This morning the students completed the Wednesday section of the vocabulary sheet for our word of the week, conclude. Then, they used a site called Sentence Surgeons to fix the grammar, punctuation, and spelling of sick sentences. After the announcements we switched for math.
Math began with a decimal and logic word problem. Then, we went over last nightś homework. After that, we began our rotations.
During the small group lesson, we practiced solving word problems involving intervals of time to the hundredths. During math with a partner, the students played a board, game called Trap It, to practice reading decimals to the thousandths. Finally, during the technology portion, the students completed a session of Xtra Math and then chose an online game fro the Decimal Livebinder, to practice adding or subtracting decimals.
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. After reviewing our notes about fiction writing chart, we read and discussed the first half of the story, Miss Rumphius. Then, we shared ideas of interesting or unusual people we know and Situations we could put them in. Next, the students wrote silently, for 20 minutes, while they ate snack, about an interesting person they know in a fictional event.
Next, the students went to the media center for a lesson about digital citizenship with Mrs. Allaire.
When they returned to class, some students volunteered to share their writing from today. Then we began our independent work block.
Today students began by completing the Tuesday and Wednesday section of their reading skills practice sheet. After that, they read the myth, The Blue Corn Maiden, and wrote about changes to the character and the Earth, in the myth. Next, the children used resources, available in GC-Science, to define, list characteristics, identify the location, and the importance of 2 of the Earthś main systems.
During this time I met with guided reading groups.
Green: We reviewed the Tuesday and Wednesday sections of their reading skills sheet. Then, we revisited the text about Zeus and identified his positive and negative character traits. Finally, we read the story of Pandora and identified how she changed in the myth.
Pink: We reviewed the Tuesday and Wednesday sections of their reading skills sheet. Then, we read and retold the story of Pandora and identified how she changed in the myth.
Blue: We reviewed the Tuesday and Wednesday sections of their reading skills sheet. Then, we read the story of Pandora and discussed unknown words.
Wednesday, January 31, 2018
Tuesday, January 30, 2018
Terrific Tuesday...a Two Hour Delay
This morning the students completed the Tuesday portion of the vocabulary sheet for our word of the week, conclude. Then they practiced their keyboarding skills using Typing Club.
After the announcements, we took advantage of some ¨found"time and read a non-fiction piece about the origin of Greek mythology. Then, I introduced the students to a new program we will be incorporating into our reading block, the reading skill of the day. Today, we practiced identifying the ,main idea and 2 supporting details of a paragraph.
Next, the students enjoyed lunch.
After lunch, we had a shortened math block. We began with a decimal review warm up. Then, we went over last nightś math homework. After that, we did a whole group lesson about adding tenths and hundredths, both as fractions and as decimals.
There is math homework posted in GC.
After math, we began our literacy block with a writing lesson. We read a story called, Night of the Gargoyles, by Eve Bunting we discussed writing stories about inanimate objects coming to life. Then, while the children ate snack, they began a draft of a new fiction, trying to incorporate an inanimate object that comes to life. Finally, the children shared their writing with their partners.
After that, we began our independent work portion of the literacy block First, the students read about Zeus, circling unknown words and identifying surprising and confusing parts. After that, they reread the story, Persephone, and identified changes to the earth and Persephone in the story. Finally, students had time to revisit and continue working on their draft from writing today.
Blue: We shared background knowledge about Zeus. Then we scanned the text looking for unknown words. After that, the students read the article and identified three important pieces of information about Zeus.
Pink: First, we identified and defined unknown words from the text. Then, we discussed Zeus'strengths and weaknesses.
The students ended their day in art with Mrs. Daniell.
After the announcements, we took advantage of some ¨found"time and read a non-fiction piece about the origin of Greek mythology. Then, I introduced the students to a new program we will be incorporating into our reading block, the reading skill of the day. Today, we practiced identifying the ,main idea and 2 supporting details of a paragraph.
Next, the students enjoyed lunch.
After lunch, we had a shortened math block. We began with a decimal review warm up. Then, we went over last nightś math homework. After that, we did a whole group lesson about adding tenths and hundredths, both as fractions and as decimals.
There is math homework posted in GC.
After math, we began our literacy block with a writing lesson. We read a story called, Night of the Gargoyles, by Eve Bunting we discussed writing stories about inanimate objects coming to life. Then, while the children ate snack, they began a draft of a new fiction, trying to incorporate an inanimate object that comes to life. Finally, the children shared their writing with their partners.
After that, we began our independent work portion of the literacy block First, the students read about Zeus, circling unknown words and identifying surprising and confusing parts. After that, they reread the story, Persephone, and identified changes to the earth and Persephone in the story. Finally, students had time to revisit and continue working on their draft from writing today.
Blue: We shared background knowledge about Zeus. Then we scanned the text looking for unknown words. After that, the students read the article and identified three important pieces of information about Zeus.
Pink: First, we identified and defined unknown words from the text. Then, we discussed Zeus'strengths and weaknesses.
The students ended their day in art with Mrs. Daniell.
Monday, January 29, 2018
Marvelous Monday - Welcome to MP 3
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, conclude. Those who finished early found a comfy place to read quietly. After the announcements, we switched for math.
We began math with a Challenge 24 warm up. Then, we began our rotations.
During the small group instruction, we used decimal notation to represent fractions with denominators of 10 or 100. During math with a partner, the students played Four in a Row to practice identifying parallel and perpendicular lines in shapes. Finally, during the technology portion, the students completed a session of Xtra Math. Then, they watched two Learn Zillion lessons about converting fractions to decimals with denominators of 10 or 100. Those who finished early practiced converting fraction s to decimals by playing an online game called Shape Shoot.
In between the second and third rotations, the students enjoyed lunch and outdoor recess.
Homework is posted in GC.
After math, we began our literacy block with a writing lesson. Today we began a new writing unit, so we selected new writing partners. After that, we had a brief discussion about fiction writing, sharing what we already knew, and then read, and discussed, Tar Beach, by Faith Ringgold. This is a well-known fictional story that includes both events that can happen in real life and those that can only happen in your imagination.
Next, the students went to PE with Mr. Smith.
When they returned to class, they ate their snack and began drafting a fictional writing piece. After writing silently for 20 minutes, they shared their drafts with their new writing partners.
Next, we began our new reading unit using Green Myths to help us understand change in stories. First, though, the students worked in their table groups to list things that change and put them into groups/categories. Next, we tried to come up with a list of things that do not change...and we discovered that was more challenging. Finally, after agreeing that most things do change, we reviewed the characteristics of traditional tales, especially myths.
After that, we read the Greek myth, ¨Persephone,"and discussed how the characters and setting changed.
