Rainy Tuesday

After going to PE, the children returned to the room and we reviewed the idea that character traits are words that describes how a character behaves or acts.  Then we revisited the play, "The Hidden One" and identified character traits of the Sister and SPECIFIC examples of words and actions, in the play, that prove those traits.

After that, we reviewed yesterday's lesson about exploring Live Binder and choosing a topic and listing tools that they read about in the topic they chose.

While I met with small groups the students chose another character from "The Hidden One" and identified a character trait and evidence of that trait from the play.  They also chose a research topic and listed tools.

Yellow Jackets:  I captured today's reading group lesson using Educreations.  We reviewed what to use in order to determine the main idea in text and then we identified the main idea using the children's homework from last night.  Tonight the students are expected to read pages 22 and 23 and write the heading, the topic sentences and repeated words and phrases, from that section, in their RRJ.

Cheetahs:  We reviewed how to determine the main idea in text.  Feel free to view a similar lesson here.  Then we began to share the children's main idea from homework last night but ran out of time.  We will finish this tomorrow, in group.  For homework the children need to reread the book and identify two things they learned, in their RRJ.

In math we practiced using strategies to solve for unknowns in multiplication and division equations AND explaining our thinking.  Then the students worked in small groups, to solve for an unknown using and explaining a strategy of their choice and capturing it on Educreations.  We shared some of the groups' presentations before going to lunch.  There is a worksheet for homework.

After enjoying lunch and indoor recess, Mrs. Howard returned to do a make up lesson about responsibility and bullying.  The final part of the lesson involved the children making anti-bullying bumper stickers.  Here are some:

After Mrs. Howard left we voted on our star students for November.  These students, AF and LT, demonstrated responsibility during this past month!

We ended the day by finishing the Power Point about the human made wonders of the United States.  You can view it here.

The Monday After...

It was a quiet morning, as the students and myself seemed to be recovering from the long Thanksgiving weekend.  We began with a class meeting.  First, we had a group share where each child "shared" one or two things about their Thanksgiving holiday weekend.  Then we exchanged a few compliments.

After that, we read through the play, "The Hidden One: A Native American Tale".  Then we identified setting as where and when a story takes place.  I explained that scenes in plays change as the setting changes.  So we revisited the play to begin identifying the different scenes.  Then the children worked in small groups to identify the remaining scenes.  Finally, we shared our results.

Next, we reviewed the technology tools research project that we are beginning.  I reminded the children how to access Live Binder and explained that they would be choosing a topic group today.  Unfortunately, after the lesson, I discovered that the Internet was down and we would need to move on to plan B.  So, students will visit Live Binder and choose their topic groups tomorrow.

While I met with small groups the children worked on individual reading group assignments and illustrated one of the scene from the play, "The Hidden One".

Sharks:  We read "The Package" in group and discussed how Sarah Ida has changed and the symbolism of Al giving her his medal.  For homework they need to reread the chapter and draw the beginning, middle and end in their RRJ.

In math we reviewed identifying the knowns and unknowns in word problems and then writing equations to solve them, during our warm up.  Then the students completed a multiplication chart, to practice their basic facts, while Mrs. Head and I met with small groups.  My group reviewed identifying multiples of a given number and then identified the LCM of numbers.  We also reviewed factorization.  Everyone has a basic facts practice worksheet for homework.

After enjoying lunch and outdoor recess, Mrs. Howard visited us to do a lesson about personal safety.  Ask your child about the ABC's of Personal Safety!

Reading Group Homework
Sharks:  Listed above
Snakes: reread pages 12-16 (fluency!!)
Cheetahs:  Reread pages 12-14 write main idea statement on sticky note
Yellow Jackets:  Reread page 20 write main idea statement on sticky note

We ended the day by "visiting", via Power Point presentation,  some of the human made "wonders" of the United States.  These included the Brooklyn Bridge, The Golden Gate Bridge, Mount Rushmore and The Hoover Dam.

Grandparent's Day

The children began their day in the media center.  When they returned to the classroom, we had a full house!!  It was great to have so many grandparents visiting us...and we put them to work!  :-)

I began by explaining our next research project to the entire group.  Then I shared an inspiration that hit me this morning, while the kids were at the media center.  I decided to have the children get ideas from the grandparents as to how technology has changed tools in education, entertainment and the arts.  So, the children and adults worked in small groups, using the iPads, to create Venn Diagrams and comparison charts, identifying technological tools used long ago, used today and those that were used during both time frames.

