tag:blogger.com,1999:blog-72202447916088543482017-04-30T06:16:55.643-04:00Mrs. Holman's Third GradeDana Holmanhttps://plus.google.com/104654331881918129136noreply@blogger.comBlogger1711125tag:blogger.com,1999:blog-7220244791608854348.post-54583870147773368032017-04-28T15:38:00.000-04:002017-04-28T15:38:18.130-04:00Fantastic FridayThis morning the students worked on a practice PARCC activity to refresh their memories as to the format and tools of this assessment. Then they went to music with Ms. Thomson. When they returned, we watched the morning announcements.<br /><br />After that, we switched for math and took a Go Noodle brain break. Next, we completed a multi-step word problem warm up and began our rotations.<br /><br />During the small groups rotation, we used an area model and partial products to solve multiplication equations involving two 2-digit numbers, neither of which were multiples of ten. During math with a partner, the students played a card game called, "Advanced Multiplication Number Battle", to practice multiplying multi-digit numbers. Finally, during the technology rotation, the students watched a Khan Academy lesson demonstrating how to solve a multiplication problem with two 2-digit numbers.<br /><br />After math, the students enjoyed lunch and outdoor recess.<br /><br />When we returned to class, we went over the answers to our weekly puzzles and spent some time discussing the PARCC testing.<br /><br />After that, the children worked on completing their odes while I met with a few students to do the April informal reading assessment.<br /><br />We ended the day with a South African cultural arts assembly.<br /><br /><br />Dana Holmanhttps://plus.google.com/115122871119604478905noreply@blogger.com0tag:blogger.com,1999:blog-7220244791608854348.post-69557627118012866972017-04-27T14:51:00.001-04:002017-04-27T14:51:34.558-04:00Take Your Child to Work DaySooooooo...out of a class of 29 students, we only had 10 in class today. This created an interesting scenario. We had to find constructive activities to further our knowledge without introducing any new skills or strategies.<br /><br />The day began as typical Thursdays do. The students tried to figure out our weekly puzzles and then worked on a WTW practice activity.<br /><br />After that, we played Kahoot to learn more about the branches of government.<br /><br />Next, we switched for math and took a Go Noodle brain break. After that, we went over last night's homework. Then, we did modified rotations.<br /><br />First, all students spent 15 minutes using Xtra Math to increase their basic fact fluency. Second, we all worked together to use an area model to solve 2-digit by 2-digit multiplication problems WITHOUT multiples of ten. Finally, we played Kahoot to review fourth grade math skills.<br /><br />After math, the children enjoyed lunch and outdoor recess.<br /><br />When we returned to class, we began our literacy block. While I tested some of the students for our April informal reading assessments, the children revised, printed, and illustrated their odes. Those who completed their odes worked on their WTW practice activities and their branches of government Google Slides presentations.<br /><br />NO HOMEWORK tonight!<br />NO math formative, for my class, tomorrow!Dana Holmanhttps://plus.google.com/115122871119604478905noreply@blogger.com0tag:blogger.com,1999:blog-7220244791608854348.post-18698492733352751792017-04-26T15:31:00.001-04:002017-04-26T15:31:53.408-04:00Wonderful WednesdayThis morning, the students worked on their Writing Wednesday stories. Then, after the announcements, we began our Social Studies lesson. After naming and briefly describing the three branches of government on the state and federal levels, the students were given several resources to use to learn more about each. Then they began working on a Google Slides presentation showing the important facts about the three branches of government on the state and federal level.<br /><br />As they worked, I met with several students to begin my monthly, informal reading assessments.<br /><br />Next, we switched for math and took a Go Noodle brain break. Then, we completed a brain teaser warm up and reviewed last night's homework. After that, we began our rotations.<br /><br />During our small group instruction we used the area model to multiply a 2 digit number by a multiple of ten. During math with a partner, the students completed their decimal task cards or played Multiplication Way to work on their basic multiplication fact fluency. Finally, during the technology rotation, the students watched a Learn Zillion lesson using an area model to multiply two 2-digit numbers, and took notes in their math journals. Those who finished early worked on their basic facts using Xtra Math.<br /><br />HOMEWORK is posted on GC - Holman's Homework. The copy machine is still down.<br /><br />After math, the students enjoyed math and outdoor recess.<br /><br />When we returned to class, we began our literacy block. First, we reviewed making inferences from poetry, which we began yesterday. After that, we revisited similes and metaphors as the comparison of two seemingly unrelated things. Then I modeled how to identify one in a poem and complete a chart explaining what it means.<br /><br />While I met with individual students to continue my April informal reading assessments, the students completed identifying and explaining three inferences they made as they read the poem, "Oranges". Then, they read through a few poems searching for a simile or metaphor. Once they found one, they added it to our class Slides presentation and explained what it means. Finally, they observed small portions of the from cover of the novel, Shiloh, and began making predictions about the story.<br /><br />After reading, the students had art with Mr. Cosgrove.<br /><br />Then, we began our writing lesson. First, we reviewed the steps we've taken thus far to draft our odes. Then, I modeled how to dd a simile to my model ode and make the necessary revisions.<br /><br />While I continued my monthly informal reading assessments, the students revised their own odes to include a simile or metaphor. If they had extra time, they worked on the reading activities listed above.<br /><br />HOMEWORK is posted on GC - Holman's Homework.Dana Holmanhttps://plus.google.com/115122871119604478905noreply@blogger.com0tag:blogger.com,1999:blog-7220244791608854348.post-69428410286240548182017-04-25T15:31:00.000-04:002017-04-25T15:31:48.731-04:00Terrific TuesdayThis morning the students used Typing Club to work on their keyboarding fluency. <br /><br />After the announcements, we began our science lesson. Today we observed and described that happens when we combined two different materials. During our investigation we determined whether the different combinations were mixtures (could be separated back apart) or solutions (not able to be separated once combined). We also identified the solute (lesser material) and the solvent (greater amount of material).<br /><br />Next, we switched for math and took a Go Noodle brain break. Then we completed a skill review warm up and began our rotations.<br /><br />During the small group lesson we used place value to multiply two multiples of ten. During math with a partner, the students had one last day to complete the decimal task cards. Those who finished early, played Multiplication War to improve their basic fact fluency. During the technology rotation, the students watched a Khan Academy lesson about multiplying 2 multiples of ten and then completed a follow up practice activity. Those who finished early either used another site to practice this further or worked on Xtra Math.<br /><br />There is a worksheet posted on GC- Holman's Homework to complete tonight. The copy machine is broken, so I couldn't make paper copies.<br /><br />After math, the students enjoyed lunch and indoor recess. Then, they went to PE with Mr. Smith.<br /><br />When we returned to class, we began our literacy block. First, we reviewed how to use text and our background knowledge to make inferences. Then, I modeled doing so using the poem, Ode to My Library". After that, we reviewed several types of poetic devices/techniques and examples of each.<br /><br />Today, while I worked with small groups the students read a poem called, Oranges", and practiced using the text and their own background knowledge to make inferences. Then, they chose a poetic device/technique and revised their ode to include it. If they had time, they also completed a WTW practice activity.