Next, we wrapped up some loose ends from last week by going over the weekly puzzles, last weekś vocabulary sheet , and trying to finish the student made Kahoot games (with no luck on that end).
Then, we ended the day by identifying and defining the Earthś main systems; the geosphere, the biosphere, the hydrosphere, and the atmosphere.
We began math with a Challenge 24 warm up. Then, we began our rotations.
During the small group instruction, we used decimal notation to represent fractions with denominators of 10 or 100. During math with a partner, the students played Four in a Row to practice identifying parallel and perpendicular lines in shapes. Finally, during the technology portion, the students completed a session of Xtra Math. Then, they watched two Learn Zillion lessons about converting fractions to decimals with denominators of 10 or 100. Those who finished early practiced converting fraction s to decimals by playing an online game called Shape Shoot.
In between the second and third rotations, the students enjoyed lunch and outdoor recess.
Homework is posted in GC.
After math, we began our literacy block with a writing lesson. Today we began a new writing unit, so we selected new writing partners. After that, we had a brief discussion about fiction writing, sharing what we already knew, and then read, and discussed, Tar Beach, by Faith Ringgold. This is a well-known fictional story that includes both events that can happen in real life and those that can only happen in your imagination.
Next, the students went to PE with Mr. Smith.
When they returned to class, they ate their snack and began drafting a fictional writing piece. After writing silently for 20 minutes, they shared their drafts with their new writing partners.
Next, we began our new reading unit using Green Myths to help us understand change in stories. First, though, the students worked in their table groups to list things that change and put them into groups/categories. Next, we tried to come up with a list of things that do not change...and we discovered that was more challenging. Finally, after agreeing that most things do change, we reviewed the characteristics of traditional tales, especially myths.
After that, we read the Greek myth, ¨Persephone,"and discussed how the characters and setting changed.
Next, we wrapped up some loose ends from last week by going over the weekly puzzles, last weekś vocabulary sheet , and trying to finish the student made Kahoot games (with no luck on that end).
Then, we ended the day by identifying and defining the Earthś main systems; the geosphere, the biosphere, the hydrosphere, and the atmosphere.
Thursday, January 25, 2018
Thrilling Thursday - End of MP 2
This morning the students completed the Friday portion of the vocabulary sheet for our word of the week, previous. Then, they looked at this week´s puzzles and posted their guesses in the comment section. After the announcements, we switched for math.
Since we had several students who needed to complete the MAP-M testing, Mrs. Shapot sent some of her students to our class for math, and those needing to finish the test went next door to Mrs. Shapotś room. Then, we did a whole group math lesson categorizing triangles based upon angle measurements and side lengths. After the lesson, we played a couple of games of Kahoot to test and reinforce what we had learned.
After math, the students went to lunch.
When they returned to homeroom we had some independent work time. During this time, students finished all graded assignments that were due by the end of today. Those who had already completed their work, completed the European explorer Kahoots that began creating yesterday.
Once ALL independent work had been turned in, we played the European explorer Kahoots designed by our classmates.
Since we had several students who needed to complete the MAP-M testing, Mrs. Shapot sent some of her students to our class for math, and those needing to finish the test went next door to Mrs. Shapotś room. Then, we did a whole group math lesson categorizing triangles based upon angle measurements and side lengths. After the lesson, we played a couple of games of Kahoot to test and reinforce what we had learned.
After math, the students went to lunch.
When they returned to homeroom we had some independent work time. During this time, students finished all graded assignments that were due by the end of today. Those who had already completed their work, completed the European explorer Kahoots that began creating yesterday.
Once ALL independent work had been turned in, we played the European explorer Kahoots designed by our classmates.
Wednesday, January 24, 2018
Wonderful Wednesday
This morning, the students completed the Wednesday and Thursday section of the vocabulary sheet for our word of the week, previous. Then, they played an online contraction matching game, since it is Word Wednesday. After the announcements, we switched for math.
All math classes took the MAP-M assessment during math. This is the computerized, self-adjusting math test that students take three times a year. This provides teachers with valuable data to help drive our planning and instruction.
After enjoying lunch and outdoor recess, the students returned to math and, most, completed the MAP-M assessment. Those who didn't finish will get a chance to do so....no worries!
After math, we played a quick game of Kahoot to reinforce the concept of cause and effect. Then we had our final personal narrative writing lesson.
We began by reviewing what we have learned about writing good personal narratives. Then, we shared what was easy and challenging about writing the pieces. After that, the students wrote silently for 20 minutes. Some worked on finishing their final version. Others, began a new writing piece. Finally, we ate snack as some students volunteered to share their writing using the authorś chair.
After writing, the students had time to complete unfinished independent work from this marking period. Many students worked on their fidget spinner opinion paragraphs, their European explorer organizer, and the economics cause and effect worksheet. Those who had finished all of their work used their articles from guided reading group to create a European explorer game of Kahoot. This was a fun way to analyze and synthesize what we have learned, while thinking both critically and creatively.
The day ended with an assembly. The students enjoyed a magician who taught and reviewed math concepts. It was a fun show!!
All math classes took the MAP-M assessment during math. This is the computerized, self-adjusting math test that students take three times a year. This provides teachers with valuable data to help drive our planning and instruction.
After enjoying lunch and outdoor recess, the students returned to math and, most, completed the MAP-M assessment. Those who didn't finish will get a chance to do so....no worries!
After math, we played a quick game of Kahoot to reinforce the concept of cause and effect. Then we had our final personal narrative writing lesson.
We began by reviewing what we have learned about writing good personal narratives. Then, we shared what was easy and challenging about writing the pieces. After that, the students wrote silently for 20 minutes. Some worked on finishing their final version. Others, began a new writing piece. Finally, we ate snack as some students volunteered to share their writing using the authorś chair.
After writing, the students had time to complete unfinished independent work from this marking period. Many students worked on their fidget spinner opinion paragraphs, their European explorer organizer, and the economics cause and effect worksheet. Those who had finished all of their work used their articles from guided reading group to create a European explorer game of Kahoot. This was a fun way to analyze and synthesize what we have learned, while thinking both critically and creatively.
The day ended with an assembly. The students enjoyed a magician who taught and reviewed math concepts. It was a fun show!!
Tuesday, January 23, 2018
Terrific Tuesday
This morning the students completed the Tuesday portion of the vocabulary sheet for the word of the week, previous. Then, they practiced their keyboarding skills using Typing Club, since it is Typing Tuesday. After the announcements, we switched for math.
Math began with warm up involving geometric vocabulary. After that, we reviewed last nightś homework. Next, the students took a formative covering angle measurement and geometric vocabulary.