Here are some pictures:

 

Then we gathered together and shared the small groups' ideas and charted them on a Venn Diagram using a software package called Kidspiration.  It proved to be a GREAT discussion and we now have a wonderful list of technology tools to research.

 

After the grandparents left, it was time for math.  We only had 10 students.  So each student got an Ipad and practiced their multiplication facts using an online game.

 

After enjoying lunch, the students packed up and headed home for Thanksgiving Break. 

 

Happy Thanksgiving to ALL!!!

Terrific Tuesday

The children began their day in PE.  When they returned to the classroom, we watched the second scene of the Snow White play we began yesterday.  After that, each student received a copy of the play, "The Hidden One".  This is a play based on the Native American folktale titled The Rough Face Girl.  We discussed a few structural aspects, including characters being listed before the script begins, how dialogue is written with character's name set off by a colon, and that the words in parenthesis are giving directions to the actor and should not be spoken aloud.

After that I reminded the children about the next research based project we will be working on in class.  I showed the children the new Live Binder and explained how to explore it in order to choose their topic.

While I meet with small groups today, the children will finish publishing their facing the unknown writing piece.  They will also explore Live Binder and choose a topic.

Yellow Jackets:  We met and reviewed strategies for identifying the main idea.  Then we shared several of the main ideas, written by students, for homework last night.  We discussed what they did well and what needed to be changed.

In math we reviewed the many strategies we have learned to solve multiplication problems.  We listed these on the board and discussed each.  Then the children played a game practicing the 9's basic facts and talking about the strategies they used to solve the problems.

After enjoying lunch and outdoor recess the students continued working independently while I met with groups.

Cheetahs:  We reviewed the main ideas that the children wrote for homework last night.  We identified both the positive and negative aspects of each.

Sharks:  I reviewed, scored and provided feedback on their summaries for the chapter called, "A Letter".

Snakes:  I modeled retelling up to page 11 and asked a few questions, forcing the children to locate answers in the text.  Then we read the rest of the book using decoding strategies to break apart unknown words.  Finally I had them reread the last page to explain what was funny (the prize was sunglasses).  PLEASE have them reread the book at least once a day over break!

We ended the day by reviewing the concept of population distribution and some of the factors affecting it.  Then we began reading a non-fiction book about a family traveling from Chicago to New Jersey.

Marvelous Monday

This morning we began with a class meeting.  First, we completed a "group share" where most of us finished the phrase, "I am thankful for...".  Then we shared compliments.  After that, we discussed the challenge of being honest.  We defined the idea of honesty and discussed why it is important to be honest.  Finally, students shared times they were honest and how it felt to tell the truth.

Next we moved on to our reading/writing block.  We began the reading portion by viewing part of the play, "Snow White".  The we compared plays to books and defined vocabulary specific to a play.

After that, I showed the children a Power Point presentation explaining our next research project.  Just like our community action research project from the first marking period, I will guide the students through the entire process. 

The students will choose a technology tool to research and then write an informative piece about that tool as it was in the past, as it exists now and how human wants and needs drove the technological changes the tool went through.  Then the students will work with a small group to write and perform a skit incorporating the tools researched by their group members.

As I said, this will take the entire marking period.  I will guide the students through the process and model the steps along the way.

While I met with small groups, the students completed their facing the unknown rough drafts.  Then they met in small groups and conferenced using a chart provided by me to guide them through the process.  After that, they will revise their piece and publish it on the lap tops.  They also had individual reading group assignments.

Cheetahs:  We reviewed strategies to help us determine the main idea of text.  Then we read page 9 and identified the topic sentences.  For homework, the students need to read pages 9-11 and attempt to identify the main idea of the section, on the sticky note provided.

In math we watched an audio-visual presentation about patterns on the hundreds chart used for memorizing basic multiplication facts for 2, 5 and 9.  You can view it here.   Then the children identified the facts, independently, on their own hundreds chart.  Mrs. Head pulled a small group to review identifying the knowns and unknowns in word problems.  I pulled a small group to practice identifying the factors of a given number.  There is a worksheet for homework practicing the 8's basic facts.


Following lunch and outdoor recess, the students continued working on their writing and reading assignments.

Sharks:  We reviewed the beginning, middle and end that most students drew on Friday for the chapter titled, "A Letter".  There was a lot of confusion.  So we reread parts of the chapter together and independently, searching for answers to questions I posed to the group.  WE also orally rehearsed a summary for the chapter.  This evening the students need to reread the chapter and write a summary in their RRJ.

