tag:blogger.com,1999:blog-72202447916088543482017-10-20T15:04:58.354-04:00Mrs. Holman's Third GradeDana Holmanhttps://plus.google.com/104654331881918129136noreply@blogger.comBlogger1775125tag:blogger.com,1999:blog-7220244791608854348.post-89378813925909755912017-10-20T15:04:00.002-04:002017-10-20T15:04:58.364-04:00Fantastic FridayThis morning, the children completed the Friday portion of the vocabulary sheet for our word of the week, compare. Then they chose which academic skill they worked on before the announcements. After watching the video announcements, we switched for math.<br /><br />We began math with an extensive area and perimeter word problem. In fact, it was so involved that I switched it to be our math with a partner activity. We also reviewed last night's homework. Then, we began our rotations.<br /><br />During the small group instruction, we practiced solving a multi-step perimeter and area word problem. During math with a partner, the students worked together to solve a multi-step area and perimeter word problem involving logical thinking, too. Finally, during the technology portion, the children completed a session of Xtra Math and then they practiced calculating area and perimeter with sites linked to a Live Binder.<br /><br />Between the second and third rotation, the students enjoyed lunch and outdoor recess.<br /><br />After math, we began our literacy block. We started with our writing lesson. First, students reviewed the essay, "Helping other Countries" with their writing partner and discussed the author's opinion and reasons for it. Next, we read a new persuasive essay, "It is Our Money and We Need It," and discussed the author's opinion, their intended audience, and their reasons. After brainstorming additional opinions to write about, the students wrote for 20 minutes silently about an opinion of their choice. Finally, the children shared their writing with their partners.<br /><br />After writing, we ate snack while we reviewed today's independent work tasks. First, the students watched a short video about identifying the main idea in non-fiction text. Then they read up to page 10 of the book, Cliff Dwellers, marking places that were confusing and/or surprising, as well as, circling unknown words. After that, they had ONE LAST CHANCE to complete their narrative writing piece that was due on MONDAY. Next, they completed their slide for the group's Native American web quest.<br /><br />As they worked, I helped individual students with their writing and met with guided reading groups.<br /><br />Green: We reread pages 3-5 and used the heading to write a main idea sentence. After that, we located key details that matched the main idea.<br /><br />Pink: We reread pages 3-5 and used the heading to write a main idea sentence. After that, we located key details that matched the main idea.<br /><br />Blue: We reread pages 3-5 and used the heading to write a main idea sentence. After that, we located key details that matched the main idea.<br /><br />We ended the day with a class meeting. First, we shared one thing we didn't know about one another. This helps us build a community and get to know each other better. After that, we exchanged thank yous and compliments. Next, we discussed challenges such as how to share the class bean bags and what to do when you have trouble getting along with a friend. Finally, we watched a short video about Growth Mindset. This is the idea that smart isn't something you are but something you GET by exercising your brain. ANYONE can GET SMARTER!<br /><br />Have a great weekend!Dana Holmanhttps://plus.google.com/115122871119604478905noreply@blogger.com0tag:blogger.com,1999:blog-7220244791608854348.post-37066621045602284152017-10-19T14:56:00.003-04:002017-10-19T14:56:56.643-04:00Thrilling ThursdayThis morning, after completing the Thursday portion of our vocabulary sheet for our word of the week, compare, the children worked on our weekly puzzles. Then, after the announcements, we switched for math.<br /><br />Math began with an area word problem for warm up. Then we reviewed last night's homework. After that, we began our daily rotations.<br /><br />During the small group instruction, we used the area and perimeter formulas, for rectangles, to help us solve word problems. During math with a partner, the children continued playing the Snakes board game, to practice partial products. Finally, during the technology portion, the children completed a session of Xtra Math and then played an online version of Truth or Dare which relied on the knowing and using the formulas for area and perimeter of a rectangle.<br /><br />In between the second and third rotations, the children enjoyed lunch and outdoor recess.<br /><br />Math homework is posted on GC.<br /><br />After math, we began our literacy block. <br /><br />We started with our writing lesson. First, we reviewed the essay, "Insects Are Amazing," and identified the author's opinion and the three reasons used to support it. Then, the children began a new opinion piece and wrote for 20 minutes, silently. During this time, I touched base with each child to ensure they were clearly stating their opinions, and helping those who hadn't done so.<br /><br />After writing, the students enjoyed music with Mrs. Graf.<br /><br />When they returned to class, we ate snack and reviewed the independent work assignments for our reading block. First the children viewed the first seven slides, including Brain Pop video, of a Google Slide presentation about identifying the main idea in non-fiction text. Then, they read an article about The Pueblo People. After that, they worked on their slide for their group's Native American web quest.<br /><br />Guided Reading Groups:<br />All reading groups met with me. During each group we used the slides in Google Classroom reading to review the idea of what is a topic versus what is a main idea. Then, we looked over the article, "The Pueblo People," and identified both the topic and the main idea.<br /><br />After our literacy block, we began Module 5 of the science curriculum. First we reviewed content vocabulary. Then the students worked in groups to classify various organism cards. After creating posters identifying their groups, we took a gallery walk and discussed how the organisms interact with one another.Dana Holmanhttps://plus.google.com/115122871119604478905noreply@blogger.com0tag:blogger.com,1999:blog-7220244791608854348.post-19735315758353278142017-10-18T14:38:00.000-04:002017-10-18T14:38:47.212-04:00Wonderful WednesdayThis morning the students completed the Wednesday portion of our vocabulary sheet for the word of the week, compare. Then, they played a parts of speech game, online. After the announcements, we switched for math.<br /><br />Math began with a logic puzzle to warm up our brains. Then, we reviewed last night's homework. Next, the students took the week 5 formative, which covered multi-digit multiplication using place value and partial products. These have been graded and returned to students. Please look for them in the section of the binder this evening.<br /><br />After the formative, the children enjoyed lunch and outdoor recess.<br /><br />When they returned to math, we had a whole group lesson about understanding and using the formula to determine the area of a rectangle. The lesson included watching, and discussing, a video module, reviewing several slides, and answering a word problem, with a partner.<br /><br />Math homework is posted on GC.<br /><br />After math, we began our literacy block. We began with a writing lesson. First, the children, with their writing partner, reviewed the two persuasive pieces we read this week and identified the purpose and audience of each. Next, we read and discussed a new persuasive essay. Then, we highlighted the sentences that stated the authors purpose and reasons to support it. After that, the students chose a topic and did a 5 minute quick write. Finally, the students wrote for 15 minutes, silently, either continuing their quick-write or beginning a new opinion piece.<br /><br />After our writing block, we ate snack and continued reading <u>Wonder</u>.<br /><br />Then, the children worked in small groups on their Native American web quest. Each group was assigned a Native American Society to research and become experts. As they worked to gather their information, I met with individual students to work on my quarterly reading assessments. This took the place of guided reading groups.Dana Holmanhttps://plus.google.com/115122871119604478905noreply@blogger.com0tag:blogger.com,1999:blog-7220244791608854348.post-22968503035160520772017-10-17T14:21:00.002-04:002017-10-17T14:21:24.248-04:00Terrific TuesdayThis morning, the children completed the Tuesday section of their vocabulary sheet for our word of the week, compare. Then they practiced their keyboarding skills using Typing Club. After the announcements, we switched for math.<br /><br />We began math with a multiplication warm up and then reviewed last night's homework. After that, we began our rotations.