The children's day began with a visit to the media center.
For our reading whole group lesson we looked at the final message in the story Ooka and the Honest Thief. Using context clues and our background knowledge from the story we identified the author's message that was inferred in the note Ooka left for Ghonta.
Our writing whole group lesson focused on publishing. We learned how to open an existing document. We also reviewed how to save it. Then I demonstrated how to print a document ensuring that the correct printer is chosen. Finally, I answered troubleshooting types of questions posed by the students, such as how to type quotation marks.
Independent work for today included finishing peer conferencing, publishing and printing the final draft and completing unfinished work.
Reading groups:
Yellow Jackets: We reviewed their scored BCRs and discussed how sticky note assignments and group discussion should be considered when answering a short answer type of question. Then we set up a vocabulary section in their RRJ. For homework the students need to reread their book and list all words with apostrophes in their RRJ.
Next up was math. We redid the lesson that I attempted to deliver yesterday. I demonstrated, and the children practiced, using the compensation number line strategy to find a sum. Click here to view the lesson. For homework , the children need to view today's lesson, via the blog, and complete one problem in their math journal (153+148=) using the compensation number line strategy.
Following lunch and recess the students continued working independently while I met with more reading groups.
Cheetahs: We discussed their BCRs including using their sticky notes and group discussion when writing responses. I also shared the first sentence of EVERY child's response...all used a pronoun instead of referring to the main character's name. For homework the children need to reread their book and list every word with an apostrophe on their sticky note.
Sharks: We began setting up a vocabulary in the children's RRJ. For homework they are to list all of the words with apostrophes, from their book, on their sticky note.
Snakes: YEY! We finally chose a group name. We practiced reading up to page 8. For homework they need to reread pages 2-8 and list words with apostrophes on their sticky note.
We ended the day with science...HOORAY! We began reading an online book called How Things Move. Some of the concepts included relative position, constant and variable motion, force and friction.
Wednesday, September 12, 2012
Tuesday, September 11, 2012
Tuesday
The children's day began with PE. After that we shared examples in the text where Ooka's actions were fair and unfair (independent work from yesterday) and discussed how this affected the events in the story. Then we identified steps needed to begin publishing their writing pieces, on the laptops, using Microsoft Word.
Independent work included completing peer conferencing on their writing pieces, publishing their writing on the laptop, writing the letters h and k in cursive and identifying correct pronouns to match a given antecedent (worksheet).
I began meeting with reading groups.
Yellow Jackets:
We orally reviewed the actions that they marked with sticky notes in their book. Then the students were given their first BCR to answer; How do Julie and Adam's actions lead to the solution of the problem? This will be completed independently, in their RRJ (reading response journal) and turned in for a score.
After completing our warm up and reviewing last night's homework in math, we launched into a lesson analyzing an example of student work, provided by MCPS, using the compensation strategy and a number line to find the sum of a three digit addition problem. I'm going to be honest--the lesson was rocky, at best! We did not finish it and therefore the students do not have math homework this evening...lucky them! We will revisit this lesson tomorrow and clarify any confusion and frustration!
Following lunch and recess the children continued working on their independent assignments and I met with more reading groups.
Cheetahs: We discussed the problem and the actions of the main character that influenced the events leading tot he solution in the story. Then the students were given their first BCR to answer in their RRJ; What was the problem in the story and how was it solved?
Sharks: We identified the problem and solution in the story using the stickies from their homework last night. Then the students were given their first BCR to answer in their RRJ; What was the problem in the story and how was it solved?
The Other Group (I really need to get them to pick a name!!): We did word work using words from our story.
The afternoon was productive but publishing with the laptops presented new challenges. I wanted to address these challenges to establish class expectations and routines.
We also had a class discussion about how things are going during independent work time. This came about because I noticed that several students seemed anxious or frustrated. The students expressed concern that they have too many independent work assignments, not enough time to get them done and, therefore, feel rushed. I HEAR THEM! Adjustments will be made!
I hope you appreciate my honesty when I tell you that we did have bumps in the road today. I assure you that progress was made and the children are learning! There is no homework this evening but that will not be the norm! If you have any questions or concerns, please contact me at dana_c_holman@mcpsmd.org.
If you feel the need to have your child complete work at home this evening, have them reread their reading group book and identify pronouns within the text. They can also identify the antecedent that goes with the pronoun. For math they can solve three digit addition problems using one of the strategies we have learned in class.
