Mrs. Holman's Third Grade

Thursday

2012-02-16T10:25:00.008-05:00

This morning the students worked in small groups to create checklists reflecting the necessary step to correctly answer BCRS. After sharing the individual group checklists we came up with a class checklist...
*read article
*read question-underline key words
*answer question in the topic sentence
*name and explain the supporting details
*concluding sentence
*reread question and answer

While I meet with reading groups the students will use the checklist to revise and edit their Panda BCRS (from earlier this week) using a blue marking pencil.

After creating our checklist, we reviewed the idea that every sentence must have a subject and a verb. We also identified a predicate as the doing part of the sentence that begins with the verb. This is all a review from the beginning of the year.

While I meet with reading groups the students will complete a follow up worksheet identifying sentences and fragments.

In math we reviewed and practiced constructing polygons and circles given certain specifications such as number of sides or measurements. I also introduced an anchor activity to reinforce symmetry and one for congruency. Mrs. Benson worked with a small group who struggled with last night's homework. I worked with individual students struggling with the class work. There is a polygon worksheet for homework and we will have a quiz tomorrow.

Following art, the students enjoy lunch and indoor recess.

After recess I spoke to the group about slowing down and answering the question asked. This seemed necessary after reading and scoring their Grandma BCRs from yesterday. After spending over a half hour of instructional time focusing on this piece of text and BCR, many students scored below the benchmark score of a 3. Therefore, it seemed necessary to review the checklist we constructed this morning, in hopes that today's BCRs are more on target!

While the students worked independently I met with reading groups.

Crabs: We reviewed their lists of unknown words from homework and then tried to discuss the change in mood in chapter 4. Unfortunately, it became apparent that most of the students either didn't understand the chapter or didn't really read it. All but one student didn't realize that Justin's house had been sold and there was a picture of it on the last page of the chapter. So, I sent the students back to their seats to reread the chapter and draw a picture of the beginning, middle and end of the chapter, and write 1 sentence for each, in their RRJ. If this is completed in class, there is no reading homework.

Lions: We read and discussed chapter 5 and then reviewed the entire book. Most students handed in the book. We will begin a new book next week. There is no reading homework this evening.

Bears: We read and discussed chapter 6, paying particular attention to Kyle's internal struggle. We also connected this to the mood of the chapter. There is no reading homework this evening.

We ended the day by sharing our community rules iPad projects.

Sunny Wednesday

2012-02-15T11:13:00.006-05:00

Thanks to Mrs. S, we all enjoyed a FABULOUS Valentine's Day party yesterday!!

In reading this morning we dissected one of the practice MSA BCRs that the children completed last week. We identified and defined key words in the question and then underlined important details in the text that would help us answer the question. Next, I modeled using that information to compose a good answer.Then, we created a checklist of what was needed to write a great response. Finally, we looked actual student response samples and determined what score they should have been awarded and why.

After that, we looked at another BCR that the students answered during the practice section last week. Again, we identified and defined key words in the question and created a checklist of what was needed in a great response. Then the students used what they had just learned in my lesson to construct a response to the question.

In math we defined circles as shaped whose center is the same distance from every point on the figure. We also learned that a radius is a line segment from the center to any point on the circle. Additionally, a diameter is a line segment that begins on the circle, passes through the center and ends on the circle.

While the students practiced using these terms on a followup worksheet, I began working with small groups constructing circles using a compass. There is a symmetry worksheet for homework.

After math we went to the computer lab where the students practiced their keyboarding skills using Type to Learn 3.

Following lunch and recess we read a book about suffixes called Happy Endings. While I met with reading groups the students completed their rewrite of the MSA BCR, read an assigned chapter in their reading groups books and charted words with suffixes, from the assigned chapter, in their RRJS, breaking the words apart into root/base words and suffixes.

Lions: We read and discussed chapter 4. They need to reread this chapter tonight and get a parent signature in their planner.

Bears: We read and discussed chapter 5 in group. Tonight they need to read chapter 6 and list unknown words.

Crabs: We reviewed their suffixes chart in their RRJs. For homework tonight they need to reread chapter 4 and list unknown words.

We ended the day with a short class meeting where we talked about...wait for it...responsibility and respect! Yup, still working on it...but I believe in these children...we'll get there! :-)

Valentine's Day

2012-02-14T09:56:00.007-05:00

This morning I made the kids work...a little! :-) I had to...can't wasted an entire academic day, right?!?!

SO, during our morning reading block the students completed the final draft of their persuasive letter. I will grade and hand back a copy of this but I will mail the originals to Senator Barbara Mikulski's office.

While the children worked on their letters, I met with reading groups.

Crabs: We reviewed the titles they wrote for chapter 3 last night. Then we discussed the emotions Amber must be experiencing as Justin, her best friend, is about to move away. There is no homework this evening!

Bears: We shared the title for chapter 3 from last night's homework. Then we read and discussed chapter 4. No homework tonight!

Lions: I checked planners for the parent's signature. Then we read and discussed chapter 3. Finally, I reviewed suffixes (word endings) with the class. There is no homework this evening!

In math, after reviewing the warm up and last night's homework, the students worked independently on two Valentine's Day worksheets that practiced basic multiplication and two digit subtraction.

After math we will participate in Jump Rope for Heart. Then we will enjoy lunch and recess and celebrate Valentine's Day with our class party.

Marvelous Monday

2012-02-13T10:29:00.011-05:00

This morning we spent time analyzing a BCR question to determine what the question was asking. We underlined and circled key words and identified their meanings. After that, the students highlighted or underlined information in the text that would help to answer the BCR. Finally, the students worked independently to answer the BCR.

During math we spent time reviewing symmetry and congruency. The students worked independently on a practice worksheet and then went to anchor activities which included the use of the iPads. I worked with two small groups; one focused on place value and the other identified lines of symmetry. There is a worksheet, for all, for homework this evening.

Following music, the students enjoyed lunch and outdoor recess.

This afternoon while I met with reading groups, the students completed their BCRs from this morning and worked on individual reading group assignments.

Bears: We read and discussed chapter 3 out loud. After that, the students added the word hearty to their vocabulary section of their RRJ and used the thesaurus to find synonyms. Tonight they need to reread chapter 3 and write and explain a title for that chapter.

Lions: We discussed the problem in chapter 2 and rehearsed a summary of that chapter several times. Then the students returned to their seats to write a summary of the chapter in their RRJ. For homework, all students must reread chapter 2 and get a parent signature in their planner. Any students who didn't finish their summary in class must do so for homework.

Crabs: We discussed the problem in chapter 3. Some students could clearly identify it, while others had a difficult time. Tonight the students need to reread chapter 3 and write and explain a title for this chapter.

We ended the day with the students working in their small groups, using the iPads, to identify rules that good citizens are expected to follow.

OUr Valentine's Day party will begin at 2:15 tomorrow. Please feel free to join us if you can!

TGIF

2012-02-10T10:24:00.005-05:00

This morning, during our regular reading block, the students participated in another MSA practice session. This session was for math.

During our math block, both third grade math classes met in my room to review the multiple choice questions in the practice MSA test. The students marked their own work using a blue correction pencil. Math teachers will provide written feedback to the BCR questions. This practice test will be coming home at the end of next week.

After math, since we visited the media center yesterday, we proceeded with a social studies lesson. The students worked in small groups to begin creating a presentation on the Ipad sharing rules good citizens must follow in their communities. Each presentation will include a cover slide and four slides listing rules specific to the title of that slide. The titles include; on the streets, while at school, as I shop and being neighborly. Thanks to Mr. Vogel for the brain work behind this engaging lesson.

Following lunch and outdoor recess the students got to read silently while I met with reading groups.

Bears: We read and discussed chapter 2 and then the students shared their titles and explanations from last night's homework.

At the end of the day the children went to Mr. Vogel's room to watch a video about community rules and responsibilities.

Sunny Thursday

2012-02-09T10:53:00.002-05:00

After reading the next chapter in their reading group books independently, we spent the rest of the reading block going over the multiple choice section of the practice MSA. Unfortunately, we didn't finish, so we will continue this afternoon.

In math after completing our warm up we practiced vocabulary using geoaerobics. Then the students took the first quiz of unit 4. This will be scored and sent home this afternoon. There is no homework.

Before heading to lunch and recess, the students went to art.

This afternoon, the students helped me create a check list to use when revising our persuasive writing pieces. Then the children used the checklist, a blue correction pencil and a partner, to revise their own writing. While they revised their writing I met with reading groups.

Lions: We reviewed their list of unknown words from earlier today and reread and discussed chapter 1. For homework they need to reread chapter 1, for fluency, and get a parent signature in their binder.

Crabs: We reviewed their list of unknown words from earlier today and reread and discussed chapter 2. For homework they need to reread chapter 2, for fluency, and get a parent signature in their binder.

Bears: We didn't have time to have a discussion. The students wrote their homework in their binder...they need to reread chapter 2 and choose and explain a title for that chapter.

At the end of the day the children visited the media center since we will not be going tomorrow.

While the students were at the media center, I reviewed their persuasive letters that they revised today, using the checklist. I was so impressed with the changes they recognized that needed to be made!! I could tell they definitely used our lesson and the checklist!!! WOO HOO!!!

Mock MSA - Reading

2012-02-08T12:37:00.006-05:00

This morning the students participated in the first of two practice MSA tests. Today's was for reading. On Friday they will take one for math.

I will review the practice test with the students and give them feedback on their BCRs. These test will come home at the end of next week with sample BCR response attached.

After our mock testing session we had a shortened math period. WE reviewed last night's homework. Then I assigned a worksheet for homework and told the students we would have a quiz TOMORROW, not Friday. After that, we reviewed the geometry vocabulary using geoaerobics.

Finally, before going to lunch and recess and after getting over our initial disappointment of not being able to use the computer lab, we settled into a social studies lesson. We discussed and defined the concept of community and shared a few rules that help our communities function safely. Then the students worked in groups of 3 or 4, using an iPad, to create lists of rules they have in their communities.

Following lunch and outdoor recess we verbally rehearsed naming and explaining the benefits of making laws for oil companies to follow in order to keep our oceans clean. Then I modeled writing a persuasive letter, using the planning sheet and the ideas we rehearsed. While I met with reading groups the students worked on their persuasive letter rough drafts.

Lions: We met and discussed chapter 2 of the Doll People. It became clear that this book was a bit over the students' heads. After a brief discussion, we decided, as a group, to begin a new book tomorrow. Therefore there is no homework tonight.

Bears: We met and discussed chapter 1...we practiced using context clues to define the word taunted. We talked about the relationship between Kyle and his father and what "no batter" meant. There is no homework tonight except for the two children who need to catch up and read chapter 1.

Crabs: We reviewed and discussed chapter 1 and cleared up the idea that the "field tips" are not real. Then the students shared their homework from Monday. There is no homework tonight.

Unfortunately, reading ran over and we did not have enough time for a class meeting today! :-(

Tuesday

2012-02-07T11:24:00.014-05:00

The past couple of days have been anything but consistent. So this morning we took time to work on our persuasive writing piece. The students read selected pages in the book Oil Spills to gather the correct information to use in their letters to Congress. They will begin their rough drafts tomorrow!!

In math we defined the movement of figures as slides (translations), flips (reflections) or turns (rotations). We also reviewed our geometry vocabulary using geoaerobics. If you would like to view the PowerPoint go to: http://teachershare.scholastic.com/resources/11739#fragment-2 , scroll to the bottom of the page and click on the PPT geoaerobics PowerPoint download. For homework tonight there is a worksheet to practice identifying slides, flips and turns.

After math the children went to PE and then enjoyed lunch and outdoor recess. Following recess, Mrs. Howard came continued her friendship unit with our homeroom. Therefore, we didn't have reading groups today.

We ended the day by using our reed instruments to produce sound. The point of the lesson was for students to recognize that the reeds had to vibrate in order for sound to be produced. Also, the shorter the slide on the instrument, the higher the pitch.

Prior to dismissal the students arranged their desks in old-fashioned single file rows to prepare for our practice MSA tomorrow morning. The students will participate in a mock MSA tomorrow and Friday. This is to help them get a feel for the testing environment and to see what test questions will look like. Tomorrow's session will be reading. Over the next week the students will get feedback on their written answers and have a chance to improve them. These will come home at the end of next week with sample "model" answers attached.

If you are interested in more information about the MSA and to view sample test questions, go to this link: http://mdk12.org/assessments/k_8/index_c.html

Marvelous Monday

2012-02-06T12:24:00.004-05:00

Today has been a bust day! I've been in and out of the classroom due to meetings but, rest assured, the students have been in good hands along the way.

This morning in reading, Mrs. Starkey taught the children about the use of figurative language in writing to create a more vivid and accurate picture in the reader's minds. Then she read the book, June 29, 1999, to the class and together they identified examples of alliteration. Alliteration is the repetition of the same consonant sound in the beginning of words. For example, Peter Piper picked a peck of pickled peppers used alliteration.

Next, the students completed a follow up alliteration worksheet and shared these with classmates.

I returned in time for math. Today we reviewed the concept of symmetry and defined and identified congruent figures (same size, same shape). While the students worked on an independent practice sheet I worked with students on place value and on identifying congruent figures. There is a worksheet for homework.

Following music, the students enjoyed lunch and outdoor recess. When they returned Mrs. Santa Maria worked with them as I was attending another meeting.

The students began by revising their opinion statements fro their persuasive writing piece. Then they rehearsed what they were going to write in their letter.

After that, the students worked on fact and opinion and alliteration practice activities while Mrs. Santa Maria met with reading groups.

Bears:The students received a new book. They previewed the book by reading the brief synopsis on the back and looking at the front cover. Then they read the first few pages of chapter 1 as a group. For homework, they need to finish chapter 1 and choose a title for this chapter.

Crabs:The students received a new book. They previewed the book by reading the brief synopsis on the back and looking at the front cover. Then they read the first few pages of chapter 1 as a group. For homework, they need to finish chapter 1 and choose a title for this chapter.

Lions: The students began reading chapter 2 in group. For homework they need to finish chapter 2 and write a question to ask their classmates, in group, tomorrow, to test their knowledge of the chapter.

The children ended the day by beginning to make reed instruments out of straws. We will finish this tomorrow.

Thursday...scheduling mistake

2012-02-02T10:25:00.010-05:00

OOPS! I made a mistake...the change in our media schedule is NEXT week. Hopefully, you received my email this morning explaining the error!

In reading this morning we continued to identify the mood in text. TO begin the lesson, I shared two student samples from yesterday's Miss Nelson BCR. I wanted to point out how classmates were able to successfully identify the mood in the story and use details to support their choice.

After that, we read the story The Pain and the Great One, by Judy Blume, twice. The first time the students listened for enjoyment. During the second reading, the children drew and wrote words that supported the mood in the story. After reading each section in the book, we identified mood choices and shared examples of support from their drawings or word splashes.

In math we took time to review last night's homework. Several students said they had trouble. Therefore, I went over each problem and answered questions along the way.

Then I introduced polygons as flat, straight, closed shapes. Each students received a chart depicting polygons and 3D shapes that is expected to be stored in their math section and used as a resource. They may need to use this sheet to complete their homework tonight.

Students must memorized that pentagons are 5 sided figures, hexagons have 6 sides and octagons have 8 sides.

As mentioned above, there is a worksheet for homework.

Following art, lunch and outdoor recess the students worked independently on a BCR about the mood in The Pain and the Great One. They also fixed their spelling in their RRJS and caught up on unfinished work.

Reading Groups
Crabs: We reviewed their lists of unknown words and discussed chapter 7. Tonight they need to read chapter 8 and answer the question, "Did you enjoy this book? Why/why not?".

Lions: We shared their favorite characters from Stay Away from Simon (last night's homework) and I collected their books. I passed out their next book, a fantasy,, titled The Doll People. We read and discussed the prologue. For homework tonight they need to read chapter 1 and list unknown words.

Bears: We reviewed their titles and explanations that they wrote for homework last night. Tonight for homework they need to read chapter 9 and answer the question, "Would you recommend this book to someone else? Why/why not?".

We ended the day by electing a start student for the trait of responsibility.

I will be out of the building tomorrow. So there will not be a blog post!

Have a great weekend!!

Wednesday

2012-02-01T11:42:00.005-05:00

This morning we revisited and dug into the concept of mood in literature. This is a challenging concept. We read the story Miss Nelson is Missing and identified the mood at the beginning, middle and end of the story. We also shared evidence from the book that supported the moods.

After that we reviewed the meaning of each WOW word that we have learned this year and learned a new word, sliver (a small, thin piece).

This afternoon while I meet with reading groups the students will identify how the mood changes in Miss Nelson, by answering a BCR in their RRJ. They will also create a cartoon for the word sliver. Finally, they will practice identifying statements as either fact or opinion.

In math we learned about 3 different types of lines; parallel, intersecting and perpendicular. The students worked on a practice worksheet in class and have a follow up worksheet for homework.

After math we went to the computer lab to practice our keyboarding skills using Type to Learn 3.

Following lunch and recess the students worked independently while I met with reading groups.

Bears: We shared the titles they wrote for chapter 7 and discussed Sarah's internal battle of whether she should stay or go back to Maine. For homework tonight the students need to read chapter 8 and write a title for it. They also need to explain why they chose the title.

Lions: We reviewed the unknown words from last night's homework and then reread and discussed chapter 6. Tonight the students need to reread chapter 6 (working on fluency) and then identify their favorite character in the book and explain why.

Crabs: We shared and discussed the students new title for chapter 6. For homework tonight they need to read chapter 7 and list unknown words.

We ended the day with a class meeting where we shared compliments for one another and then I discussed the importance of putting effort into school work.

Report cards are coming home today in your child's home folder.

We will be going to the media center tomorrow NOT Friday...this week only.

Terrific Tuesday

2012-01-31T11:13:00.008-05:00

This morning, in reading, we continued identifying the point of view (first or third person) in text. We read the book, I'm Not Oscar's Friend Anymore, and identified the point of view in which the book was written and how the book would be different if told from another character's point of view.

After that, we worked on identifying an opinion and a change we want regarding oil spills. Students will use these and the facts we gathered from the Oil Spill! book , also week, to complete a planning sheet for our first persuasive writing piece.

In math we began unit 4 with me passing out a packet of terms and ideas that will be covered in this unit. This valuable resource should be kept in each student's math section in their binder and used when necessary.

Then the students took notes, in their math journals, naming and drawing the symbols and representations of a point, a line, a line segment, a ray and an angle. They also learned about right angles and angles larger (obtuse) and smaller (acute)than a right angle.

We did not get time to practice these concepts in class but there is a worksheet for homework. If your child struggles, encourage them to use the vocabulary packet that I handed out today which should be in the math section of their binder.

Following PE, lunch and recess the students returned to class and worked independently on the follow up assignments from this morning. I met with reading groups.

Lions: We reviewed and discussed last night's homework. Several students were confused by the question, so I explained it to them. I also told them that if they do not understand a homework assignment, they should tell me when I assign it to them. Tonight, for homework,t he children need to read chapter 6 and list any unknown words on sticky a sticky note.