<br /><br />During the small group instruction, we developed an understanding of the perimeter formula for a rectangle, and used it to calculate the measurement of unknown sides. During math with a partner, the students played a board game called Snakes to continue working with partial products. Finally, during the technology portion, the students completed a session of Xtra math and then used the multiplication Live Binder to choose a game and work on their multiplication skills.<br /><br />In between the second and third rotations, the students enjoyed lunch and outdoor recess.<br /><br />Math homework is posted on GC.<br /><br />After math, we began our literacy block with a writing lesson. We reviewed yesterday's persuasive essay, "Bugs are Creepy, " and discussed the author's purpose and intended audience. Then we read a new essay, "Bugs are Amazing," and determined the author's opinion and intended audience. After that, we brainstormed some opinions we could use for persuasive essays and began a class topic list. Finally, the students had 10 minutes to add to their own topic list.<br /><br />While we ate snack, we reviewed today's independent work tasks. First, the children used their guided reading texts, the chart we completed in guided reading groups, and the RACER slides to summarize how the Native American societies used the environment to meet their needs for food, clothing, and shelter. Prior to working on this independently, because it is a graded assignment, we did rehearse it orally. Next, the children worked on their writing, by adding to their topic list, working on a piece they have already started, or beginning a new piece, for 15-20 minutes. Finally, they reviewed the social studies web quest that we started after our literacy block.<br /><br />As the children worked, I met with a group of students who missed our reading groups on Friday. We read and highlighted the text about the Eastern Woodland Native Americans. Then we paraphrased to summarize the text on our chart.<br /><br />After our literacy block we took a much needed Go Noodle brain break.<br /><br />Then we began a social studies web quest. After reviewing the introduction, the tasks, and the process, the students were put in groups, randomly, and chose their expert jobs.<br /><br />The students ended their day in art with Mrs. Daniell.<br /><br /><br />Dana Holmanhttps://plus.google.com/115122871119604478905noreply@blogger.com0tag:blogger.com,1999:blog-7220244791608854348.post-6426623955432542082017-10-16T15:05:00.001-04:002017-10-16T15:05:06.361-04:00Marvelous MondayThis morning, the students commented on GC about their weekend and then completed the Monday portion of the new vocabulary worksheet for our word of the week, compare. After the announcements, we switched for math.<br /><br />Math began with a quick multiplication warm up. Then we went to the Pep Rally for our new Booster Thon fundraiser. When we returned to class, we had a whole group math lesson using the partial products method to solve 3-and 4- digit by 1-digit multiplication problems.<br /><br />After enjoying lunch and outdoor recess, the students returned to math and completed a quick 1 problem 4-digit by 1-digit multiplication problem. As I suspected, most of the students are quite competent in this skill. There are a few who need to brush up on their basic facts.<br /><br />After completing the exit card, the students finished a session of Xtra Math and then used the Multiplication Live Binder to work on fact fluency.<br /><br />Math HOMEWORK is posted on GC.<br /><br />After math, we began our literacy block. Today we began with writing. After assigning new writing partners, we read an essay called, "Bugs Are Creepy," an example of opinion writing. After I read it aloud, the children reread it with their writing partners and discussed the author's opinion.<br /><br />Next, the children went to PE.<br /><br />When they returned to class, they ate snack and we discussed how to integrate our independent, silent writing into our literacy independent work block. I know this sounds redundant, but the children understood what I meant. :-)<br /><br />After that, the students worked independently on the following tasks, while I met with small guided reading groups. First, each group read an article about the Sioux Indians. As they read they circled unknown words, and marked places that were confusing and/or surprising. Next, they spent 5-10 minutes working on a topic list for opinion writing. After that, they completed a graded paraphrasing activity. Then, they wrote silently for 15-20 minutes, either working on the final draft of their narrative or writing about anything they choose.<br /><br />Green: The students reread the article about Sioux Indians, and based on our purpose for reading (how they used their environment for food, clothing, and shelter), they highlighted important information. Next, we reviewed the highlighted facts and paraphrased it to summarize the text on the chart we started on Friday in group.<br /><br />Pink: The students reread the article about Sioux Indians, and based on our purpose for reading (how they used their environment for food, clothing, and shelter), they highlighted important information. Next, we reviewed the highlighted facts and paraphrased it to summarize the text on the chart we started on Friday in group.<br /><br />Blue: Together we reread the article and based on our purpose for reading (how they used their environment for food, clothing, and shelter), we highlighted important information. Then, together, we paraphrased the important facts to summarize the text and add it to the chart we started on Friday in group.Dana Holmanhttps://plus.google.com/115122871119604478905noreply@blogger.com0tag:blogger.com,1999:blog-7220244791608854348.post-56012587782371644032017-10-13T15:25:00.001-04:002017-10-13T15:25:33.545-04:00Fabulous FridayToday, my homeroom had a PJ day to celebrate the 10 whole class Dojos they earned.<br /><br />After unpacking and signing in, the children completed both the Thursday and Friday section of the vocabulary sheet for our word of the week, significance. After that, they worked on solving our weekly puzzles. Once the announcements were over, we switched for math.<br /><br />We began math with a multiplication warm up, where the students used the area model to solve two equations. After that, we went over Wednesday night's homework. Next, we began our rotations.<br /><br />During the small group instruction, we practiced solving 3 and 4-digit by 1-digit multiplication problems using the area model. During math with a partner, the students practiced explaining partial products by playing Toss and Talk Partial Products. Those who finished early, played Multiplication War to increase their basic fact fluency. Finally, during the technology portion, the students completed a session of Xtra Math. Then they played Amoeba Multiplication to practice partial products.<br /><br />In between the second and third rotations, the students enjoyed lunch and recess.<br /><br />After math, we shared information about the SGA food drive and Digital Citizenship spirit week (Monday is crazy sock day). Then, we began our literacy block.<br /><br />While I met with guided reading groups, the students worked independently on the following tasks. First, they completed a post test from our visit to the Ag Farm yesterday. Next, they finished the decomposers chart. Finally, they used their revisions and the rubric I will be using to grade, to complete the final copy of their narrative writing.<br /><br />Guided reading groups focused on using paraphrasing to help summarize information we read about how the Native American tribes used their environment for food, clothing, and shelter. <br /><br />I met with each group to work on paraphrasing and summarizing important information. First, we used text features to narrow down which portion of the text we needed to read. After reading it once, we reread it and highlighted only the important information that matched our purpose for reading today (how the native Americans used their environment for food, clothing, and shelter). Next, we paraphrased the highlighted facts in order to summarize the text.<br /><br />After our literacy block, we had a guidance lesson, with Mrs. Luckett, about including others to be kind.<br /><br />Progress reports were distributed to each student at the end of the day. Look for them in take home folders. These are your to keep.<br /><br />Have a great weekend!!Dana Holmanhttps://plus.google.com/115122871119604478905noreply@blogger.com0tag:blogger.com,1999:blog-7220244791608854348.post-4250992744764773952017-10-11T14:51:00.000-04:002017-10-11T14:51:04.070-04:00Wonderful WednesdayThis morning, after unpacking and signing in, the students completed the Wednesday section of our vocabulary sheet for the word of the week, significance. When they finished, they played a parts of speech online game. After the announcements, we switched for math.