<br /><br />Blue/Pink: The students read the text on page 30 of their Safari magazine and, on a sticky note, identified the type of writing and elements that support their answer. After that, they reread the poem and we discussed inferences that could be made. For HOMEWORK the students need to reread the poem and write 2 lines, about a race, that rhyme.<br /><br />Orange: The students read the text on page 30 of their Safari magazine and, on a sticky note, identified the type of writing and elements that support their answer. After that, they reread the poem and we discussed inferences that could be made. For HOMEWORK the students need to reread the poem and write one stanza of four lines, about garbage, with the second and fourth line rhyming.<br /><br />Green: The students read the text on page 30 of their Safari magazine and, on a sticky note, identified the type of writing and elements that support their answer. After that, they reread the poem and we discussed inferences that could be made. For HOMEWORK the students need to reread the poem and write one stanza for "I'm Free".Dana Holmanhttps://plus.google.com/115122871119604478905noreply@blogger.com0tag:blogger.com,1999:blog-7220244791608854348.post-24161529268196191382017-04-24T15:22:00.001-04:002017-04-24T15:22:24.471-04:00Marvelous Monday - Bread Making Field tripThis morning the students completed a language review activity and then worked on a WTW practice activity. After the announcements, we reviewed the language activity and began our rocks and minerals unit.<br /><br />First, the children wrote down observations of the rock they brought in from home. Then, we used their clues to determine which rock belonged to each person.<br /><br />After that, we ate lunch and boarded the bus for our field trip.<br /><br />The actual field trip lasted for approximately two hours. The first hour watched a bread baking demonstration. Then, the students got to participate in a variety of science based activities including; holding a snake and a bearded dragon, digging for shark's teeth, using a robot to throw a ball, watching the gas released from yeast blow up a balloon, digging DNA out of a strawberry, and a lot more!!<br /><br />When we returned to school, we ate snack and talked about the fun field trip.<br /><br />We ended the day by finishing the science lesson we began this morning. The students used a list of observation questions that is often used by geologists to improve their rock observations. Then, we used their updated clues to guess the rocks. Our accuracy improved a lot!<br /><br />HOMEWORK tonight is to share the events of the field trip and make a plan to bake the bread this weekend.Dana Holmanhttps://plus.google.com/115122871119604478905noreply@blogger.com0tag:blogger.com,1999:blog-7220244791608854348.post-4863698576879041872017-04-21T15:18:00.002-04:002017-04-21T15:18:56.443-04:00Fantastic FridayThis morning the students got to choose what they did during morning work. Then, they went to music with Ms. Thomson. When they returned to class, we watched the morning announcements and reviewed the answers for this week's puzzles.<br /><br />Next, we switched for math and took a Go Noodle brain break. After that, we completed a decimal warm up and went over last night's homework. Then, the children took this week's formative, which focused on comparing decimals.<br /><br />The students did very well on the formative. They have been graded and returned to all. Look for them in home folders this evening.<br /><br />After math, the children enjoyed lunch and outdoor recess.<br /><br />When we returned to class, we began our literacy block. First, we reviewed the elements of a play and began comparing and contrasting the various elements of prose, poems, and dramas. After that, I modeled how to use my organizers, and the rubric, to write an ode.<br /><br />While I met with guided reading groups, the students read the play in their Safari Magazines and listed unknown words. After that, they drafted their ode, using their graphic organizers. Finally, they completed their WTW definitions and sentences.<br /><br />Pink/Blue: We identified various elements of a play and then began reading the play, "The Trials," and making inferences along the way.<br /><br />Orange: First, the students had a chance to share the stanzas they wrote, last night, to go with the garbage poem we read in group. Then, we identified various elements of a play and then began reading the play, "Buried," and making inferences along the way.<br /><br />Green: First, we shared, and discussed, the inferences they made for homework last night. After that, we identified various elements of a play and then began reading the play, "Terror on the Log Flume," and making inferences along the way.<br /><br />After our literacy block, we had a quick class meeting. First, each person shared the best part of the week. Then, we watched the United Diversity video that the school filmed during recess yesterday. It was AWESOME!<br /><div><br /></div>Dana Holmanhttps://plus.google.com/115122871119604478905noreply@blogger.com0tag:blogger.com,1999:blog-7220244791608854348.post-21921937027250393732017-04-20T15:02:00.002-04:002017-04-20T15:02:49.417-04:00Thrilling ThursdayThis morning the students worked on solving our weekly puzzles and their WTW definitions and sentences. Then, after the announcements, we watched 2 videos about an exciting activity we will participate in during recess today. <br /><br />Over Spring Break, many students and parents from our community, including one of our own classmates, began organizing a project for MCPS's contest celebrating diversity. During their recess, our students will created one of the letters from the word "united" (the letter N), which will be photographed and imported into a dance video, celebrating the united diversity we share here at Wims. <br /><br />After learning about and discussing this project, and our part, the student completed the posters they began in social studies yesterday, depicting the purpose of government. Then the children shared their posters with the class.<br /><br />Next, we switched for math, and practiced the dance we will perform in the video during recess, instead of a Go Noodle dance. Then we completed a warm up involving money and reviewed last night's homework. After that, we began our rotations.<br /><br />During the small group instruction we used models to compare decimals up to the hundredths. During math with a partner, the students engaged in math discourse as they continued to work on the decimal task cards they began yesterday. Finally, during the technology portion, the students watched a Learn Zillion lesson about comparing decimals and took notes in their math journal. Those who finished early used an additional web site to compare decimals to the hundredths.<br /><br />For HOMEWORK the students need to complete the back side of the worksheet we began in small group.<br /><br />After math, the students enjoyed lunch and outdoor recess. During recess they participated in the united diversity video project and I was told they did very well!<br /><br />When we returned to class we began our literacy block.<br /><br />After reviewing the elements/characteristics of prose, we identified and discussed the elements and characteristics of poetry. While I met with guided reading groups, the students worked on the following tasks.<br /><br />First, they read the poem, on page 11, of their guided reading book and, using sticky notes and a chart in GC - Reading, identified 5 elements of poetry. After that, they completed both planning organizers for their odes. Next, they practiced identifying elements of prose, poetry, and plays, using 2 links in GC - Reading. If they had additional time, they read quietly or worked on their WTW assignments.<br /><br />Pink/Blue: First the students, who completed their homework, shard their two truths and one fib, and we guessed the fib. Next we read the poem on page 11 and discussed the elements of poetry they identified. For HOMEWORK the students need to reread the poem out loud to a family member.<br /><br />Orange: First the students, who completed their homework, shard their two truths and one fib, and we guessed the fib. Next we read the poem on page 11 and discussed the elements of poetry they identified. For HOMEWORK the students need to reread the poem and write a new stanza using the letters in the word garbage.