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.
Monday, April 30, 2018
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.
Monday, April 9, 2018
Monday - Last Day of MP 3 and Early Dismissal
This morning the students completed the Monday portion of the vocabulary sheet for our new word of the week, adapt. Then, they read quietly. After the announcements, we switched for math.
Math began with an online Soduko warm up. The children had a blast playing! After that, we began a whole group lesson, since we had a shortened math block. We practiced using multiplication and place value to divide multi-digit numbers by multiples of ten. We used grid paper (which we determined to be inefficient) and long division.
Math homework is posted in GC.
After math, the students ate lunch.
When they returned to class, we began our literacy block with a writing lesson.
This week we will be completing a week long performance task that will culminate with the students writing a fictional story using the Oregan Trail and westwas expansion as the setting. So, today we watched a video journal from the perspective of a pioneer girl relating details of her experience. Then, we looked at a map to examine the route. Next, we read an article called, "Moving Westward", and then reread it and took notes about the sights and experiences mentioned in it.
After the writing lesson, the students had 25 minutes to work indepdently on the following tasks. First, they took a vocabulary quiz covering the word of the week for the past 9 weeks. Next, the completed the Monday portion of the reading skills page for this week. Finally, they watched a screencast and completed a guided practice activity to learn about complex sentences.
Tomorrow begins the fourth, and final, marking period for this school year.
Math began with an online Soduko warm up. The children had a blast playing! After that, we began a whole group lesson, since we had a shortened math block. We practiced using multiplication and place value to divide multi-digit numbers by multiples of ten. We used grid paper (which we determined to be inefficient) and long division.
Math homework is posted in GC.
After math, the students ate lunch.
When they returned to class, we began our literacy block with a writing lesson.
This week we will be completing a week long performance task that will culminate with the students writing a fictional story using the Oregan Trail and westwas expansion as the setting. So, today we watched a video journal from the perspective of a pioneer girl relating details of her experience. Then, we looked at a map to examine the route. Next, we read an article called, "Moving Westward", and then reread it and took notes about the sights and experiences mentioned in it.
After the writing lesson, the students had 25 minutes to work indepdently on the following tasks. First, they took a vocabulary quiz covering the word of the week for the past 9 weeks. Next, the completed the Monday portion of the reading skills page for this week. Finally, they watched a screencast and completed a guided practice activity to learn about complex sentences.
Tomorrow begins the fourth, and final, marking period for this school year.
Friday, April 6, 2018
Fabulous Friday
This morning the students completed the Firday section of the vocabulary sheet for our word of the week, rarely. After that, they got to choose which academic skill to practice since it is Free Choice Friday. After watching the announcements, we switched for math.
Math beagn with a warm up involving the addition and subtraction of decimals. Then, we reviewed the homework from last night. After that, the students took the weeks 8 & 9 formative, covering comparing, adding, subtracting, and rounding decimals. When they were finished, they completed a session of Xtra Math.
The formatives have been scored and returned to the children. They did very well!!
Before going to lunch and outdoor recess, we played a game of Kahoot working with decimals to the thousandths.
Mr. Sarisohn picked the children up from recess and spent the rest of the afternoon with them. I had an appointment to get my knee checked out.
After recess, the math class began taking an MCPS mandated, but NOT graded, assessment task.
Then, following math, the students began their literacy block. First, they reviewed the non-fiction text structure of problem/solution. Then, they worked independently on the following tasks. They completed the Friday section of the reading skills practice sheet. Next, they read a non-fiction article about bubble gum and identified the main idea, and key details. After that, they wrote an opinion paragraph about wether it is okay to keep money you find. Finally, they completed their kite, which was the culminating activity for the novel, Where the Mountain Meets the Moon.
As they worked, Mr. Sarisohn met with all 3 reading groups. in each group, they reviewed the Friday section of the reading skills paper. Additionally, they discussed the main idea and key details of the article about bubble gum. Then, together, they wrote a summary icluding the problems and solutions.