Bears: We discussed last night's homework and then began reading chapter 7 out loud. As we read I discovered this group has EXCELLENT decoding skills but struggles with context clues. Truthfully, this was news to me! SO, we will work on on this skill in the upcoming weeks. Tonight, for homework, the students need to read chapter 7, choose a title for that chapter and explain why they chose that title.

Crabs: We used words from homework last night to do work work lessons. Tonight for homework the students need to reread chapter 6 and create a NEW title for this chapter. They must also explain their new title.

We ended the day by verbally reviewing how sound was produced using a slide whistle and how the pitch could be changed. Then the students wrote about it in their science packets.

Marvelous Monday

2012-01-30T11:24:00.007-05:00

This morning we read the story Alexander and the Terrible, Horrible, No Good, Very Bad Day, by Judith Viorst and practiced retelling different events in the story from the point of view of other characters in the book. We also identified the mood and used aspects of the story to support our choice.

After that we defined fact and opinion. Then we identified statements as either fact or opinion.

Finally, we practiced making strong opinion statements about oil spills. Additionally, we used facts we learned from reading about the Exxon Valdez to support our statements.

This afternoon while I meet with reading groups the students will work on a worksheet focusing on point of view and mood in Alexander and the Terrible, Horrible, No Good, Very Bad Day. They will also complete a fact/opinion worksheet. Finally, they will write an opinion statement about oil spills and use facts to defend their opinion. This planning sheet will eventually be used to write a persuasive letter to Congress.

In math we completed the unit 3 assessment. We will begin unit 4 tomorrow. This unit is geometry. We will begin by identifying different types of lines and angles.

Following music, lunch and outdoor recess the students worked independently while I met with reading groups.

Bears: We began reading and discussing chapter 6. For homework the children need to read all of chapter 6 and answer the question, on a sticky note, "Why do you think Sarah asks about winter?".

Lions: We discussed parts of chapter 5 including the rumor about Simon that caused children to be sacred of him. For homework the students need to reread chapter 5 and answer the question--What did father mean when he says, "seem she went to a lot of trouble for you." on page 55.

Crabs: We discussed what caused Grandpa to change. Tonight the students need to read chapter 6 and list unknown word on a sticky note.

We ended the day with a student reading a book, that he had brought from home, to the class. Then we tried, for the second time, to watch one of our students do a Mexican dance on video. Unfortunately, it failed to work, again! :-(

TGIF!!!

2012-01-27T11:32:00.005-05:00

So, my 5 year old woke up and asked when the sun would come out again...my reply? I have no clue. I thought it funny that even a 5 year old recognizes how many sunless days we've had!!

This morning, in reading, the students worked independently on a BCR for Ironing Board Sandwiches and completed any other unfinished work from the week, while I met with reading groups.

Bears: We discussed the implications of Sarah saying "our dune".

Lions: We reviewed the list of unknown words from last night's homework.

Crabs: We reviewed how the people on the train stayed warm (plying Simon Says) and identified how grandpa had changed in the book.

In math we began the unit 3 assessment.

Following a visit to the media center, the students enjoyed lunch and outdoor recess. After recess, Mrs. Howard came in to continue her lessons about friendship.

We ended the day by discussing how pitch is changed in a wind instrument.

Thursday

2012-01-26T14:12:00.006-05:00

This morning the students worked in small groups to score and provide feedback to two student written BCRs for Ironing Board Sandwiches. Obviously, these BCRs were anonymous. Once the students were done, we met as a class to discuss the feedback and scores they had given to each BCR. This provided an opportunity for children to discuss pluses and deltas in authentic student work.

After that, the students worked independently on reading non-fiction text and using test taking strategies to answer multiple choice follow up questions. Additionally, the completed a new WOW (word of the week) worksheet for superb (excellent; very fine). If they finished early they were to complete any unfinished work and read silently.

In math we went over each question in the unit 3 review packet. Students were expected to fix any mistakes they made and ask any questions they had. They will bring these home tonight and are expected to use them to prepare for the unit assessment which is tomorrow.

Following art, lunch and outdoor recess the students worked in small groups, using the book Oil Spill, to complete a semantic map (graphic organizer). WE will use this organizer, next week, to help us write persuasive letters.

While the students worked on the above activities, I met with reading groups.
Crabs: We discussed how Grandpa felt when the train got stuck and which words helped us figure it out. Then we began reading chapter 5. For homework, the students need to read chapter 5 and explain what the people did on the train to keep warm.

Lions: We reviewed last night's homework, discussing why Lucy shrieked at Simon. For homework, the children need to read chapter 5 and list unknown words.

Bears: We discussed whether or not the students think that Sarah will stay. Then we talked about the title, Sarah, Plain and Tall, and whether or not we think Sarah is "plain". For homework they students need to read chapter 5 and explain why Caleb smiles when Sarah says, "our dune".

Unfortunately, due to an extensive amount of talking, we missed out on science. WE WILL get this under control. Your children have WONDERFUL personalities and make coming to school fun but they need to learn to be quiet during transition times so that we get through our daily plans. :-)

Sunny Wednesday

2012-01-25T11:42:00.005-05:00

Many of you may not be aware but most of the Wednesdays this school year have been rain! I know this because of indoor recess!! It is so nice to have a sunny one!!!!

In reading our whole group lesson was a plus/delta chart providing feedback for the BCRs the students completed yesterday. In short, the pluses were organization, spelling and transition words. The deltas were explaining their details, using a variety of transition words and choosing more accurate character traits.

While I worked with individual students providing feedback on their writing the students worked independently on the following assignments; rewriting their BCR using the provided feedback, completing a pronoun activity and reading chapter 4 in their reading group book.

In math we worked on the review packet for the unit 3 assessment. Tonight, any students who has not completed this packet must do so for homework. We will begin the assessment on Friday.

After math we had an emergency class meeting. Following directions and listening has become a big issue not only in our classroom but when the students are with other adults around the building. Today was the fourth day in a row that was plain ugly...therefore, we missed going to the computer lab and had a talk.

Following lunch and recess we began reading a new book about the Exxon Valdez and attempted to view pictures of the disaster online. Unfortunately, the link I had didn't work. Then the students continued working independently while I met with reading groups.

Reading Groups:
Bears: We began reading chapter 4 and discussing why Sarah brought Shells with her. Tonight the students need to read the entire chapter (4) and answer the questions, "Do you think Sarah plans on staying? Explain using details from the chapter.", on a sticky note.

Lions: We began reading chapter 4 and did some word work using scoured and mustn't from the chapter. Tonight the students need to read the entire chapter (4) and explain why Lucy shrieked at Simon on page 48, on a sticky note.

Crabs: We discussed the el (elevated train) and began reading chapter 4. For homework the children need to read the entire chapter (4) and explain how grandpa felt about being stuck (pay special attention to page 29) on a sticky note.

We ended the day by making slide whistles to produce sound by vibrating air.

Half Way!!

2012-01-24T11:15:00.009-05:00

Today is the first day of the second semester, or third quarter, of the school year. It's so hard to believe that we are halfway through third grade!!

In reading we continued working on the non fiction piece, "He Changed the World" The students worked on their fluency by reading the piece with a partner. Then we reviewed the strategies of locating information in the text and narrowing your choices as we checked their answers to the multiple choice questions.

After that we read and discussed the BCR question that goes with the piece. The students will answer this question, independently, this afternoon.

Next, I introduced pronouns as words that are not specific and take the place of nouns in sentences. We oral whole group exercise to practice identifying pronouns. This afternoon the students will identify pronouns independently.

Finally, I passed out the new spelling packet that focuses on the/au/spelling pattern and pronouns. This packet is due Friday, February 3.

In math we tackled solving reverse division problems. We completed a worksheet together. Then the students worked independently on the first problem of their worksheet paper. Tonight they are to complete the rest of that worksheet. If you have any questions, look for the paper we finished in class together.

Following PE, lunch and outdoor recess we read a book about the Exxon Valdez oil spill named Oil Spill! The students were quite interested in the book and we spent a lot of time discussing the negative effects of oil spills.

The students then worked on the BCR and pronoun activity from this morning while I attended a meeting in the building. For homework ALL reading groups MUST reread chapter 3 and get a parent signature in their planner.

We ended the day by cleaning out desks in order to have a fresh start for the second half of the school year.

End of Marking period 2

2012-01-20T14:03:00.006-05:00

Today marks the last day of the marking period. Students do not have school on Monday, it is a report card prep day for teachers.

This morning we the children worked in small groups to read "He Changed the World" and practiced monitoring their understanding of what they read. After that, they worked independently to answer multiple choice questions by underlining or highlighting the information in the text and then eliminating wrong answers.

In math we practiced explaining how to solve division problems, using a calculator, but without using the division or addition button. Then we began solving reverse division problems. We will finish this on Tuesday.

Following a visit to the media center, the students enjoyed lunch and indoor recess.

This afternoon the students continued working on the multiple choice worksheet, finished any odds and ends type unfinished work and then read silently while I met with reading groups.

Bears: We discussed chapter 3, including what Sarah brought the children and the first sign of tension between Papa and Sarah.

Lions: We discussed the title of the chapter and the decision of the children to take a short cut home from school during a snow storm.

We ended the day by writing letters of apology to Mrs. Rose, the media specialist. The students, as a whole, made a lot of bad choices in media today. :-(

Thursday

2012-01-19T11:49:00.004-05:00

This morning I was at a regularly scheduled meeting, in the building, to discuss the progress of all third graders. We have this type of meeting three times each year (in each grade level)to ensure that all students meet their fullest potential.

While I was at the meeting, Mrs. Benson worked with the children. The students had three tasks. First, they were to complete their state brochures. Second, they were to finish their thank you notes to the PTA. Finally, they were supposed to reread chapter 3 in their reading group book and then choose any book to read silently.

When most were finished, Mrs. Benson began reading an informational piece about Christopher Columbus with them. We will continue working on this tomorrow.

I returned to class in time for math.

In math we reviewed solving multiple choice math problems and practiced using the calculators to solve division problems WITHOUT using the division or addition keys. There is a worksheet for homework and there will not be a quiz tomorrow.

Following art, lunch and outdoor recess, the students were given a new issue of National Geographic. In order to allow me to work with the students who need to complete their research brochures, the rest of the class worked in groups of 2 or 3 to read the first article, "Living with Lions" and identify examples of cause and effect from the text. We reviewed this, as a whole group, before moving on to science.

Well, the plan was to move on to science but reading ran late and we used the rest of the time to complete our yesterday's class meeting.

As I did not get to my reading groups, I have not checked last night's homework. Please help your child remember to keep the sticky note on their reading group book. We will meet in groups tomorrow! :-)

Mid Week...Wednesday

2012-01-18T10:54:00.005-05:00

My reading class has been working hard on their state brochure projects. Students are at different phases in their work but all have the end date (due date) of this Friday, January 20. This morning I spent time conferencing with students and providing feedback on their written work. The children spent their time adding details to their organizers, writing rough drafts, using feedback to improve their writing and then adding it to their brochure, and adding the state flag and other state symbols to their brochures. Does this sound busy? It was!

In math we reviewed last night's homework as a whole group and practiced solving multiple choice math problems. The students need to complete the back page of our class work for homework.

Following math we went to the computer lab where the children practiced their keyboarding skills using Type to Learn 3. I spent time meeting with individual students to help revise and edit their writing.

Following lunch and indoor recess the students continued working on their brochures and writing thank you notes to the PTA for yesterday's excellent cultural arts assembly. I met with reading groups.

Reading Groups:
Crabs: We discussed the problem in chapter 2 and reviewed the lists of unknown words. Tonight, for homework, the students need to read chapter 3 and explain (on a sticky note) why Anna was embarrassed on page 20.

Lions: We discussed chapter 2 and reviewed the list of unknown words. Tonight the students need to read chapter 3 and, on a sticky note, answer the questions, Why is this (The Short Cut) a good title for this chapter?

Bears: We discussed chapter 2 and identified the most important even in that chapter. We also reviewed the list of unknown words from homework. Tonight the students need to read chapter 3 and identify what Sarah brings each person, on a sticky note.

We ended the day by discussing harassment. Students are not respecting their peers wishes to be left alone. I am just now becoming aware of this situation and this afternoon I addressed it, briefly, with the students.

Terrific Tuesday

2012-01-17T11:39:00.004-05:00

This marks the final week in the first semester or the second marking period, however you choose to look at it! :-) Therefore we are busy wrapping things up and getting ready for the second half of the school year.

In reading, this morning, I modeled (again) how to take the information from the graphic organizer and use it to construct a well organized paragraph. Then the students worked on the rough drafts for their natural resources and interesting facts paragraphs. The iPads were available for students who need additional information. Students who had not completed any stage of their physical geography and climate paragraphs were expected to try to catch up, as well.

I worked individually with students to conference on their writing and provide additional support for their research brochure.

In math we took the quiz that we did not have time for on Friday. These will be scored and returned to students today. When the students had completed the quiz we had a few minutes left over. So I used this time to briefly introduce the use of parenthesis in equations, for example, 10-(2x3)=4. I created a worksheet for homework practicing this skill.

Following PE, lunch and recess the student in each reading group wrote their homework assignments in their planner. ALL THREE reading groups are expected to read chapter 2 in their respective books, list unknown words on a sticky note and get a parent signature in their planner. Unfortunately, we did not meet in groups today due to an assembly.

**There will NOT be a reading log assignment or a spelling packet this week due to the shortened week and semester break. Look for nightly homework assignments on the blog and in your child's planner.**

Our day ended with a PTA sponsored assembly called Math Magic. It was awesome!!! If you want more information about it go to AugustineMagic.com.

TGIF

2012-01-13T09:48:00.004-05:00

I'm thinking there are some students that are glad it is Friday and happy that we have a three day weekend because this morning the hammer is being lowered. Students who did not complete their homework correctly ARE being help in during recess to redo or complete it. AS much as I hate keeping children in for recess (I truly believe students NEED to be outside, running around, having fun)I have tried many different things to get the students to put effort into their work and do it correctly. Nothing has helped. Therefore I am forced to go the recess route. UGH!

Moving forward...
This morning we reviewed this week's spelling packet and took our spelling test. These are scored and will be coming home this afternoon. Then I we reviewed student samples of responses to the Butterfly of Thailand BCR. These were responses written by students in our class but retyped by me to keep them anonymous. The students decided what score they would give the response and then identified what was done well and need to be changes to improve the response.

In math we began with a warm up and I had planned to give a quiz BUT during the warm up I noticed that many students struggled with their homework. Therefore, I took time to review the homework from last night and that led to more questions about rounding and estimation. Since I encourage students to ask questions, I felt compelled to answer these. So, we ran out of time and never got to he quiz.

Following a visit to the media center. The students enjoyed lunch and indoor recess.

After recess I met with many students to work one-on-one revising and editing their physical geography and climate paragraphs. While I did this, the rest of the class completed unfinished work from the week and wrote their final drafts of their physical geography and climate paragraphs in their state brochures.

Our day ended with housekeeping types of things...paper passing, getting our books from the media center, organizing desks, locating missing work, etc.

Have a wonderful three day weekend!

Winter Concert Thursday

2012-01-12T11:13:00.006-05:00

This morning in reading we practiced monitoring for meaning as we read an article about sound in our National Geographic. While I met with reading groups the students worked continued reading the article we started as a whole group and practiced stopping and thinking about what they read before proceeding further with their reading. If they didn't remember what they had read, or didn't understand it, they were to reread the section and use the text features to help them. After that, they worked on individual reading group activities. Then we they completed any unfinished work from earlier in the week. Finally, if time allowed, they worked on their reading log, which is due tomorrow!

Bears: We met and had a discussion utilizing the inquiry discussion question they answered yesterday independently. Our conversation centered around whether or not it was okay for Papa to advertise for a wife in the newspaper.

In math we reviewed rounding and multiplying two digit numbers. These skills were supposed to be used to complete an estimation word problem worksheet that the students worked on independently while I met with a small group. Unfortunately, many students did not follow the directions on the worksheet. So, I modeled problem number one on each of the worksheets and these students are expected to redo the rest of the worksheet for homework tonight. There is an additional worksheet for ALL students tonight. We will have a quiz tomorrow.

Following art, lunch and recess the students returned to class to work independently while I conferenced with students on their physical geography and climate paragraphs. Then we attended the DES Winter Choral and Band concert.

Remember, spelling packets and reading logs are due tomorrow! Students who do not turn these in WILL miss recess. I HATE doing this but I have tried many methods to get students to take responsibility for completing their work. None of these have seemed to make a positive impact. Therefore, I feel forced use losing recess as a consequence. Hopefully, I will not have to do so because EVERYONE will turn in completed work!!!!

Hump Day - Half Way There!!

2012-01-11T11:11:00.008-05:00

This morning in reading the students got back their BCRs from The Butterfly of Thailand with feedback, written on it, from me. Then we discussed how to read the feedback and what to do with it. After pointing out common good things I saw in their writing (organization, the use of transition words, using specific details) and challenges that many shared (missing either a topic or concluding sentence, using the same transition word, using pronouns without first using the specific noun, the students were sent back to rewrite their BCR using the feedback given by me to improve their response.

While I met with reading groups the students worked on individual reading group assignments, rewrote their Butterfly of Thailand BCR, completed the paragraphs about the physical geography and climate of their states and worked on their reading logs.

Crabs: We met and read the inside cover of the book Anna, Grandpa and the Big Storm and discussed why this book is classified as historical fiction. Then we read and discussed chapter 1 out loud. Tonight, for homework, the students must reread chapter 1, working on fluency. This CAN count as one of their four reading log entries for this week as long as they mark it in their log.

In math we reviewed rounding and estimation. Then we began using rounding to estimate the product of word problems. This took longer than expected. So, we were unable to get to the independent practice. Therefore homework is a division worksheet (two sided) that is NOT estimation.

After math we went to the computer lab where the students practiced their keyboarding skills using Type to Learn and I conferenced with individual students on their writing (physical geography and climate paragraphs).

Following lunch and indoor recess, I shared a student paper to demonstrate to the class how to add voice to their paragraphs and make them less boring. Then the students continued working independently while I met with reading groups.

Lions: This morning they were supposed to make two vocabulary entries in their RRJs. At group time, I discovered that m,any students had not done this correctly, even though there are examples in their RRJs and we've done this several times before. SO, I scrapped my original plan and reviewed the process for competing a vocabulary entry. The students took notes in their RRJ and copied a model we did together. This took an enormous amount of time.

Bears: This group completed a written inquiry discussion question about chapter 1, independently. I was hoping to meet with them to discuss their answers today, but we ran out of time. We will discuss these answers tomorrow!

We ended the day with a much needed class meeting. We reviewed, again, the expectation for following first time directions RIGHT AWAY and taking responsibility for their actions. This is a great group of children and I sincerely enjoy working with them...but...their focusing challenges and reluctance to put effort into their work eat up time that could be better spent. I will not give up on them because I KNOW they can do it!!