<br /><br />We began math with a 2-digit by 1-digit multiplication warm up. Then, we went over last night's homework. Next, we took a formative covering multiplicative comparison word problems. These have been graded and returned to students. Please look for them in binder this evening.<br /><br />After the formative, we took part in the bus evacuation drill. Then the children enjoyed lunch and outdoor recess.<br /><br />After recess, we did a whole group lesson, using arrays (graph paper) to solve 2-digit by 1-digit multiplication problems. <br /><br />There is a worksheet for HOMEWORK that is due FRIDAY, not tomorrow. Instructions, and an example, is on GC.<br /><br />After math, we began our literacy block. Today we began with a writing lesson. We learned some proofreading marks as we discussed specific capitalization and punctuation rules. Then, the children conferred with their writing partners, and used the proofreading marks to edit each other's drafts.<br /><br />Then we did a quick, whole group lesson, about paraphrasing in order to summarize non-fiction text.<br /><br />While the students worked independently, I met with guided reading groups. First the children completed a pre-test for tomorrow's Ag Farm field trip. After that, they used the Encyclopedia Britannica to complete the decomposers chart and explain how decomposers benefit their ecosystem. Finally, they began drafting their final version of the narrative writing piece.<br /><br />pink: We reviewed paraphrasing and then discussed how to summarize non-fiction text. The students were instructed to identify the main idea in the topic sentence, and then to include the main idea of each section of text, using headings whenever possible. After reading the story of Humpty Dumpty, and a summary, we read an article about plants and wrote a summary together.<br /><br />green: We reviewed paraphrasing and then discussed how to summarize non-fiction text. The students were instructed to identify the main idea in the topic sentence, and then to include the main idea of each section of text, using headings whenever possible. After reading the story of Humpty Dumpty, and a summary, we read an article about plants and wrote a summary together.<br /><br />blue: We reviewed paraphrasing and then discussed how to summarize non-fiction text. The students were instructed to identify the main idea in the topic sentence, and then to include the main idea of each section of text, using headings whenever possible. After reading the story of Humpty Dumpty, and a summary, we read an article about plants and wrote a summary together.<br /><br />We ended the day by watching and discussing a video about the early Native American tribes that lived in Northern America before the European settlers arrived.Dana Holmanhttps://plus.google.com/115122871119604478905noreply@blogger.com0tag:blogger.com,1999:blog-7220244791608854348.post-71932584935323467112017-10-10T14:28:00.000-04:002017-10-10T14:28:48.805-04:00Terrific TuesdayThis morning, the students completed the Tuesday portion of their vocabulary sheet for the word of the week, significance. Then they practiced their keyboarding skills using Typing Club. After the announcements, we switched for math.<br /><br />Math began with a logic based warm up in which the students had to rely on their knowledge of multiples in order to solve both word problems. After that, we reviewed last night's homework. Then, we began our rotations.<br /><br />During the small group instruction we used area models to represent and solve 2 digit by a digit (and even a 3 digit by 1 digit) multiplication problems. During math with a partner, the children finished the word problem scavenger hunt from yesterday and then practiced their basic facts by playing Multiplication War. Finally, during the technology portion, the children completed a session of Xtra math and then practiced solving word problems using the Live Binder.<br /><br />HOMEWORK is posted on GC.<br /><br />Once again, between the second and third rotations, the students enjoyed lunch and outdoor recess.<br /><br />After math we began our literacy block. First, we reviewed, again, the RACER strategy, using the slides posted in GC-Writing. Next, we revisited the concept that the purpose for reading drives what is important (versus interesting) information in non-fiction text.<br /><br />While I met with guided reading groups, the students worked independently. First, all groups reread their article about the ecosystem and completed an important versus interesting facts chart to help them answer the question, "What is the role of the decomposer in the ecosystem?" Next, students used three links in GC-Science to complete a chart comparing/contrasting decomposers and explain why decomposers are important. After that, the children had time to continue revising and editing their narrative piece.<br /><br />Guided Reading Groups<br />Blue: We met and reviewed the facts, from their article, that were important versus those that were interesting. We also discussed how they knew which facts to put on each side of their chart.<br /><br />Pink: We met and reviewed the facts, from their article, that were important versus those that were interesting. We also discussed how they knew which facts to put on each side of their chart.<br /><br />Green: We met and reviewed the facts, from their article, that were important versus those that were interesting. We also discussed how they knew which facts to put on each side of their chart.<br /><br />After guided reading groups, we ate snack and reviewed the decomposers chart.<br /><br />Next, we continued reading <u>Wonder</u>. During this time, some students finished revising their rough draft.<br /><br />The children ended their day in art, with Mrs. Daniell.Dana Holmanhttps://plus.google.com/115122871119604478905noreply@blogger.com0tag:blogger.com,1999:blog-7220244791608854348.post-25918882413454141472017-10-09T15:17:00.000-04:002017-10-09T15:17:07.923-04:00Marvelous Monday - Parent VisitationThis morning, after unpacking and signing in, the students completed the Monday section of the vocabulary sheet for our new word of the week, significance. After the announcements, we switched for math.<br /><br />Math began with 2 logic word problems. Then we began our rotations.<br /><br />During the small group instruction, we focused on representing and solving multiplicative comparison word problems using an equation with a variable, for the unknown. During math with a partner, the students worked on a word problem scavenger hunt. Finally, during the technology rotation, the children completed a session of Xtra Math and then used the Live Binder to practice solving word problems.<br /><br />Math HOMEWORK is posted on GC.<br /><br />In between the second and third rotations, the students enjoyed lunch and outdoor recess.<br /><br />After math we began our literacy block.<br /><br />First, the students completed their independent work and I met with the green reading group, since I had missed them on Friday. The children finished the non-fiction formative, identifying and explaining text evidence supporting the author's point of view. Then, they met with their writing partners to revise their writing for strong beginning sentences.<br /><br />Green: Their non-fiction piece didn't include many text features. Therefore, we used the topic sentences to help identify the main topic of the piece and the four most important facts.<br /><br />After reading, the students went to PE.<br /><br />When they returned to class, they ate snack and we read more from <u>Wonder</u>.<br /><br />Next, we began our writing block. After reviewing the grading rubric I will be using, we had a mini-lesson about revising our writing to improve spelling. Students were told to review their piece and circle words they thought might have spelling errors. Then, they used dictionary.com or a word back, to check the spelling and make necessary changes.<br /><br />We ended the day by identifying the role of decomposers in our ecosystem. We defined some important vocabulary, viewed photographs, and watched a short film. Finally, we discussed the benefits that decomposers provide by putting nutrients back into the soil.<br /><br /><br />Dana Holmanhttps://plus.google.com/115122871119604478905noreply@blogger.com0tag:blogger.com,1999:blog-7220244791608854348.post-48738856243208314082017-10-06T12:49:00.002-04:002017-10-06T12:49:50.479-04:00Fantastic Friday - Early ReleaseThis morning the students completed the Friday portion of the vocabulary sheet for our word of the week, brief. After that, since it is free choice Friday, the got to choose which academic skill they wished to practice. After watching the announcements on the Promethean board, we switched for math.<br /><br />Math began with a logic word problem. Then we reviewed last night's homework. Next we began our rotations.