<br /><br />Green: First the students, who completed their homework, shard their two truths and one fib, and we guessed the fib. Next we read the poem on page 11 and discussed the elements of poetry they identified. For HOMEWORK the students need to reread the poem and make an inference based using details from the text.<br /><br />After reading, we began our writing block. First, we picked new writing partners for the fourth quarter. Then students shared their topics and organizers with their new partners. After that, we shared ideas as a class. We will begin drafting our odes tomorrow.<br /><br />HOMEWORK is posted on GC-Holman's Homework, as usual.Dana Holmanhttps://plus.google.com/115122871119604478905noreply@blogger.com0tag:blogger.com,1999:blog-7220244791608854348.post-22367564618502685342017-04-19T15:11:00.002-04:002017-04-19T15:11:55.779-04:00Wonderful Wednesday - Report Cards!This morning, we welcomed a new friend to our class. During this time the children chose between working on their Writing Wednesday stories or brainstorming topics for their odes. After attendance and lunch count, we began our social studies lesson.<br /><br />First, the students did a Mad Minute where they wrote for a minute straight identifying any words that came to mind when they think about government. After sharing their ideas, they worked with a small group to create a poster displaying what they believe is the purpose of government.<br /><br />Next, we switched for math and took a Go Noodle brain break. Then we completed a decimal warm up and reviewed last night's homework. After that, we began our rotations.<br /><br />During our small group instruction, we practiced identifying fractions and decimals (up to hundredths) on a number line. During math with a partner, the students engaged in math discourse as they solved tasks involving decimals. Finally, during the technology rotation, the students watched a few, brief, Khan Academy lessons about playing decimals on a number line and then completed a follow up practice activity. IF they finished early, there were two additional practice sites for them to use.<br /><br />For HOMEWORK the students need to complete problems 6-9 on the back of the worksheet we began in small group.<br /><br />After math, the students enjoyed lunch and outdoor recess.<br /><br />When they returned to class we began our literacy block. We began by identifying and discussing the characteristics of prose. Then we sorted examples of text to determine which was prose and which were not. After that, the children reread their guided reading text and identified elements that make it prose. After that, they finished brainstorming topics for their ode. Finally, they completed a WTW practice activity.<br /><br />As the students worked independently, I met with guided reading groups.<br /><br />Pink/Blue: We met and reviewed unknown words. Then we reread pages 12-14 and shared what we learned and could infer about the swimmer and her coach. For HOMEWORK the students need to read pages 14 and 15 and write 2 truths and 1 fib about the swimmer.<br /><br />After the pink group, the students had art with Mr. Cosgrove. <br /><br />Then, after art, we began our writing lesson. First, we reviewed the 6 tips to write an ode that we discussed yesterday. Then I modeled how to complete the two graphic organizers we are using to organize our thoughts prior to writing our ode.<br /><br />While I met with the other guided reading groups, the students chose a topic and worked on the organizers.<br /><br />Orange: We reviewed their unknown words and then identified characteristics that made the story an example of prose. For HOMEWORK the students need to reread <u>The Garbage Robot</u> and write 2 truths and 1 fib, on a sticky note, to share in group tomorrow.<br /><br />Green: We reviewed their unknown words and then identified characteristics that made the story an example of prose. For HOMEWORK the students need to reread <u>The Coral Trap</u> and write 2 truths and 1 fib, on a sticky note, to share in group tomorrow.<br /><br />Finally, I distributed report cards. PLEASE keep the report card...it is yours! BUT return the EMPTY envelop, with your signature next to MP 3, indicating that you received the report card.Dana Holmanhttps://plus.google.com/115122871119604478905noreply@blogger.com0tag:blogger.com,1999:blog-7220244791608854348.post-74659673919893581962017-04-18T15:16:00.000-04:002017-04-18T15:16:43.420-04:00Terrific Tuesday - The Beginning of the 4th Quarter!This morning, the students had a chance to practice their keyboarding skills using Typing Club. Then, we reviewed the new TASS (thinking and academic success skills) skills; intellectual risk taking, and being a flexible thinker. After that, we had a quick class meeting to share what we did over Spring Break and set some goals for our last marking period in fourth grade.<br /><br />Next, I explained that we will be studying the government of Maryland, but before doing that, we needed to activate any prior knowledge. So, the children completed a 3-2-1 Bridge identifying 3 thoughts they have, 2 questions they are wondering, and 1 metaphor or simile. Finally, several students shared their ideas and questions.<br /><br />After that, we switched for math and took a Go Noodle brain break. Then we completed an error analysis warm up and began our rotations.<br /><br />During the small group, teacher led, instruction we used decimal notation to represent fractions of a meter on a number line diagram. During math with a partner, the students matched the word form and the numeric representation of decimals. Finally, during the technology rotation, the students watched 2 Khan Academy lessons about labeling tenths on a number line and then completed a follow up practice activity. If they had extra time, they continued identifying decimals on a number line, using 2 more web sites.<br /><br />For HOMEWORK the students need to complete the half sheet converting the word representation of decimal notation into the numeric representation.<br /><br />After math the students enjoyed lunch and outdoor recess. Then they went to PE with Mr. Smith.<br /><br />When we returned to class, we began our literacy block. During this time the children had a chance to complete their new WTW word sort and begin reading their new stories. We will be studying the format of poetry, prose, and plays. Today, all reading groups received a Safari Magazine, on their guided reading level. They were to read the prose (story) on pages 12-19 and list unknown words, and page numbers, on a sticky note.<br /><br />Finally, we learned that an ode is a poem, usually involving 3-5 stanzas of 10 lines each, about a specific topic for which the poet is extremely passionate...either positive or negative. After reading a few examples, the students began brainstorming a list of possible topics for their own ode.<br /><br />HOMEWORK is posted on GC - Holman's Homework.Dana Holmanhttps://plus.google.com/115122871119604478905noreply@blogger.com0tag:blogger.com,1999:blog-7220244791608854348.post-60127284754209311932017-04-06T15:03:00.000-04:002017-04-06T15:03:07.929-04:00Thrilling, but soggy, ThursdayThis morning the students worked on solving our weekly puzzles and then had time to finish any unfinished work, such as; the culture presentation or the states of matter project. After that, we put our run-off collection tools, that we constructed in December, outside to see if they work. Finally, we began sharing the students culture presentations.<br /><br />Next, we switched for math and took a Go Noodle brain break. Then we did a warm up analyzing a student's incorrect answer to a question converting a decimal to a fraction. After that, we played Kahoot, as a fun way to review what we've learned about fractions and decimals.<br /><br />Following math, the students enjoyed lunch and indoor recess.<br /><br />After recess, we had quite the afternoon! :-)<br /><br />The plan was to have students complete the memoirs, and share the culture and matter projects. We also wanted to clean out baskets and clean up the room.<br /><br />However, due to weather conditions, we were moved into a shelter in place for a big chunk of time.<br /><br />When the weather was no longer a danger, we returned to the portable, picking up the run-off collection tools along the way.