They ended their day by exploring a web site about the early settlement of St. Mary's City and identifying 2 reasons the colonists came to St. Mary's and 3 challenges they faced.
Math beagn with a warm up involving the addition and subtraction of decimals. Then, we reviewed the homework from last night. After that, the students took the weeks 8 & 9 formative, covering comparing, adding, subtracting, and rounding decimals. When they were finished, they completed a session of Xtra Math.
The formatives have been scored and returned to the children. They did very well!!
Before going to lunch and outdoor recess, we played a game of Kahoot working with decimals to the thousandths.
Mr. Sarisohn picked the children up from recess and spent the rest of the afternoon with them. I had an appointment to get my knee checked out.
After recess, the math class began taking an MCPS mandated, but NOT graded, assessment task.
Then, following math, the students began their literacy block. First, they reviewed the non-fiction text structure of problem/solution. Then, they worked independently on the following tasks. They completed the Friday section of the reading skills practice sheet. Next, they read a non-fiction article about bubble gum and identified the main idea, and key details. After that, they wrote an opinion paragraph about wether it is okay to keep money you find. Finally, they completed their kite, which was the culminating activity for the novel, Where the Mountain Meets the Moon.
As they worked, Mr. Sarisohn met with all 3 reading groups. in each group, they reviewed the Friday section of the reading skills paper. Additionally, they discussed the main idea and key details of the article about bubble gum. Then, together, they wrote a summary icluding the problems and solutions.
They ended their day by exploring a web site about the early settlement of St. Mary's City and identifying 2 reasons the colonists came to St. Mary's and 3 challenges they faced.
Thursday, April 5, 2018
Thrilling Thursday
This morning the students completed the Thursday section of the vocabulary sheet for our word of the week, rarely. Then, they viewed this week's puzzles and posted their guesses in the comment section of our morning message. After the announcements, we switched for math.
Math began with a division warm up solving for unknowns in all places. Then, we reviewed last night's homework. After that, we began our rotations.
During our small group instruction, we practiced adding and subtracting decimals. During math with a partner, the students played a board game called, "Race to the Finish" which provided practice with comparing decimals to the thousandths. Finally, during the technology portion, the children completed a session of Xtra Math, and then chose a game (from GC) to practice comparing decimals.
In between the second and third rotations, the students enjoyed lunch and outdoor recess.
MAth homework is posted in GC.
After math we began our literacy block. FIrst, we reviewed the problem/soultion text structure as used in non-fiction. After that, we reviewed how to use the RACER strategy to write a GOOD opinion paragraph. After talking through the steps, I modeled writing a paragraph for an assignment the students completed earlier in the marking period.
Then, the students went to music.
When they returned to class, theey ate snack and began their independent work.
First, they commpleted the Thursday section of the reading skills page. Then, they read about polar bears and identified the problem, solution, main idea, and key details. After that, they read a debate about finding money and returning it, or not. They also identified three reasons, from the text, to keep the money, and three reasons to return it. Finally, they continued working on the culminating activity for Where the Mountain Meets the Moon, identifying a theme, a turning point, a simile, and a favorite part or character.
As they worked, I met with guided reading groups.
Green: We reviewed the Thursday portion of the reading skills page. Then, we identified the main idea and key detaiuls from the problem/solution text about Polar Bears. Finally, we did a shared writing of summarizing the problems, and solutions, that polar bears face.
Pink: We reviewed the Thursday portion of the reading skills page. Then, we identified the main idea and key detaiuls from the problem/solution text about Polar Bears. Finally, we did a shared writing of summarizing the problems, and solutions, that polar bears face.
Blue: We reviewed the Thursday portion of the reading skills page. Then, we identified the main idea and key detaiuls from the problem/solution text about Polar Bears. Finally, we did a shared writing of summarizing the problems, and solutions, that polar bears face.
Some students ended the day by learning about the early settlers in Maryland using a web site posted in GC.