After the formative, the students completed a session of Xtra Math and then we played a game of Kahoot to review geometry vocabulary. Next, the children enjoyed lunch and outdoor recess.
When they returned to math, we reviewed the formative and then proceeded with todayś focus lesson. Today we identified rules for sorted polygons based on their attributes.
Homework is a link posted in GC.
After math, we began our literacy block with a writing lesson. We reviewed the grading rubric for the personal narrative, item by item, and students were encouraged to ask questions. After that, the students began writing their final versions, while I met with students who wanted help. Then some students shared their writing while we ate snack.
Next, the students had time to work independently on any unfinished tasks. These included; the text structure and cause and effect activities about economics, the opinion paragraph about fidget spinners, the graphic organizer about the European explorer they chose to research, and the final version of their personal narrative.
After that, we discussed our crabbing simulation game and how laws regulating production can effect business. Then, the students wrote about the opportunity cost of the regulations facing the crabbers and whether or not it is fair.
Then, the students ended their day in art with Mrs. Daniell.
Math began with warm up involving geometric vocabulary. After that, we reviewed last nightś homework. Next, the students took a formative covering angle measurement and geometric vocabulary.
After the formative, the students completed a session of Xtra Math and then we played a game of Kahoot to review geometry vocabulary. Next, the children enjoyed lunch and outdoor recess.
When they returned to math, we reviewed the formative and then proceeded with todayś focus lesson. Today we identified rules for sorted polygons based on their attributes.
Homework is a link posted in GC.
After math, we began our literacy block with a writing lesson. We reviewed the grading rubric for the personal narrative, item by item, and students were encouraged to ask questions. After that, the students began writing their final versions, while I met with students who wanted help. Then some students shared their writing while we ate snack.
Next, the students had time to work independently on any unfinished tasks. These included; the text structure and cause and effect activities about economics, the opinion paragraph about fidget spinners, the graphic organizer about the European explorer they chose to research, and the final version of their personal narrative.
After that, we discussed our crabbing simulation game and how laws regulating production can effect business. Then, the students wrote about the opportunity cost of the regulations facing the crabbers and whether or not it is fair.
Then, the students ended their day in art with Mrs. Daniell.
Monday, January 22, 2018
Marvelous Monday
The day began with the Internet down, so the children grabbed a copy of the vocabulary sheet for our new word of the week, previous. Then they read silently. After the announcements, we switched for math.
We began math with a warm up that had students use their knowledge of angle measurement to identify an unknown. After that, we began our rotations, and luckily the Internet had begun to work.
During the small group instruction, the students sketched angle to compose additive angles fitting a given requirement. During math with a partner, the children got to choose between playing Around the Block Bump"or creating a geometric star. Around the Block Bump provided practice with identifying the measurement of an unknown additive angle. The geometric star activity provided practice with important vocabulary. Finally, during the technology portion, the students completed a session of Xtra Math. Then, the students used two links to practice sorting and measuring angles.
In between the second and their rotation, the students enjoyed lunch and outdoor recess.
A worksheet was distributed for homework but it is also linked in GC.
After math, we began our literacy block with a writing lesson. First, we discussed and practiced using our word back to help us revise our narratives for correct spelling. Then, we practiced identifying and correcting run-on sentences by adding a conjunction or breaking it apart into smaller sentences.
Next, the students went to PE with Mr. Smith.
When they returned to class, they ate snack while we reviewed the 5 non-fiction text structures. Then, we went over today's independent work. First, the children completed a text structure worksheet and identified examples of economic cause and effect. After that, they used their graphic organizer, from Friday, to write an opinion paragraph about banning fidget spinners. Finally, they revised their personal narratives for spelling and run-on sentences. Some students began their final versions.
We ended the day with social studies. We played a second round of the crabbing simulation game and discussed what might have happened to our catch if we played a third round. We also identified the opportunity cost in each round.
We began math with a warm up that had students use their knowledge of angle measurement to identify an unknown. After that, we began our rotations, and luckily the Internet had begun to work.
During the small group instruction, the students sketched angle to compose additive angles fitting a given requirement. During math with a partner, the children got to choose between playing Around the Block Bump"or creating a geometric star. Around the Block Bump provided practice with identifying the measurement of an unknown additive angle. The geometric star activity provided practice with important vocabulary. Finally, during the technology portion, the students completed a session of Xtra Math. Then, the students used two links to practice sorting and measuring angles.
In between the second and their rotation, the students enjoyed lunch and outdoor recess.
A worksheet was distributed for homework but it is also linked in GC.
After math, we began our literacy block with a writing lesson. First, we discussed and practiced using our word back to help us revise our narratives for correct spelling. Then, we practiced identifying and correcting run-on sentences by adding a conjunction or breaking it apart into smaller sentences.
Next, the students went to PE with Mr. Smith.
When they returned to class, they ate snack while we reviewed the 5 non-fiction text structures. Then, we went over today's independent work. First, the children completed a text structure worksheet and identified examples of economic cause and effect. After that, they used their graphic organizer, from Friday, to write an opinion paragraph about banning fidget spinners. Finally, they revised their personal narratives for spelling and run-on sentences. Some students began their final versions.
We ended the day with social studies. We played a second round of the crabbing simulation game and discussed what might have happened to our catch if we played a third round. We also identified the opportunity cost in each round.
Friday, January 19, 2018
Fabulous Friday
This morning the children completed the Friday portion of the vocabulary sheet for our word of the week, eliminate. After that, 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 numeric warm up forcing students to use guess and check and to be persistent. After that, we reviewed last night's homework and then began our rotations.
During the small group instruction, we focused on solving problems involving angle measurement. During math with a partner, the students played a game called "Roll A Row", which helped them practiced identifying the measurement of angles using fractional pieces of a circle. Finally, during the technology portion, the students completed a session of Xtra Math. Then they watched a Learn Zillion lesson about complementary and supplementary angles. Those who finished early played, "Age of Angles" to practice estimating angle measurement based upon their knowledge of fractions of a circle.
Since the students were so focused and on task today we ended math with a quick game of Kahoot, focusing on angles and angle measurement.
In between the second and third rotations, the students enjoyed lunch and outdoor recess.
After math, we began our literacy block with a writing lesson. Today we focused on editing and revising our writing for misused words and sentence fragments. First, we identified the meaning and examples of the words two/too/to and its/it's and added them to our proofreading charts. Next, we looked at a sample narrative and analyzed each sentence to determine if it was complete. Those missing either a subject or a verb were corrected. After that, the students revisited their drafts and revised them for correct word use and to fix any sentence fragments.