<br /><br />Once inside the students met with their groups and discussed if their run-off collection tool worked and what changes they would make. After sharing their thoughts, we continued sharing culture projects, leftover from this morning.<br /><br /><br />Dana Holmanhttps://plus.google.com/115122871119604478905noreply@blogger.com0tag:blogger.com,1999:blog-7220244791608854348.post-78246660290237238802017-04-05T15:13:00.002-04:002017-04-05T15:13:50.371-04:00Wonderful WednesdayThis morning the students had time to work on their culture presentations and/or their states of matter posters/presentations. After that, we were treated to an assembly provided by our fabulous PTA. We got to meet Nick Bruel, the author of the Bad Kitty series. He was very entertaining and quite informative!<br /><br />Next, we switched for math and took a Go Noodle brain break. Then we reviewed last night's homework and did a couple of practice problems. After taking a quick class vote, we decided to take our formative today...so that's what we did next! :-) Overall, the students did very well. Look for them in home folders tonight.<br /><br />After math, the children enjoyed lunch and outdoor recess.<br /><br />When they returned to class we began our literacy block.<br /><br />Today we focused on completing the memoirs. I spent some time reminding the class of the criteria for success listed on the rubric and the resources, and examples, included in the Google Slides checklist. Then the children worked on publishing, conferencing, and revising their story. As they worked I met with students, one -on-one, to help them with their revisions. Those who finished early worked on their states of matter poster/presentation.<br /><br />During our literacy block, the students did take a break to have art with Mr. Cosgrove.Dana Holmanhttps://plus.google.com/115122871119604478905noreply@blogger.com0tag:blogger.com,1999:blog-7220244791608854348.post-45857229893253198752017-04-04T15:17:00.001-04:002017-04-04T15:17:09.639-04:00Terrific TuesdayThis morning students who had not completed the rough draft for their memoir worked on that, while others practiced their keyboarding skills using Typing Club. Then, after the announcements, we began our science lesson.<br /><br />Today the students worked on a culminating project, either a poster or Google Slides presentation, to show what they know about matter. Using resources provided in GC - Science, the children chose a way to identify and explain the 3 state of matter. While they worked, I met with small groups to conference with them on their memoir rough drafts.<br /><br />Next, we switched for math and took a Go Noodle brain break. After that, we did a warm up involving money and went over last night's homework. Then we began our rotations.<br /><br />During the small group lesson we worked on reading,writing, adding, and subtracting decimals and fractions. During math with a partner, the students chose between playing Go Fish or Memory Matching using decimal cards. Finally, during the technology rotation, the children watched a Khan Academy lesson about converting tenths to hundredths, and then completed 2 practice activities. Those who had time left over used the site Soccer Math to practice adding decimals.<br /><br />For HOMEWORK the students need to complete a worksheet called, "Subtracting Decimals".<br /><br />After math, the students enjoyed lunch and outdoor recess. Then they went to PE with Mr. Smith.<br /><br />When we returned to class, we focused on writing our memoirs. First, I reviewed a new resource added to their GC-Writing pages. It is a Google Slides checklist of criteria and examples for the students to use before completing their final draft. Then we reviewed the grading rubric I will be using.<br /><br />After that, the children used the checklist and rubric to revise their writing as they typed their final draft into a Google Doc. I continued to work with small groups of students helping them edit and revise their writing.<br /><br />HOMEWORK is posted on GC-Holman's Homework.Dana Holmanhttps://plus.google.com/115122871119604478905noreply@blogger.com0tag:blogger.com,1999:blog-7220244791608854348.post-20102862811917381102017-04-03T15:10:00.001-04:002017-04-03T15:10:43.113-04:00Marvelous MondayThis morning the students worked on a language review activity. After reviewing the correct answers, Ms. Snyder visited us to do a lesson about friendship.<br /><br />After that, we switched for math and took a Go Noodle brain break. After that we completed a warm up matching fractions with their decimal notations. Then we began our rotations.<br /><br />During the small group rotation we solved measurement problems involving liquid volume (liters to the hundredths). During math with a partner, the students played Decimal Go Fish. Finally, during the technology rotation, the students watched 2 Khan Academy lessons about decimals and then completed a follow up practice activity. Those who finished early played Decimal Detectives to practice decimal place value.<br /><br />For HOMEWORK the children need to complete problems C and D on the worksheet we began in group.<br /><br />After math, the students enjoyed lunch and outdoor recess.<br /><br />When we returned to class, we began our literacy block.<br /><br />We began by reviewing the characteristics of a memoir and reading some examples written by authors. After that,, I finished drafting my model memoir, thinking aloud as I went. The model has been uploaded to GC - writing, for students to use as they draft their own.<br /><br />While I met with guided reading groups, the children watched a Learn Zillion lesson about using quotation marks in writing and completed a practice activity. After that, they worked on completing the rough draft for their memoir. Then, those who weren't finished, had time to work on their Culture Google Slides presentation.<br /><br />Pink: We began with some word work focusing on -r controlled vowels. After that we discussed using the main idea and key details to summarize non-fiction text. Then we practiced read the first two paragraphs of the article, "Festivals from Around the World." For HOMEWORK the students need to practice reading the first two paragraphs, working on fluency.<br /><br />Blue: We discussed using the main idea and key details to summarize non-fiction text. Then the students read an article called, "Festivals from Around the World," and identified two new holidays they read about and one fact about each. Then we discussed where to find the main idea of a multi paragraph essay. For HOMEWORK the students need to reread the entire article and number the paragraphs.<br /><br />Orange: We discussed using the main idea and key details to summarize non-fiction text. Then the students read an article called, "Festivals from Around the World," and identified two new holidays they read about and one fact about each. Then we discussed where to find the main idea of a multi paragraph essay. For HOMEWORK the students need to reread the entire article and number the paragraphs.<br /><br />Green: We discussed using the main idea and key details to summarize non-fiction text. Then the students read an article called, "Festivals from Around the World," and identified two new holidays they read about and one fact about each. Then we discussed where to find the main idea of a multi paragraph essay. For HOMEWORK the students need to reread the entire article and number the paragraphs.<br /><br />After meeting with guided reading groups, I worked with individual students planning and drafting their memoirs.<br /><br />HOMEWORK is posted on GC - Holman's Homework.<br /><div><br /></div>Dana Holmanhttps://plus.google.com/115122871119604478905noreply@blogger.com0tag:blogger.com,1999:blog-7220244791608854348.post-68420143144492203732017-03-31T15:00:00.000-04:002017-03-31T15:00:26.737-04:00Fabulous FridayThis morning the students had time to complete their summaries for the article about cockroaches and their WTW definitions and sentences. Those who were caught up on their assignments were able to choose what they wanted to do, since it is Free Choice Friday.<br /><br />Then the class had music with Ms. Thomson.