Math began with a division warm up solving for unknowns in all places. Then, we reviewed last night's homework. After that, we began our rotations.
During our small group instruction, we practiced adding and subtracting decimals. During math with a partner, the students played a board game called, "Race to the Finish" which provided practice with comparing decimals to the thousandths. Finally, during the technology portion, the children completed a session of Xtra Math, and then chose a game (from GC) to practice comparing decimals.
In between the second and third rotations, the students enjoyed lunch and outdoor recess.
MAth homework is posted in GC.
After math we began our literacy block. FIrst, we reviewed the problem/soultion text structure as used in non-fiction. After that, we reviewed how to use the RACER strategy to write a GOOD opinion paragraph. After talking through the steps, I modeled writing a paragraph for an assignment the students completed earlier in the marking period.
Then, the students went to music.
When they returned to class, theey ate snack and began their independent work.
First, they commpleted the Thursday section of the reading skills page. Then, they read about polar bears and identified the problem, solution, main idea, and key details. After that, they read a debate about finding money and returning it, or not. They also identified three reasons, from the text, to keep the money, and three reasons to return it. Finally, they continued working on the culminating activity for Where the Mountain Meets the Moon, identifying a theme, a turning point, a simile, and a favorite part or character.
As they worked, I met with guided reading groups.
Green: We reviewed the Thursday portion of the reading skills page. Then, we identified the main idea and key detaiuls from the problem/solution text about Polar Bears. Finally, we did a shared writing of summarizing the problems, and solutions, that polar bears face.
Pink: We reviewed the Thursday portion of the reading skills page. Then, we identified the main idea and key detaiuls from the problem/solution text about Polar Bears. Finally, we did a shared writing of summarizing the problems, and solutions, that polar bears face.
Blue: We reviewed the Thursday portion of the reading skills page. Then, we identified the main idea and key detaiuls from the problem/solution text about Polar Bears. Finally, we did a shared writing of summarizing the problems, and solutions, that polar bears face.
Some students ended the day by learning about the early settlers in Maryland using a web site posted in GC.
Wednesday, April 4, 2018
Wonderful Wednesday
This morning the students completed the Wednesday portion of the vocabulary sheet for our word of the week, rarely. Then, they practiced their spelling skills using an online scrambled word game. After the announcements we switched for math.
Math began with a warm up that reviewed solving division equations with missing numbers in all areas. Then we went over last night's homework. Next, we began our daily rotations.
During the small group esson we used place value to round decimals to the nearest tenth and hundredth. During math with a partner, the students played a board game called, "Roll A Row," that provided practice with ordering decimals to the thousandths column. Finally, during the technology portion the children completed a section of Xtra Math and watched a Learn Zillion lesson about rounding decimals to the nearest thousandths. Those who finished early played an online game to practice comparing and ordering fractions.
In between our second and third rotations the children enjoyed lunch and outdoor recess.
Math homework is posted in GC.
After math we began our literacy block. First, we revisited the various text structures that authors use while writing non-fiction. Then, we discussed the structure of problem and solution and identified different signal words. After that, as a class, we read a section of text about Hurricane Mitch and identified the problem (the storm was unpredictable) and the solutions (they asked NOAA for help, and storm chasers flew into the storm to get more information.
Then, the students worked independently, while I met with guided reading groups.
First, the children completed the Wednesday portion of their reading skills page. Then, they read about the recovery efforts after Hurricane Mitch and identified the problem and 2 solutions. Next, they re-watched the screencast about compound words and completed a practice sheet. Finally, they began working on the culmination projects for Where the Mountain Meets the Moon; a kite depicting the theme, a simile from the book, a turning point, and a favorite character or part.
Guided Reading Groups:
Green - First we reviewed the Wednesday section of the reading skills practice page which focused on making inferences. Then, we shared the problems and solutions they identified after reading the recovery section of the book about Hurricane Mitch.