<br /><br />During the small group rotation, we represented and solved multiplicative comparison problems using equation with a variable to represent the unknown. During math with a partner, the students played a multiplicative comparison bump board game. Finally, during the technology portion, the students completed a session of Xtra math. Then they watched a Learn Zillion lesson about representing and solving multiplicative comparison word problems. Those who had time left over practiced solving word problems using the Live Binder.<br /><br />In between our second and third rotations, we went to lunch.<br /><br />After math, we handed out Dojo rewards, went over the weekly puzzles, and then, began our literacy block.<br /><br />Today I handed out, and reviewed, a text structure chart for non-fiction text. After that, I did a mini-lesson, for writing, covering strong openings and peer conferencing.<br /><br />While I met with groups, the students reread their guided reading article and used a web to identify the topic and 4 important pieces of information from the text. After that, they met with their writing partners to peer conference and revise opening sentences.<br /><br />Pink: We used the title, headings, topic sentences, and other text features to determine the topic of their text and four important facts. We also discussed paraphrasing by changing word order and using synonyms (for example, instead of organisms feed, we wrote organisms eat).<br /><br />Blue: We used the title, topic sentences, captions, and repeated words to determine the topic of their text and four important facts. We also discussed paraphrasing by changing word order and using synonyms (for example, instead of organisms feed, we wrote organisms eat).<br /><br />I didn't get a chance to meet with the green group, due to the early release.<br /><br />Have a great weekend!Dana Holmanhttps://plus.google.com/115122871119604478905noreply@blogger.com0tag:blogger.com,1999:blog-7220244791608854348.post-39497448947921352802017-10-05T15:14:00.000-04:002017-10-05T15:14:34.456-04:00Thrilling ThursdayThis morning the students completed the Thursday portion of the vocabulary sheet for our word of the week, brief. Then, they worked on solving our weekly puzzles. After the announcements, we switched for math.<br /><br />We began math by reviewing the homework assignment from Tuesday night. After that, the students took a quick formative covering multi-step word problems involving addition and subtraction. These have been graded and returned to the students. Please look for them in the math section of the binder this evening.<br /><br />Once all students had completed the quiz, we did a whole group lesson (to make the most of our shortened time) covering multiplicative comparison word problems, using a bar model to solve them. We watch 2 short video lessons and discussed each. Then we solved four problems, together, as a class.<br /><br /><br />After that, the students enjoyed lunch and outdoor recess. <br /><br />When they returned to class, they completed an Xtra Math session and practiced solving word problems using online sites. I met with a small group to do some reteaching based on our formative from last week, using the standard algorithm to add and subtract.<br /><br />Math HOMEWORK is posted on GC.<br /><br />After math we got our pictures taken. Then we had a writing mini-lesson. We discussed how authors avoid using overused words to make their writing more interesting and clear. Then we created a chart listing words we could use instead of good/great, said, and look. After that, the students marked those words, in their drafts, with post-it notes.<br /><br />Next, they went to music with Mrs. Graf.<br /><br />After music, we ate snack and had our SGA representative elections.<br /><br />Then, we began our literacy block.<br /><br />Students got new reading group assignments, based on their MAP-R scores and classwork thus far. Each group received a non-fiction text about decomposers and producers to read, using think marks, and listing 3-4 tricky words. After that, they went back to their writing draft to revise for overused words. Finally, those who haven't finished had time to work on their non-fiction reading formative.<br /><br />Reading Groups: This week we are integrating reading and science!<br /><br />Pink: We met and reviewed unknown words,scientific vocabulary, text features, and confusing and surprising parts that they marked.<br /><br />Blue: We met and reviewed unknown words,scientific vocabulary, text features, and confusing and surprising parts that they marked.<br /><br />Green: We met and reviewed unknown words,scientific vocabulary, text features, and confusing and surprising parts that they marked.<br /><div><br /></div><div><br /></div><br /><br /><br />Dana Holmanhttps://plus.google.com/115122871119604478905noreply@blogger.com0tag:blogger.com,1999:blog-7220244791608854348.post-30523299898331662602017-10-04T14:52:00.002-04:002017-10-04T14:52:53.986-04:00Wonderful WednesdayThis morning the children completed the Wednesday portion of their vocabulary sheet for our word of the week, brief. Then, they played a computerized version of the game Hangman, using fourth grade vocabulary words.<br /><br />After the announcements, we switched for math.<br /><br />The entire math block was spent taking the MAP-M. This is the computerized, self-adjusting, math assessment which students take three times each year. The purpose of the test is to guide planning and instruction.<br /><br />The children did get their regular break to enjoy lunch and outdoor recess.<br /><br />There is MATH HOMEWORK posted on GC.<br /><br />After math we began our literacy block. Today we shifted our reading focus to non-fiction text. We began with a lesson about determining what is important when we read non-fiction text. A few important points, we determine what is important based upon our PURPOSED for reading. So, what is important can change if our purpose changes. I read <u>A Log's Life</u>, out loud, and modeled, through thinking out loud, how I would determine the topic and what the author was teaching us.<br /><br />After that, the students worked independently, while I met with guided reading groups. First, they completed an assigned lesson for their guided reading group. Then, they finished writing their narrative draft. After that, the students completed the non-fiction graded assignment, identifying and explaining evidence that supports a point of view.<br /><br />Blue: The students used the RACER strategy to identify the theme, using text support, of <u>Soccer Shake Up</u>. In group, we reviewed the RACER strategy and the students handed in their books.<br /><br />Pink: The students read chapters 13-15, finishing the book, and identified the theme of the text. In group, we discussed the ending and then shared themes, discussing evidence from the text. Finally, I collected the texts.<br /><br />After meeting with the pink group, the students went to the media center, to "taste test" the nominees for this year's Black Eyed-Susan award.<br /><br />Green: The students read chapters 27-32, finishing the book, and identified the theme of the text. In group, we discussed the ending and then shared themes, discussing evidence from the text. Finally, I collected the texts.<br /><br />After reading, we turned our attention to a writing mini-lesson. Today the students focused on revising their drafts. They deleted information that doesn't belong and clarified parts that might be confusing. After working on revising their draft, volunteers shared changes they made and explained their reasoning for doing so.<br /><br />We will be having our SGA representative elections tomorrow and finally begin studying Native Americans.<br /><br />Also, individual pictures will be taken tomorrow, after math.Dana Holmanhttps://plus.google.com/115122871119604478905noreply@blogger.com0tag:blogger.com,1999:blog-7220244791608854348.post-27607335164560050432017-10-03T14:50:00.000-04:002017-10-03T14:50:24.858-04:00This morning, the students completed the Tuesday section for our new vocabulary word of the week, brief. The, they practiced their keyboarding skills using Typing Club. After the announcements we switched for math.<br /><br />In my math class, we completed a rounding exit ticket for warm up. These have been graded and returned to students. Look for them in home folders this evening.<br /><br />Then we reviewed last night's homework. Next, we began our math rotations.<br /><br />During the small group instruction, we worked on representing and solving multi step addition and subtraction word problems. Today we focused on writing equations, using a variable to represent the unknown. During math with a partner, the students played a game called Five in a Row, that provided practice with determining the unknown in addition problems. Finally, during the technology portion of math, the students completed a section of Xtra Math and then used a web site to practiced solving word problems.