. After the announcements, we switched for math.
Math began with a brain teaser warm up, followed by a review of last night's homework. Then, we began our rotations.
During the small group instruction, we used the relationship between multiplication and division to solve for unknowns in all positions of equations involving the division of a 4-digit number by a 2-digit number. During math with a partner, the students played the Multi-Digit Number Battle card game, again. During the technology rotation, the students completed a session of Xtra Math and then played Ken-Ken, an online Soduko type game.
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 with a writing lesson. After sharing my completed model fictional story about moving west using the Oregon Trail, the students worked on revising their own. Then, they read their piece to their partner and made more improvements.
After that, we ate snack and had an impromptu class meeting. First, each of us shared how we are feeling about school and the workload. Then, we brainstormed ideas of how we can celebrate the arrival of the fourth marking period to motivate ourselves to do our best!
Next, the students worked independently while I met with guided reading groups. They began by completing the Wednesday portion of the reading skills practice sheet. Then they reread the two Gary Soto poems we read this week and listed generalizations we can make about Gary Soto's life based upon them. After that, the children had time to complete the reading formative from earlier in the week, the complex sentences assignment from last week, and the idioms activity from last week. Those who finished early worked on the magnet Flocabulary lesson.
Guided Reading Groups:
ALL Groups - We reviewed the Wednesday section of the reading skills practice sheet which focused on making inferences. Then, we discussed the two poems by Gary Soto and made the generalization that he is a kind and compassionate person. Finally, we identified portions of the text that supports our idea.
We ended the day with a science lesson allowing the students time to experiment with magnets and report their findings.
Math began with a brain teaser warm up, followed by a review of last night's homework. Then, we began our rotations.
During the small group instruction, we used the relationship between multiplication and division to solve for unknowns in all positions of equations involving the division of a 4-digit number by a 2-digit number. During math with a partner, the students played the Multi-Digit Number Battle card game, again. During the technology rotation, the students completed a session of Xtra Math and then played Ken-Ken, an online Soduko type game.
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 with a writing lesson. After sharing my completed model fictional story about moving west using the Oregon Trail, the students worked on revising their own. Then, they read their piece to their partner and made more improvements.
After that, we ate snack and had an impromptu class meeting. First, each of us shared how we are feeling about school and the workload. Then, we brainstormed ideas of how we can celebrate the arrival of the fourth marking period to motivate ourselves to do our best!
Next, the students worked independently while I met with guided reading groups. They began by completing the Wednesday portion of the reading skills practice sheet. Then they reread the two Gary Soto poems we read this week and listed generalizations we can make about Gary Soto's life based upon them. After that, the children had time to complete the reading formative from earlier in the week, the complex sentences assignment from last week, and the idioms activity from last week. Those who finished early worked on the magnet Flocabulary lesson.
Guided Reading Groups:
ALL Groups - We reviewed the Wednesday section of the reading skills practice sheet which focused on making inferences. Then, we discussed the two poems by Gary Soto and made the generalization that he is a kind and compassionate person. Finally, we identified portions of the text that supports our idea.
We ended the day with a science lesson allowing the students time to experiment with magnets and report their findings.
Tuesday, April 17, 2018
Terrific Tuesday
This morning the students completed the Tuesday section of the vocabulary sheet for our word of the week, inform. Then, they practiced their keyboarding skills using Typing Club. After the announcements, we switched for math.
Math began with a logic warm up. Next, we reviewed the homework from last night. Then, we began our rotations.
During the small group rotation, we practiced estimating and solving to determine the quotient of a 4 digit number divided by a 2 digit number. During math with a partner, the students played Multi-Digit number battle, a card game, that provided practice with mental multiplication of 2-digit by 1-digit numbers. Finally, during the technology rotation, the students completed a session of Xtra Math and played Ken-Ken, an online game using mental math and logic.
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 writing, after reviewing the expectations for the performance task where students will plan and write a story based upon our research of what it was like to travel west using the Oregon Trail, the children had 10 minutes to complete their planning graphic organizer and then 25 minutes to write their entire rough draft.
After writing, the students ate their snack while I went over their independent work assignments.
First, they completed the Tuesday section of the reading skills page which focused on writing cause and effect statements. Next, they red another poem by Gary Soto, "Oranges" and identified inferences they could make about him, based on the poem. After that, those who didn't complete the reading formative yesterday, did so today. Then, they illustrated an idiom and explained both the literal and figurative meaning of it. Those who finished early, completed the Flocabulary assignment, about magnets, that they started last week.