Next, we began our independent work block. First, the students used several online resources to further research the origins, destinations, goals, and interactions, of the European explorer they selected yesterday. After that, they completed an organizer for their next opinion writing piece about banning fidget spinners. Next, the students continued working on the opportunity quizlet that they began yesterday.
As they worked, I did some informal reading assessments and helped students with their personal narrative revisions.
At the end of the day we had a social studies (economic) lesson. First we reviewed the vocabulary from yesterday. Then, we reviewed the importance of crabbing in Maryland. After that, the students played a crabbing simulation game that reinforced the problem with over-crabbing and the concept of opportunity cost, since they had to choose between taking crabs out of the bay or saving them.
Math began with a numeric warm up forcing students to use guess and check and to be persistent. After that, we reviewed last night's homework and then began our rotations.
During the small group instruction, we focused on solving problems involving angle measurement. During math with a partner, the students played a game called "Roll A Row", which helped them practiced identifying the measurement of angles using fractional pieces of a circle. Finally, during the technology portion, the students completed a session of Xtra Math. Then they watched a Learn Zillion lesson about complementary and supplementary angles. Those who finished early played, "Age of Angles" to practice estimating angle measurement based upon their knowledge of fractions of a circle.
Since the students were so focused and on task today we ended math with a quick game of Kahoot, focusing on angles and angle measurement.
In between the second and third rotations, the students enjoyed lunch and outdoor recess.
After math, we began our literacy block with a writing lesson. Today we focused on editing and revising our writing for misused words and sentence fragments. First, we identified the meaning and examples of the words two/too/to and its/it's and added them to our proofreading charts. Next, we looked at a sample narrative and analyzed each sentence to determine if it was complete. Those missing either a subject or a verb were corrected. After that, the students revisited their drafts and revised them for correct word use and to fix any sentence fragments.
Next, we began our independent work block. First, the students used several online resources to further research the origins, destinations, goals, and interactions, of the European explorer they selected yesterday. After that, they completed an organizer for their next opinion writing piece about banning fidget spinners. Next, the students continued working on the opportunity quizlet that they began yesterday.
As they worked, I did some informal reading assessments and helped students with their personal narrative revisions.
At the end of the day we had a social studies (economic) lesson. First we reviewed the vocabulary from yesterday. Then, we reviewed the importance of crabbing in Maryland. After that, the students played a crabbing simulation game that reinforced the problem with over-crabbing and the concept of opportunity cost, since they had to choose between taking crabs out of the bay or saving them.
Thursday, January 18, 2018
Thrilling Thursday
This morning the children completed the Wednesday and Thursday portions on the vocabulary sheet for our word of the week, eliminate. After that, they looked at this week's puzzles and posted their guesses in GC. Those who had additional time played an online contraction word game. After the announcements, we switched for math.
Math began with a multi-digit multiplication and division review. Then we went over Tuesday night's homework. After that, we began our rotations.
During the small group instruction, we used protractors to measure and construct angles. During math with a partner, the children engaged in math discourse as they worked together to measure angles, using a protractor, and identify each as either acute, right, or obtuse. Finally, during the technology portion, the students completed a session of Xtra Math. Then, they played an online game providing practice in with reading protractors.
In between the second and third rotation, the students enjoyed indoor recess and lunch.
For homework the students were given a worksheet, and loaned a protractor to use) that requires the measurement and construction of angles.
After math we began our literacy block with a writing lesson. First, the students reviewed their personal narrative draft. Next, we developed a list of questions we might want to ask our partner, based on our mini lessons, to help us improve our writing. After that, the children conferred with their writing partners, asking questions about their draft and receiving valuable feedback. Finally, we shared what we learned during our writing conferences with the class.
Next, the students went to music.
When they returned, they ate snack as they reviewed the European explorers we have read about, and chose one to study further. After that, they revised their narrative draft based upon the feedback they received from their writing partner. Next, the children read a debate about banning fidget spinners and listed the reasons for and against it. Finally, they learned new vocabulary, relating to economics, using Quizlet.com.
We ended the day by learning about opportunity cost. First, we reviewed the vocabulary from the quizlet. Then, we watched a short video clip. After that, we read about the crabbing industry in Maryland. Finally, the students cut out some cards they will need to participate in an activity tomorrow.
Math began with a multi-digit multiplication and division review. Then we went over Tuesday night's homework. After that, we began our rotations.
During the small group instruction, we used protractors to measure and construct angles. During math with a partner, the children engaged in math discourse as they worked together to measure angles, using a protractor, and identify each as either acute, right, or obtuse. Finally, during the technology portion, the students completed a session of Xtra Math. Then, they played an online game providing practice in with reading protractors.
In between the second and third rotation, the students enjoyed indoor recess and lunch.
For homework the students were given a worksheet, and loaned a protractor to use) that requires the measurement and construction of angles.
After math we began our literacy block with a writing lesson. First, the students reviewed their personal narrative draft. Next, we developed a list of questions we might want to ask our partner, based on our mini lessons, to help us improve our writing. After that, the children conferred with their writing partners, asking questions about their draft and receiving valuable feedback. Finally, we shared what we learned during our writing conferences with the class.
Next, the students went to music.
When they returned, they ate snack as they reviewed the European explorers we have read about, and chose one to study further. After that, they revised their narrative draft based upon the feedback they received from their writing partner. Next, the children read a debate about banning fidget spinners and listed the reasons for and against it. Finally, they learned new vocabulary, relating to economics, using Quizlet.com.
We ended the day by learning about opportunity cost. First, we reviewed the vocabulary from the quizlet. Then, we watched a short video clip. After that, we read about the crabbing industry in Maryland. Finally, the students cut out some cards they will need to participate in an activity tomorrow.
Tuesday, January 16, 2018
Terrific Tuesday
This morning, the students posted about their weekend on the comment section of the morning message. Then they completed the Monday and Tuesday portions of the vocabulary sheet for our new word of the week, eliminate. Those who had time, used Typing Club to practice their keyboarding skills. After the announcements, we switched for math.
Math began with a warm up that required persistence, a working knowledge of math vocabulary, and addition and multiplication. Next, we began our rotations.
During the small group lesson we began using protractors to measure angles. This was frustrating for many. We will continue this tomorrow. During math with a partner, the students worked to turn three puzzle pieces into shapes that are symmetric. Finally, during the technology portion, the children completed a session of Xtra Math. Then, they watched a video about measuring angles using a protractor. After that, they played an online game that provided practice with using protractors to measure angles.
In between the second and third rotations, the students enjoyed lunch and outdoor recess.
Students were given a worksheet to complete for homework. It is also posted in GC.
