This morning the students visited the media center. When they returned to class, we reviewed the idea of literal and non-literal language and then watched this video about metaphors and similes. After watching and discussing some key points from the video, we read a poem called, "The Myra Song" and identified the overall metaphor of the poem...comparing the girl to a song.
While I meet with small groups, the students will finish their storyboard planning sheet for their next writing piece and complete individual reading group assignments.
Sharks: We met and reviewed their beginning, middle and end pictures and sentences for Across the Railroad Tracks. For homework they need to use our discussion, the text AND their pictures to write a summary of the chapter. Some students MAY have gotten a start in class...regardless, they should all finish/read the summary to an adult for homework this evening.
In math we reviewed yesterday's whole group lesson. Then the children practiced using the Cuisemaire Rods to create fact families, independently. Just an aside, the students were reminded that the lesson was captured on Educreations and they could revisit the lesson.
I pulled a small group to extend their math knowledge. My group practiced identifying the LCM (least common multiple) of two numbers. Mrs,. Head worked with two groups. The first group practiced turning around division equations to make them into multiplication equations. The second group wrote multiplication equations to represent the area of a given rectangle.
All students have a worksheet for homework.
Following lunch and outdoor recess the students continued working independently while I met with more groups.
Cheetahs: Independently they identified text features in their new book and located the meaning of 3 vocabulary words. IN group we reviewed text features. Then we read the first section, pages 3-4, and used repeated words and phrases and topic sentences to identify the main idea. For homework they will read the next section, pages 5-7 and identify the main idea on the sticky note I provided.
Yellow Jackets: The children read pages 4-7 and responded to two comprehension questions in their RRJ. (why is Rome called the eternal city and list 3 facts about the Roman Empire.) For homework they need to read pages 8-12 and explain why aqueducts were so important, on a sticky note.
Snakes: The children reread pages 2-7 independently. In group we reviewed vocabulary from the text and then read pages 8-11. For homework they need to reread pages 8-11 at least once (working on fluency) and retell what they read to an adult.
After our reading and writing block, I made some strategic desk moves in the classroom. I'm pretty sure your child will share this news with you if it affected them! :-)
Then we reviewed the concepts of natural (grass, trees, mountains, rivers, etc.) and human (road, school, traffic light, etc.) characteristics. Please note that people and cars/trucks are NEITHER!
Wednesday, November 14, 2012
Tuesday, November 13, 2012
Tuesday - Early Dismissal
The children's day began in PE. When they returned to class, we revisited the poem, "Mummy Slept Late So Daddy Fixed Breakfast". We looked up the meaning of unknown words to help decipher the figurative language in the text. This enabled us to make inferences, which we listed on a chart. We will use these later in the week to determine the theme of the poem.
Next, we reviewed transition words and identified temporal words as those used that indicate a change in time or place. I modeled adding some, and circling those I had already used, to my storyboard.
This morning, the children will complete their storyboards and add (or circle) temporal words. They will also correct the "pink words" in their writing and RRJ journals and add these words to their personal dictionaries.
While the children worked independently, I met with one reading groups.
Cheetahs: We revisited the final chapter in their book and discussed the implication of Ben referring to Gully as his birthday present. Then the children shared whether or not they liked the book and why. Finally, we identified the author's message/theme of the book. We will begin a new text tomorrow.
In math we used cuisenaire rods to further reinforce the relationship between multiplication and division. You can view the lesson here. The students will be practicing this skill. independently, in class, tomorrow. We ran out of time today due to the early dismissal. There is a basic fact worksheet for homework tonight.
After lunch the students packed up for dismissal.
Next, we reviewed transition words and identified temporal words as those used that indicate a change in time or place. I modeled adding some, and circling those I had already used, to my storyboard.
This morning, the children will complete their storyboards and add (or circle) temporal words. They will also correct the "pink words" in their writing and RRJ journals and add these words to their personal dictionaries.
While the children worked independently, I met with one reading groups.
Cheetahs: We revisited the final chapter in their book and discussed the implication of Ben referring to Gully as his birthday present. Then the children shared whether or not they liked the book and why. Finally, we identified the author's message/theme of the book. We will begin a new text tomorrow.
