This morning, after the children went to PE, we explored the multiple meanings of the word mint and read parts of the text , "The Story of the Philadelphia Mint", to determine which meaning was the one being used. I also introduced the children to another dictionary...the one included in the software application Kidspiration.
This morning I reviewed the students' topic sentences for their community action writing piece. SO, after our reading lesson, I shared my feedback about their topic sentences with the children. I reminded them that all sentences must have a subject and a predicate and that in this case, their topic sentences had to state their opinion. Then I modeled writing a topic sentence that states an opinion. I also modeled taking the idea about who it will help (from their original organizer) and turning it into a detail sentence.
While I met with small groups the students revised their topic sentences and wrote their first detail sentence for their community action research paper. They also worked on a new WOW worksheet for our word of the week, immense (adj/very large;huge).
I had planned to begin calling reading groups. However, many students were rushing through their writing and turning in incorrect topic and detail sentences. So, instead, I began pulling small groups to work on writing complete sentences that stated their opinion and details clearly, with details.
Following our math warm up I reviewed one of the children's homework problems from last night. The students seemed to understand the multiplication part but the repeated addition stumped a few. I demonstrated how to write a repeated addition sentence which reflects the picture that is shown. For example, if the picture shows 8 groups with 4 in each group, the addition sentence must be the number 4 added 8 times.
Then we viewed this video about using arrays to write and solve multiplication equations. After completing a few practice problems together, as a group, it appeared that the children grasped the concept. So, the children worked on a follow up practice worksheet while I pulled small groups.
The group I met with worked on solving two step word problems. Specifically, we practiced identifying, through illustrations, what the numbers in the problem represented.
There is an array worksheet for homework.
Following lunch and outdoor recess the children continued their independent work while I met with reading groups.
Reading Groups
Yellow Jackets: We reviewed their lists of unknown words and discussed chapter 6.
Cheetahs: We reviewed chapter 5 by going over the Venn Diagrams they created for homework last night.
Sharks: We met and began reviewing their beginning/middle/end pictures they drew for homework last night. After some frustration, it became clear that the children didn't fully understand the chapter. So, tomorrow we will reread the chapter and identify the beginning, middle and end, together in group.
Snakes: We discussed the questions in the back of the book and identified the answers in text with a post-it note. They need to reread their book tonight.
We ended the day by previewing the plan for building a vehicle which the students will do in science either later this week or early next week.
Tuesday, October 9, 2012
Monday, October 8, 2012
Open House Monday
Today was MCPS' yearly Open House. It was nice to have so many parents visit our classroom.
We began our day with a class meeting. First, we did a group share where we finished the sentence starter, "One thing you may not know about me..." It was fun to discover so many interesting facts about one another!!
After that we moved onto compliments.
Then we began a problem solving process. I identified a problem...students aren't following directions. Next, the students brainstormed ideas of we might solve that problem. I listed the ideas that were shared. Next week we will discuss the ideas and vote on one we think might work.
After that we moved onto our whole group reading and writing lessons. Reading focused on the idea that many of the words in our language have more than one meaning. We examined the Britannica Online Dictionary as a way to learn about different meanings of words. We also analyzed a dictionary entry (on a printed worksheet that is now living in the reading section of each child's binder) and discussed many of the parts of a typical entry.
Our writing lesson focused on analyzing a paragraph written in a persuasive text. We identified how the author engaged readers and state her opinion.
For independent work the children will look up the word mint, in a dictionary, and identify different meanings of the word and the part of speech for which each meaning is used. They will also write the topic sentence for their community action research report.
Reading Groups
Sharks: We met and reviewed the main character (Sarah Ida) and the problem, so far, in the book (Sarah Ida was sent to live with her Aunt Claudia and she is not happy about it). Then we began reading the chapter called Rossi. For HOMEWORK they need to reread the entire chapter and draw a picture of the beginning, middle and end (of the chapter) in their RRJ.
In math we organized counters to represent a given word problem. Then we wrote a multiplication equation to match both the counters and the word problem....after doing this lesson I realized I should have captured it using Educreations...SORRY! Once we identified the equation, the students explained what each number in the equation stood for.
While Mrs. Head and I worked with small groups the students worked on a practice worksheet. My small group practiced solving two step word problems. Mrs. Head worked with students who missed the quiz on Friday. There is a multiplication worksheet for homework.
Following lunch and a chilly outdoor recess the children continued their independent work and I met with reading groups.