After math, we began our literacy block with a writing lesson. First, we reviewed our notes about personal narratives chart and added "strong openings grab the readers attention" to it. Next, we reviewed a resource that I gave to each student, which explained 7 different closing techniques for ending a personal narrative. After discussing each, and going over an example, the students worked on their draft to revise their endings. Finally, several students shared theirs as we ate snack.
Next, we reviewed lat week's vocabulary sheet and last week's puzzles.
Then, we began the reading portion of our literacy block. Today students read a non-fiction article about John Cabot. After that, they had time to complete the following tasks; the paragraph identifying and explaining the effects of the Colombian voyage, the opinion paragraph about plastic straws, and the Flocabulary assignment about characters. This was all work from last week. Any tasks not completed today, in school, will need to be done at home.
Guided reading groups:
Pink: We reviewed the unknown words they circled, and the surprising and confusing parts they marked, in the article about John Cabot. After that, we identified and discussed examples of cause and effect from their reading.
Green: We reviewed the unknown words they circled, and the surprising and confusing parts they marked, in the article about John Cabot. After that, we identified and discussed examples of cause and effect from their reading.
Blue: We reviewed the unknown words they circled, and the surprising and confusing parts they marked, in the article about John Cabot. After that, we identified and discussed examples of cause and effect from their reading.
The students ended their day in art, with Mrs. Daniell.
Math began with a warm up that required persistence, a working knowledge of math vocabulary, and addition and multiplication. Next, we began our rotations.
During the small group lesson we began using protractors to measure angles. This was frustrating for many. We will continue this tomorrow. During math with a partner, the students worked to turn three puzzle pieces into shapes that are symmetric. Finally, during the technology portion, the children completed a session of Xtra Math. Then, they watched a video about measuring angles using a protractor. After that, they played an online game that provided practice with using protractors to measure angles.
In between the second and third rotations, the students enjoyed lunch and outdoor recess.
Students were given a worksheet to complete for homework. It is also posted in GC.
After math, we began our literacy block with a writing lesson. First, we reviewed our notes about personal narratives chart and added "strong openings grab the readers attention" to it. Next, we reviewed a resource that I gave to each student, which explained 7 different closing techniques for ending a personal narrative. After discussing each, and going over an example, the students worked on their draft to revise their endings. Finally, several students shared theirs as we ate snack.
Next, we reviewed lat week's vocabulary sheet and last week's puzzles.
Then, we began the reading portion of our literacy block. Today students read a non-fiction article about John Cabot. After that, they had time to complete the following tasks; the paragraph identifying and explaining the effects of the Colombian voyage, the opinion paragraph about plastic straws, and the Flocabulary assignment about characters. This was all work from last week. Any tasks not completed today, in school, will need to be done at home.
Guided reading groups:
Pink: We reviewed the unknown words they circled, and the surprising and confusing parts they marked, in the article about John Cabot. After that, we identified and discussed examples of cause and effect from their reading.
Green: We reviewed the unknown words they circled, and the surprising and confusing parts they marked, in the article about John Cabot. After that, we identified and discussed examples of cause and effect from their reading.
Blue: We reviewed the unknown words they circled, and the surprising and confusing parts they marked, in the article about John Cabot. After that, we identified and discussed examples of cause and effect from their reading.
The students ended their day in art, with Mrs. Daniell.
Thursday, January 11, 2018
Thrilling Thursday
Just a heads up...I left early today to celebrate my 5th grader winning an award. After lunch, Mrs. M-M followed my plans that are outlined below.
The students began their day by completing the Thursday portion of the vocabulary sheet for their word of the week, decrease. Then, they looked at this week's puzzles and posted their guesses in the comment section. After the announcements, we switched for math.
Math began with a long division, word problem, warm up. Then, we reviewed last night's hoemwork. After that, we began our rotations.
During the small group lesson we defined and identified lines of symmetry. During math with a partner, the students played a board game to practice identifying and naming points, lines, line segments, and rays. During the technology portion, the students completed a session of Xtra Math and then played an online game called, Shape Shoot Symmetry.
In between the second and third rotations, the students enjoyed lunch and outdoor recess.
Students were given a symmetry worksheet to complete for homework tonight.
After math, the students did a writing lesson about revising their personal narrative drafts to include transitional words and phrases.
Then they went to music with Mrs. Graf.
When they returned to class they worked independently and met in guided reading groups.
First, the read a non-fiction text about Hernando DeSoto, and circled unknown words and marked places they thought were surprising or confusing. After that, they wrote a paragraph about the effects of the Colombian Exchange. FInally, they continued working on their opinion piece about plastic straws.
Guided reading groups:
All groups met with Mrs. M-M and reviewed the unknown words and sections of text they found surprising/confusing in the essay about Hernando De Soto. Then, they worked together, in group, to identify and discuss examples of cause and effect.
The students ended their day with a social studies lesson. They listened to, and discussed, the book Encounter, by Jane Yolen. This tells the story of Christpoher Columbus's exploration from the Natives point of view.
The students began their day by completing the Thursday portion of the vocabulary sheet for their word of the week, decrease. Then, they looked at this week's puzzles and posted their guesses in the comment section. After the announcements, we switched for math.
Math began with a long division, word problem, warm up. Then, we reviewed last night's hoemwork. After that, we began our rotations.
During the small group lesson we defined and identified lines of symmetry. During math with a partner, the students played a board game to practice identifying and naming points, lines, line segments, and rays. During the technology portion, the students completed a session of Xtra Math and then played an online game called, Shape Shoot Symmetry.
In between the second and third rotations, the students enjoyed lunch and outdoor recess.
Students were given a symmetry worksheet to complete for homework tonight.
After math, the students did a writing lesson about revising their personal narrative drafts to include transitional words and phrases.
Then they went to music with Mrs. Graf.
When they returned to class they worked independently and met in guided reading groups.
First, the read a non-fiction text about Hernando DeSoto, and circled unknown words and marked places they thought were surprising or confusing. After that, they wrote a paragraph about the effects of the Colombian Exchange. FInally, they continued working on their opinion piece about plastic straws.
Guided reading groups:
All groups met with Mrs. M-M and reviewed the unknown words and sections of text they found surprising/confusing in the essay about Hernando De Soto. Then, they worked together, in group, to identify and discuss examples of cause and effect.
The students ended their day with a social studies lesson. They listened to, and discussed, the book Encounter, by Jane Yolen. This tells the story of Christpoher Columbus's exploration from the Natives point of view.
Wednesday, January 10, 2018
Wonderful Wednesday
This morning the students completed the Wednesday section of the vocabulary sheet for their word of the week, decrease. Then they played a word detective game, online, since it is "word Wednesday". After the announcements, we switched for math.