In math we used cuisenaire rods to further reinforce the relationship between multiplication and division. You can view the lesson here. The students will be practicing this skill. independently, in class, tomorrow. We ran out of time today due to the early dismissal. There is a basic fact worksheet for homework tonight.
After lunch the students packed up for dismissal.
Monday, November 12, 2012
Veteran's Day
Our morning began with our annual Flag Raising Ceremony in recognition of Veteran's Day. After the ceremony, we came in and discussed the meaning of the holiday and the children had the opportunity to tell us about Veterans' who are part of their family.
Next we discussed the idea of a point of view. We revisited Boy on High Dive, the Norman Rockwell painting from Friday and identified our (the audience's) point of view. Then we read the narrative poem, "Harriet and the Promised Land", identified the author's point of view and recognised and shared out own points of view.
Then we moved on to our writing lesson. In writing I modeled using our notes from small group discussions on Friday to complete story boards for our facing the unknown writing piece.
While the students worked on their storyboards and individual reading group assignments, I helped some students with their writing and met with one reading group.
Yellow Jackets: I passed out a new book called Mighty Rome!. We identified text features in the non-fiction book and briefly discussed the Roman Empire.
In math we reviewed the relationship between multiplication and division using word problems and fact families. I also introduced the concept of a multiple (any whole number multiplied by another whole number) and we found multiples of 2 and 4. There is no homework this evening.
After eating lunch, the students packed up for dismissal.
There is another early dismissal tomorrow!
Next we discussed the idea of a point of view. We revisited Boy on High Dive, the Norman Rockwell painting from Friday and identified our (the audience's) point of view. Then we read the narrative poem, "Harriet and the Promised Land", identified the author's point of view and recognised and shared out own points of view.
Then we moved on to our writing lesson. In writing I modeled using our notes from small group discussions on Friday to complete story boards for our facing the unknown writing piece.
While the students worked on their storyboards and individual reading group assignments, I helped some students with their writing and met with one reading group.
Yellow Jackets: I passed out a new book called Mighty Rome!. We identified text features in the non-fiction book and briefly discussed the Roman Empire.
In math we reviewed the relationship between multiplication and division using word problems and fact families. I also introduced the concept of a multiple (any whole number multiplied by another whole number) and we found multiples of 2 and 4. There is no homework this evening.
After eating lunch, the students packed up for dismissal.
There is another early dismissal tomorrow!
Friday, November 9, 2012
TGIF
The students began their day in music. When they returned to class we looked at a Norman Rockwell painting entitled, "Boy on the High Dive" and discussed what we saw. We focused on the idea that this was probably the child's first time on a high dive and that he probably had mixed feelings....on one hand we appeared terrified in the picture, yet he most likely want to give it a try since he was on the diving board in the first place.
From there, we made connections to our next writing piece where our theme will be facing the unknown. Then I modeled choosing my topic, discussing it with a partner (in my case, the class) and making notes as I talked.
After this lesson, we enjoyed the Key Note presentations that the students created, using the iPads, for their community action research project. They were AWESOME!!!! As an aside...we paused in the middle of the reading/writing block to do the presentations because that is when the iPads were available for our use!! :-)
After completing our math warm up and reviewing last night's homework, I modeled writing a multiplication AND a division equation to solve the same word problem. You can view the lesson here! After that, the students got into groups of 3 or 4 and solved a similar problem using Educreations to capture their math discourse, as well as, their written work. Before going to lunch, we shared some of the children's work.
Following outdoor recess, the students worked in small groups, choosing their writing topics, verbally telling the group about the experience from beginning to end, and taking bulleted notes about what they said. Then they finished any incomplete assignments from the week. I had hoped to meet with reading groups, but found myself working with small groups, telling their story and taking notes of the big events/ideas.
We ended the day by viewing a slide show presentation about teasing and bullying. We began discussing bullying and will continue this during our class meeting on Monday.
From there, we made connections to our next writing piece where our theme will be facing the unknown. Then I modeled choosing my topic, discussing it with a partner (in my case, the class) and making notes as I talked.