Independent work included completing peer conferencing on their writing pieces, publishing their writing on the laptop, writing the letters h and k in cursive and identifying correct pronouns to match a given antecedent (worksheet).
I began meeting with reading groups.
Yellow Jackets:
We orally reviewed the actions that they marked with sticky notes in their book. Then the students were given their first BCR to answer; How do Julie and Adam's actions lead to the solution of the problem? This will be completed independently, in their RRJ (reading response journal) and turned in for a score.
After completing our warm up and reviewing last night's homework in math, we launched into a lesson analyzing an example of student work, provided by MCPS, using the compensation strategy and a number line to find the sum of a three digit addition problem. I'm going to be honest--the lesson was rocky, at best! We did not finish it and therefore the students do not have math homework this evening...lucky them! We will revisit this lesson tomorrow and clarify any confusion and frustration!
Following lunch and recess the children continued working on their independent assignments and I met with more reading groups.
Cheetahs: We discussed the problem and the actions of the main character that influenced the events leading tot he solution in the story. Then the students were given their first BCR to answer in their RRJ; What was the problem in the story and how was it solved?
Sharks: We identified the problem and solution in the story using the stickies from their homework last night. Then the students were given their first BCR to answer in their RRJ; What was the problem in the story and how was it solved?
The Other Group (I really need to get them to pick a name!!): We did word work using words from our story.
The afternoon was productive but publishing with the laptops presented new challenges. I wanted to address these challenges to establish class expectations and routines.
We also had a class discussion about how things are going during independent work time. This came about because I noticed that several students seemed anxious or frustrated. The students expressed concern that they have too many independent work assignments, not enough time to get them done and, therefore, feel rushed. I HEAR THEM! Adjustments will be made!
I hope you appreciate my honesty when I tell you that we did have bumps in the road today. I assure you that progress was made and the children are learning! There is no homework this evening but that will not be the norm! If you have any questions or concerns, please contact me at dana_c_holman@mcpsmd.org.
If you feel the need to have your child complete work at home this evening, have them reread their reading group book and identify pronouns within the text. They can also identify the antecedent that goes with the pronoun. For math they can solve three digit addition problems using one of the strategies we have learned in class.
Monday, September 10, 2012
Magnificent Monday
This week is off to a fabulous start thanks to the Redskins!!! It is so much easier to come to work after my Skins put up a W!
The students' day began with one more informal reading assessment. This one is called the MAP-R, Measures in Academic Progress-Reading. This assessment is taken by students in grades 3-5 three times per year. The purpose is to monitor that the children are indeed learning from our lessons and to help us plan for our instruction.
Personally, I LOVE this assessment. It is a computerized test with 42 questions. Each child sits in front of a computer monitor and reads through an assortment of text...anywhere from fictional passages to recipes to dictionary entries... The cool thing is that this assessment self adjusts. As students answer questions correctly, it becomes more challenging. So, the assessment is individualized to meet each student's ability. Then we get a print out of the child's strengths and weaknesses to help us plan our instruction.
When we returned to class we read the story Ooka and the Honest Thief and examined how the main character's actions influenced the events in the story. After that I showed the students the peer conferencing sheet they would be using this afternoon and we identified how to use it to work with partners and improve their writing pieces.
Due to MAP-R there was no time for small group instruction after our whole group reading and writing lessons.
Next up was math! We began with a warm up and then I gave the class an "exit card". An exit card is a quick way for me to assess what has been instructed. It is typically one or two problems. The students complete this independently and then I sort them, based on the responses, to make small groups. These are referred to as "exit cards" because many teachers use them as students exit out of the classroom to go from one subject to another.
After the students completed the exit cards, I called them to the carpet and we used rounding to help us identify the sum of three digit addition problems using a strategy called the compensation strategy. You can click here to view the lesson. Following the lesson, students worked on a worksheet solving 3 digit problems. Now only did they need to identify the correct sum but they also had to show one of the strategies taught in class to solve the problem. They could either use the base ten block or compensation strategy...it was their choice!
While the students worked independently, Mrs Head worked with a small group on rounding numbers to the nearest 100 and I worked with a small group rounding 3 digit numbers to the nearest 10. For homework the students must finish the worksheet from class and SHOW one strategy they used to solve each problem.
After enjoying lunch and recess I explained the independent work to the class. First they needed to work with partners in their reading group to reread the story Ooka and the Honest Thief and mark portions of the text where Ooka's actions were fair (F) and unfair (U). We will share these in whole group tomorrow. After that the children conferenced with peers to revise their writing pieces.
