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.
Wednesday, November 9, 2011
Tuesday, November 8, 2011
Terrific Tuesday
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.
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.
Monday, November 7, 2011
Parent Conference Week Begins!
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.
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.
Friday, November 4, 2011
TGIF!
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.
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, November 3, 2011
Thursday
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.
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.
Wednesday, November 2, 2011
Hump Day
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.
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.
Tuesday, November 1, 2011
Welcome to Marking Period 2!!
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.
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.
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