After this lesson, we enjoyed the Key Note presentations that the students created, using the iPads, for their community action research project. They were AWESOME!!!! As an aside...we paused in the middle of the reading/writing block to do the presentations because that is when the iPads were available for our use!! :-)
After completing our math warm up and reviewing last night's homework, I modeled writing a multiplication AND a division equation to solve the same word problem. You can view the lesson here! After that, the students got into groups of 3 or 4 and solved a similar problem using Educreations to capture their math discourse, as well as, their written work. Before going to lunch, we shared some of the children's work.
Following outdoor recess, the students worked in small groups, choosing their writing topics, verbally telling the group about the experience from beginning to end, and taking bulleted notes about what they said. Then they finished any incomplete assignments from the week. I had hoped to meet with reading groups, but found myself working with small groups, telling their story and taking notes of the big events/ideas.
We ended the day by viewing a slide show presentation about teasing and bullying. We began discussing bullying and will continue this during our class meeting on Monday.
Thursday, November 8, 2012
Sunny Thursday
The students began their day in art. When they returned we revisited the narrative poem, "Fun" and identified the sequence of the poem on a storyboard graphic organize using temporal words. Then we discussed the theme of the poem.
After that I explained the differences between literal and non-literal language and introduced the concept of figurative language. Then I explained that one type of figurative language is a simile which compares 2 seemingly unrelated objects using the word "like" or "as". We then identified two similes in the poem, "Mummy Slept Late and Daddy Fixed Breakfast".
Finally, I explained that our next writing piece will begin with a theme. The theme that all children will use is facing the unknown. We discussed what this meant and I gave examples from my own life.
While I meet with small groups, the students will brainstorm a list of topics with the theme, "facing the unknown". They will also complete an activity to help them better understand similes. Finally, they will complete individual reading group tasks.
Sharks: We met and reviewed their lists of unknown words from homework last night. Then we discussed the events in the chapter called "The Accident" and identified how Sarah Ida has changed. In class the students will read the next chapter, "Across the Railroad Tracks". For homework they need to reread this chapter and draw the beginning, middle and end in their RRJ and write one sentence for each.
In math we reviewed describing multiplication and division using parts and wholes. Then we learned how to use multiplication to solve division problems. You can view the lesson here. The children had a follow up worksheet to complete while Mrs. Head and I met with small groups. My small group used manipulatives to help write and solve equations representing word problems. Mrs. Head's group worked on reviewing and practicing the strategies taught in today's lesson. There is a fact family worksheet for homework.
Following lunch and outdoor recess the children continued their independent work and I met with more groups.
Yellow Jackets: We shared the facts they wrote for last night's homework. Then the students worked with partners to review and revise the BCR they wrote about the author's message in the book. When they were finished, they handed in both their BCR and their book. The group will begin a new book tomorrow or early next week.
Cheetahs: The students reread chapter 15 and prepared to discuss the last sentence in the chapter. IN group we discussed that sentence, why Ben's parents would be shocked, and identified how these reasons illustrated the changes that have occurred in Ben. Thought this discussion we had some friendly conflict as to what had and had not happened in the story. So, we located places in the text that either proved or disproved ideas stated during our talk. For homework the children need to read chapter 16 and explain why they did or didn't like the book, on the sticky note I gave them.
Snakes: We reviewed the sound of the -sh digraph and then read and discussed pages 4-7. For homework, they need to list all -sh words, from the book, on the sticky note I provided. They also need to reread pages 2-7, working on fluency.
We ended the day by reviewing our new study skills; meta cognition and evaluation. Then we reviewed what is considered a medical emergency. Finally, we identified steps to take in a medical emergency (either find an adult or call 911).
After that I explained the differences between literal and non-literal language and introduced the concept of figurative language. Then I explained that one type of figurative language is a simile which compares 2 seemingly unrelated objects using the word "like" or "as". We then identified two similes in the poem, "Mummy Slept Late and Daddy Fixed Breakfast".
Finally, I explained that our next writing piece will begin with a theme. The theme that all children will use is facing the unknown. We discussed what this meant and I gave examples from my own life.