Meanwhile, I met with reading groups:
Sharks: We finished reading the book in group. We talked about what it means to read fluently and discussed the use of punctuation in order to do so. Tonight they need to reread their book, working on fluency, and use the post it notes I gave them to mare the problem and the solution in the story.
Unfortunately, we had a rocky afternoon and shortly after meeting with my first reading group we had to stop and hold our first class meeting. :-(
The purpose of class meeting is to build a community within our class. IT gives students a "say" in the classroom and builds trust and respect.
There are three parts to my class meetings;
1. Group share
Each person completes a sentence starter or prompt. For example, today we went around the circle and everyone finished the sentence starter, One thing I like about our classroom is..."
2. Compliments
We share specific compliments such as, " Thank you for helping me catch up with my independent work." or "Thanks for playing with me during recess because then I didn't feel lonely."
3. Issues/Challenges
This section is where we address problems within the classroom. These can be brought up by me, the teacher, or the students. Today, I was the one who shared issues! We discussed the importance of being responsible. I talked about following directions during independent work time. I also reminded the students where they should go for help, when I am with a small group, if they are confused or don't know what to do. Hopefully, this will help during small group/independent work time tomorrow!
ALL reading groups are expected to reread their group book working on fluency.
As always, feel free to contact me with question or concerns.
The students' day began with one more informal reading assessment. This one is called the MAP-R, Measures in Academic Progress-Reading. This assessment is taken by students in grades 3-5 three times per year. The purpose is to monitor that the children are indeed learning from our lessons and to help us plan for our instruction.
Personally, I LOVE this assessment. It is a computerized test with 42 questions. Each child sits in front of a computer monitor and reads through an assortment of text...anywhere from fictional passages to recipes to dictionary entries... The cool thing is that this assessment self adjusts. As students answer questions correctly, it becomes more challenging. So, the assessment is individualized to meet each student's ability. Then we get a print out of the child's strengths and weaknesses to help us plan our instruction.
When we returned to class we read the story Ooka and the Honest Thief and examined how the main character's actions influenced the events in the story. After that I showed the students the peer conferencing sheet they would be using this afternoon and we identified how to use it to work with partners and improve their writing pieces.
Due to MAP-R there was no time for small group instruction after our whole group reading and writing lessons.
Next up was math! We began with a warm up and then I gave the class an "exit card". An exit card is a quick way for me to assess what has been instructed. It is typically one or two problems. The students complete this independently and then I sort them, based on the responses, to make small groups. These are referred to as "exit cards" because many teachers use them as students exit out of the classroom to go from one subject to another.
After the students completed the exit cards, I called them to the carpet and we used rounding to help us identify the sum of three digit addition problems using a strategy called the compensation strategy. You can click here to view the lesson. Following the lesson, students worked on a worksheet solving 3 digit problems. Now only did they need to identify the correct sum but they also had to show one of the strategies taught in class to solve the problem. They could either use the base ten block or compensation strategy...it was their choice!
While the students worked independently, Mrs Head worked with a small group on rounding numbers to the nearest 100 and I worked with a small group rounding 3 digit numbers to the nearest 10. For homework the students must finish the worksheet from class and SHOW one strategy they used to solve each problem.
After enjoying lunch and recess I explained the independent work to the class. First they needed to work with partners in their reading group to reread the story Ooka and the Honest Thief and mark portions of the text where Ooka's actions were fair (F) and unfair (U). We will share these in whole group tomorrow. After that the children conferenced with peers to revise their writing pieces.
Meanwhile, I met with reading groups:
Sharks: We finished reading the book in group. We talked about what it means to read fluently and discussed the use of punctuation in order to do so. Tonight they need to reread their book, working on fluency, and use the post it notes I gave them to mare the problem and the solution in the story.
Unfortunately, we had a rocky afternoon and shortly after meeting with my first reading group we had to stop and hold our first class meeting. :-(
The purpose of class meeting is to build a community within our class. IT gives students a "say" in the classroom and builds trust and respect.
There are three parts to my class meetings;
1. Group share
Each person completes a sentence starter or prompt. For example, today we went around the circle and everyone finished the sentence starter, One thing I like about our classroom is..."
2. Compliments
We share specific compliments such as, " Thank you for helping me catch up with my independent work." or "Thanks for playing with me during recess because then I didn't feel lonely."