Reading Groups
Yellow Jackets: They wrote a summary of chapter 5 in their RRJ. For HOMEWORK they need to read chapter 6 and list unknown words (both words they can't decode and/or words they can decode but don't know what they mean).
Cheetahs: We read and discussed the first half of chapter 5 in group. Then the students read the rest of the chapter independently and identified who Ben met and 2 things about her. For HOMEWORK they need to reread chapter 5 and complete the Venn diagram that is in their RRJ, comparing Ben and Hana.
Snakes: We reviewed their double vowel words from there independent work last week and reread our book. For homework tonight they need to reread the book (we are working on fluency and word recognition) and list "sh" and "th" words on the chart we created in their RRJ.
We ended the day by analyzing a cartoon and a video clip of Rube Goldberg type machines. These are contraptions (for lack of a better term) which have many moving parts which work together to solve a problem.
We began our day with a class meeting. First, we did a group share where we finished the sentence starter, "One thing you may not know about me..." It was fun to discover so many interesting facts about one another!!
After that we moved onto compliments.
Then we began a problem solving process. I identified a problem...students aren't following directions. Next, the students brainstormed ideas of we might solve that problem. I listed the ideas that were shared. Next week we will discuss the ideas and vote on one we think might work.
After that we moved onto our whole group reading and writing lessons. Reading focused on the idea that many of the words in our language have more than one meaning. We examined the Britannica Online Dictionary as a way to learn about different meanings of words. We also analyzed a dictionary entry (on a printed worksheet that is now living in the reading section of each child's binder) and discussed many of the parts of a typical entry.
Our writing lesson focused on analyzing a paragraph written in a persuasive text. We identified how the author engaged readers and state her opinion.
For independent work the children will look up the word mint, in a dictionary, and identify different meanings of the word and the part of speech for which each meaning is used. They will also write the topic sentence for their community action research report.
Reading Groups
Sharks: We met and reviewed the main character (Sarah Ida) and the problem, so far, in the book (Sarah Ida was sent to live with her Aunt Claudia and she is not happy about it). Then we began reading the chapter called Rossi. For HOMEWORK they need to reread the entire chapter and draw a picture of the beginning, middle and end (of the chapter) in their RRJ.
In math we organized counters to represent a given word problem. Then we wrote a multiplication equation to match both the counters and the word problem....after doing this lesson I realized I should have captured it using Educreations...SORRY! Once we identified the equation, the students explained what each number in the equation stood for.
While Mrs. Head and I worked with small groups the students worked on a practice worksheet. My small group practiced solving two step word problems. Mrs. Head worked with students who missed the quiz on Friday. There is a multiplication worksheet for homework.
Following lunch and a chilly outdoor recess the children continued their independent work and I met with reading groups.
Reading Groups
Yellow Jackets: They wrote a summary of chapter 5 in their RRJ. For HOMEWORK they need to read chapter 6 and list unknown words (both words they can't decode and/or words they can decode but don't know what they mean).
Cheetahs: We read and discussed the first half of chapter 5 in group. Then the students read the rest of the chapter independently and identified who Ben met and 2 things about her. For HOMEWORK they need to reread chapter 5 and complete the Venn diagram that is in their RRJ, comparing Ben and Hana.
Snakes: We reviewed their double vowel words from there independent work last week and reread our book. For homework tonight they need to reread the book (we are working on fluency and word recognition) and list "sh" and "th" words on the chart we created in their RRJ.
We ended the day by analyzing a cartoon and a video clip of Rube Goldberg type machines. These are contraptions (for lack of a better term) which have many moving parts which work together to solve a problem.
Friday, October 5, 2012
TGIF
This morning, while the children were in music, I read through each student's personal narrative rough draft. I provided feedback on each writing piece to guide the students as they write their final, graded copy. I also made notes to common challenges in their writing.
When they returned to class, I shared some of the items I noticed. We discussed adding transitions between ideas, ALWAYS capitalizing the first word in every sentence AND proper nouns. I reminded them that they are telling a story and it needed to be in a sequential order.
After that, we reviewed the rules for forming plural nouns using this link, which can also be found in the lessons section.
While I met with students about their writing and reading groups, the students wrote the final draft of their personal narrative and completed their community action planning sheet organizer.
Reading Groups
Yellow Jackets: We revisited chapter 5 and shared their beginning, middle and end pictures. Then we discussed how to determine what events belong in a summary and we practiced giving an oral summary of chapter 5.
In math we took a quiz. These have been scored and should be in the math section of your child's binder.