Pink - First we reviewed the Wednesday section of the reading skills practice page which focused on making inferences. Then, we shared the problems and solutions they identified after reading the recovery section of the book about Hurricane Mitch.
Blue - First we reviewed the Wednesday section of the reading skills practice page which focused on making inferences. Then, we shared the problems and solutions they identified after reading the recovery section of the book about Hurricane Mitch.
We ended the day by reviewing the reasons that the colonists came to settle in the New World. Then, we read about the early settlement of St. Mary's. After that, the students had time to explore a website that had informational videos, texts, and interactive activities about the beginning of the colony that later became Maryland.
Math began with a warm up that reviewed solving division equations with missing numbers in all areas. Then we went over last night's homework. Next, we began our daily rotations.
During the small group esson we used place value to round decimals to the nearest tenth and hundredth. During math with a partner, the students played a board game called, "Roll A Row," that provided practice with ordering decimals to the thousandths column. Finally, during the technology portion the children completed a section of Xtra Math and watched a Learn Zillion lesson about rounding decimals to the nearest thousandths. Those who finished early played an online game to practice comparing and ordering fractions.
In between our second and third rotations the children enjoyed lunch and outdoor recess.
Math homework is posted in GC.
After math we began our literacy block. First, we revisited the various text structures that authors use while writing non-fiction. Then, we discussed the structure of problem and solution and identified different signal words. After that, as a class, we read a section of text about Hurricane Mitch and identified the problem (the storm was unpredictable) and the solutions (they asked NOAA for help, and storm chasers flew into the storm to get more information.
Then, the students worked independently, while I met with guided reading groups.
First, the children completed the Wednesday portion of their reading skills page. Then, they read about the recovery efforts after Hurricane Mitch and identified the problem and 2 solutions. Next, they re-watched the screencast about compound words and completed a practice sheet. Finally, they began working on the culmination projects for Where the Mountain Meets the Moon; a kite depicting the theme, a simile from the book, a turning point, and a favorite character or part.
Guided Reading Groups:
Green - First we reviewed the Wednesday section of the reading skills practice page which focused on making inferences. Then, we shared the problems and solutions they identified after reading the recovery section of the book about Hurricane Mitch.
Pink - First we reviewed the Wednesday section of the reading skills practice page which focused on making inferences. Then, we shared the problems and solutions they identified after reading the recovery section of the book about Hurricane Mitch.
Blue - First we reviewed the Wednesday section of the reading skills practice page which focused on making inferences. Then, we shared the problems and solutions they identified after reading the recovery section of the book about Hurricane Mitch.
We ended the day by reviewing the reasons that the colonists came to settle in the New World. Then, we read about the early settlement of St. Mary's. After that, the students had time to explore a website that had informational videos, texts, and interactive activities about the beginning of the colony that later became Maryland.
Tuesday, April 3, 2018
Terrific Tuesday - Back from Break
This morning marked the end of Spring Break and a return to routine!!
When the children got to school, I was in an in-house meeting. So, they complted the Monday and Tuesday sections of the vocabulary sheet for our new word of the week, rarely, and then practiced their keyboarding skills using Typing Club. After the announcements, they switched for math.
Math began with a warm up that lasted longer than I had planned. So, when I returned to class after my meeting, the students were still working on it. :-0 NO worries! I quickly switched things around and we had a whole group lesson about using place value to compare numbers, involving decimals to the thousandths.
FIrst, we watched and discussed a Khan Academy lesson. Then, we discussed and solved a couple of problems comparing numbers with decimals to the thousandths, as a group. Finally, the children completed several problems, indepdently, and we reviewed the correct answers as a class.
Next, the children enjoyed lunch and outdoor recess.
When they returned to math, the students completed a session of Xtra Math and then placed an Around the Block board game which provided practice with comparing decimals to the thousandths.
I worked with a small group of students who chose to receive more guided practice with comparing decimals to the thousandths.
Math homework is poasted in GC.