While the class worked on these tasks, I met with guided reading groups.
Green: First, we shared our cause and effect statements that we identified using the pictures on the reading skills paper for this week. After that, we reread the poem, "Oranges," by Gary Soto and identified inferences we could make. Then, we chose an inference we could make about the poet's life and identified the text support and our background knowledge that helped us make it.
Pink: First, we shared our cause and effect statements that we identified using the pictures on the reading skills paper for this week. After that, we reread the poem, "Oranges," by Gary Soto and identified inferences we could make. Then, we chose an inference we could make about the poet's life and identified the text support and our background knowledge that helped us make it.
Blue: First, we shared our cause and effect statements that we identified using the pictures on the reading skills paper for this week. After that, we reread the poem, "Oranges," by Gary Soto and identified inferences we could make. Then, we chose an inference we could make about the poet's life and identified the text support and our background knowledge that helped us make it.
Math began with a logic warm up. Next, we reviewed the homework from last night. Then, we began our rotations.
During the small group rotation, we practiced estimating and solving to determine the quotient of a 4 digit number divided by a 2 digit number. During math with a partner, the students played Multi-Digit number battle, a card game, that provided practice with mental multiplication of 2-digit by 1-digit numbers. Finally, during the technology rotation, the students completed a session of Xtra Math and played Ken-Ken, an online game using mental math and logic.
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 writing, after reviewing the expectations for the performance task where students will plan and write a story based upon our research of what it was like to travel west using the Oregon Trail, the children had 10 minutes to complete their planning graphic organizer and then 25 minutes to write their entire rough draft.
After writing, the students ate their snack while I went over their independent work assignments.
First, they completed the Tuesday section of the reading skills page which focused on writing cause and effect statements. Next, they red another poem by Gary Soto, "Oranges" and identified inferences they could make about him, based on the poem. After that, those who didn't complete the reading formative yesterday, did so today. Then, they illustrated an idiom and explained both the literal and figurative meaning of it. Those who finished early, completed the Flocabulary assignment, about magnets, that they started last week.
While the class worked on these tasks, I met with guided reading groups.
Green: First, we shared our cause and effect statements that we identified using the pictures on the reading skills paper for this week. After that, we reread the poem, "Oranges," by Gary Soto and identified inferences we could make. Then, we chose an inference we could make about the poet's life and identified the text support and our background knowledge that helped us make it.
Pink: First, we shared our cause and effect statements that we identified using the pictures on the reading skills paper for this week. After that, we reread the poem, "Oranges," by Gary Soto and identified inferences we could make. Then, we chose an inference we could make about the poet's life and identified the text support and our background knowledge that helped us make it.
Blue: First, we shared our cause and effect statements that we identified using the pictures on the reading skills paper for this week. After that, we reread the poem, "Oranges," by Gary Soto and identified inferences we could make. Then, we chose an inference we could make about the poet's life and identified the text support and our background knowledge that helped us make it.
After our literacy block, we revisited the Mystery Science lesson that we began on Friday.
The children ended their day in art with Mrs. Daniell.
Monday, April 16, 2018
Marvelous Monday!
This morning the students commented about their weekend on our morning message and completed the Monday section of the vocabulary sheet for our new word of the week, inform. Then, they read quietly or played the Oregon Trail game online. After the announcements, we switched for math.
Math began with a logic warm up. Then we began our rotations.
During the small group instruction, we worked on dividing 4-digit numbers by a 2-digit number that is not a multiple of ten. We focused on using 2 different strategies; the break apart method and long division. During math with a partner, the students worked together to solve a logic problem involving 4-digit by 1-digit multiplication. Those who finished early practiced their basic multiplication facts by playing Multiplication War. Finally, during the technology portion the students completed a session of Xtra Math and then played the online game, Ken-Ken.
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 with a writing lesson. First, we read and discussed the directions for the writing part of this unit. Students will be writing a fictional story about a pioneer moving west using details from their research last week. After that, I modeled writing the first 2 paragraphs of my fictional piece. Then, the students chose a graphic organizer to use to plan their writing.
Next, the students went to PE with Mr. Smith.