We did have some challenges with homework...and I sent out an email about it. In case you missed it, the text is as follows:
Cheetahs: We reviewed page 30 and identified words and phrases the author used to describe how Ben sees Gully. Then we shared their pictures. It turns out, most of the group did not use page 30, as instructed. So we discussed the importance of following directions and putting effort into assignments. It was a good discussion...I think things will improve! :-)
Sharks: We discussed the lists of unknown words they created while reading chapter 1. Then we identified examples, in chapter 1, that showed Sarah Ida has a "Chip on her shoulder".
Snakes: We didn't meet because 3/5 students were absent from this group.
We ended the day by viewing a Power Point about services provided by our local government and discussing the concept of taxes. It was a great discussion and the students seemed quite interested in the topic.
Have a great weekend!
When they returned to class, I shared some of the items I noticed. We discussed adding transitions between ideas, ALWAYS capitalizing the first word in every sentence AND proper nouns. I reminded them that they are telling a story and it needed to be in a sequential order.
After that, we reviewed the rules for forming plural nouns using this link, which can also be found in the lessons section.
While I met with students about their writing and reading groups, the students wrote the final draft of their personal narrative and completed their community action planning sheet organizer.
Reading Groups
Yellow Jackets: We revisited chapter 5 and shared their beginning, middle and end pictures. Then we discussed how to determine what events belong in a summary and we practiced giving an oral summary of chapter 5.
In math we took a quiz. These have been scored and should be in the math section of your child's binder.
We did have some challenges with homework...and I sent out an email about it. In case you missed it, the text is as follows:
Parents—
I need YOUR help!
While it is important for the children to do their own work
and it is perfectly acceptable for them to have mistakes on their homework, I
need YOU to look over their homework every night!!
PLEASE make sure they followed directions (to the best of
their ability)!!!
I just checked last night’s math homework and MOST of the
children did not follow directions. They either only showed 1 way per
problem (the directions said to show 2 different ways…and I MODELED this) or
they left out the drawing or the multiplication problem.
This is becoming a pattern in both class work and homework.
It is NOT that the children aren’t smart enough…they need to
slow down, take their time and focus on the directions.
Let me know if you have any questions or concerns.
Thanks, in advance, for your support!!
Dana
Following lunch and outdoor recess the children continued their independent work, while I met with more reading groups.
Cheetahs: We reviewed page 30 and identified words and phrases the author used to describe how Ben sees Gully. Then we shared their pictures. It turns out, most of the group did not use page 30, as instructed. So we discussed the importance of following directions and putting effort into assignments. It was a good discussion...I think things will improve! :-)
Sharks: We discussed the lists of unknown words they created while reading chapter 1. Then we identified examples, in chapter 1, that showed Sarah Ida has a "Chip on her shoulder".
Snakes: We didn't meet because 3/5 students were absent from this group.
We ended the day by viewing a Power Point about services provided by our local government and discussing the concept of taxes. It was a great discussion and the students seemed quite interested in the topic.
Have a great weekend!
Thursday, October 4, 2012
Thriving Thursday
This morning, after going to art, we revisited the book Tonight is Carnival and charted the key details in the book. After that we analyzed these details and determined the common thread that tied them together. This became the main idea or central message in the text. Then we reviewed nouns and defined plural nouns as more than one person place or thing.
Independent work, today, included; revisiting their personal narrative rough draft and circling plural nouns in their writing, completing individual reading group assignments from yesterday and revisiting the story Crow Boy and listing key details in their RRJ.
In the middle of reading we had our first shelter in place (code blue/code red) practice. The entire class did very well and there was no obvious signs of anxiety!
In math we reviewed writing area equations as both repeated addition and multiplication. Then we moved onto constructing related rectangles with the same area. The students were shown two different methods; one using tiles they could move around and the other being this link. While the children practiced constructing related rectangles with the same area and drawing them on graph paper, Mrs. Head and I met with small groups. Small groups worked n addition and subtraction strategies.
There is a math worksheet for homework tonight and we will have a math quiz tomorrow!
After lunch and outdoor recess we had a guest speaker come in and speak to the class about Homelessness and our school's upcoming Homeless Walk.
After that we watched a video called, "businesses where we Work, Live and Play. Then the students created a t-chart in their journals listing businesses and the goods and/or services they provide.
Independent work, today, included; revisiting their personal narrative rough draft and circling plural nouns in their writing, completing individual reading group assignments from yesterday and revisiting the story Crow Boy and listing key details in their RRJ.