Math began with an analogies warm up involving fractions and pace value. Then we reviewed yesterday's formative. Next, I did a quick, whole group mini lesson about parallel and perpendicular lines in preparation for today's math with a partner game. After that, we began our rotations.
During the small group lesson we identified and named points, lines, line segments, and rays. During math with a partner, the students played a Trap It game, giving them practice with identifying and naming parallel and perpendicular lines. Finally, during the technology portion, the students completed a session of Xtra Math and then watched Learn Zillion lessons about identifying and naming points, lines, line segments, and rays.
The children enjoyed lunch and indoor recess between the second and third rotations.
Math homework was distributed in class, but it is also posted in GC.
After math, we began our literacy block with a writing lesson. First, we watched a quick video about showing instead of telling in our writing. Then, the students read over their personal narrative drafts, which they selected yesterday, to their writing partner. After that, I read 4 prompts to the children to help them locate places in their writing where they could add sensory details to their piece. Next, I modeled adding descriptive words and phrases to a model narrative essay. Finally, the students worked on revising their personal narrative to add sensory details and then we shared the improvements they made.
After our writing lesson, we switched to the reading and independent work portion. Today, while I met with guided reading groups, the children read a non-fiction piece about Jacques Cartier and added his place of origin and goals to the chart we began yesterday. After that, the students used the Colombian Exchange text and their graphic organizer to write a paragraph naming and explaining the effects of the Colombian Exchange. Finally, the students worked on their opinion paragraph about whether or not plastic straws should be banned, based upon the debate they read last week.
Blue: We reviewed the unknown words and shared items they found surprising and confusing in the text about Jacques Cartier. After that, we set up a cause and effect chart, on the back of the text, and identified an example from it.
Pink: We reviewed the unknown words and shared items they found surprising and confusing in the text about Jacques Cartier. After that, we set up a cause and effect chart, on the back of the text, and identified an example from it.
Green: We reviewed the unknown words and shared items they found surprising and confusing in the text about Jacques Cartier. After that, we set up a cause and effect chart, on the back of the text, and identified an example from it.
We ended the day by watching a Discovery Education video about the European explorers and the age of discovery.
Math began with an analogies warm up involving fractions and pace value. Then we reviewed yesterday's formative. Next, I did a quick, whole group mini lesson about parallel and perpendicular lines in preparation for today's math with a partner game. After that, we began our rotations.
During the small group lesson we identified and named points, lines, line segments, and rays. During math with a partner, the students played a Trap It game, giving them practice with identifying and naming parallel and perpendicular lines. Finally, during the technology portion, the students completed a session of Xtra Math and then watched Learn Zillion lessons about identifying and naming points, lines, line segments, and rays.
The children enjoyed lunch and indoor recess between the second and third rotations.
Math homework was distributed in class, but it is also posted in GC.
After math, we began our literacy block with a writing lesson. First, we watched a quick video about showing instead of telling in our writing. Then, the students read over their personal narrative drafts, which they selected yesterday, to their writing partner. After that, I read 4 prompts to the children to help them locate places in their writing where they could add sensory details to their piece. Next, I modeled adding descriptive words and phrases to a model narrative essay. Finally, the students worked on revising their personal narrative to add sensory details and then we shared the improvements they made.
After our writing lesson, we switched to the reading and independent work portion. Today, while I met with guided reading groups, the children read a non-fiction piece about Jacques Cartier and added his place of origin and goals to the chart we began yesterday. After that, the students used the Colombian Exchange text and their graphic organizer to write a paragraph naming and explaining the effects of the Colombian Exchange. Finally, the students worked on their opinion paragraph about whether or not plastic straws should be banned, based upon the debate they read last week.
Blue: We reviewed the unknown words and shared items they found surprising and confusing in the text about Jacques Cartier. After that, we set up a cause and effect chart, on the back of the text, and identified an example from it.
Pink: We reviewed the unknown words and shared items they found surprising and confusing in the text about Jacques Cartier. After that, we set up a cause and effect chart, on the back of the text, and identified an example from it.
Green: We reviewed the unknown words and shared items they found surprising and confusing in the text about Jacques Cartier. After that, we set up a cause and effect chart, on the back of the text, and identified an example from it.
We ended the day by watching a Discovery Education video about the European explorers and the age of discovery.
Tuesday, January 9, 2018
Terrific Tuesday
With our late arrival, due to the ice, the students began the day by completing the Tuesday portion of the vocabulary sheet for our word of the week, decrease. Then, they practiced their keyboarding skills using the web site, Typing Club.
After the announcements, we began a social studies lesson. First, we reviewed what we had learned about Christopher Columbus's origin, destination, and goals. Then, we added the information to a chart we will use to keep track of many of the European explorers. Next, we read a section of text about John Cabot, and added his information to the chart.
The students then enjoyed lunch. When they returned to class, we switched for math.
Math began with a quick, Eliminate It, fraction warm up. Then, we reviewed last night's homework. Next, the children took a formative covering word problems involving fractions and time. When the children were done, they completed a session of Xtra Math.
The formatives have been graded and returned to students. We will go over it in class tomorrow.
Math homework is posted in GC.
After math, we began our literacy block with a writing lesson. After reviewing what we have learned about writing personal narratives, and the rubric I will use to grade their final piece, the students reread all of their drafts and selected one to take through the writing process. Then, they worked on finishing that narrative, and adding transitional words and phrases and sensory details to it, as they ate snack.
After writing, we reread the text about the Colombian Exchange and identified the effects of it.
Finally, the students ended their day in art with Mrs. Daniell.
After the announcements, we began a social studies lesson. First, we reviewed what we had learned about Christopher Columbus's origin, destination, and goals. Then, we added the information to a chart we will use to keep track of many of the European explorers. Next, we read a section of text about John Cabot, and added his information to the chart.
The students then enjoyed lunch. When they returned to class, we switched for math.
Math began with a quick, Eliminate It, fraction warm up. Then, we reviewed last night's homework. Next, the children took a formative covering word problems involving fractions and time. When the children were done, they completed a session of Xtra Math.
The formatives have been graded and returned to students. We will go over it in class tomorrow.
Math homework is posted in GC.
After math, we began our literacy block with a writing lesson. After reviewing what we have learned about writing personal narratives, and the rubric I will use to grade their final piece, the students reread all of their drafts and selected one to take through the writing process. Then, they worked on finishing that narrative, and adding transitional words and phrases and sensory details to it, as they ate snack.
After writing, we reread the text about the Colombian Exchange and identified the effects of it.
Finally, the students ended their day in art with Mrs. Daniell.
Monday, January 8, 2018
Marvelous Monday
This morning the students commented about their weekend, on our morning message post, and then completed the Monday section, of the vocabulary sheet, for our new word of the week, decrease. After the announcements, we switched for math.