<br /><br />Math HOMEWORK is posted on GC.<br /><br />In between the second and third rotation, the students enjoyed lunch and outdoor recess.<br /><br />After math, the students had 30 more minutes to complete the MAP-R (computerized reading, self-adjusting assessment) that we began yesterday. Those who were absent yesterday, started the test today and will finish it later this week.<br /><br />Once testing concluded, the students ate snack while I did a quick lesson about identifying evidence, from text, that supports an author's point of view.<br /><br />Then, the students worked independently while I met with guided reading groups. First, they read assigned chapters in their guided reading book. Next, they completed the rough draft from our writing lesson yesterday. Next, they used the RACER strategy, and my mini-lesson, to answer a non-fiction comprehension question, that will be graded. Finally, those who have not completed their science assignments, had time to do so.<br /><br />Blue: We discussed chapter 9, which the children read independently. Then we identified the theme and evidence, from the text, that supported it.<br /><br />Pink: In group, we discussed chapters 11 and 12 (and we had a mini civics lesson about state and federal taxes!). First, we discussed the news article written by Judy Morgan. Then we identified changes that took place after the article was published. Finally, each student came up with one word to describe how they think Mrs. Granger feels about Nick.<br /><br />Green: In group we discussed chapters 21-26. We spent a lot of time talking about why grandma didn't want Drita and Maxie to be friends, and then why she changed her mind.<br /><br />After our literacy block, we finally made time for a social studies lesson.<b> </b>We defined the terms geography, geographic tools (versus characteristics), and human and natural features. Additionally, we discussed settlement patterns and why people to choose to live where they do. It was basically catch up day.<br /><br />The students ended their day in art.Dana Holmanhttps://plus.google.com/115122871119604478905noreply@blogger.com0tag:blogger.com,1999:blog-7220244791608854348.post-82437466371310453842017-10-02T14:32:00.000-04:002017-10-03T09:46:03.046-04:00Magnificent MondayThis morning, the students commented about their weekend in GC - Homeroom and then completed the Monday section for our new vocabulary word of the week, brief. After the announcements we switched for math.<br /><br />In my math class, instead of a warm up, we completed our first MCPS online math progress check. This is a trial year for these new assessments, and therefore, they do not count on the report card. After the students were done, we began our math rotations.<br /><br />During the small group instruction, we worked on representing and solving multi step addition and subtraction word problems. During math with a partner, the students played a game called Five in a Row, that provided practice with determining the unknown in addition problems. Finally, during the technology portion of math, the students completed a section of Xtra Math and then used a web site to practiced solving word problems.<br /><br />Math HOMEWORK is posted on GC.<br /><br />In between the second and third rotation, the students enjoyed lunch and outdoor recess.<br /><br />After math, we began our literacy block. Today we started with a writing lesson. First, we read about author Allen Say's writing process. Next, the children chose one of their narrative drafts to complete and eventually publish. Finally, they had silent writing time to finish their rough draft.<br /><br />After writing we went to PE.<br /><br />When the students returned to class, they had 10 minutes to eat snack and work on finishing their rough draft.<br /><br />Finally, the students took the MAP-R assessment. This is the computerized, self-adjusting reading test that students take three times a year. The data is used for planning and instruction purposes. It is not used towards grades on the report card.<br /><br /><br />Dana Holmanhttps://plus.google.com/115122871119604478905noreply@blogger.com0tag:blogger.com,1999:blog-7220244791608854348.post-62802848393541823192017-09-29T15:02:00.002-04:002017-09-29T15:02:41.450-04:00Fabulous Friday - Park Ranger VisitThis morning the students completed the Friday section of their vocabulary sheet for our word of the week, assume. Then, they chose which skills to work on, because it is Free Choice Friday. After watching the morning announcements, we switched for math.<br /><br />We began math with a multi-digit subtraction and addition warm up. Then, we had an assembly where a US Park Ranger talked to us about the Every Kid in a Park program. Each student received a free National Park pass that is good through August 31, 2018.<br /><br />When we returned to math class, we reviewed last night's homework.<br /><br />After that, the students enjoyed lunch and outdoor recess.<br /><br />As usual, we returned to math class, after recess, and then we took this week's formative. It covered adding and subtracting multi-digit numbers fluently. <br /><br />Math ran a bit long due to the formative. These have been scored and returned to students. Look for them in the binders this evening.<br /><br />After math we began our literacy block. While I met with guided reading groups the students worked independently. First, the read assigned chapters in their guided reading books, using think marks to increase comprehension, and listed unknown words. After that, they viewed three resources about plant growth and development (science) and completed a note taking chart. Finally, they drew a diagram showing how plants get the things they need.<br /><br />Guided reading groups:<br /><br />Blue: In group we discussed chapters 7 & 8, which the students had read independently. We focused on the thoughts, feelings, and actions of the characters. After that, we began discussing possible themes of the book.<br /><br />Pink: In group we discussed chapters 9 & 10, which the students had read independently. We focused on identifying what the characters said and did that supported our thinking. Additionally, we debated who sent the envelope to the reporter.<br /><br />Green: In group we discussed chapters 15 -20. We focused on using evidence from the text to support our thinking about the fight during the basketball game, and the events that followed. We also started thinking about the theme.<br /><br />After meeting with guided reading groups, we ate snack and continued reading <u>Wonder</u>.<br /><br />Next we began our writing lesson. First, we identified, defined, and saw examples of various types of non-book writing. These included advertisements, brochures, and recipes. Next the students discussed, with their writing partner, for what service or product what they might write an advertisement, brochure, or recipe.<br /><br />Next, they wrote for 20 minutes about anything they chose. This included creating an advertisement, a recipe, or a brochure. Also, they could choose to work on a piece they had already started. Finally, they took turns reading their writing to their partner, asking questions about the piece, and giving compliments.<br /><br />Have a wonderful weekend!!Dana Holmanhttps://plus.google.com/115122871119604478905noreply@blogger.com0tag:blogger.com,1999:blog-7220244791608854348.post-18178970302412337212017-09-28T15:29:00.001-04:002017-09-28T15:29:08.459-04:00Thrilling ThursdayThis morning, after completing the Thursday portion of the word of the week vocabulary sheet, the students worked on solving this week's puzzles. The, after the announcements, we switched for math.<br /><br />Math began with a subtraction warm up. After that, we reviewed last night's homework. Then, we began our rotations.<br /><br />During the small group lesson we practiced adding and subtracting multi-digit numbers fluently. During math with a partner, the students finished playing the squares game they began yesterday. This focused on the addition of multi-digit numbers to get to a sum of 1,000,000. Finally, during the technology rotation, the students completed an Xtra Math session, and then practiced subtracting fluently using the site, Calculator Bingo.<br /><br />Math HOMEWORK is posted on GC. We will have a formative tomorrow covering addition and subtraction of multi-digit numbers.<br /><br />The students enjoyed lunch and outdoor recess in between the second and third rotations.<br /><br />After math we began our literacy block, which included some science and social studies today. While I met with small groups the students read assigned chapters in their guided reading books, using think marks and listing unknown words. Then, they used 3 linked resources in the Module 2 slides to identify, explain the job of, 4 things plants need. After that, they drew a diagram of a plant showing how the needs are used within the plant. Students who finished early got a chance to catch up on unfinished work, or they could read silently or work on a writing piece.