While I meet with small groups, the students will brainstorm a list of topics with the theme, "facing the unknown". They will also complete an activity to help them better understand similes. Finally, they will complete individual reading group tasks.
Sharks: We met and reviewed their lists of unknown words from homework last night. Then we discussed the events in the chapter called "The Accident" and identified how Sarah Ida has changed. In class the students will read the next chapter, "Across the Railroad Tracks". For homework they need to reread this chapter and draw the beginning, middle and end in their RRJ and write one sentence for each.
In math we reviewed describing multiplication and division using parts and wholes. Then we learned how to use multiplication to solve division problems. You can view the lesson here. The children had a follow up worksheet to complete while Mrs. Head and I met with small groups. My small group used manipulatives to help write and solve equations representing word problems. Mrs. Head's group worked on reviewing and practicing the strategies taught in today's lesson. There is a fact family worksheet for homework.
Following lunch and outdoor recess the children continued their independent work and I met with more groups.
Yellow Jackets: We shared the facts they wrote for last night's homework. Then the students worked with partners to review and revise the BCR they wrote about the author's message in the book. When they were finished, they handed in both their BCR and their book. The group will begin a new book tomorrow or early next week.
Cheetahs: The students reread chapter 15 and prepared to discuss the last sentence in the chapter. IN group we discussed that sentence, why Ben's parents would be shocked, and identified how these reasons illustrated the changes that have occurred in Ben. Thought this discussion we had some friendly conflict as to what had and had not happened in the story. So, we located places in the text that either proved or disproved ideas stated during our talk. For homework the children need to read chapter 16 and explain why they did or didn't like the book, on the sticky note I gave them.
Snakes: We reviewed the sound of the -sh digraph and then read and discussed pages 4-7. For homework, they need to list all -sh words, from the book, on the sticky note I provided. They also need to reread pages 2-7, working on fluency.
We ended the day by reviewing our new study skills; meta cognition and evaluation. Then we reviewed what is considered a medical emergency. Finally, we identified steps to take in a medical emergency (either find an adult or call 911).
Wednesday, November 7, 2012
We're Back!! Welcome to MP2!
Today marks the first day of the second marking period.
We began our day in the media center. The students video taped their "I Pledge" statements which they wrote in class last week.
When we returned to class we reviewed the structure of a narrative story and then learned those of a narrative poem. We learned that just like a story, a narrative poem has a title, characters, setting, problem and a solution. Narrative poems have lines, instead of sentences, and stanzas, instead of paragraphs. Also, these poems tend to have rhythm but they do not have to rhyme!
Next we turned our focus to themes in literature. We defined theme as the central message, or lesson, that the author wants us to understand. Then we listed common themes found in children's literature. These included; good versus evil, treating all people equally, love and friendship, working hard pays off. showing respect for others and family traditions.
While I meet with small groups, the students will work on individual reading group activities and complete the fifth and final slide of the Key Note iPad presentation.
Sharks: We met and discussed the symbolism of the medal in the chapter with that title. WE also talked about the fact that Al's teacher believed in him and now he is believing in Sarah Ida and giving her a chance. Independently the group will read "The Accident" and list unknown words. They will reread that chapter for homework this evening.
In math we began with a formative, instead of a warm up. The formative presented four word problems and 4 number sentences. The students had to match the correct word problem and number sentence. After that we reviewed multiplication and division as being inverse operations and related the fact families to those they worked with in second grade using addition and subtraction.
Students completed a follow up fact family worksheet while Mrs. Head and I pulled small groups. My small group used manipulatives to model word problems and identify the correct number sentence needed to represent the problem. Mrs. Head worked with small groups solving two step subtraction word problems and multiplication word problems.
There is a fact family worksheet for homework.
Following lunch and outdoor recess the students continued working independently while I met with more small groups.
Yellow Jackets: Independently the students read chapter 16, the final chapter in the book. They also wrote about the theme in their RRJ. IN group we discussed the ending of the book and the theme. For homework they need to read pages 107-113 and write 2 facts they learn about Christy Matthewson.