We began math with an addition pyramid warm up. Then, we went over last Wednesday's homework. After that, we began our rotations.
During the small group lesson we focused on representing and solving word problems involving mass and fractions. During math with a partner, the students played, "Roll a Row", to get practice with converting time measurements, involving fractions, and simplifying fractions. Finally, during the technology portion, the students completed a session of Xtra Math and the practiced identifying fractions parts of a model while playing Sushi Fractions.
In between the second and third rotations, the students enjoyed lunch and then returned to class to complete our math block.
Math homework is posted in GC and we will have a formative tomorrow covering word problems involving measurement, comparisons, and fractions.
After math, we began our literacy block with a writing lesson. First, we reviewed our notes about personal narratives. Then, we revisited the essay we read on Friday that was written by a 15 year old about respecting nature. Next, I distributed a resource listing many transitional words and phrases. The students used this to identify some in the writing we read last Friday. Finally, the students began drafting s new personal narrative, using transitional words and phrases, about a time they learned something from a family member.
After a couple of children shared their writing, we watched a very short video clip about the early Eurpoean explorers. Then, we packed up and prepared for dismissal.
We began math with an addition pyramid warm up. Then, we went over last Wednesday's homework. After that, we began our rotations.
During the small group lesson we focused on representing and solving word problems involving mass and fractions. During math with a partner, the students played, "Roll a Row", to get practice with converting time measurements, involving fractions, and simplifying fractions. Finally, during the technology portion, the students completed a session of Xtra Math and the practiced identifying fractions parts of a model while playing Sushi Fractions.
In between the second and third rotations, the students enjoyed lunch and then returned to class to complete our math block.
Math homework is posted in GC and we will have a formative tomorrow covering word problems involving measurement, comparisons, and fractions.
After math, we began our literacy block with a writing lesson. First, we reviewed our notes about personal narratives. Then, we revisited the essay we read on Friday that was written by a 15 year old about respecting nature. Next, I distributed a resource listing many transitional words and phrases. The students used this to identify some in the writing we read last Friday. Finally, the students began drafting s new personal narrative, using transitional words and phrases, about a time they learned something from a family member.
After a couple of children shared their writing, we watched a very short video clip about the early Eurpoean explorers. Then, we packed up and prepared for dismissal.
Friday, January 5, 2018
Fabulous Friday
Welp...this has been a crazy week! When I left school on Wednesday, I had no clue that we would be off yesterday and have a late arrival today. But, here we are! :-)
This morning, the students welcomed a new friend to our class. They also completed the entire vocabulary sheet for our word of the week, cause. After that, they looked at this week's puzzles and placed their guesses in the comment section. After watching the morning announcements, we went over the weekly puzzles and the vocabulary sheet.
Then, the students enjoyed lunch.
After lunch, we returned to class and took care of a few "housekeeping" items.
Next, we began our literacy block with a writing lesson. After reviewing our "Notes about Personal Narratives" chart, we read another essay written by a 15 year old about a lesson she learned from her grandmother. After thinking and sharing lessons we have learned from older family members, and how we show respect for them, we did a 5 minute quick write about how we demonstrate respect for older family members. Then, we shared our writing and ate snack. Finally, we began new personal narratives about something we have heard or learned from an older family member. We ended the lesson by sharing our favorite sentences from our writing.
After writing, Mrs. Luckett, one of our fabulous guidance counselors visited us to do a lesson with us about random acts of kindness.
WE ended the day with a class meeting. First we shared one personal New Year's resolution. Then we exchanged thank yous and compliments.
This morning, the students welcomed a new friend to our class. They also completed the entire vocabulary sheet for our word of the week, cause. After that, they looked at this week's puzzles and placed their guesses in the comment section. After watching the morning announcements, we went over the weekly puzzles and the vocabulary sheet.
Then, the students enjoyed lunch.
After lunch, we returned to class and took care of a few "housekeeping" items.
Next, we began our literacy block with a writing lesson. After reviewing our "Notes about Personal Narratives" chart, we read another essay written by a 15 year old about a lesson she learned from her grandmother. After thinking and sharing lessons we have learned from older family members, and how we show respect for them, we did a 5 minute quick write about how we demonstrate respect for older family members. Then, we shared our writing and ate snack. Finally, we began new personal narratives about something we have heard or learned from an older family member. We ended the lesson by sharing our favorite sentences from our writing.
After writing, Mrs. Luckett, one of our fabulous guidance counselors visited us to do a lesson with us about random acts of kindness.
WE ended the day with a class meeting. First we shared one personal New Year's resolution. Then we exchanged thank yous and compliments.
Wednesday, January 3, 2018
Wonderful Wednesday
This morning the students completed the Wednesday section of the vocabulary sheet for our word of the week, cause. After that, they played an online word game, since it is Word Wednesday. After the announcements, we switched for math.
We began math with a word problem warm up and then tackled last night's homework. Then we began today's rotations.
During the small group lesson, we represented and solved word problems involving fractions and intervals of time. During math with a partner, the students completed a task called, "Order Up" involving multiplying whole numbers by a fraction and then simplifying their product. Finally, during the technology portion, the children completed a session of Xtra Math, and then used a site called "Sal's Subs" to practice measurement to a fraction of an inch.
In between the second and third rotations, the students enjoyed lunch and indoor recess.
For homework, the children need to complete problems 3 and 4 on the back of the worksheet that we began in small group. I have attached the problems to an assignment in GC, just in case. :-)
After math, we began our literacy block with a writing lesson. Today we heard a personal narrative, written by a 15 year old, about a time he learned a lesson from his father. After discussing the essay, we thought about, and shared, personal memories of a time we learned something from an adult. Then, the students chose a memory, or event, to write about, using sensory details. Finally, the students shared their writing with their partner, and some with the entire class, as we ate snack.
Next, we began our reading and independent work block. We started by reviewing everyday examples of cause and effect. Then, the students played a game of Kahoot which focused on identifying the cause, the effect, or the signal word, in a section of text. After that, we reviewed their independent work tasks for today.
First, the children read a section of text called, "The Colombian Exchange," and identified 3 effects of it. After that, they finished watching "The Lorax" and identifying examples of cause and effect on a graphic organizer. Finally, they read a debate about plastic straws and listed evidence, from the text, for both sides of the argument. This will turn into a graded opinion piece later in the week.
While they worked, I had time to meet with the remaining reading groups from yesterday.
Green: We reviewed the unknown words in their text about Christopher Columbus. Then, we took a look at a map showing the routes to help us better comprehend our reading. We identified and discussed examples of cause and effect from the text. Finally, we discussed Columbus's origin, destinations, and goals.