Terrific Tuesday

2012-01-10T10:12:00.008-05:00

This morning we continued reading Butterfly of Thailand to work on test taking strategies. We reviewed the idea of monitoring for meaning and highlighting information in the text. Then I introduced the skill of eliminating wrong answers. I talked to the class about getting rid of answers they KNOW are wrong and also being careful to find and eliminate the most often chosen wrong answer (for example, given the problem 5 + 3 = ___; the answer 53 could be eliminated because they know that is wrong, and 2 could be eliminated as the most often chosen wrong answer because you are subtracting rather than adding).

After that, we practiced reading a BCR and understanding WHAT the question is asking and locating support in the text to answer the question. Students will answer the BCR independently later today.

In math we began distinguishing between multiplication and division word problems. We made a t-chart on the board noting the differences between the two situations. For example, with multiplication we are looking for the total and with division we know the total and are looking for how many groups or how many are in each group.

While the students worked independently, I pulled the same small group from yesterday to practice identifying the factors of a given number.

There is a word problem worksheet for homework.

Following PE, lunch and recess I spoke to the class about changes in reading groups. My basic overall message is that all three reading groups are within one level of each other...they are all on grade level with one group being slightly above. This is GREAT news.

After that, I modeled using the graphic organizer to write a paragraph about the physical geography of the state we researched.

While I met with reading groups, the students complete the Butterfly in Thailand BCR, worked on the physical geography and the climate paragraphs for their state research brochure, and, if time allowed, worked on their reading logs.

Reading Groups:
Bears: We began reading and discussing chapter 1 of Sarah, Plain and Tall. For homework the students needs to reread chapter 1...this CAN count as their reading log assignment as long as they mark it down in their log.

Lions: We began reading and discussing chapter 1 in Stay Away from Simon. We didn't get far into the book. :-( Tonight they need to read chapter 1. They CAN use this as their reading log assignment as long as they mark it in their log.

Crabs: Unfortunately, I did not get to this group. I definitely will tomorrow!!

We ended the day with the students finishing the experiment where they observed the sound and vibrations produced by a ruler at different lengths.

A Special Monday Morning

2012-01-09T11:59:00.007-05:00

This morning was quite special as we welcomed a new friend to our classroom!

We began the reading block by reviewing the expectations for the spelling packet and reading logs. Additionally, we added these assignments to our homework planner. Both the spelling packet and the reading log is due this Friday!

Then we began our unit on test taking strategies. I explained to the students that some adults feel that teaching to tests is not a good thing. While I see their point, I think learning test taking strategies is important because they will take tests for the rest of their lives. I gave examples including teachers needing to take tests in order to receive continuing education credits to keep their teaching licences and mechanics needing to take tests to keep their ASE accreditation.

The strategy we focused on today was monitoring our reading for meaning. We discussed needing to recognize when we are not understanding what we read and then doing something about it. Usually, students will need to go back and reread but sometimes they might need to pay closer attention to punctuation (which effects phrasing), text features and defining unknown words. Then we read and discussed an informational piece called Butterfly of Thailand.

This afternoon, while I meet with reading groups, the students will review their state graphic organizer and put finishing touches on it. They will also complete multiple choice questions that go with Butterfly of Thailand by highlighting the answer in the test BEFORE selecting an answer from the list. After that, the students will complete a WOW worksheet for attire (clothing). Finally, if time permits, they will work on their reading logs.

In math, we practiced solving division word problems by writing a number sentence and drawing a picture to solve it. While the students practiced independently, I pulled a small group to teach finding multiples and factors of numbers, a fourth grade concept. There is a worksheet (division word problems) for homework.

Following music, lunch and outdoor recess the students worked independently while I met with my new reading groups.

A note about READING GROUPS...the students took the MAP-R on Friday. Based on the data I received from this computerized reading assessment, I have made some changes in reading group. Please ask your child in their group has changed. I MAY make a few more changes over the course of this week.

I do have scores for each child and will gladly send you the results, for you child. PLEASE email me (dana_c_holman@mcpsmd.org) if you would like your child's results or have any questions or concerns. I look forward to hearing from you!

Reading Groups:
I met with all 3 reading groups BRIEFLY to preview their newest book. We discussed the book's genre and I gave a short summary of each.

Crabs: Anna, Grandpa and the Big Storm
Lions: Stay Away From Simon
Bears: Sarah, Plain and Tall

We ended the day by describing the sound and vibrations produced by rulers at given lengths of 3, 6 and 9 inches.

Research Thursday

2012-01-05T10:31:00.002-05:00

This morning the students worked in small groups to read and extract appropriate information about the physical geography, the climate and the natural resources of the state they are researching. I floated from group to group providing guidance as needed.

In math, during our warm up, it became apparent that many students were struggling with finding the quotient for division problems. Therefore, we spent time practicing specific strategies (repeated subtraction and skip counting)on white boards. Then the students returned to their seats to use one of these strategies to complete a worksheet. This worksheet is to be finished tonight for homework.

Following art, lunch and outdoor recess, the students continues working in their small groups to complete their graphic organizers for their state.

After recess the students continued working in small groups, with my guidance, to add information to their graphic organizers. Towards the end of class, we gathered on the carpet and the students began sharing the information they had on their graphic organizer. As they did this, I asked probing questions to ensure their comprehension. When they were lacking clarity, they returned to the books to obtain more or better information. It was a great learning process for all.

We ended the day by finishing a science experiment we began in December! Today the students produced sound using different sized nails to check the predictions we made before break. We discovered the smaller nails created a higher pitch. We decided this was the case because a smaller nail could vibrate more per second than one that is larger.

I will be out of the building tomorrow. Therefore, there will not be a blog post.

Here's a quick overview of tomorrow:
The students will take the MAP-R. This is the computerized reading assessment that they take three times a year. They already took it in the fall. This will help guide my instruction and ensure they are all making growth.

After that, my math class will take a quiz. This will not be graded and sent home until Monday. Sorry!

Then the students will go to the media center, lunch and recess. When they return, Mrs. Howard will do a lesson about friendship with the class.

They will end the day by exploring how to make sound with rulers and predicting the sound they will hear and the vibrations they will see when the ruler extends different lengths over the edge of a desk.

Wonderful Wednesday

2012-01-04T12:20:00.005-05:00

This morning, while I attended a meeting in the building, Mrs. McAlister taught a lesson reviewing the use of apostrophes in possessive nouns. Then the students did a follow up practice activity independently.

In math, we identified and practiced 5 different strategies that can be used to solve division problems. While the students worked independently on a follow up worksheet I met with a small group to practice identifying multiples and factors of numbers. There is a worksheet for homework.

Before heading to lunch and recess, we visited the computer lab and used Type to Learn 3 to improve our keyboarding skills.

This afternoon we focused on our research project. First, we reviewed the definitions of the categories on the graphic organizer. Then the students completed a word sort activity, in small groups, to ensure their understanding of the graphic organizer. Finally, I modeled using the index and skimming and scanning text to gather information and add it to the physical geography section of the graphic organizer. Students will begin gathering and recording their information tomorrow.

We are ending the day with a class meeting focusing on following directions and doing your best.

Happy New Year!!

2012-01-03T11:51:00.003-05:00

While I had a great Winter Break, I was so excited to get back to work to see the children!!

Over the next three weeks, the students in my reading class will be working on a research project incorporating reading and writing lessons with our social studies unit. This will be done, for the most part, in school.

Students will select a state to research. They will then work in small groups, that will meet with me regularly, to read about the state, extract appropriate information and then write about the state and present the information to their classmates.

This morning the students listened to the book I Wonder Why Zippers Have Teeth and began identifying things they wonder about regarding different states in our country. Then the students were shown the graphic organizer they will have to complete as they read about their selected state. We began discussing the graphic organizer by defining the idea of geographic characteristics.

In math we explored division by taking the whole and making "groups of". For example, take 24 divided by 6, the students needed to count out 24 beans and make groups of 6 until they ran out of beans. Then they counted the number of groups they could make to find the answer. There is a worksheet for homework.

Following PE, lunch and indoor recess we continued reviewing the graphic organizer for the state research project by defining the ideas of climate and natural resources. Then the students chose the state which they will research.

After that, I began teaching the usage of apostrophes. I identified the two situations in which they are used (contractions and possession) and then gave examples of each. This concept will be explored further, in class and in the spelling packet, over the next two weeks.

With that said, the new spelling packet was handed out today. It is due next Friday, January 13. There will not be a reading log assignment this week.

At the end of the day we went to a presentation regarding our school science fair. The students will be bringing home packets today that explain the process, expectations and rules. Please look for it!

We also selected our star student for the trait of responsibility.

It's HERE!

2011-12-23T10:58:00.002-05:00

Our last day before Winter Break is finally here! The children, as you can imagine, are quite excited!!

We began our day with a holiday concert performed by the Damascus High School Marching Band. As always, it was EXCELLENT!

When we returned to reading we only had time to review our spelling packets...no quiz!

In math we had our regular warm up and then the students worked on holiday basic fact worksheets. I did pull one small group to teach how to identify all of the factors of a number. They were very focused but when asked whether they wanted more practice, they all voted to return to the fun worksheets...go figure!

Following a visit to the media center, lunch and recess we will share our holiday traditions, pictures and books. I am so excited for this!

I want to wish each and everyone of you and your families a very happy holiday season. While I am looking forward to the break, I KNOW I will miss your children and think about them!

Thursday

2011-12-22T10:45:00.004-05:00

This morning in reading we reviewed the directions for the Lift-a-Flap pictures and identified tricky parts and what we could do to improve the directions. Students wrote about this in their RRJ after discussing in small groups and with the entire class.

After that the students chose a new set of directions in the Pop Ups book and followed the directions, without help or modeling from me, to create the project.

In math we wrote word problems for multiplication expressions. I emphasized that the students needed to give information (using the factors and making sure they were equal groups) and ask a question. We began a worksheet in class and students are to finish the backside for homework. However, students were given the chance to begin the homework in class. Some did so and therefore, those children did not write homework in their planner.

Following art, lunch and recess the students continued working on their BCRs and their pop ups. Then we shared their pop ups to celebrate their reading to perform a task and their creativity.

We ended the day by predicting the pitch that different sized nails will make and explaining our thinking behind our predictions. We will test these tomorrow.

Spelling packets are due tomorrow and our traditions assignment is due, too!

Hump Day

2011-12-21T10:39:00.005-05:00

This morning we continued reading procedural text. The students got into small groups and read through many different kinds of "pop-ups". Then, as a group, we voted on one we would make today. Lift the flap was the winner!

After following the directions to make a lift the flap picture scene, the students had a chance to share. It was so much fun to see their creativity!

In math we worked on multiplication word problems. Our focus today was the wording specific to multiplication situations. Key words we focused on included, in all, altogether, total and each. The students worked on a practice worksheet where they were expected to draw a picture and write a multiplication sentence for each problem. They have a similar worksheet for homework with the same expectations.

After math, we visited the computer lab where we began a Sound Web quest (scavenger hunt on the Internet to locate specific information).

Then we enjoyed lunch and indoor recess.

After lunch we split into small groups and using the chart stating the qualities of good writing, the students listed the strengths and weaknesses, as well as a score, for a sample piece of writing. Then the students had time to complete unfinished work.

We ended the day with a wonderful class meeting. Some children were brave enough to speak up about issues and challneges that are bothering them.

Tuesday

2011-12-20T10:18:00.007-05:00

This morning we continued our study of reading to perform a task (reading procedural text). Today's lesson focused on the importance of illustrations. Students used the step by step directions and illustrations to create pop up pictures of peppy pigs.

Additionally, this morning, my high school intern (under my guidance) began working with a small group focusing on phonics and short vowel sounds, in particular. The students worked with letter tiles to build words.

In math we solved comparison multiplication problems. Then the students worked on their basic multiplication facts through a variety of math games including flashcards with me and using the iPads. There is a comparison multiplication worksheet for homework.

Following PE, lunch and outdoor recess we were able to review the characteristics of good writing and use them to score a sample piece of student writing. As we did this, we noted changes that needed to be made in the piece to make it better. Then the students continued working on pop ups and unfinished work while I attempted to meet with reading groups. Unfortunately, I only got to one! :-O

Lions: We read and discussed the meaning of the fable The Tailless Fox.

We ended the day by reading about how sound travels. We learned that sound travels in waves and can travel through most materials. In order to do so, the sound waves must create vibrations in the material. We also learned that sound travels 1,080 feet per second!

The Week Before...

2011-12-19T10:25:00.003-05:00

I'm sure I don't need to tell you but these children are excited!!! Keeping this in mind, our focus this week in reading will be reading procedural text. Today we identified the characteristics of procedural text (directions). Then the students followed a set of written instruction to create Papel Picado, Mexican Cut Art.

There will NOT be a reading log assignment this week BUT spelling packets are due FRIDAY!!

Additionally, I will be assigning a "fun" cultural type of activity to EVERY student that will be due Friday. This project is to be done by the students...please do not let this burden you...it is meant to be quite simple.

Here's the idea...I want to spend Friday afternoon sharing holiday traditions, books, etc. that are special to each child. This can be done in many different ways...it can be as simple as bringing in your favorite holiday book to share with the class, or bringing in pictures that show a family tradition, or the child can write a few sentences describing a family tradition. This does not need to be an extravagant tradition...it may be as simple as baking cookies and watching the same holiday video each year or taking a picture each year in the same place...whatever it is your family does.

I want this to be a FUN way to spend the afternoon and learn about family cultures.

In math we practiced writing multiplications sentences using number lines. There is a array multiplication worksheet for homework. I pulled a few students to practice drawing pictures to find the product to number sentences. We also reviewed number lines and multiplication. Finally, the group practiced their basic facts with me using flashcards.

Following music, lunch and outdoor recess we tried to compare two pieces of writing using a chart stating the qualities of good writing. Unfortunately, the circuit breaker tripped several times and we eventually decided to table the lesson until tomorrow. I was disappointed, the kids, I think, were not.

While I met with reading groups, the students continued completing unfinished work and reading to perform a task to make Papel Picados. Miss Claudia worked with a few students to help them locate nouns and adjectives in sentences.

Reading Groups:
Bears: We read The Tortoise and the Hare and discussed the moral.
Crabs: We began reading A Pig in the Candy Store after we reviewed how to break down larger unknown words be recognizing the parts we do know.

We ended the day by attempting to investigate how sound travels. Unfortunately, we did not meet with much success. Therefore, we will try the experiment again tomorrow! :-)

TGIF

2011-12-16T11:13:00.004-05:00

This morning in reading we read the story Adelita, a Mexican version of Cinderella written by Tomie Depaola. After reading the story we discussed the elements and the theme and added it to our Cinderella comparison chart. Then the students had a chance to finish any unfinished work from the week.

In math we had our first quiz for unit 3. This quiz will be scored and returned to students today. Look for it in the math section of your child's binder.

Following a visit tot he media center, lunch and outdoor recess, we discussed the use of feedback in writing a final draft. Then the students continued to complete unfinished assignments while I met with reading groups.

Lions: We finished identifying the meaning of unknown words in the fable The Dancing Monkeys. Then we discussed the fable and the moral.

Bears: We read The Wolf and the Kid and discussed the moral.

Crabs: We read The Baboon's Umbrella and practiced breaking down large words (ex. predicament) and the moral.

We ended the day with a fire drill and by discussing ideas for a SMALL holiday project for next week...details to come on Monday!

Thursday

2011-12-15T10:44:00.010-05:00

This morning we began our comparison of different versions of the tale Cinderella. We have already read and discussed the original Cinderella and Cap O'Rushes. Today we read a native American version called The Rough Skinned Girl. We also began filling out a chart which we will use to compare and contrast the different versions.

Funny story for today....I asked if anyone knew where Lake Ontario was located and one person, a girl, raised her hand and said Canada. I was impressed and asked how she knew. I expected her to say that she had been there on vacation or something along those lines...but...no...her answer, "Justin Bieber is from there." LOL!!!

Since we had some great discussions as we read the story and filled out the chart, the students had 5 minutes of independent work time and I did not pull any reading groups. We will get to both of those items this afternoon.

Today, in math, we will focus on the 8s and 9s multiplication basic facts. The students will make flashcards in class and then have a follow up worksheet for homework. PLEASE make sure your child is practicing their flashcards DAILY, only for 3-5 minutes, until they memorize them!!!

Following art, the students will enjoyed lunch and recess.

After lunch the students worked independently while I met with 2 of the reading groups.

Bears: We discussed the fact that most words have more than one meaning and that when using the thesaurus or the dictionary it is important to use the correct meaning. Then we read and discussed the fable The Cat and the Birds.

Lions: We began to read and define vocabulary in the fable The Dancing Monkeys. We will continue with this fable tomorrow.

We ended the day by exploring sound using pitch forks. Some important concepts learned today include:
Sound is created by vibrations
Pitch is how high or low a sound is
Volume is how loud or soft
Frequency is the number of vibrations per second (this was mentioned but not stressed yet today!)

Reading Logs are due tomorrow. We will have a math quiz tomorrow, too.

Hump Day

2011-12-14T10:39:00.005-05:00

This morning in reading we discussed the story The Master Cat focusing on the question, "Why doesn't the cat share his plan with his master?" After that, the students returned to their seats to complete The Master Cat Packet while I began to meet with reading groups.

Bears: We began our study of fables by reading The Town Mouse and the Country Mouse and discussing the moral. Then the students created an entry in the vocabulary section of their RRJ using the word party as it appeared in the story on page 1.

In math we began our effort to memorize the basic multiplication facts by creating flashcards for the 6s and 7s. The students checked their answers using a calculator. These cards will be brought home tonight and should be practiced daily until they are MEMORIZED. There is a worksheet, for homework, practicing these facts.

After math we went to the computer lab and used Microsoft Publisher to create holiday cards.

Following lunch and outdoor recess, I reviewed my expectations for using feedback, from me, on their rough drafts to write an improved final draft. The students then began working on their final drafts while I met with the remaining reading groups.

Lions: We read the fable The Fox and the Dogs and discussed the meaning of the moral and how it applied to the story.

Crabs: We retold the beginning of The Ducks and the fox, the fable we started yesterday. Then we finished reading the fable and discussed the moral.

We ended the day with a class meeting. Prior to beginning the meeting, the students were given an index card. On one side they wrote why they think I was frustrated in the computer lab today. On the other side they wrote one thing they think the class needs to do better.

I used this as a springboard for a great discussion!

Funny side note...one student asked during our class meeting, "Is this your job? I thought this was just a side thing!" Truly. This happened. I can't make it up!!!

Terrific Tuesday

2011-12-13T10:40:00.006-05:00

In reading this morning we shared the questions that the students listed in their RRJ. Then we did a second reading of the story using directed notes. During this reading the students marked portions of the story which they found to be funny with an F and parts they thought were surprising with an S. We began this task together, as a whole group. The students finished it independently, though.