3. Issues/Challenges
This section is where we address problems within the classroom. These can be brought up by me, the teacher, or the students. Today, I was the one who shared issues! We discussed the importance of being responsible. I talked about following directions during independent work time. I also reminded the students where they should go for help, when I am with a small group, if they are confused or don't know what to do. Hopefully, this will help during small group/independent work time tomorrow!
ALL reading groups are expected to reread their group book working on fluency.
As always, feel free to contact me with question or concerns.
Friday, September 7, 2012
TGIF
Wow! It's been a long but productive week. I know the children and I are ready for the weekend...and I am definitely ready for some FOOTBALL!!!!!!!!!!!!!!!!!!!!!!!!
With that said....you probably want to know what went on today, right?
The students began their day with music. When they returned to class we revisited the story Crow Boy and identified how the main character's actions influenced the events in the story. Then I jumped into our writing lesson. In writing we examined the conventions of using dialogue in text by finding examples in the story Boxes for Katje.
Then I began meeting with reading groups while the students worked independently.
Independent Work:
Students completed their rough draft and then reviewed their own writing and added one or two examples of dialogue. Then they practiced writing the letters l and b in cursive. Finally, they completed any other unfinished assignments from the week.
Reading Groups:
Yellow Jackets: We reviewed vocabulary from the text. Then the children worked with partners to reread the story and mark the problem and actions influencing the events with sticky notes. We will share this in group on Monday.
Next up was math. We began with a warm up and then reviewed last night's homework. Then we focused on using base ten block to compose and add three digit numbers. Click here to view the lesson. Be nice....this was not one of my smoother Educreation experiences! :-) We ended math with the students doing two examples in their math journals with the help of Mrs. Head and myself.
Following lunch and outdoor recess the students came in and continued their independent work while I met with more reading groups.
Reading Groups:
Cheetahs: We reviewed unknown words in the book and read up to page with the purpose of identifying the problem in the story. After discussing the problem, the children worked in pairs to finish reading the book marking actions of the characters that influenced events leading to the solution. We will share these on Monday in group.
Sharks: We reviewed unknown words from the text and began reading the book aloud in group. After reading several pages we identified the problem in the story.
My final group has not picked a name yet...OOPS! Sorry about that! I didn't realize it until I sat down to blog today! However, that group reviewed some vocabulary from their book and began reading it aloud, using decoding skill to determine new words.
We ended the day with students working in small groups to perform short plays demonstrating how citizens work together to solve problems.
With that said....you probably want to know what went on today, right?
The students began their day with music. When they returned to class we revisited the story Crow Boy and identified how the main character's actions influenced the events in the story. Then I jumped into our writing lesson. In writing we examined the conventions of using dialogue in text by finding examples in the story Boxes for Katje.
Then I began meeting with reading groups while the students worked independently.
Independent Work:
Students completed their rough draft and then reviewed their own writing and added one or two examples of dialogue. Then they practiced writing the letters l and b in cursive. Finally, they completed any other unfinished assignments from the week.
Reading Groups:
Yellow Jackets: We reviewed vocabulary from the text. Then the children worked with partners to reread the story and mark the problem and actions influencing the events with sticky notes. We will share this in group on Monday.
Next up was math. We began with a warm up and then reviewed last night's homework. Then we focused on using base ten block to compose and add three digit numbers. Click here to view the lesson. Be nice....this was not one of my smoother Educreation experiences! :-) We ended math with the students doing two examples in their math journals with the help of Mrs. Head and myself.
Following lunch and outdoor recess the students came in and continued their independent work while I met with more reading groups.
Reading Groups:
Cheetahs: We reviewed unknown words in the book and read up to page with the purpose of identifying the problem in the story. After discussing the problem, the children worked in pairs to finish reading the book marking actions of the characters that influenced events leading to the solution. We will share these on Monday in group.
Sharks: We reviewed unknown words from the text and began reading the book aloud in group. After reading several pages we identified the problem in the story.
My final group has not picked a name yet...OOPS! Sorry about that! I didn't realize it until I sat down to blog today! However, that group reviewed some vocabulary from their book and began reading it aloud, using decoding skill to determine new words.
We ended the day with students working in small groups to perform short plays demonstrating how citizens work together to solve problems.
Thursday, September 6, 2012
Thursday...Reading Groups!
It was nice to see so many of you at Back to School Night last night!