<br /><br />Prior to going to music, with Mrs. Graf, I pulled a small group to work with them on identifying and interpreting similes and metaphors. These students are encouraged to redo the assignment from <u>Pop's Bridge</u> , now that they have a better understanding.<br /><br />After music, I pulled guided reading groups.<br /><br />Blue: We discussed chapters 5 and 6 and reviewed their unknown words. Today we focused on the changes in Dominic within these pages, especially his thoughts, feelings, and actions.<br /><br />Pink: We discussed chapters 7 and 8, focusing on the thoughts, actions and feelings of Nick and Mrs. Granger. In particular we discussed how Mrs. Granger feels about the word frindle and how we know this. We also identified the consequences of Nick's actions.<br /><br />Green: We discussed chapters 11-14. We focused on what we could learn through the thoughts, actions, and feelings of Drita and Maxie.<br /><br />After guided reading groups, we ate snack and reviewed the organisms that we would be adding to the aquariums and terrariums today.<br /><br />Then... we spent the rest of the day adding critters and plants to our aquariums and terrariums. It was quite chaotic!<br /><br />Homework is posted on GC-Math, for my math class. Students should read for atleast 20 minutes each night.Dana Holmanhttps://plus.google.com/115122871119604478905noreply@blogger.com0tag:blogger.com,1999:blog-7220244791608854348.post-23032140833521950782017-09-27T15:19:00.002-04:002017-09-27T15:19:29.715-04:00Wonderful Wednesday - PRACTICE Lockdown DrillsThis morning, the students completed the Wednesday section of their vocabulary sheet for our word of the week, assume. Then, they played a word game, using the parts of speech, similar to Mad Libs, online. After the announcements, we reviewed the procedure for our lockdown drills and switched for math.<br /><br />We began math with an addition brain teaser warm up and then reviewed last night's homework. Then we participated in our lockdown drills. The students did a super great job! After that, we began our rotations.<br /><br />During the small group instruction we practiced predicting how many digits would be in the answer to a multi-digit subtraction problem. Then we estimated the difference, to determine if our answer was reasonable. Finally, we found the difference, using the standard algorithm for subtraction. During math with a partner, the students played a game involving squares and the addition of multi-digit numbers with a sum of 1,000,000. Finally, during the technology rotation, the children completed a session of Xtra math and then played Jeopardy or Drag and Drop math.<br /><br />Math HOMEWORK is posted on Google Classroom.<br /><br />In between our second and third rotations, the children enjoyed lunch and outdoor recess.<br /><br />After math, we began our literacy block. Today the students took a formative covering identifying the theme of text and comparing the themes of two texts. After they finished, they had time to catch up on the unfinished assignments from earlier in the week. These included, writing about the theme in "Claudine's Tack Attack", identifying and explaining two similes/metaphors from <u>Pop's Bridge</u>, and writing about a human-made landmark in Maryland.<br /><br />I did not meet with reading groups to ensure they had time to focus on the formative and catch up on unfinished tasks.<br /><br />After reading, we ate snack and read <u>Wonder</u>. Then we began our writing lesson.<br /><br />First we read and discussed some non-fiction poems, about desert animals, written in first person, as if the animal was talking. Then, the students worked with their writing partners to write "I" sentences for an animal of their choosing. Finally, they chose an animal, and wrote as many "I" sentences as they could, in 5 minutes, for this animal. After sharing, we began another writing lesson, because we are WAY behind. :-)<br /><br />During our second writing lesson, we read another form of non-fiction text about animals. We spent some time discussing the differences between the two texts. This one was a question and answer format, and was written from the author's point of view. After that, the students had 15 minutes of silent writing time to begin a topic list for non-fiction writing, work on any pieces they had already started, and/or begin a new piece.<br /><br />We ended the day with a science lesson. We observed pictures, read non-fiction text, and watched a video to determine the needs of plants, their parts, and the job of each part.<br /><br />HOMEWORK: Math is posted on GC- Math. Read for 20 minutes.Dana Holmanhttps://plus.google.com/115122871119604478905noreply@blogger.com0tag:blogger.com,1999:blog-7220244791608854348.post-30996870145807253782017-09-26T15:18:00.001-04:002017-09-26T15:18:24.276-04:00Terrific TuesdayThis morning the students completed the Tuesday section for the vocabulary word of the week, assume. Then they practiced their keyboarding skills using Typing Club. After the announcements, we switched for math.<br /><br />We began math with 2 Challenge 24 problems for warm up. During this time I pulled a small group for some rounding review. Then we began our rotations.<br /><br />During the small group rotation, we practiced using various strategies to solve addition and subtraction problems. During math with a partner, the students completed the Addition Ladder activity, from last week, and then practiced their multiplication facts by playing Multiplication War. Finally, during the technology portion, the students completed a session of extra math and then chose between Addition and Subtraction Jeopardy and Drag and Drop Math, to practice their addition and subtraction skills.<br /><br />HOMEWORK is posted on GC-Math. Students can complete it online or on notebook paper.<br /><br />In between our second and third rotations, the students enjoyed lunch and outdoor recess.<br /><br />After math, we began our literacy block. First, we reviewed the theme of <u>Pop's Bridge</u>. Then we read the story, <u>The Enormous Potato</u>. After determining the theme, we compared and contrasted it to <u>Pop's Bridge</u>.<br /><br />Next, the students worked independently while I met with guided reading groups. First, they completed a guided reading book assignment. Then, they completed wrote about the theme in "Claudine's Tack Attack". After that, the identified and explained 2 metaphors (or similes) from<u> Pop's Bridge</u>. Finally, they researched and wrote about a famous human-made landmark in Maryland.<br /><br />Guided Reading:<br /><br />Blue: Independently, the students reread chapters 4 and 5 and listed unknown words on a sticky note. After that, they used the RACER strategy to explain how Dominic changed. When they came to group we defined unknown words. Then, together, we drafted a response to the question they already answered (under a lion of learning, on the same paper), using RACER, and compared it to their original.<br /><br />Pink: Independently, the children read chapters 5 and 6, and listed unknown words on a sticky note. In group, we discussed their unknown words and the two chapters, focusing on the thoughts and actions of the main character, Nick.<br /><br />Green: Independently, the children read chapters 7, 8, 9, and 10, and listed unknown words on a sticky note. In group, we discussed their unknown words and the four chapters, focusing on the thoughts, feelings, and actions of the two main characters, Maxie and Drita.<br /><br />After the reading portion of our literacy block we lost the Internet connection.<br /><br />So, we ate snack and read <u>Wonder</u>.<br /><br />Then, the children ended the day in art with Mrs. Daniell.Dana Holmanhttps://plus.google.com/115122871119604478905noreply@blogger.com0tag:blogger.com,1999:blog-7220244791608854348.post-23340969872313351322017-09-25T14:51:00.000-04:002017-09-25T15:16:41.631-04:00Go Pro!This morning, the children wrote about their weekend on our GC - Homeroom page. Then, they completed the Monday portion of the vocabulary sheet for our word of the week, assume.<br /><br />After the announcements, we were treated to an assembly. Two professional soccer players, Alyssa Kleiner and Lindsay Agnew, visited us to discuss the importance of being active and not giving up.<br /><br />Following the presentation, the students enjoyed lunch and outdoor recess.<br /><br />When they returned to class, we began our literacy block. We reviewed that the theme of a text is the central message, that is usually inferred. Then, we went over the correct answers from Friday's theme practice activity, where the children matched passages of text to a theme.