In the middle of reading we had our first shelter in place (code blue/code red) practice. The entire class did very well and there was no obvious signs of anxiety!
In math we reviewed writing area equations as both repeated addition and multiplication. Then we moved onto constructing related rectangles with the same area. The students were shown two different methods; one using tiles they could move around and the other being this link. While the children practiced constructing related rectangles with the same area and drawing them on graph paper, Mrs. Head and I met with small groups. Small groups worked n addition and subtraction strategies.
There is a math worksheet for homework tonight and we will have a math quiz tomorrow!
After lunch and outdoor recess we had a guest speaker come in and speak to the class about Homelessness and our school's upcoming Homeless Walk.
After that we watched a video called, "businesses where we Work, Live and Play. Then the students created a t-chart in their journals listing businesses and the goods and/or services they provide.
Wednesday, October 3, 2012
Happy Hump Day
This morning the students began their day in the media center. Mrs. Rose taught them how to use an online resource called SIRRS Discover to further research their community action plan.
When they returned to class we continued to identify examples of cause and effect in How Bikes Work. Then we revisited the Power Point from last week to review sentence fluency and the three types of sentences. Simples sentences are sentences that don't use conjunction. Compound sentences used conjunctions such as and, or or but. Complex sentences use conjunctions such as after, before or because.
While I pull reading groups the students will revisit their writing and identify examples of all three types of sentences in their writing. If they have not included one of the sentence types, they will revise their piece accordingly. They will also complete individual reading group assignments.
Reading Groups
Sharks: I handed out the novel Shoeshine Girl. The children read chapter 1 and listed unknown words.
In math we reviewed multiplication as repeated addition. Then we used multiplication to identify the area of rectangles. While students worked on an independent practice worksheet, Mrs. Head and I pulled small groups. Groups focused on adding three digit numbers, subtracting three digit numbers and rounding to the nearest ten.
HOMEWORK for ALL students: Area worksheet AND students are supposed to read their personal narrative rough draft to an adult and make revisions. I am looking for a topic, at least 3 detail and a concluding sentence. Also, students must have at least 1 simple, 1 compound and 1 complex sentence. Parents must sign (or initial) the top of the rough draft indicating they heard it.
Following lunch and recess I will be at an in-house meeting. The students will continue their independent work and reading groups will be pulled.
Yellow Jackets: They will read chapter 5 and draw the beginning, middle and end in their RRJ. In group, they will share their drawings and practice giving a summary (orally) of the chapter.
Cheetahs: They will read chapter 4 paying special attention to page 30. Then, using page 30, they will draw a picture of how Ben sees Gully. In group they will share their picture of Gully and explaining why they drew what they did.
Snakes: They reread their book and listed double vowel words, from the book in their RRJ. In group they will reread the book, share their lists of words and review the rule that when two vowels go walking, the first one does the talking.
The day will end with a social studies lesson. Each child will be given a social studies journal. They will begin by listing places of business and then identify if they think the business provides a good or a service.
When they returned to class we continued to identify examples of cause and effect in How Bikes Work. Then we revisited the Power Point from last week to review sentence fluency and the three types of sentences. Simples sentences are sentences that don't use conjunction. Compound sentences used conjunctions such as and, or or but. Complex sentences use conjunctions such as after, before or because.
While I pull reading groups the students will revisit their writing and identify examples of all three types of sentences in their writing. If they have not included one of the sentence types, they will revise their piece accordingly. They will also complete individual reading group assignments.
Reading Groups
Sharks: I handed out the novel Shoeshine Girl. The children read chapter 1 and listed unknown words.
In math we reviewed multiplication as repeated addition. Then we used multiplication to identify the area of rectangles. While students worked on an independent practice worksheet, Mrs. Head and I pulled small groups. Groups focused on adding three digit numbers, subtracting three digit numbers and rounding to the nearest ten.
HOMEWORK for ALL students: Area worksheet AND students are supposed to read their personal narrative rough draft to an adult and make revisions. I am looking for a topic, at least 3 detail and a concluding sentence. Also, students must have at least 1 simple, 1 compound and 1 complex sentence. Parents must sign (or initial) the top of the rough draft indicating they heard it.
Following lunch and recess I will be at an in-house meeting. The students will continue their independent work and reading groups will be pulled.
Yellow Jackets: They will read chapter 5 and draw the beginning, middle and end in their RRJ. In group, they will share their drawings and practice giving a summary (orally) of the chapter.