<br /><br />After music we watched the Friday announcements and revealed the answers for our weekly puzzles. <br /><br />Next, we switched for math and took a Go Noodle brain break. Then we completed a warm up which involved solving a multi-step word problem involving kilometers to the hundredths, and reviewed last night's homework. After that, we began our rotations.<br /><br />During the small group instruction, we took a break from solving word problems to focus on adding and subtracting decimals to the hundredths. During math with a partner, the students played Decimal War. Finally, during the technology rotation, the students watched a Learn Zillion lesson about adding and subtracting decimals and then solved 2 problems in their math journals. After that, they practiced subtracting decimals using the site, Decimal Subtraction - Matching.<br /><br />We did not have a formative today but will have one prior to Spring Break, either on Wednesday or on Thursday....stay tuned! :-)<br /><br />After math, the students enjoyed lunch and indoor recess.<br /><br />Next, we began our literacy block. Today we focused on writing the first three paragraphs of our memoirs. After the students read their hooks to their writing partner, we reviewed the resources available to them as they begin to write their seed story. Students were encouraged to use the model papers to help them write their own.<br /><br />While I attempted to complete by monthly, informal reading assessments, the students worked on the following tasks. First, they drafter the beginning, middle, and end, of their memoirs. After that, they finished the summary of the cockroach article. Finally, they completed the Google Slide presentation about their culture.<br /><br />Once I finished the testing (YIPPEE), we had our weekly class meeting. First, we shared what we are planning to do over Spring Break. Then we exchanged thank yous and compliments. After that, we played a game of Kahoot to review the three states of matter.Dana Holmanhttps://plus.google.com/115122871119604478905noreply@blogger.com0tag:blogger.com,1999:blog-7220244791608854348.post-18787680971215446652017-03-30T15:12:00.002-04:002017-03-30T15:12:42.760-04:00Thrilling ThursdayThis morning the students worked on solving our weekly puzzles and then had time to complete a WTW practice activity. Then, they worked on their culture Google Slide presentations. As they worked, I met with individual students to continue my monthly informal reading testing.<br /><br />Next, we switched for math and took a Go Noodle brain break. After that we completed a word problem warm up involving decimals to the hundredths, money, and logic. Then we went over last night's homework and began our rotations.<br /><br />During the small group instruction we worked on drawing visual models to help us solve word problems involving the measurement of distances to the hundredth kilometer. During math with a partner, the students played Decimal War using special cards. Finally, during the technology rotation, the students watched a Learn Zillion lesson about adding decimals and took notes in their math journals. Then they practiced adding decimals using the site, Hungry Puppies Decimals.<br /><br />For HOMEWORK the students need to complete problems C and D on the worksheet we began in class.<br /><br />After math, the students enjoyed lunch and outdoor recess.<br /><br />When we returned to class we began our literacy block.<br /><br />While I Continued by monthly, informal, reading testing, the students worked independently on the following tasks. First, they viewed a Flocabulary lesson about summarizing text. Then they took an online quiz. After that, they read an article about cockroaches, completed a 5 Ws organizer, and wrote a summary. Next the students had time to complete the web, they began yesterday, for their memoir. They had time to complete a WTW practice activity.<br /><br />After reading, we took a Go Noodle brain break, and then focused on writing. First the students shared their web with their writing partner,. After that, we identified various ways to begin our memoir and hook our readers. Next we looked at some examples. Finally, the students spent 17 minutes drafting the beginning of their memoir. We ended with a couple of students sharing their writing.<br /><br />HOMEWORK is posted on GC-Holman's Homework.<br /><br />Dana Holmanhttps://plus.google.com/115122871119604478905noreply@blogger.com0tag:blogger.com,1999:blog-7220244791608854348.post-31774801903260135662017-03-29T15:17:00.001-04:002017-03-29T15:17:44.007-04:00Wonderful WednesdayThis morning the children worked on their summaries of the article about lion fish or their Writing Wednesday stories. Then we began our social studies lesson.<br /><br />Today we focused on describing the cultural characteristics of groups of people in Maryland by looking at our own personal heritage. After watching two video clips about culture and discussing the various cultures which make up our community, the students selected a country from which their family originated. Then they began researching the culture of the country and preparing a Google Slides presentation.<br /><br />Next, we switched for math and took a Go Noodle brain break. After that, we completed a decimal based warm up and went over last night's homework. Then we began our daily rotations.<br /><br />During the small group rotation, we solved word problems involving time to the hundredths of a second. During math with a partner, the students played the decimal matching memory game pairing up decimal notation with a visual model. Finally, during the technology rotation, the students watched the Flocabulary video about decimals and completed a quick review and quiz (both online follow up activities). Then, those who had time, practiced reading and writing decimals to the hundredth using the site, Decimals of the Caribbean.<br /><br />For HOMEWORK the students need to complete the second side of the worksheet we did in small group.<br /><br />After math the students enjoyed lunch and outdoor recess.<br /><br />When they returned to class, we began our literacy block.<br /><br />While I worked on the monthly, informal reading assessments, the students watched a Flocabulary lesson about summarizing text and took an online (ungraded) quiz.<br /><br />After that, they had art with Mr. Cosgrove.<br /><br />After art, we focused on writing. First, we reviewed the difference between a watermelon topic and a seed story. Then the students chose a seed story and shared it with their writing partner. After that, they created a web, in their writing journals, to describe details and sensory images that they remember from the moment. As they worked I went around and met with each student to discuss their seed story. I gave feedback to help them focus on the exact moment in time.<br /><br />HOMEWORK is posted on GC - Holman's Homework.<br /><br /><br /><br /><br />Dana Holmanhttps://plus.google.com/115122871119604478905noreply@blogger.com0tag:blogger.com,1999:blog-7220244791608854348.post-70859436466485404272017-03-28T15:05:00.000-04:002017-03-28T15:05:58.420-04:00Terrific TuesdayThe students began the day working on their keyboarding fluency using Typing Club. Then we began our social studies lesson.<br /><br />Today we read some text and watched a video to evaluate the early culture of Maryland and decide whether the early settler made contributions that led to us being a "Free State".<br /><br />Next, we switched for math and took a Go Noodle brain break. After that, we did an elapsed time warm up and reviewed last night's homework. Before beginning our rotations, we watched a Flocabulary video about decimals.<br /><br />During the small group instruction we practiced modeling and adding tenths and hundredths. During math with a partner, the students played a memory matching game using decimal notation and visual models. Finally, during the technology rotation, the children watched a Learn Zillion video about writing fractions of 100 in decimal form. After that they played Fruit Shoot to practice matching fractions and decimal notation.<br /><br />For HOMEWORK the students need to complete problems C-F on the worksheet we began in class.<br /><br />After math, the students enjoyed lunch and recess. Then they went to PE with Mr. Smith.