Yellow Jackets:  We discussed identifying the main idea in a section of text by noticing repeated words and phrases, topic sentences and the heading.  Using those ideas, the children should see how it all fits together or the common thread that the rest of the text, in that section, supports.  For homework, the children need to reread pages 14-19 and write a main idea statement on the sticky note provided in class. 

Snakes: we began to discuss retelling sections of text when half the group was pulled to go to another teacher.  Tonight, please have them reread up to page 11 working on fluency.

We ended the day by discussing the idea of population distribution and factors that affect it, both today and in years past.

TGIF

The students began their day in music.  After that, we revisited both "Mummy Slept Late so Dad Fixed Breakfast" and "The Myra Song".  We used our comprehension of the poem to identify the themes of both; perseverance and acceptance.

After that we reviewed identifying the subject and the verb in a sentence.  Then we went through a PowerPoint presentation to learn about subject/verb agreement.  In short, we learned that a singular subject matched with a regular verb ending in -s.  A plural subject's verb does not end in -s.  Obviously, there are MANY exceptions, but this is what the basic rule boiled down to...personally, I think it is a good beginning to tackling a tough concept.

While I met with small groups, the students worked on completed their rough drafts, identifying two subject/verb agreements in their writing, and individual reading group assignments.

Sharks:  We met in group to begin reading the next chapter, "A Letter".  We practiced revisiting a past chapter to help us understand what was happening in the current chapter we are reading.  Independently the students finished reading the chapter and drew the beginning, middle and end in their RRJ.

In math we took our first quiz of the second marking period.  The quizzes have been scored and returned to students.  They should be in the math section of your child's binder.

After enjoying lunch and recess the children continued the independent work from above, plus they had a chance to "play" with Google Maps using the iPads and I met with more groups. 

Cheetahs:  Independently they read page 8 and wrote the main idea on a sticky note.  In group we reviewed what we use to determine the main idea; topic sentences, heading, repeated words and phrases and then consider how they all relate/connect.  Then we shared the children's work, discussing what they did well (one student actually got it perfectly!!!) and how they could improve what they had written.

Snakes:  The children read pages 8-11 independently.  Then we met in group to retell all the way up to page 11.  The children really struggled with this.  So we had a talk about what was causing the challenges.  This is a skill we will work on next week.

We ended the day by reviewing natural and human-made physical characteristics.  Then the students used Google Maps to identify 3 examples of both natural and human-made physical characteristics in our community (Damascus).

Thriving Thursday

The children began their day in art.  When they returned we did a cool lesson, in my opinion, where the students illustrated a poem and then shared the key words or phrases that inspired them to draw their picture the way they did.  The purpose of this lesson was to help the children notice that words and phrases used by authors help us visualize and comprehend what we read.  In turn, we, as writers, need to choose our words carefully, so that our readers can visualize our writing as we did when we wrote it.  Wow, that was wordy...I hope it makes sense!  :-)  You can view the lesson here.

After that, I modeled using my storyboard to write a rough draft for our facing the unknown writing piece.

Unfortunately, we ran out of time and did not get to small groups this morning.

In math we used patterns on a multiplication table and our knowledge of "easier" basic facts to solve more challenging facts.  You can view the lesson here BUT, I warn you, this isn't one of my smoother lessons!  Don't laugh too hard!  :-)

While the students practiced their 8's facts, Mrs. Head worked with a small group determining whether a word problem requires multiplication or division to find the answer.  I pulled a small group to review finding the least common multiple and then we began talking about factors and prime numbers.

Everyone has to finish the 8's basic fact worksheet for homework and we will have a quiz tomorrow.

Following lunch and outdoor recess the students worked on writing the rough draft for the facing unknown writing piece, using their storyboards.  I met with some groups.

Cheetahs:  We met and reread pages 5-7.  Then we identified words and phrases that were used repetitively and reread the topic sentence.  After that, I wrote a main idea statement.  Then we shared the main ideas they wrote last night for homework.  We discussed how to improve those statements which needed it and pointed out the positives, too!

Snakes:  We reviewed the -oi and -oa letter combinations.  Then we reread up to page 11, working on fluency.  Tonight the children need to reread up to page 11, again, working on fluency.

We ended the day by reviewing natural and human physical characteristics and then visited google maps to locate examples of these.