Cheetahs: They will read chapter 4 paying special attention to page 30. Then, using page 30, they will draw a picture of how Ben sees Gully. In group they will share their picture of Gully and explaining why they drew what they did.
Snakes: They reread their book and listed double vowel words, from the book in their RRJ. In group they will reread the book, share their lists of words and review the rule that when two vowels go walking, the first one does the talking.
The day will end with a social studies lesson. Each child will be given a social studies journal. They will begin by listing places of business and then identify if they think the business provides a good or a service.
Tuesday, October 2, 2012
Rainy Tuesday
This morning the children began their day with PE. After that, we identified examples of cause and effect in the book How Bikes Work. Then we analyzed two personal narratives, written by classmates yesterday, looking for topic, detail and concluding sentences.
Independent work included the children working with partners to read a section of How Bikes Work and identifying an example of cause and effect. They also reviewed their own writing pieces marking the topic, detail and concluding sentences...or adding them, if needed.
I had a meeting to attend, so I did not get to meet with reading groups.
In math the children learned how to use repeated addition to calculate the area of a rectangle. I accidentally left the homework paper for class work. Therefore, tonight's homework will not be labelled as such AND their marked classwork from today will say "homework" at the top...OOPS!
As a side note....I was still in a meeting during math. It appears the children were guided to label their work as square units as opposed to square centimeters. I corrected this on some papers until I realized that they were probably told to do this. At that point, I began accepting either labels. However, I would like the students to begin noticing what measurement units are being used and to label their answers accordingly. :-)
Following lunch and indoor recess Mrs. Howard will stop by to do a counseling lesson about friendship.
Before Mrs. Howard came in, I handed out some language arts homework. The students will be writing a sentence 4 different ways using the instructions at the top of the worksheet. This will help the students practice identify the subject and predicate AND encourage them to write more descriptive sentences.
After Mrs. Howard left, the students continued their independent work and I had time to meet with one reading group.
Snakes: I collected their earthworm book. Then shared our experiences with being sick to activate our background knowledge for our next book. After that, I did a book talk and picture walk through our next book, Celia and Ali. This introduced the group to new words they will see in the book. After that we listed words that rhymed with the word blouse and used our knowledge to correctly spell those words. Finally, we began reading the book. For homework they need to reread up to page 7.
Independent work included the children working with partners to read a section of How Bikes Work and identifying an example of cause and effect. They also reviewed their own writing pieces marking the topic, detail and concluding sentences...or adding them, if needed.
I had a meeting to attend, so I did not get to meet with reading groups.
In math the children learned how to use repeated addition to calculate the area of a rectangle. I accidentally left the homework paper for class work. Therefore, tonight's homework will not be labelled as such AND their marked classwork from today will say "homework" at the top...OOPS!
As a side note....I was still in a meeting during math. It appears the children were guided to label their work as square units as opposed to square centimeters. I corrected this on some papers until I realized that they were probably told to do this. At that point, I began accepting either labels. However, I would like the students to begin noticing what measurement units are being used and to label their answers accordingly. :-)
Following lunch and indoor recess Mrs. Howard will stop by to do a counseling lesson about friendship.
Before Mrs. Howard came in, I handed out some language arts homework. The students will be writing a sentence 4 different ways using the instructions at the top of the worksheet. This will help the students practice identify the subject and predicate AND encourage them to write more descriptive sentences.
After Mrs. Howard left, the students continued their independent work and I had time to meet with one reading group.
Snakes: I collected their earthworm book. Then shared our experiences with being sick to activate our background knowledge for our next book. After that, I did a book talk and picture walk through our next book, Celia and Ali. This introduced the group to new words they will see in the book. After that we listed words that rhymed with the word blouse and used our knowledge to correctly spell those words. Finally, we began reading the book. For homework they need to reread up to page 7.
Monday, October 1, 2012
Marvelous Monday - Q1 Interim Reports
This morning we began our day with a class meeting. We began with a group share where each student finished the sentence, "I hope that..." After that we shared compliments and discussed challenges.
Next, I introduced some new independent work activities, including word of the week (WOW). Each week the children will be introduced to a new word and they will create a cartoon to show they understand its meaning. This will be part of their vocabulary grade. This week's word is strive, to try very hard.
Then I introduced another writing assignment. The children will be choosing one of their morning work entries and developing it into a personal narrative that we be graded for capitalization of proper nouns, the use of both complex and simple sentences and organization (topic sentence, detail sentences and concluding sentence).