Cheetahs: Independently the students reread chapter 14 and wrote about how Hana and Ben have changed in their RRJ. IN group we discussed writing about change (needing to state how something was at the beginning and end in order to illustrate a change). Then we began reading and discussing chapter 15. For homework the children need to read pages 11-115, finishing the chapter.
Snakes: Independently the children reread the Dogs book and wrote one fact for each section of the book. In group we reviewed that headings began each section and discussed how we could identify the headings (bold print). Then I collected the dog book and handed out our new book called The Energy Contest. We began by building background knowledge by discussing different sources of energy; solar, batteries and electricity. Then we did a picture walk to preview the book. Next I introduced the diphthong -oi and we practiced writing words with -oi. Finally, we read pages 2 and 3. For homework the children need to reread pages 2-3 TWO times to work on fluency.
The end of our day was quite busy! We voted on new star students for the month of October. These students were selected for being consistently displaying respect towards themselves, their peers, adults and belongings. Then we reviewed our work study skills from the first marking period; collaboration and analysis. Next I introduced our next two work study skills; meta cognition (understanding how we best learn) and evaluation. Finally, we identified the meaning and examples of medical emergencies.
We began our day in the media center. The students video taped their "I Pledge" statements which they wrote in class last week.
When we returned to class we reviewed the structure of a narrative story and then learned those of a narrative poem. We learned that just like a story, a narrative poem has a title, characters, setting, problem and a solution. Narrative poems have lines, instead of sentences, and stanzas, instead of paragraphs. Also, these poems tend to have rhythm but they do not have to rhyme!
Next we turned our focus to themes in literature. We defined theme as the central message, or lesson, that the author wants us to understand. Then we listed common themes found in children's literature. These included; good versus evil, treating all people equally, love and friendship, working hard pays off. showing respect for others and family traditions.
While I meet with small groups, the students will work on individual reading group activities and complete the fifth and final slide of the Key Note iPad presentation.
Sharks: We met and discussed the symbolism of the medal in the chapter with that title. WE also talked about the fact that Al's teacher believed in him and now he is believing in Sarah Ida and giving her a chance. Independently the group will read "The Accident" and list unknown words. They will reread that chapter for homework this evening.
In math we began with a formative, instead of a warm up. The formative presented four word problems and 4 number sentences. The students had to match the correct word problem and number sentence. After that we reviewed multiplication and division as being inverse operations and related the fact families to those they worked with in second grade using addition and subtraction.
Students completed a follow up fact family worksheet while Mrs. Head and I pulled small groups. My small group used manipulatives to model word problems and identify the correct number sentence needed to represent the problem. Mrs. Head worked with small groups solving two step subtraction word problems and multiplication word problems.
There is a fact family worksheet for homework.
Following lunch and outdoor recess the students continued working independently while I met with more small groups.
Yellow Jackets: Independently the students read chapter 16, the final chapter in the book. They also wrote about the theme in their RRJ. IN group we discussed the ending of the book and the theme. For homework they need to read pages 107-113 and write 2 facts they learn about Christy Matthewson.
Cheetahs: Independently the students reread chapter 14 and wrote about how Hana and Ben have changed in their RRJ. IN group we discussed writing about change (needing to state how something was at the beginning and end in order to illustrate a change). Then we began reading and discussing chapter 15. For homework the children need to read pages 11-115, finishing the chapter.
Snakes: Independently the children reread the Dogs book and wrote one fact for each section of the book. In group we reviewed that headings began each section and discussed how we could identify the headings (bold print). Then I collected the dog book and handed out our new book called The Energy Contest. We began by building background knowledge by discussing different sources of energy; solar, batteries and electricity. Then we did a picture walk to preview the book. Next I introduced the diphthong -oi and we practiced writing words with -oi. Finally, we read pages 2 and 3. For homework the children need to reread pages 2-3 TWO times to work on fluency.
The end of our day was quite busy! We voted on new star students for the month of October. These students were selected for being consistently displaying respect towards themselves, their peers, adults and belongings. Then we reviewed our work study skills from the first marking period; collaboration and analysis. Next I introduced our next two work study skills; meta cognition (understanding how we best learn) and evaluation. Finally, we identified the meaning and examples of medical emergencies.