<br /><br />When we returned to the room we began our literacy block. While I met with several students to complete my March informal reading testing, the res of the class read an article about lionfish, used a graphic organizer to identify the main idea and supporting details, and then summarized the text. This was an activity completely independent of adult support. I need to see what the children can do on their own. Those who finished early, reviewed our writing lesson from yesterday, and worked on their WTW definitions and sentences, or a practice activity.<br /><br />After a quick Go Noodle brain break, we focused on writing.<br /><br />First we reviewed the difference between a watermelon story and a seed story. Then we discussed examples of each. After that, I modeled taking a watermelon idea and breaking it into 3 seed ideas. Finally, the students identified 2 watermelon topics and 3 seed ideas for each.<br /><br />HOMEWORK is posted on GC - Holman's Homework.Dana Holmanhttps://plus.google.com/115122871119604478905noreply@blogger.com0tag:blogger.com,1999:blog-7220244791608854348.post-7145911136429822022017-03-27T15:07:00.000-04:002017-03-27T15:07:14.770-04:00Marvelous MondayThis morning the students worked on a language review activity. After reviewing the correct answers, we began our social studies lesson.<br /><br />Today we began researching the cultures of the three Native American Tribes that were in Maryland when the settlers arrived.<br /><br />Next we switched for math and took a Go Noodle brain break. Then re went over Friday's formative and did a short group lesson introducing the students to decimal notation. After that we began our rotations.<br /><br />During the small group lesson we used decimal notation to represent fractions with a denominator of 10 and 100. During math with a partner, the students worked on their multiplication fact fluency while playing Multiplication War. Finally, during math with a partner, the students watched 2 Learn Zillion lessons and took notes in their math journals. If they had extra time, they used the Fruit Shoot web site to practice identifying the representation of fractions in decimal notation.<br /><br />For HOMEWORK the children need to use the worksheet from group to represent, using both the model and decimal notation, for the following fractions: 7/100, 48/100, 6/10, 2 and 8/10.<br /><br />After math, the students enjoyed lunch and outdoor recess. When they returned to class we began our literacy block.<br /><br />Pink: First we reviewed the 3 ways to spell the /er/sound. Then we identified words, in our text, that included one of the three spelling patterns. After that we did a first reading of the text, "What is a Rock?. Finally, we discussed the main idea of the article. For HOMEWORK the students need to reread the article and number the paragraphs.<br /><br />Blue: The students received an article called, If Rocks Could Talk". They read it independently and highlighted unknown words. Then, in group we reviewed their unknown words and read and discussed the article. For HOMEWORK the students need to reread the article and number the paragraphs.<br /><br />Orange: The students read an article called, "Dig This!" independently and underlined or highlighted unknown words. Then they met with their group to discuss challenging words and questions they had. Next, we met together to review the main idea and go over some vocabulary. For HOMEWORK the students need to reread the article and number the paragraphs.<br /><br />Green: The children read an article called, "Hard Minerals," independently and underline or highlighted unknown words. Then they met with their group to discuss challenging words and questions they were wondering. After that, they met with me to go over anything that was still confusing and determine the main idea. For HOMEWORK the students need to reread the article and number the paragraphs.<br /><br />After reading the students took a Go Noodle brain break and we began our writing lesson.<br /><br />Today we identified a memoir as an autobiography focused on a small portion of the author's life. We learned to think of a memoir as a seed if our lives are the watermelon. Next, we read through some examples of memoirs and identified the topic, mood, and hook. After that we watched two online lessons about choosing a seed topic for a memoir. Finally, the students identified ideas they had for seed stories on a Padlet.<br /><br />HOMEWORK is posted of GC-Holman's Homework.<br /><br /><br /><br /><br /><br /><br /><br /><br /><br /><br />Dana Holmanhttps://plus.google.com/115122871119604478905noreply@blogger.com0tag:blogger.com,1999:blog-7220244791608854348.post-75802918049667901742017-03-24T11:34:00.000-04:002017-03-24T11:34:30.390-04:00Fabulous FridayThis morning, since it's Friday, the students had Free Choice Friday for morning work. Then they went to music with Ms. Thomson. When they returned to class we watched the announcements and reviewed this week's puzzles.<br /><br />Next, we switched for math and took a Go Noodle brain break. Then, we completed a warm up to prepare for today's formative and reviewed last night's homework. After that, the students took the weekly formative. Some struggled on it. They have been graded and returned to students. I will review it on Monday.<br /><br />After math the students enjoyed lunch and indoor recess.<br /><br />They spent the afternoon with a sub. I had to return to the dentist.<br /><br />The entire afternoon will be a literacy block. The students will take a reading formative focusing on summarizing 2 paragraphs of "Swallowed by the Sea". They will also work with their writing partners to revise their inquiry persuasive piece and then complete their final draft.Dana Holmanhttps://plus.google.com/115122871119604478905noreply@blogger.com0tag:blogger.com,1999:blog-7220244791608854348.post-43377038388830942702017-03-23T15:16:00.001-04:002017-03-23T15:16:19.418-04:00Thrilling ThursdayThis morning the students worked on solving our weekly puzzles and then complete a WTW practice activity. After the announcements, we continued the science experiment we began yesterday. The students used 25 toothpicks and 10 gumdrops to prove that when matter changes form, there is no loss of mass.<br /><br />Next, we switched for math and took a Go Noodle brain break. After that, we completed a warm up focusing on word problems involving intervals of time, and calculated the perimeter of the fence from last night's homework. Then, we began our rotations.<br /><br />During the small group instruction the students solved problems involving the measurement of mass. During math with a partner the students chose between playing Equivalent Fractions Race, Fraction Capture Game, or Multiplication War. Finally, during the technology rotation, the students watched a Khan Academy lesson about equivalent fractions and completed the follow up practice activity. Then, they played Equivalent Fractions Splat.<br /><br />For HOMEWORK the students should complete problems B and C on the worksheet we began in class.<br /><br />After math, the children enjoyed lunch and outdoor recess.<br /><br />When we returned to class we began our literacy block with a reading lesson. We used a semantic map to identify important vocabulary in an article about hurricanes. Then, as we read the text, we took notes using the words to guide us.<br /><br />Pink and Blue: I met with these two groups together. We reread the 2nd and 3rd paragraphs of the secondhand account, "Swallowed by the Sea". Then we us<span style="font-family: "coming soon"; font-size: 11pt; white-space: pre-wrap;">ed topic sentences to determine main ideas. Finally, we used stop-think-paraphrase and somebody-wanted-but-so-then to orally summarize the text. For HOMEWORK the students need to reread the second and third paragraphs.</span><br /><span style="font-family: "coming soon"; font-size: 11pt; white-space: pre-wrap;"><br /></span><span style="font-family: "coming soon"; font-size: 11pt; white-space: pre-wrap;">Orange: </span>We reread the 2nd and 3rd paragraphs of the secondhand account, "Swallowed by the Sea". Then we us<span style="font-family: "coming soon"; font-size: 11pt; white-space: pre-wrap;">ed topic sentences to determine main ideas. Finally, we used stop-think-paraphrase and somebody-wanted-but-so-then to orally summarize the text. For HOMEWORK the students need to reread the second and third paragraphs.