With the informal reading assessments completed, we began to meet in reading groups today! YIPPEE!
With that said....the children's day began by going to art.
When they came back to class, we reviewed independent work time expectations for getting help and what to do when they are finished with assigned work. We charted these expectations. They will be hung in the classroom as a reminder.
After that, we read a biography about Candace Flemming, the author of Boxes for Katje. We identified how Ms. Flemming's background helped us understand her point of view as the narrator of the story.
Then I assigned independent work and met with two reading groups.
Independent work today included:
1. Previewing their reading group book and listing unknown words on a sticky note. The sticky note was supposed to have two columns. One column was for words the students can't decode (read). The other side was for words the students can read but for which they do not know the meaning.
2. Finish the rough draft for their common good writing piece.
3. A pronoun worksheet.
4. Unfinished work.
ALL reading groups have homework! They are expected to read the reading group book this evening!!
When I meet with reading groups today it is simply to get into the practice of coming to group and to select a group name...short and simple! :-)
In math we reviewed rounding three digit numbers to the nearest ten. Then the children worked independently on a follow up worksheet and played a n addition game called Numbers League on the iPad. I met with a small group to work on rounding numbers to the nearest 10. There is a worksheet for homework.
Following lunch and outdoor recess we analysed a Norman Rockwell painting entitled "Miss Jones" and used "juicy" words to describe the actions, thoughts and feelings we felt described the scene in the picture. The purpose of this was to help students improve the details and descriptions in their own writing.
After that the students continued their independent work and met with the rest of the reading groups.
We ended the day by discussing the challenges of working collaboratively, as identified by the children in their morning work this morning. Then we viewed a video clip (twice!) and the students identified the goal of the children in the film and the actions they took to achieve their goal. This reinforced the idea that citizens have a responsibility to contribute to the common good of the community.
With the informal reading assessments completed, we began to meet in reading groups today! YIPPEE!
With that said....the children's day began by going to art.
When they came back to class, we reviewed independent work time expectations for getting help and what to do when they are finished with assigned work. We charted these expectations. They will be hung in the classroom as a reminder.
After that, we read a biography about Candace Flemming, the author of Boxes for Katje. We identified how Ms. Flemming's background helped us understand her point of view as the narrator of the story.
Then I assigned independent work and met with two reading groups.
Independent work today included:
1. Previewing their reading group book and listing unknown words on a sticky note. The sticky note was supposed to have two columns. One column was for words the students can't decode (read). The other side was for words the students can read but for which they do not know the meaning.
2. Finish the rough draft for their common good writing piece.
3. A pronoun worksheet.
4. Unfinished work.
ALL reading groups have homework! They are expected to read the reading group book this evening!!
When I meet with reading groups today it is simply to get into the practice of coming to group and to select a group name...short and simple! :-)
In math we reviewed rounding three digit numbers to the nearest ten. Then the children worked independently on a follow up worksheet and played a n addition game called Numbers League on the iPad. I met with a small group to work on rounding numbers to the nearest 10. There is a worksheet for homework.
Following lunch and outdoor recess we analysed a Norman Rockwell painting entitled "Miss Jones" and used "juicy" words to describe the actions, thoughts and feelings we felt described the scene in the picture. The purpose of this was to help students improve the details and descriptions in their own writing.
After that the students continued their independent work and met with the rest of the reading groups.
We ended the day by discussing the challenges of working collaboratively, as identified by the children in their morning work this morning. Then we viewed a video clip (twice!) and the students identified the goal of the children in the film and the actions they took to achieve their goal. This reinforced the idea that citizens have a responsibility to contribute to the common good of the community.
Wednesday, September 5, 2012
Back to School Night
Back to School Night is tonight at 7! I can't wait to see you!
The children began their day by visiting the media center. After that, they worked with Mrs. Benson as I continued (and finished!!) my informal reading assessments.
Mrs. Benson used the book Boxes for Katje to identify the characteristics of realistic fiction and practice asking questions before and during reading to make predictions. Then the children worked independently to complete the rough draft we began yesterday afternoon.
We began math by completing a warm up and reviewing last night's homework. Then we practiced rounding THREE digit numbers to the closest ten. Click here to view our lesson, or you can find it in the lessons section of this blog. Unfortunately, we did not have time for the children to practice independently in class. So tonight's homework is rounding to the nearest ten with TWO digit numbers.
After math the children enjoyed lunch and recess. Then they went to the computer lab where Mrs. Howard did a lesson about citizens in our community.