While I began meeting with reading groups the students completed their directed notes reading and worked on identifying adjectives that answer the question, how many.

Crabs: We began reading a new fable stopping at various points to retell what had occurred so far. Then the students worked in groups of 2 and 3 to reread what we read in group, practicing their fluency.

In math we reviewed addition and subtraction fact families so that we could relate that knowledge to multiplication and division fact families. Students were reminded that when given 3 numbers in a fact family, the largest is always the whole. The other two are the parts. For multiplication the rule is part x part = whole and whole divided by one part = the other part. The students did an independent practice worksheet and then got to work on the iPads or a new multiplication game when they were finished. There is a fact family worksheet for homework.

Following PE, lunch and recess the student's continued working on their assignments and I met with the final two groups.

Bears: We met in groups to attempt to reread Hare and Lion and discuss how the author incorporated the characteristics of a trickster tale into the story. The group was distracted, so we ended the group by discussing what was stressing the kids out...kind of funny to type that but it is the truth! It actually was good to hear how they felt about their workload. I eventually sent them back to their seats to catch up.

Lions: The students read the fable The Ant and the Grasshopper independently. Then we discussed the main characters and their differences. After that, we discussed the moral of the fable.

We ended the day by unpacking our science kit and discussing its contents. WE also learned that sound is created by vibrations.

Brrrr....It's a cold Monday!

2011-12-12T10:48:00.006-05:00

FYI...it is ALWAYS colder on Monday, in our classroom, then the rest of the week. Please dress your child appropriately!!

In reading today we began a new Junior Great Books story called Master Cat. We are doing this as our whole group instruction. We began by reading and discussing a poem called "The Cat of Cats". Then I did the first reading of the story while the children followed along. As part of their independent work today, they will be listing questions they are wondering about, pertaining to the story, in their RRJ.

After that, we learned that adjectives are words that describe a noun and usually describe what kind. The students will complete a practice activity where they identify the adjective and the noun it describes.

We ended the block by marking our planner, for the week, with reading log and spelling homework. Spelling packets will be given out today and are due NEXT Friday, December 23. Reading logs are due THIS Friday.

In math, the students received 4 different papers with multiplications tools and strategies to use. These papers will be stored in the math section of their binder. After that, we reviewed arrays and the students completed a practice worksheet independently. Mrs. Benson and I walked around to help those who needed it.

The students need to be able to construct an array. It is on the assessment. However, I did notice today that this strategy is not the best for some of our sloppier friends. SO...I will make sure that all students now how to construct and use arrays but unless they are explicitly told to construct an array to solve a problem, some should choose a different method to help them find the product.

There is a worksheet for homework that goes with one of the papers that is stored in the math section of the binder.

Following music, lunch and outdoor recess I met with all three reading groups while the students worked independently on their assignments.

Bears: We read and discussed the lesson in the trickster tale called Hare and Lion.

Crabs: We discussed fables as a genre and read one discussing the stated lesson at the end of it.

Lions: We discussed fables as a genre. I read a fable, out loud, to the group and we identified the lesson.

We will end the day by beginning our second science unit, exploring sound. The students will list what they know about sound and what they want to learn about sound on a chart in their science packets. If there is enough time, we will also unpack our science kit.

TGIF!!

2011-12-09T11:12:00.003-05:00

This morning in reading we took our spelling test (PLEASE look for these in your child's home folder...NOT good), reviewed the spelling packet and then the students had a chance to catch up on unfinished assignments...there were LOTS of them!

In math I assessed the number of addition facts each child could complete correctly in a minute. We will be working to improve this. We also learned several tricks to find the products of the 9's basic facts. Finally, we began using arrays to write and solve multiplication sentences.

Due to the book fair being located in the media center, the students met with Mrs. Rose in the computer lab during their scheduled time.

Following lunch and recess the students continued working on unfinished tasks while I provided feedback to individuals students.

We ended the day with students identifying one human characteristic that Damascus does not have, drawing a picture of it, and explaining why it would benefit the community.

We will begin our second science unit on Monday!

Sunny Thursday

2011-12-08T10:36:00.008-05:00

This morning in reading we tackled the idea of theme in books. I described it as the author's message. The theme is not written in stories yet it is the central idea that drives the characters, setting, problem and solution. We reread The Girl Who Wore Too Much and discussed the theme of excess or less is more.

While I met with reading groups the students worked on their information rough drafts, individual reading group activities, a theme worksheet and other unfinished work, including their reading logs.

Crabs: We met and discussed somebody/wanted/but/so/then as it pertains to their reading group book. I also reviewed the idea of gist and said that when we identify the somebody/wanted/but/so/then we are stating the gist. Then the students returned to their seats to either write a summary or complete a SWBST chart in their RRJ for a score. I gave the students a choice of either activity because both will hit on the same end result.

After enjoying art, lunch and outdoor recess, the students returned to class and worked in groups of four to revise and edit their writing pieces. They were especially excited to do this because I allowed them to use pen to mark their improvements on their rough drafts.

After that, the students continued working independently while I met with reading groups.

Bears: We reread Anansi and Sky King and then used transition words to orally sequence the story.

Lions: We were unable to meet but they completed a SWBST chart in their RRJ based on their reading and yesterday's discussion in group.

We ended the day by reviewing geographic characteristics and the difference between physical and human characteristics. Then we identified, orally, a human characteristic that Damascus does not have that would benefit the community.

Rainy Wednesday

2011-12-07T10:26:00.005-05:00

This morning we read the folktale called The Girl Who Wore Too Much and practiced sequencing it orally. While I met with reading groups, the students worked independently on individual reading group assignments, a WOW worksheet for our new word utter (to speak or say), a sequencing activity and their reading log.

Crabs: We practiced sequencing by having a student tell the first event from our book and the next person telling the next event (using a transition word), etc. etc. Then we completed the story and discussed the ending.

In math we took the Unit 2 assessment. Scores will come home later this week or early next week. I was a bit disappointed that some students rushed through this test and didn't used the strategies that we have learned and practiced.

Before enjoying lunch and indoor recess we went to the computer lab. In the computer lab the students used the software package Kidspiration to create a diagram demonstrating their knowledge of geographic characteristics. The children's knowledge was based upon our last two social studies lesson and a chart that they had in front of them.

After lunch and recess my reading class sat in a circle and shared their topic sentences and the details they plan to use for their next writing piece. I gave feedback to all.

While the students worked on writing their rough drafts using their planning pieces in their writing notebooks and my feedback, I met with reading groups.

Lions: We practiced identifying the gist or main idea of the book using somebody/wanted/but/so/then, orally. Tomorrow they will write bout it in their RRJ.

Bears: The students read the Anansi story, independently, this morning, marking the parts in the story that were characteristics of a trickster tale. In group, this afternoon, we reread the story and reviewed these characteristics.

We ended the day with a class meeting where we discussed the importnace of listening and following directions. Sound familiar? I LOVE this class...they are great children with awesome personalities...and they are quite bright. Unfortunately, they struggle, daily, to remain focused and follow directions and this impacts their work. SO, once again, we discussed this issue.

Tuesday - A Trip to the Book Fair

2011-12-06T10:55:00.007-05:00

This morning in reading we read Cinderella and focused on sequencing main events to summarize what we read. Before doing that, though, I reviewed the expectations of our reading logs, answered any questions and modeled writing a letter since that is part of the assignment, to write a letter to me. During this time, we squeezed in a visit to the book fair, too. Look for your child's wish list in their home folder this evening.

In math the students spent the first have of class working, independently, on a review packet for the unit 2 assessment. Then, as a class, we went over each problem in the packet. The students were expected to correct any mistakes and ask any questions they had. They will bring home a completed and corrected review packet tonight. Children should use this to prepare for the unit assessment which we will take tomorrow in class.

Following PE, lunch and indoor recess the students participated in a counseling lesson, with Mrs. Howard, focusing on friendship.

We ended the day by learning about geographic characteristics and how they define a region. Geographic characteristics can be separated into two categories; physical (natural) and human (improvements made by humans to the land). We then shared the pictures that the students drew yesterday and identified geographic characteristics in their pictures and then decided whether they were physical or human.

Monday

2011-12-05T10:27:00.003-05:00

This morning in reading the students reread Caporushes independently, marking places with an "s" where they felt the main character was keeping a secret or hiding something. While the students worked on this, I met with each student to review their new writing topic and print additional information off of Wikipedia, if needed. After that, we discussed the story of Caporushes using the places they marked as discussion points. Next, I modeled using information from the Internet to write an informational paragraph where my details supported by topic or main idea sentence.

This afternoon the students will work independently while I meet with all three reading groups.

***SPECIAL NOTE...I just completed this entry and tried to post and lost everything...so the rest of this will be quick...SORRY!***

In math we used conversions to compare feet and inches. While the students worked on a practice worksheet I met with two small groups. One group worked on drawing three different rectangles with the same perimeters. The other worked on identifying the area and perimeter of figures. There is a worksheet for homework.

Following music, lunch and outdoor recess, the students worked on the following activities while I met with reading groups; listing 3-5 details in their writing notebooks that support their main idea/topic sentence, completing a past and present tense verb worksheet and practicing their word wall words in cursive. If there was time they were allowed to work on their reading logs, too. If not, they are to do that at home.

Remember reading logs and spelling packets are due Friday!!

Reading Groups
Bears: We read about and identified the characteristics of trickster tales.
Crabs: We continued reading The Old Lady who Lives in a Vinegar Bottle and worked on phrasing by pausing at punctuation marks.
Lions: We used the title of chapter 4 to predict what the chapter would be about and then read to check our predictions. We also worked on phrasing by pausing at punctuation marks.

We ended the day by listing the things that make Damascus special. Then each student drew a picture of their community, either from the school or their home. If the picture was not completed in class it must be done tonight, at home. WE will use these pictures for our social studies lesson tomorrow.

We will visit the book fair tomorrow morning!

TGIF

2011-12-02T11:52:00.004-05:00

This morning in reading we reread part of Caporushes and identified and discussed examples of inference in the folk tale. Then the students had a chance to catch up on unfinished work for the week while I met with reading groups.

Bears: We met and discussed how locating information with post it notes and our discussions in reading group should be used when responding to BCRs in their RRJs. Then I shared one of their classmates responses so that the students could hear an example of how their BCR from Wednesday should have been answered. We will begin a new book on Monday.

In math we took our final quiz for unit 2. The quizzes and have scored and returned. Look for them in your child's math section in their binder.

Following a visit to the media center, eating lunch and enjoying outdoor recess, the students shared their new writing topic and their main idea or topic sentence. I gave feedback to each to help the class understand what makes a good topic sentence and how to improve those that needed it.

I continued to meet with reading groups while the students continued their independent work.

Lions: We read chapter 3 in their book and then discussed the idea of "gist". Finally, we revisited SWBST (somebeody/wanted/but.so/then) to identify the gist of the chapter.

Crabs: We reread the first 10 pages of the book and retold what happened. Then we read two more pages and discussed character traits for the Old Woman and evidence from the book that supported the traits.

We ended the day by saying goodbye to a friend who is moving and passing out the library books. Reading class ran over so we didn't have time for our social studies lesson. :-(

Junior Great Books Thursday

2011-12-01T09:41:00.005-05:00

This morning in reading we began working with the English folktale Caporushes, which is part of the Junior Great Books program. This program is designed to introduce students to "rich" literature that invites great discussion. Today we read the story and listed questions we were wondering about on chart paper.

While I met with reading groups the students worked on individual reading group assignments. They also chose a new topic to write about and wrote their main idea/topic sentence. After that they sorted past tense and present tense verbs on a worksheet. Finally, they completed any unfinished work and worked on their reading logs.

In math, we split up into small groups to solve a measurement problem that used skills the children had learned but was presented in a new way. This forced the students to work together to decide what the question was asking and what skills they knew that would help them arrive at the solution. After each group shared their results, the groups that made mistakes were given a chance to go back and correct their work. There is a worksheet for homework and we will take our unit assessment on Wednesday of next week.

Following art, lunch and outdoor recess, both Mr. Vogel's and my homeroom had the chance to listen to some "twisted" fairy tales from the book called The Stinky Cheese Man. Then, once Mr. Vogel's class left, my homeroom reviewed the production process for blue jeans from two different factories.

This was a change in our plan due to some last minute scheduling conflicts.

We did have a shortened afternoon reading/writing block where the students continued their independent work from the morning while I met with some reading groups.

Lions: We reviewed their homework from last night which only half of the group did. :-( Then we retold chapter 1. After that we read and discussed chapter 2, out loud. Next the students were expected to reread the chapter and do a 5 finger retell (one finger for each idea they state). The students struggled with this...however, they later redeemed themselves when they stated some wonderful predictions for the rest of the story with SOLID support as to why they think the way they do.

For all reading groups...reading logs are DUE tomorrow. This means the students must have 4 entries on their charts and ONE letter written to me using ONE of the ideas on the list in the packet.

We ended the day by revisiting the production process and completing a written activity independently.

Happy Hump Day

2011-11-30T10:41:00.003-05:00

This morning we reviewed the characteristics of folktales as we read Jack and the Beanstalk. Then the students continued working on revising their writing pieces and illustrated and wrote about their favorite part of Jack and the Beanstalk. After that, they completed unfinished work from earlier in the week.

While they worked independently, I met with my last group of 4 students to help them revise their written pieces. I will meet with all three reading groups (fingers crossed) this afternoon.

In math we used our knowledge of rectangles to determine the measurement of missing sides of a figure. We practiced in small groups on white boards before beginning a worksheet independently. For homework the children need to complete the worksheet.

After math we went to the computer lab to complete the MCPS student survey. Then we enjoyed lunch and out door recess.

After recess the students continued working independently while i met with reading groups.

Bears: We reviewed and discussed the sections they marked in their text, with post it notes, as problems or solutions the immigrants faced.

Crabs: Earlier today they added the word "cross" to their vocabulary sections of their RRJ. We discussed their entries during group, reiterating that the synonyms chosen must fir the meaning of the sentence. They didn't...so after discussion, the students re-did their entries and turned them in.

Lions: We began a new book, a folk tale, called The Three Brothers. After making some predictions, we read chapter 1 and practiced retelling what we read. Tonight, for homework, this group needs to reread chapter 1 and retell the events to an adult...and get a parent signature in their planner.

We ended the day with a class meeting and choosing our new star student for the month.

Cultural Arts Tuesday

2011-11-29T10:32:00.004-05:00

This afternoon we will be enjoying a cultural arts presentation on The Rain Forrest sponsored by the PTA. The children and I are so excited!

In reading we switched our genres from informational text to folktales and fairy tales. We began by brainstorming characteristics such as; exaggeration, greed, magic, good (poor) vs. evil (rich). Then we read a Ute folk tale called Coyote Steals the Blanket.

After that, we reviewed the verb tenses and identified some generalizations for regular action verbs. Past tense verbs ends in -ed, present end in -s and future tense verbs have a helping verb with it.

While I meet with reading groups the students will work on individual reading group assignments. Then they will complete a verb worksheet and practice writing their spelling words in cursive.

Crabs: We got a new book called The Old Woman who Lived in a Vinegar Bottle. We began reading this book and worked on two skills; inferencing and retelling. The students will not be bringing this book home tonight as we do not have enough copies. Their homework tonight is to work on their reading log.

In math we continued our lesson from yesterday by using skip counting to construct rectangles with given areas. Today, I deviated a bit from the plan to connect area and repeated addition (skip counting) to multiplication. I made sure the students knew we weren't going to be test on multiplication during this unit but I have been wanting to make this connection for the past week or so...so I did!! While I met with small groups to work on estimating area and identifying area and perimeter, the students worked independently on a constructing rectangles worksheet. There is a constructing rectangles worksheet for homework.

Following PE, lunch and indoor recess I called small groups of students to work on revising their writing pieces from last week. I did not get a chance to call any more reading groups since we had our Rain Forest Presentation at 2:15. However, this is what the rest of the groups did...

Bears: Reread the entire book of Leaving Home and marked places with post it notes where they found a problem (P) that the immigrants faced or a solution (S).

Lions: Wrote a summary of The Changing Earth in their RRJ.

The Day After...

2011-11-28T09:48:00.005-05:00

I hope everyone enjoyed their holiday weekend. I know I did!

This morning in reading, I reviewed and handed out the new reading logs. Students will be expected to read for AT LEAST 20 UNINTERRUPTED minutes 4 times each week. This can be done in school or at home, in the morning, afternoon or even on the weekend. Students can read anything that is on their reading level, including books and magazines.

Each time the students read they MUST make an entry into the reading log on the chart provided. Students may read two times per day and mark both sessions but no more than that.

Once each week, after the fourth uninterrupted 20 minute reading session, the children are expected to write a letter to me, in their log, on the lined paper provided, using one of the ideas listed in the packet. This will be collected each week and scored. The date of collection will be noted in their homework planner.

The first time I will collect the reading logs is THIS Friday, December 2.

Next, we learned about the different tenses of verbs and how they need to "agree" with the subject. Our primary focus was on present tense verbs and the general rule is that if the subject is singular, add an -s or -es, if the subject is plural you add nothing to the end of the verb.

After that, I introduced the new WOW, heed (to obey; listen to) and we practiced using the word in sentences. Finally, I distributed and went over our next spelling packet which focuses on words with -ough and verbs. This packet is due December 9.

Believe it or not, this took up our entire morning reading block. So, this afternoon I will meet with all three groups while the students work independently.

In math we began to construct rectangles on a grid when given a specified area. We had to end early, as we were treated to a special performance of The Star Spangled Banner, as composed by some of our 5th grade students and performed by members of the BSO. When we returned to class, the students received a measurement worksheet (review) for homework.

Following music, lunch and outdoor recess, I met with all three reading groups while the students worked on independent activities.

Bears: We continued reading Leaving Home and focused on comparing and contrasting the immigrants lives to ours.

Crabs: We finished reading and discussing A Wolf Pup Diary and practiced breaking down unknown words.

Lions: We used the heading s in the book to orally identify the main idea of each section. Then I explained that by doing so, we had basically done a summary of the book.

We ended the day by visiting a jeans production site , on line, and charting the capital, natural and human resources needed to produce a pair of jeans.

Grandparent's Day

2011-11-23T11:09:00.003-05:00

Wow! We had a full house this morning and it made it an extra special, fun day!!!!

In reading we introduced our guests before reading the book A Cranberry Thanksgiving. Then the students worked with their grandparents to compare and contrast their Thanksgiving traditions with those stated in the book, using a Venn Diagram. Then we shared our findings.

After completing our regular math warm up, we used a grid and rulers to draw a Thanksgiving turkey.

Next, we will eat lunch. Then we will pack up to go home.

Happy Thanksgiving to all!!!!!

Tuesday

2011-11-22T10:15:00.003-05:00

So...I realized yesterday afternoon and then , again, this morning that my reading class has A LOT of work to complete before Thanksgiving Break!! Therefore, this morning, we read an article about the president pardoning a Thanksgiving turkey but did not do any type of comprehension or summary lesson...we actually read it for fun!!! (Shhh...don't tell anyone!)