Blue: We reviewed the unknown words in their text about Christopher Columbus. Then, we took a look at a map showing the routes to help us better comprehend our reading. We identified and discussed examples of cause and effect from the text. Finally, we discussed Columbus's origin, destinations, and goals.
We began math with a word problem warm up and then tackled last night's homework. Then we began today's rotations.
During the small group lesson, we represented and solved word problems involving fractions and intervals of time. During math with a partner, the students completed a task called, "Order Up" involving multiplying whole numbers by a fraction and then simplifying their product. Finally, during the technology portion, the children completed a session of Xtra Math, and then used a site called "Sal's Subs" to practice measurement to a fraction of an inch.
In between the second and third rotations, the students enjoyed lunch and indoor recess.
For homework, the children need to complete problems 3 and 4 on the back of the worksheet that we began in small group. I have attached the problems to an assignment in GC, just in case. :-)
After math, we began our literacy block with a writing lesson. Today we heard a personal narrative, written by a 15 year old, about a time he learned a lesson from his father. After discussing the essay, we thought about, and shared, personal memories of a time we learned something from an adult. Then, the students chose a memory, or event, to write about, using sensory details. Finally, the students shared their writing with their partner, and some with the entire class, as we ate snack.
Next, we began our reading and independent work block. We started by reviewing everyday examples of cause and effect. Then, the students played a game of Kahoot which focused on identifying the cause, the effect, or the signal word, in a section of text. After that, we reviewed their independent work tasks for today.
First, the children read a section of text called, "The Colombian Exchange," and identified 3 effects of it. After that, they finished watching "The Lorax" and identifying examples of cause and effect on a graphic organizer. Finally, they read a debate about plastic straws and listed evidence, from the text, for both sides of the argument. This will turn into a graded opinion piece later in the week.
While they worked, I had time to meet with the remaining reading groups from yesterday.
Green: We reviewed the unknown words in their text about Christopher Columbus. Then, we took a look at a map showing the routes to help us better comprehend our reading. We identified and discussed examples of cause and effect from the text. Finally, we discussed Columbus's origin, destinations, and goals.
Blue: We reviewed the unknown words in their text about Christopher Columbus. Then, we took a look at a map showing the routes to help us better comprehend our reading. We identified and discussed examples of cause and effect from the text. Finally, we discussed Columbus's origin, destinations, and goals.
We ended the day with a social studies lesson reviewing the origin, destination, and goals of Christopher Columbus's voyages. We also worked on paraphrasing sections of text in order to take notes.
Tuesday, January 2, 2018
Terrific Tuesday - Happy New Year!
Happy New Year!!
This morning, the students slowly came in, unpacked, commented on their Winter Break, and completed the Monday and Tuesday sections of the vocabulary sheet for our new word of the week, cause. After the announcements, we switched for math.
We began math with an open ended math problem for warm up. Then, we began our rotations.
During the small group lesson we focused on representing and solving additive and multiplicative comparison problems involving fractions. During math with a partner, the students practiced multiplying fractions by whole numbers, as they increased the servings of a recipe in "Fraction Feast". Finally, during the technology rotation, the students completed a session of Xtra Math and then practiced multiplying fractions by whole numbers using an online game.
In between the second and third rotations, the students enjoyed lunch and indoor recess.
Math homework is posted in GC.
After math, we had a quick class meeting to share what we did over break.
Then, we began our literacy block with a writing lesson. First, we reviewed what we have learned about personal narratives thus far. Next, we read and discussed another personal narrative by Lessie Jones Little. This piece was about a time she learned something the "hard way". So, after that, the students shared, with their writing partner, a time they learned something the hard way. After that, the students began a personal narrative either about a time they learned something the hard way or about another event or memory from their own life. Finally, while they ate snack, they shared their writing with their partner and then their partner shared it with the class.
Next, we began our reading and independent work portion. First, we reviewed the cause and effect text structure, by identifying signal words and phrases and examples in short passages of text. Then, the students worked independently on the following tasks.
They started by reading a piece about Christopher Columbus and marking places that were surprising and/or confusing. Next, they watched "The Lorax" and identified examples of cause and effect on a graphic organizer. After that, they read a debate about plastic straws and listed evidence, from the text, for both sides of the argument. This will turn into a graded opinion piece later in the week.
While they worked, I had time to meet with one reading group.
Pink: We reviewed the unknown words in their text about Christopher Columbus. Then, we took a look at a map showing the routes to help us better comprehend our reading. Finally, we discussed Columbus's origin, destinations, and goals.
The students ended their day in art, with Mrs. Daniell, while I attended our weekly collaborative planning meeting.
This morning, the students slowly came in, unpacked, commented on their Winter Break, and completed the Monday and Tuesday sections of the vocabulary sheet for our new word of the week, cause. After the announcements, we switched for math.
We began math with an open ended math problem for warm up. Then, we began our rotations.
During the small group lesson we focused on representing and solving additive and multiplicative comparison problems involving fractions. During math with a partner, the students practiced multiplying fractions by whole numbers, as they increased the servings of a recipe in "Fraction Feast". Finally, during the technology rotation, the students completed a session of Xtra Math and then practiced multiplying fractions by whole numbers using an online game.
In between the second and third rotations, the students enjoyed lunch and indoor recess.
Math homework is posted in GC.
After math, we had a quick class meeting to share what we did over break.
Then, we began our literacy block with a writing lesson. First, we reviewed what we have learned about personal narratives thus far. Next, we read and discussed another personal narrative by Lessie Jones Little. This piece was about a time she learned something the "hard way". So, after that, the students shared, with their writing partner, a time they learned something the hard way. After that, the students began a personal narrative either about a time they learned something the hard way or about another event or memory from their own life. Finally, while they ate snack, they shared their writing with their partner and then their partner shared it with the class.
Next, we began our reading and independent work portion. First, we reviewed the cause and effect text structure, by identifying signal words and phrases and examples in short passages of text. Then, the students worked independently on the following tasks.
They started by reading a piece about Christopher Columbus and marking places that were surprising and/or confusing. Next, they watched "The Lorax" and identified examples of cause and effect on a graphic organizer. After that, they read a debate about plastic straws and listed evidence, from the text, for both sides of the argument. This will turn into a graded opinion piece later in the week.
While they worked, I had time to meet with one reading group.
Pink: We reviewed the unknown words in their text about Christopher Columbus. Then, we took a look at a map showing the routes to help us better comprehend our reading. Finally, we discussed Columbus's origin, destinations, and goals.
The students ended their day in art, with Mrs. Daniell, while I attended our weekly collaborative planning meeting.
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