When they returned to class, they ate snack while I reviewed inferences with them and went over their independent work tasks. First, they completed the Monday section of the reading skills page for this week. After that, they red a poem called, "Ode to my Library," by Gary Soto. Next, they used two versions of the story, The Talker, to explain the differences in structural elements between prose and a play. Next, the students worked on explaining the literal and figurative meaning of an idiom and illustrating it. Those who finished early, continued working on the Flocabulary lesson about magnets from last week.
Reading Groups:
Green: We reviewed the Monday section of the reading skills sheet which focused on main idea. Then, we identified inferences we could make about the poet, Gary Soto, after reading his poem, "Ode to my Library". After that, the students identified one inference and used the text and their background knowledge to support it. Finally, each student shared their work.
Pink: We reviewed the Monday section of the reading skills sheet which focused on main idea. Then, we identified inferences we could make about the poet, Gary Soto, after reading his poem, "Ode to my Library". After that, the students identified one inference and used the text and their background knowledge to support it. Finally, each student shared their work.
Blue: We reviewed the Monday section of the reading skills sheet which focused on main idea. Then, we identified inferences we could make about the poet, Gary Soto, after reading his poem, "Ode to my Library". After that, the students identified one inference and used the text and their background knowledge to support it. Finally, each student shared their work.
We ended the day by continuing the Mystery Science lesson about magnets. We hope to finish it tomorrow!
Math began with a logic warm up. Then we began our rotations.
During the small group instruction, we worked on dividing 4-digit numbers by a 2-digit number that is not a multiple of ten. We focused on using 2 different strategies; the break apart method and long division. During math with a partner, the students worked together to solve a logic problem involving 4-digit by 1-digit multiplication. Those who finished early practiced their basic multiplication facts by playing Multiplication War. Finally, during the technology portion the students completed a session of Xtra Math and then played the online game, Ken-Ken.
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 with a writing lesson. First, we read and discussed the directions for the writing part of this unit. Students will be writing a fictional story about a pioneer moving west using details from their research last week. After that, I modeled writing the first 2 paragraphs of my fictional piece. Then, the students chose a graphic organizer to use to plan their writing.
Next, the students went to PE with Mr. Smith.
When they returned to class, they ate snack while I reviewed inferences with them and went over their independent work tasks. First, they completed the Monday section of the reading skills page for this week. After that, they red a poem called, "Ode to my Library," by Gary Soto. Next, they used two versions of the story, The Talker, to explain the differences in structural elements between prose and a play. Next, the students worked on explaining the literal and figurative meaning of an idiom and illustrating it. Those who finished early, continued working on the Flocabulary lesson about magnets from last week.
Reading Groups:
Green: We reviewed the Monday section of the reading skills sheet which focused on main idea. Then, we identified inferences we could make about the poet, Gary Soto, after reading his poem, "Ode to my Library". After that, the students identified one inference and used the text and their background knowledge to support it. Finally, each student shared their work.
Pink: We reviewed the Monday section of the reading skills sheet which focused on main idea. Then, we identified inferences we could make about the poet, Gary Soto, after reading his poem, "Ode to my Library". After that, the students identified one inference and used the text and their background knowledge to support it. Finally, each student shared their work.
Blue: We reviewed the Monday section of the reading skills sheet which focused on main idea. Then, we identified inferences we could make about the poet, Gary Soto, after reading his poem, "Ode to my Library". After that, the students identified one inference and used the text and their background knowledge to support it. Finally, each student shared their work.
We ended the day by continuing the Mystery Science lesson about magnets. We hope to finish it tomorrow!
Friday, April 13, 2018
Fabulous Friday
This morning the students completed the Friday portion of the vocabulary sheet for our word of the week, adapt. After that, they got to choose which academic skill they wanted to practice, but many played Oregon Trail. After watching the announcements, we switched for math.
Math began with a logic based warm up. After that, we reviewed last night's homework. Then, we took this week's formative.
The formatives have been graded and returned to students. Look for them in the math section of the binder this evening.
After math, the students enjoyed lunch and outdoor recess.
Then, we went to Clarksburg High School to see the musical Shrek.
When we returned we ate snack and played The Oregon Trail game online.
Next, we reviewed this weeks word of the week paper, the Thursday and Friday sections of this week's reading skills page, and our weekly puzzles.
After that, we reviewed the characteristics of prose, poetry, and drama (plays). Then we identified examples of text as one of the aforementioned.