Before modeling a personal narrative, I explained the organization of a well written paragraph by comparing it to a hamburger. The topic and concluding sentences are like the top and bottom buns...similar in make up and they hold the hamburger (or paragraph) together. The insides are the juicy, yummy part...they give the details and elaborate on the topic.
Before moving into independent work, we identified how good readers ask questions in their mind before, during and after they read. These questions help to keep the reader focused and engaged with the text. We practiced noticing our questions as we read portions of the book, How Bikes Work.
While I meet with reading groups today the children will write a rough draft for their new personal narrative, complete a cartoon for the new WOW word (strive) and continue using Live Binder to complete the graphic organizer for the community action plan.
Reading Groups
Yellow Jackets: We reread and discussed chapter 4 in group. We also shared the questions the children wrote as they read the chapter independently last week.
I also had a chance to meet with a small group to work on their writing. We focused on catchy titles and inviting topic sentences.
In math we began calculating the area of a figure by counting the squares inside it. The lesson focused on area being the space inside a figure and that it is always measured and reported in SQUARE units.
The students worked on a practice worksheet and went to anchor activities while Mrs. Head and I pulled small groups. Small groups focused on rounding three digit numbers and subtraction by decomposing base ten blocks.
HOMEWORK: All students have an area worksheet AND a subject and predicate worksheet.
Following lunch and outdoor recess the students will continue working independently while I meet with more small groups.
Cheetahs: We reread and discussed chapter 3 and then shared the questions they listed as they read the chapter independently last week.
Sharks: I collected the Trip to Freedom books and gave a book talk about their next book, Shoeshine Girl.
Snakes: We didn't meet due to my meeting.
The day will end with a science lesson. We will define the idea of a variable (a factor in an experiment). Then the students will work in table groups choosing an object and a surface they will determine variables that can be changed on both the object and the surface that will effect the speed at which the object moves.
PLEASE check your child's home folder EVERY night...it should be your child's responsibility to unpack it and give you the papers. Tonight you will find your child's interim progress report. This is for you to keep.
Next, I introduced some new independent work activities, including word of the week (WOW). Each week the children will be introduced to a new word and they will create a cartoon to show they understand its meaning. This will be part of their vocabulary grade. This week's word is strive, to try very hard.
Then I introduced another writing assignment. The children will be choosing one of their morning work entries and developing it into a personal narrative that we be graded for capitalization of proper nouns, the use of both complex and simple sentences and organization (topic sentence, detail sentences and concluding sentence).
Before modeling a personal narrative, I explained the organization of a well written paragraph by comparing it to a hamburger. The topic and concluding sentences are like the top and bottom buns...similar in make up and they hold the hamburger (or paragraph) together. The insides are the juicy, yummy part...they give the details and elaborate on the topic.
Before moving into independent work, we identified how good readers ask questions in their mind before, during and after they read. These questions help to keep the reader focused and engaged with the text. We practiced noticing our questions as we read portions of the book, How Bikes Work.
While I meet with reading groups today the children will write a rough draft for their new personal narrative, complete a cartoon for the new WOW word (strive) and continue using Live Binder to complete the graphic organizer for the community action plan.
Reading Groups
Yellow Jackets: We reread and discussed chapter 4 in group. We also shared the questions the children wrote as they read the chapter independently last week.
I also had a chance to meet with a small group to work on their writing. We focused on catchy titles and inviting topic sentences.
In math we began calculating the area of a figure by counting the squares inside it. The lesson focused on area being the space inside a figure and that it is always measured and reported in SQUARE units.
The students worked on a practice worksheet and went to anchor activities while Mrs. Head and I pulled small groups. Small groups focused on rounding three digit numbers and subtraction by decomposing base ten blocks.
HOMEWORK: All students have an area worksheet AND a subject and predicate worksheet.
Following lunch and outdoor recess the students will continue working independently while I meet with more small groups.
Cheetahs: We reread and discussed chapter 3 and then shared the questions they listed as they read the chapter independently last week.
Sharks: I collected the Trip to Freedom books and gave a book talk about their next book, Shoeshine Girl.
Snakes: We didn't meet due to my meeting.
The day will end with a science lesson. We will define the idea of a variable (a factor in an experiment). Then the students will work in table groups choosing an object and a surface they will determine variables that can be changed on both the object and the surface that will effect the speed at which the object moves.
PLEASE check your child's home folder EVERY night...it should be your child's responsibility to unpack it and give you the papers. Tonight you will find your child's interim progress report. This is for you to keep.
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