TGIF!!

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

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

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

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

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

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

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.