</span><br /><span style="font-family: "coming soon"; font-size: 11pt; white-space: pre-wrap;"><br /></span><span style="font-family: "coming soon"; font-size: 11pt; white-space: pre-wrap;">Green: </span>We reread the 2nd and 3rd paragraphs of the secondhand account, "Swallowed by the Sea". Then we us<span style="font-family: "coming soon"; font-size: 11pt; white-space: pre-wrap;">ed topic sentences to determine main ideas. Finally, we used stop-think-paraphrase and somebody-wanted-but-so-then to orally summarize the text. For HOMEWORK the students need to reread the second and third paragraphs.</span><br /><span style="font-family: "coming soon"; font-size: 11pt; white-space: pre-wrap;"><br /></span><span style="font-family: "coming soon";"><span style="font-size: 11pt; white-space: pre-wrap;">After reading we took a Go Noodle brain break and then turned our </span><span style="font-size: 14.6667px; white-space: pre-wrap;">attention</span><span style="font-size: 11pt; white-space: pre-wrap;"> to writing. First we reviewed what we did yesterday. Then I explained the criteria for their third reason paragraph and made notes on the organizer for the children to use. After that, the students wrote their final reason paragraph. Then they returned to the carpet and a few students had the chance to share. Finally, we drafted our conclusion paragraphs by restating our opinion and reasons, and ending with a feeling.</span></span><br /><span style="font-family: "coming soon";"><span style="font-size: 11pt; white-space: pre-wrap;"><br /></span></span><span style="font-family: "coming soon";"><span style="font-size: 11pt; white-space: pre-wrap;"><br /></span></span><span style="font-family: "coming soon";"><span style="font-size: 11pt; white-space: pre-wrap;"><br /></span></span><span style="font-family: "coming soon";"><span style="font-size: 11pt; white-space: pre-wrap;"><br /></span></span><span style="font-family: "coming soon";"><span style="font-size: 11pt; white-space: pre-wrap;"><br /></span></span>Dana Holmanhttps://plus.google.com/115122871119604478905noreply@blogger.com0tag:blogger.com,1999:blog-7220244791608854348.post-45553421563148752812017-03-22T15:09:00.000-04:002017-03-22T15:09:35.823-04:00Wonderful WednesdayThis morning the students completed a graded exit card reflecting the history and culture of St. Mary's City. After that, the students began a science experiment. Students used 25 toothpicks and 10 gumdrops to prove that matter can change forms without losing mass.<br /><br />Next, we switched for math and took a Go Noodle brain break. Then we completed an elapsed time warm up and shared last night's homework. After that, we began our rotations.<br /><br />During the whole group instruction we practiced solving a problem involving the measurement of distances. During math with a partner, the students played a fraction capture game where they claimed squares according to fractions they rolled using dice. Finally, during the technology rotation the students used two web sites to practice calculating area and perimeter.<br /><br />For HOMEWORK the students need to calculate the perimeter of the deck from the worksheet we began in group.<br /><br />After math, the students enjoyed lunch and recess.<br /><br />When they returned to class we began our literacy block. Before art we did a lesson about the characteristics of technical text. We read and discussed two documents which named and explained the same components of technical text in different ways. Then we looked at a set of directions for making an anemometer, an example of technical text, and identified the characteristics making it such.<br /><br />With only a few minutes left before art, the children completed their introduction for the inquiry project and their definitions and sentences for WTW.<br /><br />Then they had art with Mr.Cosgrove.<br /><br />After art, we gathered on the carpet, with Chrome books, and had a whole group writing lesson. I am continuing to see that students aren't using my models, instruction, and feedback in their writing. So, today, we began drafting our first reason paragraph together...I explained my thinking and modeled my sentence (one at a time), and then the students wrote a similar sentence. Then the students wrote their second reason paragraph as I talked them through it but this time I did not model my writing. It is my hope this will help improve their writing.<br /><br />HOMEWORK is posted on GC - Holman's Homework.Dana Holmanhttps://plus.google.com/115122871119604478905noreply@blogger.com0tag:blogger.com,1999:blog-7220244791608854348.post-17583075632287916282017-03-21T15:17:00.000-04:002017-03-21T15:17:08.762-04:00Terrific TuesdayThis morning the students practiced their keyboarding skills using Typing Club. Then, after the announcements,we began our social studies lesson.<br /><br />First, we reviewed what we have learned about the St. Mary's City colony. After that, we watched a very short video clip about indentured servants, and discussed the difference between an indentured servant and a slave. Next, the students read an article about a plantation master and took notes, using a doc in GC - SS, about their new understandings/learning.<br /><br />Next, we switched for math and took a Go Noodle brain break. After that, we completed a time related warm up and reviewed last night's homework. Then, we began our rotations.<br /><br />During the small group instruction we began creating an itinerary for an imaginary field trip to Mount Vernon. This allowed us to problem solve using intervals of time. During math with a partner, the students played a fraction capture game where they claimed squares according to fractions they rolled using dice. Finally, during technology the students used two links to practice solving word problems. Those who finished early worked on their basic fact fluency using Xtra Math.<br /><br />For HOMEWORK the children need to complete the Mount Vernon itinerary that they began in class.<br /><br />After math, the students enjoyed lunch and outdoor recess. Then they went to PE with Mr. Smith.<br /><br />When we returned to class, we began our literacy block.<br /><br />WE began by reviewing the RACER strategy for writing good paragraphs. Then I modeled how to use my index card to write an introduction for the ad critique inquiry project.<br /><br />While I met with guided reading groups<br /><br />Pink: We reviewed challenging words in the 2 paragraphs about Clara Barton's firsthand account of the Galveston hurricane. Then we reread the paragraphs, pausing and paraphrasing along the way. Finally, we orally rehearsed a summary. For HOMEWORK the students need to reread the 2 paragraphs.<br /><br />Blue: We reviewed challenging words in the 2 paragraphs about Clara Barton's firsthand account of the Galveston hurricane. Then we reread the paragraphs, pausing and paraphrasing along the way. Finally, we orally rehearsed a summary. For HOMEWORK the students need to reread the 2 paragraphs.<br /><br />Orange: We reviewed challenging words in the 2 paragraphs about Clara Barton's firsthand account of the Galveston hurricane. Then we reread the paragraphs, pausing and paraphrasing along the way. Finally, we orally rehearsed a summary. For HOMEWORK the students need to reread the 2 paragraphs.<br /><br />Unfortunately, I ran out of time and didn't get to meet with the green group.Dana Holmanhttps://plus.google.com/115122871119604478905noreply@blogger.com0tag:blogger.com,1999:blog-7220244791608854348.post-4302304483758691352017-03-20T15:22:00.001-04:002017-03-20T15:22:25.027-04:00Marvelous MondayThis morning the students worked on a language review activity. After the announcements, we went over the correct answers. Then we began our social studies lesson.<br /><br />After sharing our background knowledge about St. Mary's City, we read and discussed a couple of resources informing about life in the newly settles colony. We used our inference skills to identify characteristics of the social., political, and religious life that made up the colony. Then the students used Google Draw to create a visual representation of the culture of St. Mary's City.<br /><br />Next, the students switched for math and we took a Go Noodle brain break. After that we completed a warm up which encouraged students to read analog clocks using just the hour hand. Then, we began our rotations.