<br /><br />After that, the students worked independently, while I met with guided reading groups. First, they read two chapters in their guided reading book and wrote a summary for one of them. Next, they read a short passage of text, answered two comprehension questions, and wrote about the theme, using evidence to support their thinking. Then, they identified two similes and/or metaphors, from <u>Pop's Bridge</u>, determined what they were comparing, and interpreted each. Finally, those who had time, read about several human-made landmarks in Maryland.<br /><br />Guided Reading Groups:<br />Blue: We met and reviewed vocabulary for chapter 3 and then read it silently. After discussing that portion of the text, we went over some vocabulary for chapter 4 and then, the students read the chapter independently, marking places they thought were funny, surprising, and/or confusing.<br /><br />Pink: Independently, the students read chapter 3 and 4, marked places they felt were funny, surprising, and/or confusing, and wrote a summary for chapter 4. In group, we shared and discussed their think marks. Then, we drew a line of learning, under the summary they wrote, and wrote a summary, together, that would meet the criteria for an A.<br /><br />Green: The students read chapters 5 and 6, independently, marking places they thought were funny, confusing, and/or surprising. They also wrote a summary of chapter 6. In group, we discussed the two chapters and shared some of the summaries.<br /><br />In between the pink and green groups, the students went to PE.<br /><br />After our reading groups met, we ate snack, read <u>Wonder</u>, and discussed the upcoming SGA elections for kindergarten representative and class rep.<br /><br />Then we began our writing block. Today we reread the first line in Tea with Milk and The Bicycle Man. We reviewed first and third person points of view and identified from which each was written. Next, the children thought about a person, from their own life, that they might write about, and shared their ideas with their writing partner. Finally, the students wrote for 15 minutes, silently, about a memory from their own life, a person they know or remember, or anything else that interested them.<br /><br />We ended the day by creating our aquariums so that the water can adjust and we will be prepared when our critters arrive later this week. Then we began Module 2 of our science unit by defining needs, photosynthesis, and development. WE also discussed the things plants need in order to survive and the changes we have observe in our terrariums.<br /><br />HOMEWORK: Practice basic facts and read for 20 minutes!Dana Holmanhttps://plus.google.com/115122871119604478905noreply@blogger.com0tag:blogger.com,1999:blog-7220244791608854348.post-44516947461219154942017-09-22T14:57:00.002-04:002017-09-22T14:57:50.172-04:00Fabulous FridayThis morning the students completed the section for Thursday and Friday for this week's word of the week, produce. Then, they worked on solving this week's puzzles. After the announcements, we switched for math.<br /><br />My math class began with a missing digits addition warm up. During this time, some students were pulled for a small group reteaching rounding and addition. Then, we began our rotations.<br /><br />During the small group lesson, we practiced subtraction with decomposition. During math with a partner, we used addition and subtraction to begin solving an addition ladder. Finally, during the technology portion, the students compelted a section of Xtra Math, and then chose a web site to use to practice their addition skills.<br /><br />The children enjoyed lunch and recess between the second and third rotations.<br /><br />After math, we began drafting the blog and then started out literacy block.<br /><br />In reading we focused on identifying the theme of a text and understanding similes and metaphors. First, we read about the difference between the topic and theme of a text. Then we matched text to its theme. After that, we reviewed the the difference between a simile and a metaphor.<br /><br />While I met with small groups, the students worked on guided reading group assignments. Then, they read a few passages of text and matched each to a theme. After that, the students identified 3-4 examples of similes or metaphors, from Pop's Bridge, and explained their meaning. <br /><br />Blue: We retold chapters 1 and 2 of Soccer Shake Up. Then, we reviewed the Somebody Wanted But So then strategy for summarizing text. Finally, we used the strategy to write a summary of chapter 2, together.<br /><br />Pink: The students reread chapters 1 and 2. Then they wrote an answer to the question, would you rather be friends with Nick or have Mrs. Granger as a teacher. When they came to group, we drew a line of learning under their response, and together, as a group, we drafted a response that would get an A. Finally, the students were encouraged to compare their original response to the one we wrote as a group, noticing what they did well, and where they needed to improve.<br /><br />Green: The students read chapters 3 and 4 of <u>Drita</u>. Then they wrote an answer to the question, would you rather be friends with Drita or Maxie. When they came to group, we drew a line of learning under their response, and together, as a group, we drafted a response that would get an A. Finally, the students were encouraged to compare their original response to the one we wrote as a group, noticing what they did well, and where they needed to improve.<br /><br />After our reading block, we ate snack and had a quick class meeting. During class meeting we begin with a group share. Today the children shared which food they would like to eat for breakfast, lunch, and dinner. Then, we exchanged compliments. Finally, we reviewed the instrumental music schedule.<br /><br />Next, we began our writing block. First, the children reread their recent pieces of writing and underlined one or two sentences that they really liked. After that, they did a 5 minute quick write, beginning with one of the sentences they underlined. Next, they shared what they wrote with their writing partner. Finally, they wrote, silently, for 20 minutes on a topic of their choice.<br /><br />We ran out of time and did not get to science or social studies but we will make that a priority next week.<br /><br />Look for PARCC scores in home folders tonight.<br /><br />Have a great weekend!!!Dana Holmanhttps://plus.google.com/115122871119604478905noreply@blogger.com0tag:blogger.com,1999:blog-7220244791608854348.post-53173014056514400742017-09-20T15:36:00.000-04:002017-09-20T15:36:47.395-04:00A Novel Kind of a Day!We didn't post yesterday because we were visiting the Chesapeake Bay. We had a fabulous time and learned a lot about ecosystems.<br /><br />This morning, the students wrote a comment on the Google Classroom - Homeroom page, identifying their favorite part of yesterday's field trip. Then, they completed the Tuesday and Wednesday sections for our vocabulary word of the week, produce. After the morning announcements, we switched for math.<br /><br />We began math with a warm up, reviewing rounding multi-digit numbers to various places. Then, the students took a formative on rounding. These have been graded and returned to the children. Look for them in the math section of your child's binder.<br /><br />Next, the children enjoyed lunch and outdoor recess.<br /><br />When they returned to math, we quickly reviewed using the standard algorithm to add multi-digit numbers with composing. Then, they completed a quick exit card, so I can see what they know and what they need to learn.<br /><br />After math, the students returned to homeroom and we began drafting this blog post. Then, we began our literacy block.<br /><br />First, we identified theme as the central message, or a lesson, that we can learn from the text and apply elsewhere in our lives. It is usually inferred. After reading through a list of themes commonly used in children's literature, we identified the theme of Pop's Bridge. Then the students worked independently, on the following tasks, as I met with guided reading groups.<br /><br />First, each group read the first two chapters of the guided reading book and marked places they felt were funny, surprising, and/or confusing. Then, they completed the perspective assignment that they began on Monday. Finally, the finished the 3-2-1 task for the Chesapeake Bay.<br /><br />Reading Groups:<br />Blue: They are reading <u>Soccer Shake-Up</u>. We reviewed some vocabulary from the first two chapters. Then they watched and listened, as I thought out loud, and read a couple of pages to model how to use think marks. Finally, they read chapters 1 and 2 and marked places they felt were funny, surprising or confusing.<br /><br />Pink: They are reading <u>Frindle</u>. When they came to group, we reviewed some of their think marks and discussed the characters of Nick and Mrs. Granger.<br /><br />Green: They are reading Drita. When they came to group we discussed Drita's perspective regarding her new life in America. We also compared the two girls.