Thursday, November 1, 2012
A new month begins...
As we head into a new month, we are wrapping up the first marking period of this school year.
After going to art, the students returned to class and viewed examples of student written "I Pledge" statements. Then they were given two handouts; examples of pledge statements about smoking and a list of strong words to use in a pledge statement. Their task is to write an "I Pledge" statement to sum what they promise to do after completing their community action research paper and presentation. These statements will be video taped and added to their Keynote presentation next week.
Independent work:
In math we reviewed how to determine which operation was required to correctly solve individual word problems. Then Mrs. Head and I worked with small groups of students while the rest of the class practiced solving word problems. using a worksheet, independently. After that, they went to anchor activities to strengthen their multiplication and division basic facts.
Mrs. Head's groups worked on identifying the operation required to solve word problems and solving two step subtraction word problems. My first group worked on addition with regrouping. I began by asking each child to identify their stumbling block. Then I taught a basic fact strategy to help with computation and reviewed the regrouping process. Finally, the children practiced using my instruction to solve addition problems involving 3 addends. My second group practiced solving subtraction problems that required regrouping.
There is a word problem worksheet for homework. We will NOT have a quiz tomorrow.
Following lunch and outdoor recess the students continued their independent work and I helped individual students with their needs. I did not pull reading groups because students from every group were involved with publishing which took precedence today because I need their writing for report card grades. I hope my explanation makes sense! :-) Reading groups will meet tomorrow!
I will not be here tomorrow! There is no school for students Monday (report card prep day - teachers do report to work) and Tuesday (Election Day). The next blog post will be Wednesday, the first day of the second marking period.
A quick glance as to what your child will be doing tomorrow:
After going to art, the students returned to class and viewed examples of student written "I Pledge" statements. Then they were given two handouts; examples of pledge statements about smoking and a list of strong words to use in a pledge statement. Their task is to write an "I Pledge" statement to sum what they promise to do after completing their community action research paper and presentation. These statements will be video taped and added to their Keynote presentation next week.
Independent work:
- Finish publishing Community Action Research paper on laptop
- Write "I Pledge" statement in writing journal
- Complete the 4 slides in the community action Key Note presentation
- ANY unfinished work from the marking period
In math we reviewed how to determine which operation was required to correctly solve individual word problems. Then Mrs. Head and I worked with small groups of students while the rest of the class practiced solving word problems. using a worksheet, independently. After that, they went to anchor activities to strengthen their multiplication and division basic facts.
Mrs. Head's groups worked on identifying the operation required to solve word problems and solving two step subtraction word problems. My first group worked on addition with regrouping. I began by asking each child to identify their stumbling block. Then I taught a basic fact strategy to help with computation and reviewed the regrouping process. Finally, the children practiced using my instruction to solve addition problems involving 3 addends. My second group practiced solving subtraction problems that required regrouping.
There is a word problem worksheet for homework. We will NOT have a quiz tomorrow.
Following lunch and outdoor recess the students continued their independent work and I helped individual students with their needs. I did not pull reading groups because students from every group were involved with publishing which took precedence today because I need their writing for report card grades. I hope my explanation makes sense! :-) Reading groups will meet tomorrow!
We ended the day by watching a video about the Ancient Roman Empire. The children will be comparing the government of the Ancient Roman Empire to that of our government tomorrow, using an iPad app.
I will not be here tomorrow! There is no school for students Monday (report card prep day - teachers do report to work) and Tuesday (Election Day). The next blog post will be Wednesday, the first day of the second marking period.
A quick glance as to what your child will be doing tomorrow:
- Using the highlighted explicit facts in the second hand smoke article, they will determine the author's main idea. (Working in small groups and sharing in whole group)
- They will identify knowns and unknowns and write and solve an equation to solve a word problem. (Working in small groups, making an Educreations video clip and sharing with whole class)
- Independent work - finish publishing writing piece, finish "I Pledge" statement
- Reading groups - Each group will read the next chapter/section with the sub, in small group, and discuss. Most groups will independently write a prediction, in their RRJ, for the next chapter.
- Using an iPad app about ancient Rome, the children will compare the Roman Republic to our government (the structure).
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