While I met with reading groups the students completed their summary from yesterday's article. They also worked on the follow up comprehension worksheet. Most importantly, they finished revising their writing piece and began their final draft. They were very busy...well, most of them...unfortunately, some did not heed my warnings and rushed through their work...UGH!

Crabs: We reviewed the comprehension strategy of stop-think-paraphrase. Then we used it as we read 3 sections in their book. Tonight they need to reread these three sections and get a parent signature in their planner.

In math we practiced estimating the area of a round figure by first counting the full squares and then putting pieces together to count as full squares. The students worked on a practice worksheet in class and have a similar worksheet for homework.

After math the children enjoyed PE, lunch and indoor recess.

Then we had this afternoon...hmmm...I don't even know what to say...it proved to be quite frustrating. I began scoring the children's work (my reading class) during lunch and recess and became quite upset...the work was carelessly done and showed little to no evidence of any instruction. I spoke to the children about this after recess, hoping they would redo some work and show improvement. Then I got called into a meeting.

When I returned from the meeting, the majority of the class was sitting on the carpet listening to a story...so I began to go through my "hand in" basket looking over the work they had completed. It was no better.

I began sorting papers that had no names, mistakes in the title, capital letters in the middle of words, common, simple words misspelled and the list goes on and on. The students sat wide eyed as they realized that almost EVERY paper was being put in the pile of carelessly completed work. This led to a discussion about needing help, poor instruction, not caring, etc., etc.

I made sure to make it clear that I love the students and care about them but I would not be doing my job if I let them turn in, and be proud of, work that is not their best. Obviously, I plan to make adjustments and will not lower my expectations!

We did end the day by finishing the book Junkyard Wonders. Ask your child about it... it had a great message!

Please let me know if you have thoughts or feelings from today's post...or any day's for that matter!!

The countdown begins...

2011-11-21T11:03:00.002-05:00

There is definitely excitement in the air as we begin our march into the holiday season! I can't tell whether the children are more excited about Grandparent's Day (on Wednesday), only 2 1/2 days of school this week or the holidays in general.

In reading we read an article about Thanksgiving. Then we identified and highlighted the 5 most important facts in the piece. After that, the students, independently, will write a summary about the article (using the highlighted facts) and complete a 2-sided comprehension worksheet.

Reading Groups
Bears: We practiced a comprehension strategy called stop-think-paraphrase as we continued reading Leaving Home. We also identified the main idea in the two sections we read. For homework the students need to reread pages 18-21 and practice using the stop, think and paraphrase strategy.

In math we reviewed and practiced determining the area and perimeter of rectangles when only two of the sides have measurements. Then we identified the area of figures by drawing and counting squares. Homework is an area worksheet.

Following music, lunch and outdoor recess I modeled how to use a graphic organizer to write a rough draft. The emphasis of my lesson was to name and EXPLAIN your ideas in your writing. It is not enough to say that one of the positions in soccer is a mid-fielder...the writer must then explain what a mid-fielder is and what their job is during the game.

Then the students continued working independently while I met with reading groups.

Reading groups
Crabs: We practiced using the comprehension strategy of stop-think-paraphrase as we read 7 weeks, 9 weeks and 10 weeks old. For homework the students need to reread these three sections and get a parent signature in their planner.

Lions: We began to meet but were running VERY behind...so we set a plan for group tomorrow and did not really have reading group today! Confused?!?! Yup, us, too!!!

We ended the day with by continuing to read Junkyard Warriors by Patricia Polacco...I highly recommend checking this book out.

Thursday

2011-11-17T11:06:00.002-05:00

I will be out of the building tomorrow, so there will not be a blog post. However, I WILL be attending math night tomorrow night. Hope to see some of you there!!

We had a wonderful reading lesson this morning...unfortunately, it took longer than expected and cut my first reading group short. This morning we reviewed the characteristics of a good summary and then discussed what we did to write one yesterday. Next, we read another section in the book In the Deep. We read it a second time and took notes on chart paper. After that, the students worked in groups of 2 or 3 to use the notes and compose a summary of what we read. Finally, we shared some of the summaries and identified what was well done and improvements that could be made. I was SOOOOO excited and impressed with the writing produced by the students.

Today's independent work includes the students taking what they learned from our discussion and writing their own summary, in their RRJs, of what we read in class. They also need to complete their writing rough draft. Additionally, some students still have a verb worksheet and their WOW worksheet to complete...oh, and their were independent reading group assignments!

Crabs: We met and read the section called 2 weeks old. After reading we identified the main idea of the section. Tonight they need to reread 1 day old, 10 days old and 2 weeks old...remember we are working on fluency. They do need to get a parent signature in their planner.

Next up was math! In math we calculated the area and perimeter of rectangles given the measurement of two of the sides. We will have a quiz tomorrow. There is an area and perimeter worksheet for homework tonight.

Following art, lunch and recess the students paired up and read their rough drafts to each other. Then some of the students shared their work out loud and we discussed what they did well and the changes that could be made.

While the students continued their independent work I met with the last two groups.

Bears: We shared their facts from last night's reading and I realized that this text might be a bit of a challenge for them...but a challenge in a good way! I just realized I might need to slow down a bit! So, after sharing our facts, we reread and discussed the section. Tonight they need to read pages 10-17 and list unknown words.

Lions: We shared our answers from last night's homework but ran out of time to share the facts they listed in their RRJs earlier today.

After reading, we started to work on our social studies lesson but the entire class, including myself, was DONE! So, we scrapped the original plan (because, honestly, sometimes you just have to!) and began reading a fantastic book by Patricia Polacco called Junkyard Wonders. Unfortunately, we did not finish it...but we will...

Ugh...rain, again?!?!

2011-11-16T10:54:00.003-05:00

It seems like it rains every Wednesday...

In reading we reviewed the characteristics for writing a good summary and then applied them, along with a new approach. We read the fist section of a book called In the Deep. Then we reread this section and took notes as we read information that we felt was important. After that, we used the information we noted to write a summary of the section in our own words.

While I met with a reading group, the students continued independent work from yesterday.

Bears: We discussed the idea of people leaving one country for another in search of a better life and connected that to America being a "melting pot". Then I introduced our new book, Going Home. I also had groups of students look up vocabulary from this section, in the thesaurus, to share the meanings with the group. Tonight for homework the students need to read pages 4-9 and list 2 facts they read about.

In math we reviewed area and perimeter. I worked with two small groups. One group worked on creating conversion tables to solve word problems. The other group practiced identifying the area and perimeter of figures. There is an area and perimeter worksheet for homework.

Next we went to the computer lab where the students completed their decision trees, that we began last week using Kidspiration, from Uncle Jed's Barbershop.

Following lunch and indoor recess each student shared their main idea for their writing piece and we discussed how to support it using juicy details. Then they continued working on their independent work.

Lions: We read and discussed the rest of their book The Changing Earth. I modeled, and they practiced, using a comprehension strategy called STP, stop-think-paraphrase. Tonight they need to reread pages 13-15 and answer question 3, from the back of the book, on either a sticky note or in their RRJ...their choice!

We will end the day with a class meeting where we will discuss respect (their has been a HUGE lack of it) and active listening (lack here, too!).

Tuesday

2011-11-15T11:15:00.002-05:00

This morning we identified the characteristics for writing a summary and made a list in our RRJs. I have instructed the students to review this list before writing a summary. After that, we learned, and practiced using, the new WOW word, eerie (weird or strange; scary).

While I met with reading groups the students worked on individual reading group assignments, they completed a WOW worksheet for eerie and they finished a two sided action verb worksheet.

Reading Groups
Crabs: We began a new book. First we talked about the concept of a diary. Then we discussed that this is a non-fiction book but at times it reads as a fictional story. In group we read the first two entries, Day 1 and Day 10, and reviewed the facts we learned. For homework the students need to reread both pages and get a parent signature in their binder.

In math we practiced calculating the area of a figure in square units. There is a practice worksheet for homework. While students worked independently, I met with several groups of students to practice converting ft and inches, as well as, yards and feet, to solve word problems.

After going to PE, the students enjoyed lunch and outdoor recess. Then Mrs. Howard did a lesson about respect and pride. While this lesson, as are all of Mrs. Howard's lessons, was a worthwhile use of our time, it did cut our reading block short.

After Mrs. Howard left, I introduced a new reading log that we will be starting soon. Students will be expected to read at least FOUR times a week for 20 UNINTERRUPTED minutes. THis can be done at hom or at school (depending on time management). They will record each session on a form, in a packet they will receive from me. Then, after reading for 20 minutes, four times in a week, the students will write a letter to me using one of the ideas listed in the packet. The letter will be done on lined paper in the packet. I will collect these packets once a week and respond to each students' letters.

We ended the day with a whole group social studies lesson. We completed a deiciosn tree together so that the students could better understand what a positive and negative point might be for the same choice. We will put this knowledge to use tomorrow in the computer lab.

The Monday After...

2011-11-14T12:04:00.005-05:00

Well, parent conferences are in the books and, while I enjoyed meeting with all of you, it is great to be back into the normal routine of teaching and learning!!

This morning we reviewed the idea that our purpose for reading determines what is important information versus just interesting facts. Then we identified two questions we had about the book Life on the African Savannah and used those to guide us to the important information in the book.

After that, we learned that action verbs are the "doing" words in sentences.

While I met with reading groups the students completed a verb activity and practiced writing G, S and L in cursive.

Bears: we reviewed the main idea from the Safety at the Beach Section. Then I modeled, using the think aloud strategy, how I would determine the main idea for Boating Safety. This afternoon the students will read the next two sections in the book and identify the main idea in their RRJ. They will also add the word capsize to the vocabulary section in their RRJ. Tonight they need to reread pages 8-15 and get a parent signature in their planner.

In math we practiced identifying the length of objects, using a ruler, when the object doesn't start at the beginning of the ruler. Then we took it a step further and identified the total measurement of two objects placed on the same ruler. There is a conversion word problem worksheet for homework.

Following music, lunch and recess we launched into our writing lesson. The students came to the carpet with the webs they had created for their chosen topic. Then I spoke to them about needing to know and identify the main idea they were going to be writing about. For example, if soccer is the topic, what is the main idea they want to share? They could choose to name and explain the various fouls in soccer. We spent a lot of time with students sharing their topic and talking through their main idea. The students were then sent back to their seats to write the main idea under their web in their writing notebook. We will share these tomorrow.

Crabs: We reviewed the structure for adding a new word to the vocabulary section in our RRJ. I was a bit frustrated that only one student followed the example that we had used to start the section. However, a child said, during group, "Couldn't we just use the example to help us know what to do?" THAT made my day!!!! Thanks, TR!!!! SO, after our review the students returned to their seats to fix their "penalty" entries. Tonight they need to reread the entire book and get a parent's signature in their planner.

Lions: We read the section about how highlands are created by volcanoes and stopped at the end of each page to review what we have read. Then we identified two ways the earth changes, based on what we have read in the book. Tonight the students need to reread pages 3-10 and get a parent's signature in their planner.

Due to next weeks 2 day break and Grandparent's day, I have decided to hold off on our next spelling packet until we return from Thanksgiving. Feel free to contact me with any questions or concerns.

We will end the day with a social studies lesson. The students will be split into groups of 3 or 4 and given an envelope with a money earning "situation". Inside the envelope will be three choices of what they can do with the money. The groups will pick two of the choices and get rid of the third. This will lead to a lesson about choices, decision trees and opportunity cost.

Veteran's Day

2011-11-11T10:54:00.005-05:00

This morning we honored Veterans with a flag raising ceremony which included members of the Damascus American Legion. AS always, this proved to be a special ceremony!

I have enjoyed speaking with so many of you this week. Many parents have asked how they can help their children improve their reading comprehension. Here is a link to questions you can ask your child.

This morning , after our Veteran's Day ceremony, we reviewed the spelling packet and took a spelling test. Then, I talked to the class about wanting them to enjoy reading and made some suggestions as to how to find books they might like. Then I told them that I am trying to determine a routine that holds them accountable for the independent reading they do in class. One thought is creating a dialogue journal. Once a week, or so, the students would write to me about what they are reading. I would in turn write back to them. This is a work in progress and has not been established in the classroom yet.

Next up was math...in math we took our first quiz for unit 2. These are scored and will be coming home today. Most students did VERY well!!! After the quiz, the students practiced basic facts using iPads, flashcards or tile math.

Some parents requested math sites to help their students practice basic facts...try this or this.

Following math the students will do a book exchange in the media center. Then they will eat lunch and pack up for our early dismissal.

Have a great weekend!!!

Thursday - early release

2011-11-10T11:08:00.003-05:00

Keep in mind that due to parent conferences both today and tomorrow are early dismissal days. Students will be released at 1:00.

In reading, I met with individual students to do reading assessments. I wanted to make sure that students are learning and determine their current levels and needs. While I did this, the children worked on individual reading group assignments, practiced writing T and F in cursive and caught up on unfinished work.

In math, we reviewed using linear measurements to solve word problems. Specifically, constructing conversion tables and using patterns to identify different measurements for rectangles with the same perimeter. While the students worked independently on a worksheet, I met with two small groups to practice creating conversion tables for feet to inches and feet to yards. There is a worksheet for homework and we will take a quiz tomorrow.

Before eating lunch, the children went to art for 20 minutes. After lunch we packed up for the early dismissal.

Hump Day

2011-11-09T11:03:00.002-05:00

This morning we used the third article, Extreme Life, in our National Geographic to identify text features and the information we gain from them. After going over 5 as a whole group, the students had to find at least four more, and chart them, independently.

Before meeting with reading groups, I took time out to review which assignments each student was missing. I'm not sure what has happened but there are many students missing numerous assignments. This was kind of disappointing!

Reading Groups
Bears: We reviewed their vocabulary entries from yesterday. Then we read the section about beach safety and identified the main idea and supporting details. They were given to additional words to add to their vocabulary section in their RRJ this afternoon.

In math we used the last two problems from homework last night to introduce the concept of perimeter. Then the students completed two activities to practice measuring with a ruler and identifying the perimeter of figures. Those who finished early went to anchor activities, which did include iPads. I have mixed feelings about this...I don't want there to be a reward (electronic device) for completing work quickly, but I hate to not use the iPads to reinforce basic facts...it is a catch-22.

I was able to meet with a small group to calculate the sides of a rectangle when given the perimeter. There is a perimeter worksheet for homework.

Before going to lunch and recess, we visited the computer lab. In the lab, the students were able to access a decision tree document, which I created using Kidspiration. We used this document to begin identifying a problem Uncle Jed faced (from our social studies book) and the choices he had to choose between. This was a lesson that integrated both social studies and technology.

After recess, the students shared their writing to inform topic lists from yesterday. Then we discussed brainstorming and prewriting using a web. While I met with reading groups the students chose a topic and created a web in their writing journals. Then they continued with their independent work from the morning.

Reading Groups
Lions: We read the section called How Plats Create Highlands and identified 3 supporting details and the main idea. We had a breakthrough...a student actually asked questions about why my answers were what they were...YES!!!! THIS IS WHAT I WANT!!! I was then able to begin to clarify confusion and I saw students begin to understand how to identify the main idea!!!!

Crabs: The crabs read the section called Who is the best soccer player ever to answer that very question. Then we identified the main idea using the heading to guide us.

We ended the day with a class meeting.

Terrific Tuesday

2011-11-08T10:53:00.005-05:00

This morning we used text features to help us identify the main idea in sections of the book Life in the Polar Regions.

While I met with reading groups the students read the article Center of Life in their National Geographic and completed a follow up worksheet. They also completed a cartoon for the new WOW word, blunder (a silly or careless mistake).

Reading Groups:
Bears:We created a new vocabulary section in their RRJs and practiced adding new words to this section. Each entry will list an identified word, the sentence from the text in which it appears, three synonyms from the dictionary/thesaurus we have in the classroom and finally the students will circle one of the synonyms that "works" in the sentence from the text. We did this, together, in group using the word currents. This afternoon they will attempt it independently using the word designated.

In math we reviewed constructing conversion tables and then created rectangular boxes using a given amount of materials. For example, create a sandbox using materials that measure 20 yds. So, one box might have 2 sides measuring 2 yds. and 2 sides measuring 8 yards each, 2 + 2+ 8+ 8=20.

Following PE, lunch and recess we began to share our prewriting for our next writing piece, when we hit a snag! Therefore, we backed up...way up...and created new topic lists for writing to inform. Unfortunately, most of the student's topic lists were geared towards writing to perform a task.

While I met with reading groups, the students worked on their new topic lists and continued independent work from earlier in the day

Reading Groups
Crabs:We created a new vocabulary section in their RRJs and practiced adding new words to this section. Each entry will list an identified word, the sentence from the text in which it appears, three synonyms from the dictionary/thesaurus we have in the classroom and finally the students will circle one of the synonyms that "works" in the sentence from the text. We did this, together, in group using the word compete.

Lions: We read the first section of their new reading book and identified what a highland is and how it can be created.

We ended the day by rereading Uncle Jed's Barbershop which led to a wonderful discussion about the civil rights movement and segregation. When we got back on track, we identified the choices Uncle Jed had to make.

Parent Conference Week Begins!

2011-11-07T10:37:00.002-05:00

Remember that parent conferences will be taking place all week. Students will have early dismissals on both Thursday and Friday to give teachers extra time for these meetings.

In reading we used an article about milk to practice identifying important details and stating the main idea. The students worked with partners, using an iPad, as they examined the text and noted details to figure out the main idea.

While I meet with reading groups the children will answer 8 multiple choice questions and 1 short answer question (BCR) that go with the article about milk. Additionally, they will use the rule "change the y to an i and add es" to create plural nouns. Finally, they will practice writing P, R, and B in cursive.

Reading Groups:
Lions: I met with this group and reviewed the construction of a great response to the question, "How did Sarah Ida change in The Shoeshine Girl?" We discussed the need for a topic and concluding sentence. Additionally, I showed them how to name their ideas and explain the ideas using support from the text. The entire group will redo their BCRs.

In math we reviewed using conversion tables to solve measurement problems. I then gave an "exit card" with 2 problems so that I could gather data as to the students' understanding. I was able to quickly assess that the majority of the class continued to need help. Therefore, we spent the rest of the class time, working as a whole group, to construct and use conversion tables to solve problems. For homework they need to complete problems 4 and 5 on the worksheet we began in class.

Following music, lunch and recess the students will choose a topic they know a lot about and begin creating a web, in their writing journal, plotting all of the information they know. This will serve as the prewriting piece for their first informational writing assignment.

Reading Groups:
Crabs: They will read and discuss the final section in the Soccer book. They will identify important details to help them arrive at a main idea.

Bears: They will get a new book. They will preview the book, identifying text features and information gained from the text features.

The day will end with a social studies lesson. The students will listen to the book Uncle Ned's Barbershop and begin exploring the idea of choices and opportunity cost.