<br /><br />During the small group instruction we practiced solving word problems involving fractional intervals of time. During math with a partner, the students played a game called, Equivalent Fractions Race." The students created a fraction by rolling 2 dice and then raced to identify equivalent fractions by multiplying the numerator and denominator by the same number. Finally, during the technology rotation, the students watched 2 Khan Academy lessons, each solving a word problem involving intervals of time, and then completed a practice activity. Those who finished early used Xtra Math to work on their basic fact fluency.<br /><br />For HOMEWORK the students need to complete problems 3 and 4 on the worksheet we began in class.<br /><br />After math the students enjoyed lunch and outdoor recess.<br /><br />When we returned to class we began our literacy block. First, we reviewed the information we learned from reading the secondhand account of the Galveston Hurricane of 1900, "Swallowed by the sea". Then we began reading a firsthand account and creating a chart comparing and contrasting the information from both accounts.<br /><br />Pink: In group we finished reading the firsthand accounts of "Swallowed by the Sea" and discussed the similarities and differences between the two accounts. Then the students selected three words from the article to add to their site word cards. For HOMEWORK the students need to reread the first two paragraphs about Clara Barton.<br /><br />Orange: In group we reviewed unknown words and then compared and contrasted information in the first and secondhand accounts of "swallowed by the Sea". We also discussed why it is important to read both types of writing when learning about an event. For HOMEWORK the students need to reread the article and number the paragraphs.<br /><br />Green: In group we reviewed unknown words and then compared and contrasted information in the first and secondhand accounts of "swallowed by the Sea". We also discussed why it is important to read both types of writing when learning about an event. For HOMEWORK the students need to reread the article and number the paragraphs.<br /><br />Blue: In group we read Ida Smith Austin's account of the Galveston storm and compared and contrasted her story to what we read in the secondhand account. For HOMEWORK the students need to reread Ida Smith Austin's account of the storm.<br /><br />After reading, we took a Go Noodle brain break and then began writing.<br /><br />Today, the students met in ad alike groups and took notes, about their reasons, as they engaged in discussion with other members.Dana Holmanhttps://plus.google.com/115122871119604478905noreply@blogger.com0tag:blogger.com,1999:blog-7220244791608854348.post-83658757065296491262017-03-17T15:14:00.002-04:002017-03-17T15:14:33.310-04:00Fabulous FridayStudents began the day by choosing which skills they wanted to work on since it is Free Choice Friday! Then they went to music with Ms. Thomson. <br /><br />When they returned to class, we watched the morning announcements and identified the solutions for yesterday's puzzles.<br /><br />Next, we switched for math and took a Go Noodle brain break. After that, we worked on a math warm up and reviewed last night's homework. Then we began our rotations.<br /><br />During the small group instruction we practice representing and solving word problems involving multiplicative comparisons. During math with a partner the students played the Equivalent Fractions Race game to practice identifying equivalent fractions by multiplying the numerator and denominator by the same numbers. Finally, during the technology rotation, the students watched a Khan Academy lesson about equivalent fractions and completed a practice activity. Then, those who finished early, practiced identifying equivalent fractions playing an online equivalent fraction Bingo game.<br /><br />After math, the students enjoyed lunch and outdoor recess.<br /><br />When we returned to class we began our literacy block. I began by reviewing the criteria and explanation for the inquiry project this marking period. Students will choose an ad and then decide whether they think it is a responsible or irresponsible ad, based on criteria we developed and agreed upon as a class. Then they will identify and explain, using facts and details, three reasons to support their opinion.<br /><br />While I met with WTW groups, the students chose an ad, identified their opinion, and then listed 3 reasons to support it, on an index card. Then, they used two web sites to practice identifying reasons an author uses to support a point and determine the meaning of domain specific words in text.<br /><br />We ended the day with our weekly class meeting. First, we shared what we plan (or hope) to do this weekend. Then, we exchanged thank yous and compliments.<br /><br />Information about a school wide read-a-thon is coming home today.<br /><br />Have a great weekend!Dana Holmanhttps://plus.google.com/115122871119604478905noreply@blogger.com0tag:blogger.com,1999:blog-7220244791608854348.post-13859297396128263982017-03-16T15:28:00.002-04:002017-03-16T15:28:35.852-04:00Thrilling ThursdayThis morning the students worked on our weekly puzzles and then completed a WTW practice activity. After the announcements, we quickly read about the establishment of the Plymouth Colony and added details to our chart. After that, we began reading about the English settlers who came to St. Mary's City.<br /><br />Next, we switched for math and took a Go Noodle brain break. Then we completed a fraction warm up and reviewed last night's homework. After that we began our rotations.<br /><br />During the small group instruction we practiced solving equation involving the multiplication of a fraction and a whole number. Then we worked on solving some word problems. During math with a partner the students used dice to create multiplication equations involving a whole number and a fraction. Then they determined the product and simplified it. During the technology rotation the students watched 3 Khan Academy lessons and completed a practice activity. Those who finished early worked on their basic fact fluency using Xtra Math.<br /><br />For HOMEWORK the students need to write an equation to represent and solve problems D and E.<br /><br />After math, the students enjoyed lunch and indoor recess. Then we began our literacy block.<br /><br />First, we reviewed the domain specific vocabulary we identified yesterday. Then we watched a 2 minute video clip to build background knowledge about the Hurricane of 1900 that hit Galveston, Texas. After that, we read and discussed a secondhand account of the storm.<br /><br />While I met with groups, the students reread the article about the Galveston Hurricane and underlined evidence that supported the author's points. Then they worked with their writing partner to design/create an ad for Cheerios using the advertising technique I assigned.<br /><br />Pink: Together we reread the article, "Swallowed by the Sea", reviewing domain specific vocabulary and underlining evidence supporting the author's point. For HOMEWORK the students need to number the paragraphs and practice reading the first two.<br /><br />Orange: We reviewed unknown words and then shared evidence they identified to support the author's point that this was the deadliest storm to strike the US. For HOMEWORK the students need to reread the article and number the paragraphs.<br /><br />Green: We reviewed unknown words and then shared evidence they identified to support the author's point that this was the deadliest storm to strike the US. For HOMEWORK the students need to reread the article and number the paragraphs.<br /><br />Blue: We reviewed unknown words and then shared evidence they identified to support the author's point that this was the deadliest storm to strike the US. For HOMEWORK the students need to reread the article and number the paragraphs.<br /><br />After reading, we took a Go Noodle brain break and turned our attention to the marking period 3 inquiry project.<br /><br />I began by reviewing the inquiry project expectations with the children. In short, they will choose an advertisement and form an opinion as to whether they think it is responsible or irresponsible advertising. Then they will identify and explain three reasons to support their opinion.<br /><br />Today I modeled choosing an ad and listing 3 reasons, without explanation, as to why it is not a responsible ad. Then the children had time to choose an ad, form an opinion, and list three reasons, on an index card.<br /><br />HOMEWORK is posted on GC - Holman's Homework.Dana Holmanhttps://plus.google.com/115122871119604478905noreply@blogger.com0