Finally, we ended the day with a class meeting. First, we shared our favorite parts of the play Shrek. Next, we exchanged thank yous and compliments. Then, we discussed challenges.
We had a discussion about the use of the "flexible" (fun) seating in the classroom. After some discourse, we voted and decided that we would ask each other for turns to sit in the bean bags and rocking chair. Those who are frequent "sitters" in these will try to relinquish their seat for those who don't get the chance to use them. WE will revisit this at our next class meeting to see how it works.
After that, we discussed the state testing that is coming up at the end of April and May. We talked about why we need to try our best BUT that we need to remember it is just a fourth grade test...it truly does not have a huge impact on our futures.
Math began with a logic based warm up. After that, we reviewed last night's homework. Then, we took this week's formative.
The formatives have been graded and returned to students. Look for them in the math section of the binder this evening.
After math, the students enjoyed lunch and outdoor recess.
Then, we went to Clarksburg High School to see the musical Shrek.
When we returned we ate snack and played The Oregon Trail game online.
Next, we reviewed this weeks word of the week paper, the Thursday and Friday sections of this week's reading skills page, and our weekly puzzles.
After that, we reviewed the characteristics of prose, poetry, and drama (plays). Then we identified examples of text as one of the aforementioned.
Finally, we ended the day with a class meeting. First, we shared our favorite parts of the play Shrek. Next, we exchanged thank yous and compliments. Then, we discussed challenges.
We had a discussion about the use of the "flexible" (fun) seating in the classroom. After some discourse, we voted and decided that we would ask each other for turns to sit in the bean bags and rocking chair. Those who are frequent "sitters" in these will try to relinquish their seat for those who don't get the chance to use them. WE will revisit this at our next class meeting to see how it works.
After that, we discussed the state testing that is coming up at the end of April and May. We talked about why we need to try our best BUT that we need to remember it is just a fourth grade test...it truly does not have a huge impact on our futures.
Thursday, April 12, 2018
Thrilling Thursday
This morning the students completed the Thursday portion of the vocabulary sheet for our word of the week, adapt. Then, they worked on solving our weekly puzzles. After the announcements, we switched for math.
Math began with a logic based warm up. Then, we reviewed the homework that was supposed to be posted the past two nights. After that, we began our rotations.
During the small group instruction we practiced dividing 4-digit numbers by multiples of 10. Then, we wrote a matching multiplication equation. Finally, we drew an area model to match. During math with a partner, the students continued playing the game of Squares, which provided practice with dividing 3- and 4-digit numbers by multiples of ten. Finally, during the technology portion, the students completed a session of Xtra Math and then used Quotient Cafe to practice solving division equations.
In between the second and third rotations, the students enjoyed lunch and outdoor recess.
There will be a formative tomorrow. Math homework is posted in GC (hopefully).
After math, we began our literacy block with a writing lesson. First, for fun, I demonstrated the online version of The Oregon Trail computer game and linked it in GC-Homeroom. After that, we reviewed that the students will be writing a fictitious story using the westward migration as the setting. Then, we discussed how to respond to research questions by fulling understanding what the question is asking and responding to all parts.
Next, the children went to music.
When they returned to class, they ate snack and worked with their partner, using their notes and the 2 resources we read earlier in the week, to answer 2 research questions. After that, the children came to the carpet and worked on revising their responses, as I read some questions to help guide them. Finally, some volunteers shared their responses and then I collected all papers to grade.
After that, we were treated to an assembly sponosored by the PTA. We enjoyed a [performance of traditional Irish music and dance.
When we returned to class, we began a Mystery SCoience investigation of magnets. We watched a short introductory clip and then had fun experimenting with magnets...hands on!
Math began with a logic based warm up. Then, we reviewed the homework that was supposed to be posted the past two nights. After that, we began our rotations.
During the small group instruction we practiced dividing 4-digit numbers by multiples of 10. Then, we wrote a matching multiplication equation. Finally, we drew an area model to match. During math with a partner, the students continued playing the game of Squares, which provided practice with dividing 3- and 4-digit numbers by multiples of ten. Finally, during the technology portion, the students completed a session of Xtra Math and then used Quotient Cafe to practice solving division equations.
In between the second and third rotations, the students enjoyed lunch and outdoor recess.
There will be a formative tomorrow. Math homework is posted in GC (hopefully).