TGIF!

2011-11-04T10:48:00.004-04:00

This morning we began our new reading book clubs. In my class we continued identifying the main idea in text using the spiders article. Today, we again used the iPads, but we used a different App that had a main idea graphic organizer. Our approach today was to identify three details from the section of text and then use those details to determine the main idea. I told students to read the details and think about the author's purpose for presenting those details together...that is the main idea.

While I met with reading groups, the students continued working on the spiders main idea. Then they completed individual reading group activities. After that, they had a multiple choice main idea worksheet to do.

Lions: I met with the lions group first. We created a new vocabulary section in their RRJs and practiced adding new words to this section. Each entry will list an identified word, the sentence from the text in which it appears, three synonyms from the dictionary/thesaurus we have in the classroom and finally the students will circle one of the synonyms that "works" in the sentence from the text. We did this, together, in group using the word erupts. This afternoon they will attempt it independently using the word surface.

In math Mrs. Benson and I introduced creating and using conversion charts to help solve conversion problems...kind of wordy but hopefully you know what I mean. This picture illustrates an example:

Following math, the children went to the media center before enjoying lunch and recess.

After recess we finished our juicy details lesson by working in small groups to group juicy details, from the book, according to how they were used. Then the students continued working independently while I met with my remaining two groups.

Bears: After scoring their BCRs about the conquered dragons in their book, I modeled a "good"response so the students could see what they did well and what improvements they could make. Then we discussed Ben's decision to keep Gully and why Ben's mom was surprised by this decision. We will begin a new book on Monday.

Crabs: We read the section in the book about the World Cup and identified the main idea in this section.

We will end the day by reading an article, from The Washington Post, about the seventh billion person born into the world and discuss the different perspectives.

Thursday

2011-11-03T11:42:00.002-04:00

This morning we continued identifying the main idea in the article about spiders. Today, though, the students worked in small groups using the iPad. In groups of 4, the students read two specified sections of the article and wrote a main idea for each section using an app called "pages" on the iPad. Then, we shared these by plugging the iPads into the Elmos and making improvements using the white board. I am seeing improvement but the students are still struggling with this concept.

While I met with reading groups the students worked on individual reading group assignments, a cause and effect worksheet and practiced writing Z in cursive.

Reading Groups:
Bears: I met with this group first to discuss and review the BCRs they wrote yesterday. These did not meet my expectations. I shared, with the group, my expectations regarding the organization and content for this assignment. Then the students asked questions that they still had. This afternoon they will redo this assignment and turn it is for a score.

In math we reviewed converting feet to inches and yards to feet. Then we practiced converting feet to yards. There is a worksheet for homework.

Following art, lunch and outdoor recess, we will continue reading The Hickory Chair and identifying examples of "juicy details" from the text.

Then the students will continue working on independent work while I meet with reading groups.

Cheetahs: Look for a note coming home about new reading classes that begin tomorrow. When I met with this group we discussed this change.

Crabs: We reread pages 8-13 and shared examples of cause and effect that they had identified independently earlier in the day.

Lions: We previewed their next book and identified text features.

We ended the day with a discussion about perspective as it relates to obtaining the news through the TV, the Internet and the newspaper. It was a good discussion.

Hump Day

2011-11-02T11:09:00.002-04:00

This morning we reviewed the concept of identifying the main idea in text. We talked about using the heading and the topic sentence to figure out the main theme (or idea) that runs throughout the portion of text. Then we returned to the National Geographic article about Spiders and began identifying the main idea in different sections of text.

While I meet with reading groups the students will work on individual reading group assignments, a cause and effect worksheet and a worksheet for our new WOW word, culprit (a guilty person).

Cheetahs: We continued reading Ostriches and identified a cause and effect on page 14. Tonight they need to read pages 12-16 and get a parent signature in their planner.

In math we continued working on converting linear measurements. We practiced converting feet to inches and began converting yards to feet. The students worked independently on measuring in centimeters while I worked with students on converting feet to inches. There is a measurement worksheet for homework.

After math we went to the computer lab and used a software package called Kidspiration to display their knowledge of "goods". The students used stamps from the program to illustrate and name examples of goods as they navigated through a new program.

Following lunch and recess we reviewed the 6 +1 traits of good writing and identified the characteristics of writing a piece using the Ideas trait. Then we began reading a story called The Hickory Chair. WE will use this book to identify "juicy details" in text.

While I met with reading groups the students continued their independent work.
Crabs: This morning they read pages 6-7 in Soccer to identify where soccer started. After sharing this in group, we discussed how King Edward felt about soccer. We talked about how we could figure this out by using the information in the text (he banned soccer for 300 years). Then the students reread pages 6-7 and identified an example of cause and effect from those pages. Tonight they need to read the section called how to play soccer on pages 8-13.

Lions: We discussed why Al gave Sarah Ida the medal and how we think Sarah Ida will act when she returns home. For homework, the group needs to reread The Package, pages 80-84.

Bears: We discussed how Gully saved the day by alerting Aunt Rose to the kids being trapped in the attic. Earlier in the day, the students read chapter 15 and wrote about the dragons that have been conquered in the book. For homework the students need to read chapter 16 and get a parent signature in their binder.

We ended the day with a short class meeting. We gave compliments to one another and discussed the importance of speaking up and asking questions so that the children can get smarter.

Welcome to Marking Period 2!!

2011-11-01T11:32:00.002-04:00

Today begins the second marking period...hard to believe, huh?? Since it is also the morning after trick-or-treating, it was a bit bumpy at first! :-) Nevertheless, we marched on...

Our focus in reading and writing is on non-fiction or informational text. This morning, I distributed our latest issue of the National Geographic magazine. The students were given time to preview the issue before we got into the instruction. Today's lesson focused on determining the main idea in text. We discussed the importance of text features, as well as the actual text, in determining the main idea. Tomorrow we will begin reading the text and identifying the main idea.

While I met with reading groups the students read the article on spiders and identified three new facts they learned from their reading. Then they identified plural nouns. Finally, they practiced writing U, Y and V in cursive.

Cheetahs: We continued reading Ostriches and identifying examples of cause and effect in the text. For homework they students need to reread pages 2-11 and get a parent's signature in their planner.

In math we began making conversions between inches and feet. There is a measurement worksheet for homework.

Following PE, lunch and recess I handed out the next spelling packet. We will be focusing on the /oe/ spelling patterns and plural nouns.

While the children continued working on their independent work, I finished meeting with reading groups.

Bears: We began reading and discussing chapter 14. For homework the students need to read pages 106-108 and explain how Aunt Rose found Ben and Hana (on a provided sticky note).
Lions: We discussed the chapter titled A Letter. For homework they need to reread this chapter and get a parent signature in their planner.
Crabs: We got a new book (non-fiction) called Soccer. We shared what we know about soccer and previewed the text. Then we read the introduction and answered questions orally. Tonight they need to reread pages 2-5 and get a parent signature in their binder.

Party Pics!

2011-10-28T15:13:00.002-04:00

TGIF - Halloween Celebration

2011-10-28T10:26:00.005-04:00

Before I forget, I want to thank Mrs. R. for planning our Halloween celebration. Although I am typing this before the parade and party, I know she has put a lot of hard work into the event and that the children will have a BLAST! THANK YOU!

This morning, during our reading block, the students organized their desks and went through their unfinished work folders with me. I showed them which papers needed to carry over into the second marking period (which begins Tuesday) and which papers they were allowed to recycle. So, our slate is clear and we are reading to march into the second quarter.

After that, the students got into small group to create a Halloween story on the iPads using Toontastic, an iPad app. I hope you enjoy the pictures I have included!!

In math we split into two groups, again. One group practiced their basic facts using an iPad app while the other group worked on using rulers to calculate linear measurement (in inches and centimeters) with me. Then the groups switched.

Following a visit to the media center the students enjoyed lunch and outdoor recess. We ended the day with a parade and party celebrating Halloween.

Rainy Thursday

2011-10-27T09:51:00.002-04:00

Today, in honor of Red Ribbon Week, the students wore pajamas in order to remember to "Follow their Dreams". Tomorrow is a school spirit day. Students should wear their Damascus ES gear. In the afternoon we will celebrate Halloween with a parade and party. Students should bring their costumes to school in a bag marked with their names. NO MAKE UP OR WEAPONS should be brought to school...PLEASE!!!!!!!!!

During reading, the students worked in their table groups to chart examples of cause and effect from assigned pages in Race to the South Pole. We began sharing these charts, and adding to them, as a whole class. We will continue this tomorrow.

While I met with reading groups the students worked on individual group assignments, completed a a/an activity and practiced writing H, X and K in cursive.

Crabs: We met first and finished reading and discussing chapter 7, the final chapter in the book. They will reread chapter 7 and chart the beginning, middle and end in their RRJ, later this afternoon.
Cheetahs: In group, the students reread page 6 and wrote one example of cause and effect on a sticky note. WE discussed the two examples that were on this page. The students are still struggling with separating which is the cause and which is the effect.

In math we began our second unit which focuses on linear measurement. This unit seems to be "easy" but in the past, students really struggle with it! Hopefully, this will not be the case this year!

Today, I reviewed how to measure in inches using a ruler. Then the students broke into two groups. One group used the iPads to practice their basic facts. The other group met with me to use rulers to measure objects in the classroom. Then the groups switched.

Following art, lunch and indoor recess the students will brainstorm topics they know a lot about and list these topics, in their writing journal, for use in pieces when we write to inform. They will also continue independent work from this morning.

Lions: We will reread the chapter called "A Letter" and discuss who wrote the letter and what it said.
Bears: We will reread chapter 13 and quiz each other with the questions the students wrote earlier in the day.

We will end the day by identifying examples of supply and demand.

Hat Day

2011-10-26T11:11:00.003-04:00

As we continue celebrating Red Ribbon week the students wore hats today in order to remember to "Put a Cap on Drugs". Tomorrow is pajama day. Students are reminded to Follow their Dreams by staying away from drugs.

This morning we continued reading Race to the South Pole and identifying example of cause and effect. Then the students worked on individual reading group assignments, choosing the correct article (a, an or the) and writing M, N and W in cursive, while I met with reading groups.

Cheetahs: We previewed our new book, Ostriches, and identified text features. Then we began reading the text and orally answering comprehension questions.

In math we took the unit 1 assessment. I can't wait to grade these (really!) because I know the children are going to do well!!!!

Before lunch and recess we visited the computer lab. We began with a whole group lesson, reviewing how to save work and how to identify what you have open by looking at the bar on the bottom of the computer screen. Then the students finished publishing their pieces and practiced their keyboarding skills using Type to Learn.

After lunch and recess more students shared their published writing pieces with the class. Then we discussed our next writing focus; writing to inform. We talk about what makes us expert in certain topics. This was in preparation for tomorrow's lesson where students will list topics in which they are experts.

While the students continued their independent work, I met with reading groups.

Bears: We identified vocabulary words in text and read the sentences to figure out the meaning of the words. Then we discussed that many words in our language have multiple meanings and when we look them up in the dictionary we need to choose the meaning that fits the text.
Crabs: This morning the students wrote a summary of chapter 6 in the RRJ. This afternoon we began reading chapter 7 and discussed the embarrassment that Judy faced due to her bragging.
Lions: We discussed how many students in our group jumped to conclusions about Kicker while reading Across the Railroad Tracks. WE identified how Kicker had changed and wanted to help Sarah Ida.

We are ending the day with a short class meeting.

Terrific Tuesday

2011-10-25T11:51:00.002-04:00

We continue celebrating Red Ribbon Week to remind students to say NO to drugs and alcohol. Today the students were asked to wear jeans. Tomorrow they are asked to wear hats in order to remember to "Put a CAP on Drugs".

In reading we began reading Race to the South Pole, a non-fiction book about two explorers, back in the early 1900s, who were determined to be the first to get to the South Pole. We identified examples of cause and effect to help us comprehend the text.

While I met with reading groups, the students worked on individual reading group assignments, reading and responding to a non fiction article about Jack-O-Lanterns and writing a cartoon using our new WOW, wallop (to hit hard).

Cheetahs: Met with Mrs. Jeyasunder (I was in a meeting at the time) and read and retold an article about Jack-O-Lanterns.

We spent our math block reviewing and correcting every problem in the Unit 1 Review Packet. These are coming home this evening. The students are expected to use them to prepare for the assessment tomorrow.

Following PE, lunch and recess we had a fire drill. After that, some students shared their published writing pieces with the class.

Then the students continued their independent work while I met with more reading groups.

Reading Groups:

Bears: This morning they charted the beginning. middle and end of chapter 11 in the RRJ. We shard these in group and then they returned to their seats to write a summary of the chapter.
Lions: Today they read the rest of the chapter called The Accident to discover what Sarah Ida did after Al gave her the key to lock up the shoeshine stand. They had predicted yesterday, in group, what she would do. Today, in group, we discussed what she actually did and how she had changed since the beginning of the story. When they returned to their seats the students completed a somebody/wanted/but/so/then chart in their RRJ, for this chapter.
Crabs: Earlier today they charted, in their RRJ, the beginning, middle and end of chapter 6. We discussed this in group.

We ended the day by discussing the concepts of supply and demand.

Red Ribbon Week

2011-10-24T10:15:00.002-04:00

Today is the first day of Red Ribbon Week...an effort to teach our children to say no to drugs and alcohol. To get the week started off right, Officer Dixon visited our class to speak with the students about the effects of making bad choices. Tomorrow the students are asked to wear jeans to remember to stay away from drugs.

After Officer Dixon left, I spoke to the class about their science activity from Thursday. Many students did not seem to put effort into this assignment. I found it disappointing. These have been graded and returned to students but they have been told that they can explain their answers (in writing, of course, and turn it back in by Friday, in order to get a higher score.

Next, we went to math. In my math class the students spent the entire block working on a review packet for the unit 1 assessment. Most students worked independently while I worked with a small group. Tomorrow we will review each problem in the packet and the students will bring the CORRECTED packet home to use to prepare for the assessment on Wednesday. There is no homework tonight.

After math the children went to music and then enjoyed lunch and recess. During recess they participated in the Homeless Walk.

We began the afternoon by identifying examples of cause and effect. The children worked on a follow up worksheet and practiced writing I and J in cursive while I met with one reading groups.

Lions: We began reading the chapter called The Accident. WE stopped halfway through the chapter so that the students could write a prediction as to what Sarah Ida will do after AL gives her the key and goes to the hospital by ambulance. Tomorrow they will finish reading the chapter to check their prediction.

We are ending the day in the computer lab. Most students will continue publishing their writing piece while those who are finished will practice their typing skills using Type to Learn.

Wonderful Thursday

2011-10-20T11:39:00.003-04:00

There is no school tomorrow...so this Thursday is kind of like a Friday!

We began the day by taking our spelling test and correcting/reviewing the prefix pages in our spelling packet. After that the students were given independent reading group assignments and a non fiction article about Trick-or-Treating to read and use to answer a comprehension worksheet.

Reading Groups:
Cheetahs: We finished reading Christina Katerina. As we read each page we paused to silently reread before retelling what happened on that page.

In math I introduced line graphs. The students finished constructing a lone graph and then responded to questions about the graph. Two small groups met. One worked on writing numbers in expanded and standard form. The other worked on constructing bar graphs.

Following art, lunch and outdoor recess, the students will be working with a substitute. I have to attned my son's parent conference!

In writing they will review how to edit for conventions such as, spelling, punctuation, capitalization, grammar and useage. Then they will continue their independent work while the teacher meets with reading groups.

Crabs: They will review the list of unknow words they created when reading chapter 6, independently, this morning. Then they will begin to read the chapter aloud in group.

Lions: Will write a summary of The Medal using our discussion and their BME chart.

Bears: Will review the list of unknown words they created while reading chapter 11, independently, this morning. Then they will check their comprehension by sharing the questions they wrote about the chapter.

The students will end the day with a science lesson. THey will use the fingerprints they identified from the safe, earlier this week, to determine the robber of the safe. Then they will compare and contract their fingerprint to another fingerprint, and write about it, to reflect upon their knowledge of fingerprint patterns.

Next week is Red Ribbon Week...students should wear red on Monday in honor of it!

Mad Day!

2011-10-19T10:04:00.006-04:00

Nope...it wasn't a bad day...not THAT kind of Mad...

Today was our in-house field trip with Mad Science!!! The students participated in many forensic experiments as they helped Miss Roberta, from Mad Science, solve the crime of who stole her double stuffed Oreos. Enjoy the pictures!!

After our "field trip" we began our reading block. We continued reading the book Giraffes and identifying text features and their purpose. Then the students began their independent work which included individual reading group assignments and writing a thank you note to Miss Roberta, our mad science presenter.

Reading Groups:
Cheetahs: We continued reading Christina Katerina and the Time She Quit the Family, working on our fluency and retelling short sections of the text right after we read them.

Bears: We reviewed their lists of unknown words from last night's homework. Then we shared and responded to the questions the students had written as part of their reading group work earlier in the morning.

Before lunch and recess we went to the computer lab. The students continued publishing their personal narratives. After indoor recess, some students share their writing before continuing their independent work.

Reading Groups:
Crabs: We reviewed unknown words from their homework last night. Then the students shared the questions they had written this morning after rereading the chapter, independently, in class. We had fun reviewing the chapter by answering student written questions!

Lions: This morning they made a chart, in their RRJ, depicting the beginning, middle and end of the chapter called The Medal. We shared and discussed these in group this afternoon and the students had the chance to make changes based on our discussion.

We ended the day with a short class meeting. We discussed Mix It Up Day which took place today during lunch.

Book orders are due next Friday, October 28. There is a note coming home today about our Halloween party.

Terrific Tuesday

2011-10-18T11:40:00.003-04:00

We began the day by identifying text features in the text called Giraffes and creating a t-chart stating the feature and how it helps our comprehension. Then we practiced using our new WOW word - ponder (to think about deeply; to study)- in a sentence.

While I pulled reading groups the students continued their independent work from yesterday (there was a lot!) and added to that, w practice worksheet for the WOW word.

Cheetahs: We reviewed why the main character quite the family and what she did to show her Independence. Then we reviewed our rule for reading with proper phrasing; pause at the punctuation marks. After that we practiced reading using proper phrasing and answering oral comprehension questions about what we read. Tonight they need to reread up to the sticky note and get a parent signature in their planner.

In math we returned to the study of patterns but this time focused on geometric patterns. Students had to look at various picture patterns and determine the rule in order to draw the next picture in the pattern. While I believe we made great progress, this did take the entire period. There is a review worksheet for homework. However, due to our in house field trip tomorrow, we will not have math. The homework will be checked on Thursday.

Following PE, lunch and outdoor recess we had an emergency class meeting. Unfortunately, students are not being kind to one another. We had an extensive talk about not having to be friends with everyone but making sure to include others. We talked about how rejection feels and trying to keep that feeling in mind when tempted to not let others join your recess fun. It was a good discussion and I truly believe the children will do their best to be kind to others.