<br /><br />After reading, we ate snack and continued reading <u>Wonder</u>.<br /><br />Then, we read about Allen Say's life and discussed how he used events from his life to write his books. After that, the students wrote independently for 20 minutes.<br /><br />We didn't get to science or social studies because there were a gazillion flyers to hand out. PLEASE have your child clear out his/her home folder this evening.<br /><br />NO HOMEWORK<br /><br /><br />Dana Holmanhttps://plus.google.com/115122871119604478905noreply@blogger.com0tag:blogger.com,1999:blog-7220244791608854348.post-78574758347933396972017-09-18T15:22:00.002-04:002017-09-18T15:22:16.643-04:00This morning, the students wrote about their weekend and began working on the vocabulary sheet for our word of the week, produce.<br /><br />After the announcements, we did NOT switch for math, because two of the classes were on the field trip to the bay, So, we took advantage of our time together, and finally complete the writing lesson for week 2, day 2. This lesson used Allen Say's book, <u>Tea with Milk</u>, and focused on using our own life experiences for writing.<br /><br />Next, the students enjoyed lunch and recess.<br /><br />When they returned to the classroom we put together our terrariums and planted, alfalfa, mustard, and grass seeds.<br /><br />Then the students went to PE.<br /><br />After that, we began writing this blog post, ate snack, and read <u>Wonder</u>.<br /><br />Next, we began our reading block. After reviewing point of view (first versus third) and perspective, we did a quick warm up identifying different perspectives on 3 issues. Then, while I met VERY briefly with reading groups, to introduce their novels, the students listened to the story, <u>Hey, Little Ant</u>, and identified the different perspectives of the ant and the boy. Then, they completed the ChHesapeake Bay 3-2-1 from Friday.Dana Holmanhttps://plus.google.com/115122871119604478905noreply@blogger.com0tag:blogger.com,1999:blog-7220244791608854348.post-18777561525187620802017-09-15T14:58:00.000-04:002017-09-15T14:58:06.820-04:00Week 2...That's a wrap!This morning the students finished the vocabulary sheet for our word of the week, assess. Then, since it was Free Choice Friday, they chose to either practice keyboarding skills, read quietly, work on writing, or solve our weekly puzzles. After watching the announcements, we switched for math.<br /><br />In my math class, we completed a mystery number warm up. Then, we reviewed last night's homework, rounding using a number line. Next, we began our rotations.<br /><br />During the small group lesson, we practiced a new strategy for rounding multi-digit numbers. During math with a partner, the students finished their number chains and played Multiplication War, to work on basic fact fluency. Finally, during the technology portion they completed an Xtra Math session and played Boom Cards to practice rounding.<br /><br />In between the second and third rotations, the children enjoyed lunch and outdoor recess.<br /><br />After math, we began our literacy block. First we reviewed, the difference between perspective and point of view. Then the children worked independently, on the following tasks, while I met with guided reading groups. They reread <u>Pop's Bridge</u>, and re-wrote the first paragraph from the opposite point of view. Additionally, they used several multi-media resources to prepare for their upcoming field trip to the Chesapeake Bay. After viewing the resources, they identified 3 cities on the bay, 2 interesting facts about the bay, and 1 organism that lives in the bay.<br /><br />During each reading group, we reviewed the reasons why we read text more than once, and the purpose for each reading. We also identified, listed, and discussed "think marks" we will use to better understand text we read.<br /><br />Then we ate snack, began our blog post, and read <u>Wonder</u>.<br /><br />Next, Mrs. Luckett, one of our guidance counselors visited and did a lesson problems, how to handle them, and how to get help.<br /><br />After she left, we continued the writing lesson we began yesterday, by reading, <u>Tea with Milk</u>, by Allen Say.<br /><br />Then it was time to pack up.<br /><br />Have a great weekend!Dana Holmanhttps://plus.google.com/115122871119604478905noreply@blogger.com0tag:blogger.com,1999:blog-7220244791608854348.post-33135822617455945592017-09-14T15:15:00.002-04:002017-09-14T15:15:43.149-04:00Thrilling ThursdayWe began the morning completed the Thursday section of our vocabulary sheet, for this week's word, assess, then we began solving our weekly puzzles. After the announcements, we switched for math.<br /><br />My math class began with a place value, mystery number, warm up. Then we began our math rotations.<br /><br />During the small group, we practiced rounding numbers, up to a million, to the nearest 10 and 100, using a number line. During math with a partner, we created a number chain by placing multi-digit numbers, up to a million, in order from least to greatest. Finally, during the technology portion, we completed an Xtra Math session, and watched Khan Academy lesson about rounding to the nearest 10 and 100 using a number line. Additionally, there was a Khan Academy practice activity to do.<br /><br />In between our second and third rotations, the children enjoyed lunch and outdoor recess.<br /><br />After math, we reviewed what a good summary, and point of view response, for Freedom Summer, sounded like, by listening to student's work. Then, we worked independently on the following tasks.<br /><br />First, we made "See you Later" cards for our classmate, Clara. After that, we reread Pop's Bridge and rewrote the first paragraph from the opposite point of view. Due to time constraints, most students didn't get to the second task.<br /><br />Later we went to music, with Mrs. Graf.<br /><br />When we returned to class, we ate snack, finished our cards for Clara, and began drafting this blog post. Then we read more of the novel, <u>Wonder</u>.<br /><br />Next, we attempted to catch up n our social studies lessons. First, we defined and identified physical, or natural, and human-made features. Then we labeled 5 physical features on a map of Maryland; the Allegheny Mountains, the Appalachian Mountains, the Blue Ridge Mountains, the Potomac River, and the Chesapeake Bay.<br /><br />Finally, we began our first science lesson. We defined the term ecosystem, as an environment where living and non-living things interact. Then we read about and discussed various types of ecosystems. Finally, we read directions that we will use tomorrow to build a terrarium.<br /><br />Next, we began reading, <u>Tea with Milk</u>, by Allen Say, and identified different perspectives, along with evidence from the story.<br /><br />After we paced up, we read more from <u>Wonder</u>.Dana Holmanhttps://plus.google.com/115122871119604478905noreply@blogger.com0tag:blogger.com,1999:blog-7220244791608854348.post-82430623382911081372017-09-13T15:16:00.001-04:002017-09-13T15:16:15.337-04:00Wonderful WednesdayThis morning the students listed synonyms and antonyms for their vocabulary word of the week, assess. After that, they tried to make words out of the letters n the word, lemonade, since it is Word Wednesday. Following the announcements, we switched for math.<br /><br />In my math class, we took our first formative. These have been graded and returned to students. They are in the math section of the binder...check them out!<br /><br />After the formative, the children enjoyed lunch and outdoor recess.<br /><br />When they returned to math, we watched an instructional video about comparing and ordering numbers. Then I passed back the formative.<br /><br />Next, my homeroom visited the media center for a lesson about Digital Citizenship, with Mrs. Allaire.<br /><br />We finally, began our literacy block when we got back to the classroom. First, we defined and discussed the difference between point of view and perspective. After that, we read the realistic fiction story, <u>Pop's Bridge,</u> and discussed point of view, perspective, and setting. Then, the students worked independently, for a short amount of time, while I called each reading group and they chose a name. Additionally, during this time, Mr. Gillenwater, the instrumental music teacher, began pulling a few students at a time to discuss instrument choices.<br /><br />Then, we began drafting this blog and continued reading <u>Wonder</u>.<br /><br />Next, we took a Go Noodle brain break and began our writing lesson. We listened to Allen Say's story, <u>The Bicycle Man</u>, based on events in his own life. Then, the students began a topic list of ideas from their life they could write about. Finally, they wrote for 15 minutes either adding to their list, working on a piece they had already started, or beginning a new piece of writing.<br /><br />HW: read for 20 minutes, GC - math<br /><br />Dana Holmanhttps://plus.google.com/115122871119604478905noreply@blogger.com0