We ended the day with a science lesson. The children worked in small groups, using the lap tops, to play a game called Tinker Ball. The purpose of this activity was to investigate how an object's motion can be changed in a variety of ways. Click on the Tinker Ball link to see it for yourself!
The children began their day by visiting the media center. After that, they worked with Mrs. Benson as I continued (and finished!!) my informal reading assessments.
Mrs. Benson used the book Boxes for Katje to identify the characteristics of realistic fiction and practice asking questions before and during reading to make predictions. Then the children worked independently to complete the rough draft we began yesterday afternoon.
We began math by completing a warm up and reviewing last night's homework. Then we practiced rounding THREE digit numbers to the closest ten. Click here to view our lesson, or you can find it in the lessons section of this blog. Unfortunately, we did not have time for the children to practice independently in class. So tonight's homework is rounding to the nearest ten with TWO digit numbers.
After math the children enjoyed lunch and recess. Then they went to the computer lab where Mrs. Howard did a lesson about citizens in our community.
We ended the day with a science lesson. The children worked in small groups, using the lap tops, to play a game called Tinker Ball. The purpose of this activity was to investigate how an object's motion can be changed in a variety of ways. Click on the Tinker Ball link to see it for yourself!
Tuesday, September 4, 2012
Scientific Tuesday
I hope everyone enjoyed the long weekend!
The students began their day with PE. After PE, Mrs. Benson too over, following plans I had left, while I continued the informal one-on-one reading assessments.
First, the children engaged in a discussion about characteristics that identify a person's individual uniqueness. This was part of a science (health) lesson that we didn't get to last week. Then the children, working collaboratively in small groups, created webs of themselves indicating character traits which they feel makes them unique. The children used the iPads, specifically the app called penultimate, to take a photo of them self and create the web. These are hanging on the bulletin board in the hallway.
After that, the children completed a math warm up and began rounding 2 digit numbers to the closest 10. They were encouraged to use either the box or number line strategies we introduced last week when we were rounding to the closest 100. The children completed half of a worksheet in class. The are to finish that worksheet for homework.
After enjoying lunch and outdoor recess, we used a Power Point, from the new curriculum, to learn how to identify pronouns and their antecedents. We also learned about agreement between the pronoun and antecedent. It was a great Power Point! The children really seemed to advance their knowledge!!
Then I modeled using the "For the Common Good" chart that we created in writing last week to write a rough draft. I did SHOW the entire class what I wanted them to do BUT I gave individual students little to no help since this is a BASELINE writing sample. I plan to use this to drive my instruction (figure out strengths and weaknesses).
Before packing up, we began our second science lesson for the day. This time we were beginning our physics unit. We examined and described the position of an object in relationship to another object. Then we described the movement of an object and identified the causes of the movement.
Remember that Back to School Night is tomorrow night beginning at 7 pm. Hope to see you all there!
The students began their day with PE. After PE, Mrs. Benson too over, following plans I had left, while I continued the informal one-on-one reading assessments.
First, the children engaged in a discussion about characteristics that identify a person's individual uniqueness. This was part of a science (health) lesson that we didn't get to last week. Then the children, working collaboratively in small groups, created webs of themselves indicating character traits which they feel makes them unique. The children used the iPads, specifically the app called penultimate, to take a photo of them self and create the web. These are hanging on the bulletin board in the hallway.
After that, the children completed a math warm up and began rounding 2 digit numbers to the closest 10. They were encouraged to use either the box or number line strategies we introduced last week when we were rounding to the closest 100. The children completed half of a worksheet in class. The are to finish that worksheet for homework.
After enjoying lunch and outdoor recess, we used a Power Point, from the new curriculum, to learn how to identify pronouns and their antecedents. We also learned about agreement between the pronoun and antecedent. It was a great Power Point! The children really seemed to advance their knowledge!!
Then I modeled using the "For the Common Good" chart that we created in writing last week to write a rough draft. I did SHOW the entire class what I wanted them to do BUT I gave individual students little to no help since this is a BASELINE writing sample. I plan to use this to drive my instruction (figure out strengths and weaknesses).
Before packing up, we began our second science lesson for the day. This time we were beginning our physics unit. We examined and described the position of an object in relationship to another object. Then we described the movement of an object and identified the causes of the movement.
Remember that Back to School Night is tomorrow night beginning at 7 pm. Hope to see you all there!
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