After that, the students returned to their independent work assignments and I met with reading groups.

Bears: We reviewed vocabulary from chapter 9 and practiced using it correctly. Then we talked about how Ben took command of Gully and how it impacts the rest of the story. For homework they need to read chapter 10 and list unknown words on sticky notes. However, I am allowing them to begin this in class.

Crabs: We reread the end of chapter 4 silently and discussed the idea of foreshadowing. Then we began to read chapter 5. Tonight for homework the students need to read chapter 5 and list unknown words. They were allowed to start this in class.

Lions: We read and discussed the chapter called The Medal. We focused upon similarities between Al's and Sarah Ida's childhoods.

We ended the day with a brief science lesson. The students identified fingerprint patterns that were taken from the safe, in our mock crime.

There is a book order coming home tonight. You can order on line or send your order form and a check to school with your child. These are due no later than October 28.

Monday

2011-10-17T10:56:00.002-04:00

This morning we shifted our focus in reading to non-fiction text, reading to be informed. To begin this unit, the students worked in groups, using the National Geographic magazine, to list text features on white boards. The groups then "taught the class" by telling them to turn to a certain page in the magazine and pointing out text features, using the ELMO, so the class could follow along.

After that the students worked independently on reading group assignments, a prefix exercise from their language arts text, writing the letters C, E and Q in cursive and making cards for Bus Driver Appreciation Day on Thursday.

In math we reviewed line plots and median, mode and range. The students constructed line plots and identified the median, mode and range independently while I worked with a small group constructing bar graphs. When both the small group and independent workers were ALL finished, the entire class practiced their basic facts using iPads. There is a line plot worksheet for homework.

Following music, lunch and outdoor recess we read the book called Today I Feel Silly by Jamie Lee Curtis. Then the children chose a feeling/mood and wrote about it. We will compile these papers into a class book.

Reading Groups:
Bears: We got ready to meet but I realized we were missing half our group...so I immediately sent them back to work independently.

Lions: We identified and discussed the beginning, middle and end of the chapter called The Boy on the Street. Tomorrow the students will write summaries in their RRJs.

Crabs: We discussed talked about what Judy and Jenius have in common...both feel ignored by their parents. Then I introduced some new vocabulary in chapter 4. We will begin reading this chapter tomorrow.

We ended the day with a SHORT trip to the computer lab where the students continued to publish their writing pieces. Those who finished were allowed to change the font and insert 1 picture into their document. These will be printed, scored and sent home! It has truly been a valuable experience for the students to see the red, green and blue squiggly lines pointing our their spelling and grammar mistakes!!

Lulu

2011-10-16T05:59:00.005-04:00

I am SUPER excited!! We got a new dog! Her name is Lulu and she is a Yorkie!!! I am posting the picture here for my students to enjoy!! :-)

iPad Friday

2011-10-14T10:04:00.003-04:00

If I was a betting woman, I would bet that each student will go home today and tell you guys what we did in school...not the regular blow off of, "Nothing!" Because today we used the app for the ipad called Toontastic to begin writing animated stories on the iPad. Obviously, the students were quite excited and very engaged!!!

After reading, the children had to settle down for our math quiz. The quizzes have been scored and returned to students. Please look for them in your child's binder this evening.

Next, the students visited the media center and enjoyed lunch and indoor recess.

After recess we had a visitor from the Montgomery Coalition for the Homeless speak to the class about being homeless in preparation for our Homeless Walk next week. We will end the day by visiting the computer lab to continue publishing our writing pieces.

BTW...the picture above was not the one I was hoping to post...but I will make an attempt to catch our students while they are engaged in learning and post those pictures here for you to enjoy. This picture was while the students were sharing the stories they created, this morning, using the iPads. I had hoped to post a picture that showed them in small groups, huddled around the iPads with rear-ends in the air...totally engrossed....but I accidentally deleted it! UGH!

Rainy Thursday

2011-10-13T10:50:00.003-04:00

This morning we FINALLY finished reading George Washington's Breakfast and identified the important information...he ate 3 hoecakes and drank 3 cups of tea, each morning at 7 am, for breakfast. Then the students worked on reading group assignments, an a, an or the exercise from their language arts book and practiced writing the letters A,O and D in cursive.

Cheetahs: We used sound boxes to practice spelling high frequency words. Then we did a picture walk through our new book. After that, I introduced some vocabulary from the story. Finally, we began reading to see if Christina likes quitting the family. Tonight they need to reread up to the sticky note that we placed in their books. Again, the purpose of rereading is to improve fluency.

In math we collected data regarding the number of pets owned by students in our math class. Then the students created a line plot using the data and determined the median (middle data point), mode (most often occurring point) and range (smallest to largest).

I was able to meet with two small groups. One group practiced rounding three digit numbers to the nearest hundred. The other group worked on writing four digit numbers in expanded and standard form.

There is a subtraction worksheet for homework.

Following art, lunch and outdoor recess we continued with independent work and reading groups.
Bears: We reviewed their beginning, middle and end sticky notes. Then we discussed how to write a summary. After that the students returned to their seats to write a summary of chapter 8 in their RRJ.

Crabs: Earlier in the day the students read chapter 3 independently and listed unknown words. When we got to group, we reviewed their lists of unknown words and practiced chunking larger words to help decode them. Then we read and discussed chapter 3. Finally, the students split into 2 small groups and reread the chapter to improve their fluency.

Lions: Earlier in the day the students read the chapter called The Boy on the Street independently to find out who the boy was. In group we identified who the boy was and discussed how Sarah Ida has changed from the beginning of the book, as well as, possible reasons for the change.

This afternoon many students had time to catch up on unfinished work. It was a very productive day!!

Hump Day

2011-10-12T11:43:00.003-04:00

This morning we continued to read George Washington's Breakfast to chart important information versus interesting facts. The point of the lesson was that important information is that information that matches the reader's purpose for reading. Today our purpose was to determine what George Washington ate for breakfast. Unfortunately, we did not finish since we had a bus evacuation drill.

While I met with reading groups the students completed their peer conferencing, read assigned pages in their reading books and practiced writing the letters x, y and z in cursive.

Reading Groups:
Cheetahs: We reread the story William and Boomer and then the students completed a Somebody/Wanted/But/So/Then chart in their RRJ.
Bears: We reviewed their "talking words" lists and then began discussing chapter 7. Unfortunately, their teacher (me!) goofed and talked about chapter 8!!! (it was one of THOSE days!!!) So, they then had to read chapter 8 and, on a sticky note, write the beginning, middle and end of the chapter to share in groups tomorrow.

In math we constructed a line plot to graph the number of siblings of the students in our class. Then the students worked independently to create a line plot and answer questions given a set of data. There is a line plot worksheet for homework.

After math, we went to the computer lab to begin publishing our writing using Word. I am hoping that by publishing our final drafts, using our rough drafts, on the computer, students will be able to utilize the spelling and grammar checks to revise and improve their pieces.

Following lunch and indoor recess we worked on identifying when to use a and an before a noun. The students completed a practice exercise from our language arts book while I met with reading groups.

Reading Groups:
Crabs: We shared the students beginning, middle and end post it notes. Then the students used the book, their sticky notes and our discussion to write a summary of chapter 2 in their RRJ.

Lions: We discussed how Sarah Ida felt at the end of Shoeshine Man. Then we talked about whether or not we thought Sarah Ida actually wanted to work...it was a great discussion.

We ended the day with a class meeting where every student shared what they would do if they were the teacher. We also discussed the importance of active listening and focusing on the task at hand.

Tuesday

2011-10-11T11:01:00.003-04:00

We started off the morning with a talk about the importance of sustained reading for enjoyment. I explained to the students that I am reading a book about teaching reading by Jan Richardson and that I am learning that students their age are expected to read and should be able to read for 25-30 UNINTERRUPTED minutes. We talked about how to find a book that they will enjoy, amongst other expectations.

After that we jumped into our whole group reading lesson for the day. Today's lesson focused on identifying important information in a text. In short, the important information depends on your purpose for reading. So, you can read the same text, at different times, and identify different pieces of important information...IF you have a different purpose for reading.

We began reading George Washington's Breakfast with the purpose of finding out what he ate for breakfast. As we read we charted important versus interesting information. The fact that he was the first president and married Martha was put in the interesting column since it did not match our purpose of finding out what he ate for breakfast.

For independent work the students completed a WOW worksheet for the new word of the week, abode. They also did a prefix activity.

Reading Groups:
Cheetahs: We began by doing word work using sound boxes to spell words. Then we reviewed what William could do on the lake and what he couldn't do. After that, we finished reading the book, stopping at various points to retell what we had read. Tonight the students need to reread the book.

Bears: We read and discussed chapter 7. Then the students reread the chapter independently and listed "talking" words on sticky notes.

In math we used information on data tables to answer word problems. While the students worked independently on a follow up worksheet and then practiced their basic facts on the iPads, I met with two small groups. One group practiced extending numeric patterns. The other group practiced rounding three digit numbers to the nearest hundred. There is a pictograph worksheet for homework.

Following PE, the students enjoyed lunch and recess. When they returned tot he classroom, another students helped me model peer conferencing using my writing piece, about the Urbana Carnival, from last week. Then the students got to conference on their writing pieces with other students in the class before resuming their independent work.

Reading Groups:
Crabs: We finished reading chapter 2 and then the students began rereading the chapter and identifying the beginning, middle and end on sticky notes. They will finish this for homework tonight and share it in class tomorrow.

Lions: The students finished reading The Shoeshine Man independently. Then they thought about how Sarah Ida must have felt at the end of the chapter and identified places that support that feeling, using sticky notes, in the book.

We ended the day by idetifying finger prints patterns that will help us solve a fictitious crime.

Columbus Day Open House

2011-10-10T11:57:00.004-04:00

Thank you to those parents who were able to visit our class this morning!

In reading we read the book The Wednesday Surprise by Eve Bunting to predict the surprise. This proved to be challenging for the students so we practiced going back and rereading the text in order to improve our comprehension.

For independent work the students finished their rough drafts, read a chapter in their reading group books and practiced writing the letters n, m and v in cursive.

Reading Groups:
Cheetahs: We began reading William and Boomer out loud and reviewed what William could do in the lake and what he could not do.

In math we constructed and read double bar graphs. There were some focusing issues, so we didn't get to the iPads or anchor activities. There is a subtraction worksheet for homework.

Following music, the students enjoyed lunch and recess.

After recess, we learned about prefixes. The children learned that prefixes are "word parts" that are tacked onto the beginning of a root or base word that changes the meaning of it slightly. We identified several words with prefixes and their meanings. Then the students completed a follow up activity from their language arts text.

Reading Groups:
Crabs: We reviewed the unknown words they identified in the morning. Then we used the word enough to read and write the words rough and tough. This is the word analogy strategy that good readers and writers use automatically. After that we began reading chapter 2 and identified the Molly's' Surprise.

Lions: We reviewed the list of unknown words from their independent work assignment. Then we used the word night, and our knowledge of prefixes and suffixes, to spell the word unsightly. This is the word analogy strategy that will help the students read and write new words. After that we began reading The Shoeshine Man. The students read to find out how Aunt Claudia knew Al Winkler. They then wrote about it on white boards.

Bears: We reviewed their lists of unknown words and then the students reread the chapter to identify the secret that Hanna "spilled the beans" about. They wrote about it on white boards and shared their responses in group.

At the end of the day I handed out their next spelling packet and had them write their homework in their planners.

Finish Up Friday

2011-10-07T11:05:00.001-04:00

This morning we took our second spelling test and went over the contraction packet. After that, I reviewed which assignments each student was missing. Then the students had time to catch up on unfinished work.

After reading, we took our fourth quiz in math. This has been scored and returned to all students. Please look for it in home folders this afternoon.

Next the students visited the media center and enjoyed lunch and recess.

We spent the entire afternoon working on our writing. It was AWESOME!!!!!! Well, at least I thought so! :-)

At first I finished modeling my written piece that I began yesterday. Then the students gathered their storyboards, sat in a circle around the carpet and rehearsed what they planned to write with me. After that, students who felt ready returned to their seats to begin their rough drafts. Others, stayed with me for more one-on-one talk. As the students finished their rough drafts, they either met with me or our high school intern to read through their writing and get feedback.

It was truly exciting to see the students so engaged and excited about WRITING. I also noted a lot of progress! WOO HOO!

Look for interim progress reports, tonight, in your child's home folder. Since we are a little over halfway through the marking period, this is good information as to how your child is doing in third grade.

A Wonderful Thursday

2011-10-06T14:59:00.002-04:00

We have had MANY discussions about focusing on instruction and putting effort into our work...they seem to be paying off...today was a FABULOUS day!!!!!!!!

We began the day, in reading, with me modeling a technique called Somebody/Wanted/But/So/Then using the book Madeline's Rescue. This technique can be used to synthesize text for retelling or summarizing. The crab, Lions and Bears reading groups then completed an entry in their RRJs, using this technique, with the most recent chapter we had read and discussed. Additionally, all students practiced writing q, o and c in cursive and completed a contraction activity from our language arts text.

Reading Groups:
Cheetahs: We did some word work in group and I gave a book talk about our next book, William and Boomer.

In math the students created a bar graph using a data table. Our focus was taking information, including the title and labels, from the data table and including them on the bar graph. We also reviewed choosing an appropriate scale. I met with several small groups that worked on three digit subtraction with multiple regroupings, numeric patterns and place value.

Following art, lunch and recess, I demonstrated how to use our prewriting activities to create a rough draft. Then the students continued to work independently while I met with the other three reading groups. Each of these groups shared their Somebody/Wanted/But/So/Then charts and we discussed the positive aspects of their work, as well as the challenges.

Spelling packets are due tomorrow!!

Hump Day...

2011-10-05T11:11:00.005-04:00

This morning we read the story Flossie and the Fox and identified the plot. Then the students worked on individual reading group assignments, identified contractions and practiced writing a, d, and g in cursive, while I met with reading groups.

Cheetahs: We identified problems and solutions from The Bee Puzzle. We charted these on a worksheet.
Bears: We reviewed the "surprise" from last night's homework and discussed whether or not this was a good surprise. Then we began reading the chapter called Mysterious Noises. After recess, the students completed reading this chapter independently and identified what Ben finds on a sticky note.

In math we constructed bar graphs. Our focus today was choosing appropriate scales. While students worked independently on a graph about the weights of animals, I worked with a small group on expanded notation and writing 4 and 5 digit numbers in standard form.

After math we had a class meeting. We began with a group share where each student finished the sentence, I wish... Then we complimented each other. Finally, we discussed the need to SLOW down and put EFFORT into our work.

Following lunch and recess I demonstrated to the students how to choose a topic to write about and then complete a 5 W's chart and a storyboard for the topic.

Then the students continued working independently while I met with a reading group.

Crabs: We began a new book called Jenius. We worked on breaking down large words into small, familiar chunks, as we read and discussed chapter 1. After we read the chapter I pointed out that the students were able to read the words int he chapter but it was slow. Therefore, we need to work on fluency. We improve this by rereading text. Tonight they need to reread chapter 1...working on FLUENCY!!!

We ended the day by identifying fingerprint patterns.

Terrific Tuesday

2011-10-04T12:17:00.004-04:00

This morning we finished reading Strega Nona and completed the class problem and solution chart. For independent work the students were assigned a story map for the book. They also were expected to create a storyboard, using the 5 W's planning sheet in their writing journal, for their next writing piece and complete a cursive worksheet for the letters p, f and j.

Reading Groups:
Bears: We identified examples of dialogue in chapter 3 and learned punctuation rules for it. Then we began reading and discussing chapter 3 to discover the surprise. Tonight they need to read the entire chapter and write what the surprise is on the sticky note I gave them.

Math was exciting this morning!!! Our school has received a very generous donation of iPads. SO, after reviewing how to construct bar graphs, I demonstrated, to the class, how to play a basic facts game on the iPad. Today, after constructing a bar graph independently, those who finished early, got to play the basic facts game on an iPad. There is a graphing worksheet for homework.

Following PE, the students went to lunch and recess. When they returned to class the students had a chance to share their storyboards in preparation to write their rough draft for their story. Then the students continued working on their independent work while I met with more reading groups.

Lions: We discussed how Sarah Ida feels about herself and used evidence from the book to support our thoughts. Then we began reading the chapter On the Avenue. While reading the chapter we discussed the concept of a shoeshine stand. For homework the students need to finish reading the chapter and write down the name of the owner of the shoeshine stand on the sticky note I gave them.
Cheetahs: we read the final chapter in their book and discussed how the bees helped the apples grow. Tonight the students need to reread the chapter and get a parent signature in their planner.

Marvelous Monday

2011-10-03T11:36:00.004-04:00

This morning in reading we began reading the story Strega Nona and identifying different problems and solutions in the story. Then we were introduced to a new word of the week, immense (very large, huge). After that, we practiced writing the letters r and s in cursive. While I met with small groups, the students worked independently on a contraction activity, a cursive worksheet and a WOW worksheet for immense.

Reading Groups:
Cheetahs: We practiced covering up the endings in words to decode unknown words. Then we read the third chapter in the Bee Puzzle to find out what Mr. Henry does to calm the bees. Tonight the students need to reread that section and get a parent signature in their binder.
Bears: We practiced using context clues to figure out the meaning of unknown words. The word we used in group, scowled, was in the current chapter we are reading. Then we began reading chapter 2 to identify how Ben feels about Aunt Rose. For homework the students need to reread chapter 2 and get a parent's signature in their planner.

In math we reviewed reading pictographs. The students worked on a follow up worksheet while I met with a small group reviewing numeric patterns. For homework they need to complete a subtraction worksheet that we began in class.

Following music the students enjoyed lunch and recess. After recess we used the text called The Write Track to read about the structure of a paragraph. Then we chose a new topic to write about and discussed our topic with partners. A few brave students even volunteered to share their ideas.

When the students returned to their seats, before continuing their independent work from the morning, they planned their next writing piece in their writer's notebook using the 5 W's...who, what, where, when and why.

Reading Groups:
Crabs: The students reread the book and completed a worksheet putting a list of 9 events in the correct order. No homework, tonight, for this group.
Lions:We used contact clues to try to figure out the meaning of unknown words and phrases, such as, "her face was like winter." Then we read and discussed the chapter called, A Game. Tonight the students need to reread The Game and get a parent's signature in their planner.

TGIF

2011-09-30T13:33:00.002-04:00

Whew...we made it! It has been a crazy week...early dismissal, day off, etc. I am looking forward to a five day week, next week, so we can get back to our routine!

This morning, during our reading language arts block, the students completed any and all unfinished work from the week.

During math we created a class pictograph that displayed student birthdays from our math class. Then the children completed a follow up worksheet while I met with a small group to check-in on their subtraction with regrouping skills. I am proud and excited to share that the entire group successfully solved two challenging problems. WOO HOO!