After math, we began our literacy block with a writing lesson. First, for fun, I demonstrated the online version of The Oregon Trail computer game and linked it in GC-Homeroom. After that, we reviewed that the students will be writing a fictitious story using the westward migration as the setting. Then, we discussed how to respond to research questions by fulling understanding what the question is asking and responding to all parts.
Next, the children went to music.
When they returned to class, they ate snack and worked with their partner, using their notes and the 2 resources we read earlier in the week, to answer 2 research questions. After that, the children came to the carpet and worked on revising their responses, as I read some questions to help guide them. Finally, some volunteers shared their responses and then I collected all papers to grade.
After that, we were treated to an assembly sponosored by the PTA. We enjoyed a [performance of traditional Irish music and dance.
When we returned to class, we began a Mystery SCoience investigation of magnets. We watched a short introductory clip and then had fun experimenting with magnets...hands on!
Wednesday, April 11, 2018
Wonderful Wednesday
This morning the children completed the Wednesday portion of the vocabulary sheet for our word of the week, adapt. Then, they practiced their spelling skills by unscrambling letters to form words using an online game. After the announcements, we switched for math.
Math began with a 24 Challenge and mental division warm up. Then, we reviewed last night's homework. After that, we began our rotations.
During the small group instruction we used different strategies to estimate quotients. Then, we solved the equations, to check our answer, and wrote it as a multiplication problem. During math with a partner, the students began playing a game of Squares to practice dividing 4-digit and 3-digit numbers by 2 -digit numbers. Finally, during the technology portion, the students completed a session of Xtra Math and then used two online links to practice dividing multi-digit numbers by 2-digit numbers.
In between the second and third rotations, the students enjoyed lunch and outdoor recess.
Math homework is posted in GC. Sorry that it didn't post last night.
After math, we began our literacy block with a writing lesson. First we reviewed what we learned about traveling west by wagon train on Monday. Then, we reviewed the student directions for part one of the performance task, reading a journal entry, taking notes, and answering research questions. After that, the students worked with their writing partner to read a journal entry written by a boy traveling west by wagon train and take notes about the sights and experiences mentioned in the text. Finally, we reflected about why we read a text more than once and how we worked responsibly with our partners.
Next, we began our reading lesson and independent work block. First we reviewed the characteristics of prose. Then, we reviewed the characteristics of poetry and important vocabulary pertaining to it. After that, I explained what idioms are and we reviewed the literal and figurative meaning of some. Finally, the students worked independently on the following tasks.
First, they completed the Wednesday portion of the reading skills page. Then, they read a poem, answered some comprehension questions, and identified two inferences they understood in the poem. After that, they re watched the complex sentences screen cast and completed another follow up practice sheet (except for the 4 students who followed directions on yesterday's assignment). Next, the children viewed the literal and figurative meaning, and illustrations, of many idioms, and chose one to illustrate and explain.
As they worked, I met with all three guided reading groups. First, we reviewed the Wednesday section of the reading skills paper...this provided practice with making inferences. Then, we revisited the poem they read independently and identified two inferences they made, including the text evidence they used and their background knowledge. Finally, we identified and discussed examples of the characteristics of poetry that we found and how they helped us understand the poem.
We ended the day with a science lesson. After reviewing the vocabulary related to the magnet unit. I did a demonstration where it appeared 4 magnets were floating in the air. The students identified what they saw, what they thought was happening, and what they wondered.
Math began with a 24 Challenge and mental division warm up. Then, we reviewed last night's homework. After that, we began our rotations.
During the small group instruction we used different strategies to estimate quotients. Then, we solved the equations, to check our answer, and wrote it as a multiplication problem. During math with a partner, the students began playing a game of Squares to practice dividing 4-digit and 3-digit numbers by 2 -digit numbers. Finally, during the technology portion, the students completed a session of Xtra Math and then used two online links to practice dividing multi-digit numbers by 2-digit numbers.
In between the second and third rotations, the students enjoyed lunch and outdoor recess.
Math homework is posted in GC. Sorry that it didn't post last night.
After math, we began our literacy block with a writing lesson. First we reviewed what we learned about traveling west by wagon train on Monday. Then, we reviewed the student directions for part one of the performance task, reading a journal entry, taking notes, and answering research questions. After that, the students worked with their writing partner to read a journal entry written by a boy traveling west by wagon train and take notes about the sights and experiences mentioned in the text. Finally, we reflected about why we read a text more than once and how we worked responsibly with our partners.