After math, we began our literacy block. We began by revieweing nfirst- and second- hand accoubnts and then identifying an author's claim as a point or argument that an author is trying to make or prove in his/her writing.
Then, while I met with guided nreading groups, the students worked on the following tasks. First, they compelted the Monday and Tuesday section of their reading skills practice paper. After that, they read an article about the Galveston Hurricane and identified it as a first- or second- hand account. Next, they watched a skills lesson about compount sentences and completed the guided practice exercises. After that, the worked on a character analysis for Where the Mountain Meets the Moon, identifying how the main characters changed in the book.
Green: We identified the article as a second-hand account. Next, we reread the article, identifying facts supporting the author's claim that this was the most destructive storm in history. Finally, we reviewed the Monday and Tuesday sections of the reading skills practice sheet focusing on main idea and point of view.
Pink: We identified the article as a second-hand account. Next, we reread the article, identifying facts supporting the author's claim that this was the most destructive storm in history. Finally, we reviewed the Monday and Tuesday sections of the reading skills practice sheet focusing on main idea and point of view.
Blue: We identified the article as a second-hand account. Next, we reread the article, identifying facts supporting the author's claim that this was the most destructive storm in history. Then, I modeled how to wirte a written response stating the claim, identifying facts, and explaining how the facts back up the claim. Finally, we reviewed the Monday and Tuesday sections of the reading skills practice sheet focusing on main idea and point of view.
The children ended their day in art, with Mrs. Daniell, while I attended our weekly team planning meeting.
When the children got to school, I was in an in-house meeting. So, they complted the Monday and Tuesday sections of the vocabulary sheet for our new word of the week, rarely, and then practiced their keyboarding skills using Typing Club. After the announcements, they switched for math.
Math began with a warm up that lasted longer than I had planned. So, when I returned to class after my meeting, the students were still working on it. :-0 NO worries! I quickly switched things around and we had a whole group lesson about using place value to compare numbers, involving decimals to the thousandths.
FIrst, we watched and discussed a Khan Academy lesson. Then, we discussed and solved a couple of problems comparing numbers with decimals to the thousandths, as a group. Finally, the children completed several problems, indepdently, and we reviewed the correct answers as a class.
Next, the children enjoyed lunch and outdoor recess.
When they returned to math, the students completed a session of Xtra Math and then placed an Around the Block board game which provided practice with comparing decimals to the thousandths.
I worked with a small group of students who chose to receive more guided practice with comparing decimals to the thousandths.
Math homework is poasted in GC.
After math, we began our literacy block. We began by revieweing nfirst- and second- hand accoubnts and then identifying an author's claim as a point or argument that an author is trying to make or prove in his/her writing.
Then, while I met with guided nreading groups, the students worked on the following tasks. First, they compelted the Monday and Tuesday section of their reading skills practice paper. After that, they read an article about the Galveston Hurricane and identified it as a first- or second- hand account. Next, they watched a skills lesson about compount sentences and completed the guided practice exercises. After that, the worked on a character analysis for Where the Mountain Meets the Moon, identifying how the main characters changed in the book.
Green: We identified the article as a second-hand account. Next, we reread the article, identifying facts supporting the author's claim that this was the most destructive storm in history. Finally, we reviewed the Monday and Tuesday sections of the reading skills practice sheet focusing on main idea and point of view.
Pink: We identified the article as a second-hand account. Next, we reread the article, identifying facts supporting the author's claim that this was the most destructive storm in history. Finally, we reviewed the Monday and Tuesday sections of the reading skills practice sheet focusing on main idea and point of view.
Blue: We identified the article as a second-hand account. Next, we reread the article, identifying facts supporting the author's claim that this was the most destructive storm in history. Then, I modeled how to wirte a written response stating the claim, identifying facts, and explaining how the facts back up the claim. Finally, we reviewed the Monday and Tuesday sections of the reading skills practice sheet focusing on main idea and point of view.
The children ended their day in art, with Mrs. Daniell, while I attended our weekly team planning meeting.
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