After math, the students visited the media center and enjoyed lunch and recess. When they return, Mrs. Howard will stop by to do a counseling lesson. We will end the day by identifying examples from the tree types of resources (natural, human and capital) that are needed to grow corn on a farm. If time allows, we will also identify the difference between wants and needs.

Early Dismissal Wednesday

2011-09-28T12:47:00.002-04:00

This morning the students were told which assignments they were missing in reading and were given a chance to catch up while I met with my afternoon reading groups.

Lions: We discussed the Palmville chapter and began reading the Rossi chapter. Then the students finished reading the Rossi chapter independently to find out who Sarah Ida took advantage of and what she did.
Crabs: We identified why The Lunchroom is not a realistic fiction book. WE then discussed/identified the problem and solution in the story.

In math we reviewed using rounding to estimate the solution to word problems. Then the students worked independently on a word problem worksheet a 2 regroupings subtraction worksheet. Mrs. Benson worked with a small group solving subtraction with regrouping problems. I worked with two small groups. My first focused on solving subtraction with regrouping problems. The second group identified the rules of patterns and then used the rule to extend the pattern.

Following lunch, the students prepared for dismissal.

There is NO homework and no school tomorrow due to a religious holiday. WE do have school on Friday!

Rainy Tuesday

2011-09-27T11:28:00.003-04:00

This morning the students listened to the story Hot Air Henry and identified the plot. During independent work time they completed reading group related tasks, identified words that make up contractions and completed the final copy of their personal narrative.

Reading Groups:
Cheetahs: Reviewed the events from pages 4-7 and read and discussed pages 8-13. For homework tonight they need to reread pages 8-13 and get a parent signature in their planner.
Bears: Some students shared their RRJ entry about their personal "dragon" (challenge. Then they began reading and discussing chapter 1. For homework they need to reread chapter 1 and get a parent signature in their planner.

In math we reviewed using estimation to solve word problems. We redid the worksheet from yesterday's class work together. Then the students worked independently on a new one. I worked with a small group to practice solving 3 digit subtraction problems. There is a word problem worksheet for homework.

Following PE, the students enjoyed lunch and recess. After that we selected a star student that best exempliphies the trait of trustworthiness. Then the students continued working on their independent work while I attended a meeting in the building. The students ended the day by watching the rest of the economics video and identifying the 3 types of resources and an example of each.

Monday

2011-09-26T12:39:00.003-04:00

This morning in our reading block we learned about a new weekly activity called Word of the Week (WOW, from here on out). We will focus on a new word each week to help build our reading and speaking vocabulary. Students will complete a cartoon worksheet each week and periodically they will be quizzed on our WOW words. This week's WOW is strive; to try really hard.

Also, during our reading block we learned about new reading groups. Based on data from the MAP-R (computerized reading test we took a couple of weeks ago) and observations made during reading group meetings, I have made a few changes.

While I met with my morning reading groups, the students identified common and proper nouns, practiced writing h and k in cursive and worked on the WOW cartoon for strive.

Reading Groups
Cheetahs: We practiced reading and writing words from our new book called The Bee Puzzle. Then we read and discussed pages 4-7 in the book. For homework they need to reread pages 4-7.
Bears: We read and discussed the book introduction and author acknowledgements in our new book Different Dragons. Then we talked about the concept of a dragon being a challenge we may face. For example, the author, Jean Little is blind...this is her dragon that she faces as an author. This afternoon, the students will write about a dragon they face, in their RRJ...this will become homework if they do not finish in class.

In math we used rounding to estimate the answers to word problems. We completed a worksheet, together, in class, and it SHOULD be in your child's math section in their binder. We circled key vocabulary words (such as, about = round, how many more = subtract) and noted there mathematical meaning right on the worksheet. I am encouraging students to use this as a tool when they get stuck.

While students worked independently on a similar worksheet, I met with a small group to practice solving 3 digit with regrouping subtraction problems using base ten blocks and white boards.

There is a pattern worksheet for homework.

Following music, lunch and outdoor recess we reviewed the next spelling packet. This packet focuses on the /ea/ spelling pattern and contractions. The packet is due NEXT Friday, October 7.

While the students continued working on independent work, I met with my other two reading groups and we had a fire drill.

Crabs: We reviewed their list of unknown words from earlier today. Then we began reading The Lunchroom, stopping to list events on the board. Tonight they need to read the story and get a parent signature int heir planner.
Lions: We reviewed their lists of unknown words and began reading the chapter called Palmville. As we read we discussed inferences about Sarah Ida's attitude/demeanor. Tonight they need to read the entire chapter and get a parent's signature n their planner.

We ended the day by watching a video about economics. Students learned that economics is the study of how people uses resources to obtain their wants and needs. We began learning about resources, as well.

TGIF!!!!!!!!!!!!!

2011-09-23T11:10:00.002-04:00

Today is officially "finish up Friday"! That was the rule of the day!!

In reading we took our first spelling test. I explained to the students that they need to study all 20 words but I will only choose 10 to use on the test. These have been scored and will be coming home today!

After that, we reviewed the compound word packets. Students checked their own papers and were encouraged to ask questions.

Next students had time to complete any unfinished work from the week.

After our math warm up the students took a quiz. The quizzes have been scored and will be coming home today in home folders.

Following a visit to the media center and the children enjoyed lunch and recess.

Next, we went to the all purpose room to listen to the speeches from the students in fourth and fifth grades who were running for an SGA office. When we returned to class we completed ballots to vote for our next SGA officers. Then we listened to the speeches from our classmates who were running to be class representatives for the SGA. Of course, after listening to the speeches, we voted.

Thursday

2011-09-22T11:07:00.002-04:00

This morning we read the story Library Lil and identified the plot. AS part of their independent work, the students completed a story map for the book. They also practiced writing the letters l and b in cursive.

Reading Groups:
Cheetahs: We did some word work. We practiced writing some high frequency words on white boards and then took a mini quiz on the words.
Crabs: We finally finished reading Rosie's Story in group and identified the problem and solution in the story. This afternoon they will write about the problem and solution, independently, in their RRJ.

In math we completed an "exit card" so that I could gather data regarding the student's progress in solving subtraction with regrouping problems. Based on that data, I worked with a small group of students who needed more practice.

We also practiced identifying the rule and extending decreasing numeric patterns. Students practiced this skill independently while I met with the small group. There is a pattern worksheet forhomework and we will have a quiz tomorrow.

Following art, lunch and recess students had an opportunity to share their writing, using the ELMO, with the rest of the class. Together, we identified positives aspects of the pieces. Aditionally, I offered advice for revisions.

Reading Groups:
Lions: COmpleted a vocabulary sheet for their reading book. WE will begin new books on Monday.
Bears: We met, briefly, and discussed beginning a new book on Monday.

We will end the day by identifying patterns in the fingerprints we make from our right hand.

OOPS!

2011-09-21T10:57:00.003-04:00

Before I get into our day, I want to apologize. It appears I skipped an entire table when handing out math homework last night. I am so sorry for any undue stress this created! :-)

We began our reading block by reviewing the definition of the plot of a story. Then we read Brave Irene and identified the plot. The students then worked independently on a story map for Brave Irene and identifying complete sentences in our language arts book while I met with a small group.

Cheetahs: We reread Molly's Hard Bargain. We discussed the problem and solution. Then the students wrote about the problem and solution, independently, in their RRJ.

In math we reviewed subtraction with regrouping. SOme students worked independently; others worked in a small group with me. There is a worksheet forhomework.

After math we had a class meeting. We discussed what we should do about students who aren't following directions or completing independent work (due to a lack of effort). The students decided that these children should write notes home to their parents explaining the situation. So, we will be trying this strategy. Let's hope it works!

Following lunch and recess I explained the importnace of having well organized writing. WE discussed and identified in my writing piece, a good beginning, transitions in the middle and a nice ending. Then the students identified these aspects in their own writing pieces by underling and circling using specific colors.

While I worked with a reading group the class worked inpdependently. We had to end eearly so that we could meet with Mrs. Howard and learn about SGA class elections. We finished the day in the computer lab by learning how to import clip art into Word documents.

Wet and Soggy Tuesday

2011-09-20T09:18:00.003-04:00

Before I get to our day, I want to pass along a discussion that took place this morning...

Many students entered class proudly saying their moms forgot to sign their planner. One students even said my mom never reads my planner. I replied that it is NOT the parents job to read the planner or to remember to sign it. It is the student's job to read the planner and approach their parent with a pen and the planner to get it signed. One child actually replied to this saying, "Well, I never read the planner either."

This concerns me...PLEASE help me...make it your child's responsibility to read their planner AND to get you to sign it (if necessary). As silly as it may sound, there will be consequences for planners not getting signed if it was part of the homework requirement. I am trying to teach the students about responsibilities!!

This morning we defined the plot of a story as the action; the problem the events leading to the solution and the solution. We began reading Brave and Irene and will finish it tomorrow, as well as, identify the plot.

Independent work today included; individual reading group tasks, noun exercise from yesterday, cursive papers (i/t from yesterday, u/w/e from today)and completing their personal narrative rough draft.

Crabs: We reviewed a long list of unknown words from their reading yesterday afternoon. Then we began reading the story together. This afternoon they will read the story on their own and list an /ea/ words in their RRJ. Tonight they need to read the story and get a parent signature in their planner.

I do a lot of rereads to improve fluency!

In math we reviewed subtraction with regrouping using base ten blocks. Given the problem 253 - 117, I emphasized that we HAVE 253 and are taking away 117...that is why we have to start at the top. One of the students (JT) even said, "so if the number on top is smaller, we have to regroup" WOO HOO!!!!! I also showed the students repeatedly that when we regroup we do not change the value, just show it in a different way...kind of like 1 dime = 10 pennies.

While the students worked on a follow up practice worksheet, I met with a small group to practice identifying the rule and completing increasing numeric patterns.

There is a subtraction with regrouping worksheet for homework.

Following PE, lunch and recess I showed the class a photo from the Washington Post that Mr. Vogel had shared with me. This photo was a picture of one of President Obama's speeches that had been marked up and revised with feedback. We discussed the fact that even the President of the United States needs to revise and edit his writing and the importance of feedback in general. It was a great, powerful discussion.

The rest of the class worked on independent work while I met with small groups.

Lions: We practiced orally answering the questions in the back of their book. They then returned to their seats to answer them, in writing, in their RRJ. This morning they also completed an event worksheet that goes with the book.
Bears: We reread the story and discussed character traits to describe grandma. Additionally, we identified evidence from the story to support the traits. In the morning the students completed a vocabulary sheet that goes with their story.
Cheetahs: We read and discussed the story.

Following reading we practiced making and identifying fingerprint patterns in science.

A New Week...

2011-09-19T12:42:00.003-04:00

This morning we read The Empty Pot and identified the problem and solution in the story. The main point of my lesson was that the solution needs to match the problem.

While I met with reading groups, the students worked on reading groups assignments, identified common and proper nouns (using our language arts text book) and practice writing the lower case letters "i" and "t" in cursive.

Cheetahs: We discussed making deals (bargains) with people and then read the story Molly's Hard Bargain. The children are expected to reread the story for homework tonight.
Crabs: We discussed being teased and then began reading Rosie's Story. This afternoon the students are expected to finish reading independently and list any unknown words on sticky notes. We will review these words in group tomorrow.

In math we used rounding to estimate the differences of three digit numbers. I met with two small groups while the students worked on a follow up worksheet. One group focused on identifying and extending increasing numeric patterns. The other group practiced writing four digit numbers in expanded and standard forms.

Following music, the students enjoyed lunch and recess.

When they returned to class I modeled using my graphic organizer to write a personal narrative about seeing a bear at Deep Creek Lake. Then the students worked on independent work, including finishing their graphic organizer and beginning their rough draft, while I met with reading groups.

Lions: we reviewed the unknown words they identified this morning and then read their book. After reading the book we discussed whether or not it was realistic fiction. Tonight they need to reread the book and get a parent signature in their planner.
Bears: We reviewed the unknown words that the students identified earlier today. Then we read through the story and discussed connections we made. Tonight they need to reread the story and get a parent's signature in their planner.

Unfortuantely, due to challenges during independent work time, we did not get to science.

TGIF

2011-09-16T11:04:00.002-04:00

I am back!!! WOO HOO!!!

This morning Mrs. Howard, our guidance counselor, did a great lesson, with the children, about organization. Therefore, our reading block was shortened...a lot! After Mrs. Howard left, the students had about 10 minutes to work on any unfinished work from the week.

We began math by reviewing addition with regrouping. I reminded the students that they MUST show their regrouping (carrying the ones to the tens column, for example) and that it is important that they line up the columns correctly. After that we took a quiz.

Following a visit to the media center, the students enjoyed lunch and recess.

When the students returned to class we compared two pieces of writing on the same topic. We noticed that one piece had more details and painted a clearer picture in the readers mind. Then we identified the sensory images (adjectives) that the author used in his writing.

While I met with my afternoon reading groups, the students completed written reading group assignments in their RRJs. They also finished any unfinished work from the week including the graphic organizer for their next writing piece.

Lions: We discussed their RRJ entries about how Josh changed in the story. Then I modeled a good response. We discussed the elements of my response and how they could make theirs better.
Bears: We assessed their RRJ responses about the problem and solution in their reading group book, together. We identified information necessary to make it a good response.

We ended the day by practicing making finger prints for our crime lab unit in science.

Hump Day!

2011-09-14T10:42:00.003-04:00

We are halfway through, what has been so far, a very productive week!

In reading we examined how the author presents the setting in the book Where the River Begins. Then the students wrote about the setting, using examples from the text, in their RRJs.

Reading groups:
Cheetahs: Reviewed unknown words and began orally reading text. Students finished independently at their seats.
Crabs: Reviewed unknown words and began reading orally. Students finished independently.

In math we identified and extended increasing numeric patterns. I worked with two small groups. One group practiced rounding three digit numbers to the nearest hundred. The other group practiced rounding three digit numbers to the nearest 10. There is an increasing pattern worksheet for homework. We will have a quiz on Friday.

After math we had a class meeting. We began with each student completing the statement, "It frustrates me when..." After sharing various compliments, we discussed the idea of scapegoating others based on past behavior.

Following lunch and recess the students were shown how to create a flow chart, a web and a word/picture splash to organize and brainstorm their thoughts for a writing piece. I used the same topic (subject) for each of the three organizers so they could see how the same story could be planned in different ways. Then the students continued their independent work from the morning AND created a graphic organizer for their next writing piece while I met with reading groups.

Reading Groups:
Lions: we discussed how Josh changes in the story and found the evidence in the text that shows how he feels in the beginning and the end of the story.

Bears: We met and finished read the book and then discussed how Sol changed.

We ended the day by going to the computer lab and learning how to change the font in a Word document.

I will be out tomorrow...my husband is having back surgery...so no blog update. I plan to return on Friday!!

Terrific Tuesday

2011-09-13T15:45:00.000-04:00

In reading we read the book Miss Rumphius by Barbara Cooney and identify how the main character changed from the beginning to the end of the story. While I met with two reading groups, the students wrote about these changes in their RRJs and finished any unfinished work.

Cheetahs: We practiced reading and writing high frequency words, from their book, on whiteboards. Then the students read their books and listed unknown words on sticky notes.
Crabs: We practiced reading and writing high frequency words, from their book, on whiteboards. Then the students read their books and listed any unknown words on a sticky note.

After a short review of rounding numbers to the nearest ten and hundred, the students complete a problem on an index card so that I could assess who needs more help.

Next, I demonstrated to the students how rounding is used in estimation. I also modeled using rounding to estimate the sums of three digit addition problems. While I worked with a small group, the rest of the class worked independently on a worksheet to estimate the sums of three digit addition problems.

The small group practiced rounding three digit numbers to the nearest hundred.

Following PE, lunch and recess, Mrs. Benson modeled choosing a topic and using either a web, a word/picture splash or a flow chart to brainstorm and organize thoughts for a writing piece. Then the students worked on unfinished work and planning for their next writing piece. Mrs. Benson also met with two reading groups. (I was at an in-house meeting.)

Lions: Worked with identified vocabulary from their book. Then read the book, partly in group and partly independently, to find our how Josh changes in the story.
Bears: Worked with identified vocabulary from their book. Then read the book, partly in group and partly independently, to find out if Sol got a pet.

We ended the day with students sharing the writing graphic organizers.

Remember...
Book orders are due by Friday
Field trip $$ is due ASAP
Spelling packet is due next Friday

Sunny Monday

2011-09-12T13:18:00.003-04:00

What a difference a week makes!!

We began the day by reading the story Bringing the Rain to Kapiti Plain by Verna Aardema. Then we identified character traits, and support from the text, for Ki-Pat. We also learned the difference between a proper and a common noun. While the students worked on an RRJ entry and a proper noun worksheet, I met with two reading groups.

Cheetahs: W e chose a group name and created an -ace word chain.
Crabs: We picked a name and created a -ank word chain.

In math we rounded three digit numbers to the nearest ten. The students have a worksheet to finish for homework.

Following music, lunch and recess, the students reviewed and received their first spelling packet. We will be working on 10 words with the /ee/sounds, 10 third grade word wall words and review compound words. This is a long packet but it is not due until NEXT Friday, September 23. Please help your student plan accordingly.

While I met with my other two reading groups the students completed their RRJ responses and the noun worksheet from this morning. They also worked on a new assignment, from our language arts textbook, working with compound words.

Lion: We discussed the Japanese art of origami and previewed their book.
Bears: We discussed the possible challenges of having a pet cat or dog in an apartment in a city.

After reading, I returned some graded assignements such as our math quiz and our baseline writing sample. These papers are to be stored in the appropriate section of your child's binder...please look for them! At this time I introduced and explained the new grading system...ES=4, P+=3.5, P=3, I+=2.5, I=2, N+=1.5, N=1. We also discussed the importance of reading my feedback on the children's assignments and using that feedback to improve their work.

Unfortuantely, the group was rather chatty today and we did not get to our social studies lesson. Hopefully, tomorrow will bring better listening and direction following! :-)

TGIF

2011-09-09T11:31:00.002-04:00

The "F" can either stand for Friday or football...you choose!! :-)

We began the day by discussing character traits and how they help readers understand characters and make predictions. Then we shared examples of behaviors and names character traits for each. After that, we read the realistic fiction book called Island Boy and created a class chart indicating character traits and evidence from the book to support each trait.

In math we took a brief quiz so that I could analyze what the students have gained from my teaching and what challenges remain. Then we practiced rounding three digit numbers to the nearest tens and hundreds.

Following a visit to the media center the students will go to lunch and recess. After recess the children will take the MAP-R (measures of academic progress in reading) for the first of three times this year.

This is an electronic assessment which the students will take on a computer. The test is 42 questions long and self adjusts to the individual. Therefore, if a child gets a lot of questions correct, the test will get more challenging and the revers is true, too.

This assessment gives the teacher great information to help plan for instruction. The students take it again in January and May.

We will end the day by examining our class rules charts from yesterday that the students made in small groups. We will look for common threads and create a class list of rules.