Next, we began our reading lesson and independent work block. First we reviewed the characteristics of prose. Then, we reviewed the characteristics of poetry and important vocabulary pertaining to it. After that, I explained what idioms are and we reviewed the literal and figurative meaning of some. Finally, the students worked independently on the following tasks.
First, they completed the Wednesday portion of the reading skills page. Then, they read a poem, answered some comprehension questions, and identified two inferences they understood in the poem. After that, they re watched the complex sentences screen cast and completed another follow up practice sheet (except for the 4 students who followed directions on yesterday's assignment). Next, the children viewed the literal and figurative meaning, and illustrations, of many idioms, and chose one to illustrate and explain.
As they worked, I met with all three guided reading groups. First, we reviewed the Wednesday section of the reading skills paper...this provided practice with making inferences. Then, we revisited the poem they read independently and identified two inferences they made, including the text evidence they used and their background knowledge. Finally, we identified and discussed examples of the characteristics of poetry that we found and how they helped us understand the poem.
We ended the day with a science lesson. After reviewing the vocabulary related to the magnet unit. I did a demonstration where it appeared 4 magnets were floating in the air. The students identified what they saw, what they thought was happening, and what they wondered.
Tuesday, April 10, 2018
Terrific Tuesday - Welcome to MP 4!
This morning the children completed the Tuesday portion of the vocabulary sheet for our word of the week, adapt. Then, they practiced their keyboarding skills using, Typing Club. After the announcements, we switched for math.
For our warm up, in math, we played another round of Soduko. Then, we reviewed last night's homework. After that, we did a whole group math lesson using the area model to divide multi-digit whole numbers by multiples of ten. A screen cast was created and sent out to all families.
After our lesson, the students took part in a side-door bus evacuation and then enjoyed lunch and recess.
After recess, the students worked with a substitute teacher, since this afternoon the fourth grade teachers had an extended collaborative planning session.
When the students returned to math they completed a session of Xtra Math and played a board game providing practice with diving by multiples of ten.
Math homework is posted in GC.
After math, the students began their literacy block. Today they focused on identifying and explaining the characteristics of prose text.
Then, they worked independently, on the following tasks, while the substitute met with reading groups. First, the completed the Tuesday section of the reading skills practice sheet. After that, they read a piece of text, written in prose, and answered several comprehension questions. Next, they re watched the screen cast about complex sentences and completed a follow up, graded practice activity.
Each reading group met with the substitute. First, they reviewed the Monday and Tuesday portions of the reading skills practice page. Then, they revisited the story, which they had read independently, and identified characteristics making it an example of prose. They also discussed the text structure and defined unknown words using context clues.
After the literacy block, they began our next science unit about magnets. First, as a group, they reviewed pertinent vocabulary. Then, the students began working through an online Flocabulary lesson.
The children ended their day in art with Mrs. Daniell.
For our warm up, in math, we played another round of Soduko. Then, we reviewed last night's homework. After that, we did a whole group math lesson using the area model to divide multi-digit whole numbers by multiples of ten. A screen cast was created and sent out to all families.
After our lesson, the students took part in a side-door bus evacuation and then enjoyed lunch and recess.
After recess, the students worked with a substitute teacher, since this afternoon the fourth grade teachers had an extended collaborative planning session.
When the students returned to math they completed a session of Xtra Math and played a board game providing practice with diving by multiples of ten.
Math homework is posted in GC.
After math, the students began their literacy block. Today they focused on identifying and explaining the characteristics of prose text.
Then, they worked independently, on the following tasks, while the substitute met with reading groups. First, the completed the Tuesday section of the reading skills practice sheet. After that, they read a piece of text, written in prose, and answered several comprehension questions. Next, they re watched the screen cast about complex sentences and completed a follow up, graded practice activity.
Each reading group met with the substitute. First, they reviewed the Monday and Tuesday portions of the reading skills practice page. Then, they revisited the story, which they had read independently, and identified characteristics making it an example of prose. They also discussed the text structure and defined unknown words using context clues.
After the literacy block, they began our next science unit about magnets. First, as a group, they reviewed pertinent vocabulary. Then, the students began working through an online Flocabulary lesson.
The children ended their day in art with Mrs. Daniell.
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