This morning we began our day with a class meeting. This was the first chance we have had in weeks to do so. Our group share gave students a chance to share something exciting that has happened to them recently. Some students really struggled with this. :-( We also discussed the need to follow first time directions and to demonstrate respect for everyone--students AND teachers!
After our class meeting, we reviewed the Black American Inventor research piece that we will be working on today. After showing the class the organizer we will use to capture our research, I modeled completing it using Elijah McCoy.
Then the students worked in their small groups to read about their inventor, using sites from our blog, and listing their findings on their graphic organizer.
After making sure the groups were settled, I began meeting with reading groups.
Sharks: I collected their last book and handed out a new boo called Iceberg Rescue. After reviewing important vocabulary such as, upright, glacier and iceberg, I gave a book talk. Then we read and discussed pages 3-7. For homework, the children need to reread pages 3-7 and identify the topic of the book on a sticky note.
Before lunch and recess we had our final MSA practice session. This time the focus was the reading portion. Today the students completed the practice test. We will review it tomorrow and both the math and reading practice test will be coming home at the end of this week.
After enjoying lunch and outdoor recess the students completed researching their Black American Inventor while I met with more groups.
Cheetahs: I collected their old books and passed out a new book, Tall Tales. We discussed the ideas of a tall tale and exaggeration. Then we read and discussed the first two chapters. For homework, the children need to reread chapters 1 and 2. In their RRJ they need to explain what was Phillip's problem and whether or not they think he will change, and why.
Yellow Jackets: I collected their book and showed them their next novel, Journey by Patricia MacLachlan. Then I read a biography, about the author, to the group. For homework they need to write a definition (using an online or hard copy dictionary) and use the word in a good sentence, in the vocabulary section of their RRJ, for the following words; unearthing, blunt and dismayed.
Snakes: Due to a scheduling conflict, we did not meet. They will receive a new book tomorrow!
We ended the day by viewing diagrams of Edison's light bulb and a modern day light bulb. WE made predictions about how they produce light and then we watched a short video lip demonstrating how it works. Finally, we discussed the video and agreed that we were all surprised regarding the simplicity of how a light bulb produces light.
Monday, February 11, 2013
Friday, February 8, 2013
Finish UP Friday!
The children began their day in music.
When they returned to class, we spent some time discussing the character analysis writing piece. So far, the ones I have scored have been well done. So, I asked the students, what was different...what did I do differently that helped them be more successful. We also began planning for our next writing piece which will be an informative piece about an African American inventor.
Then the students had time to work on any unfinished work from the week. This included; publishing the character analysis, the reading comprehension worksheets for chapters 1, 2 and 3 for Lily and Miss Liberty, cursive writing papers and the Statue of Liberty self-guided research.
I met with individuals who needed support on any of the listed assignments.
In math, after a warm up and review of last night's homework, we took a quiz. This week, for the front of the quiz, each student only had 11 minutes to complete it. I wanted to get a fluency score. The back side was untimed. These have been scored and returned to the students.
Following lunch and outdoor recess the students continued working independently, with the help of Mrs. Benson and myself, on their "finish up Friday" tasks.
WE ended the day by viewing a video clip about the rise of the Aztec Empire.
When they returned to class, we spent some time discussing the character analysis writing piece. So far, the ones I have scored have been well done. So, I asked the students, what was different...what did I do differently that helped them be more successful. We also began planning for our next writing piece which will be an informative piece about an African American inventor.
Then the students had time to work on any unfinished work from the week. This included; publishing the character analysis, the reading comprehension worksheets for chapters 1, 2 and 3 for Lily and Miss Liberty, cursive writing papers and the Statue of Liberty self-guided research.
I met with individuals who needed support on any of the listed assignments.
In math, after a warm up and review of last night's homework, we took a quiz. This week, for the front of the quiz, each student only had 11 minutes to complete it. I wanted to get a fluency score. The back side was untimed. These have been scored and returned to the students.
Following lunch and outdoor recess the students continued working independently, with the help of Mrs. Benson and myself, on their "finish up Friday" tasks.
WE ended the day by viewing a video clip about the rise of the Aztec Empire.
Thursday, February 7, 2013
Thursday
This morning the children began their day in art.
When they returned to class we examined a sentence from Lily and Miss Liberty to see how vocabulary used by the author can support the setting. Then we rewrote the sentence as if it were happening during modern day. For example, the sentence, "Wagons and carriages passed up and down the cobblestone street," might be written, "Cars and trucks passed up and down the paved street." Next, we read chapter 4 of Lily and Miss Liberty.
After that we revisited the PowerPoint about comparative and superlative adjectives and adverbs.
While I met with small groups, the students finished their character analysis, revised it to include comparative and superlative adjectives and adverbs and then began publishing their piece. After that, they were to complete the comprehension worksheet for chapter 3 of Lily and Miss Liberty, which was assigned yesterday. Then they were to complete all unfinished work before working on their self-guided research of the Statue of Liberty.
I met with a small group of students to review the expectations for the third paragraph of the character analysis paper.
In math we used last night's homework to launch today's lesson. The lesson can be viewed here, After the lesson the students went back to their seats to create a number line, showing two wholes, and labeling thirds and then sixths. Finally, they were supposed to list equivalent fractions that were identified on the number line.
FOR HOMEWORK: Students must re watch today's lesson and complete their number line showing thirds, sixths and the equivalent fractions.
Following lunch and outdoor recess the students continued working independently, while Mrs. Benson and I helped individual students with their character analysis and reading comprehension sheets.
We ended the day by reading about the origins of the Aztec civilization. During this lesson, we discussed that we had read in 3 out of our 3 resources that war was an important part of the Aztec culture. I took this opportunity to point this out to he students and explain that when we read the same piece of information in many sources it becomes more reliable than when we only read it in one source. If the fact had only been mentioned in one of the 3 sources, that doesn't mean it isn't true but it might make a good r4eader wonder why it was left out of the other sources.
When they returned to class we examined a sentence from Lily and Miss Liberty to see how vocabulary used by the author can support the setting. Then we rewrote the sentence as if it were happening during modern day. For example, the sentence, "Wagons and carriages passed up and down the cobblestone street," might be written, "Cars and trucks passed up and down the paved street." Next, we read chapter 4 of Lily and Miss Liberty.
After that we revisited the PowerPoint about comparative and superlative adjectives and adverbs.
While I met with small groups, the students finished their character analysis, revised it to include comparative and superlative adjectives and adverbs and then began publishing their piece. After that, they were to complete the comprehension worksheet for chapter 3 of Lily and Miss Liberty, which was assigned yesterday. Then they were to complete all unfinished work before working on their self-guided research of the Statue of Liberty.
I met with a small group of students to review the expectations for the third paragraph of the character analysis paper.
In math we used last night's homework to launch today's lesson. The lesson can be viewed here, After the lesson the students went back to their seats to create a number line, showing two wholes, and labeling thirds and then sixths. Finally, they were supposed to list equivalent fractions that were identified on the number line.
FOR HOMEWORK: Students must re watch today's lesson and complete their number line showing thirds, sixths and the equivalent fractions.
Following lunch and outdoor recess the students continued working independently, while Mrs. Benson and I helped individual students with their character analysis and reading comprehension sheets.
We ended the day by reading about the origins of the Aztec civilization. During this lesson, we discussed that we had read in 3 out of our 3 resources that war was an important part of the Aztec culture. I took this opportunity to point this out to he students and explain that when we read the same piece of information in many sources it becomes more reliable than when we only read it in one source. If the fact had only been mentioned in one of the 3 sources, that doesn't mean it isn't true but it might make a good r4eader wonder why it was left out of the other sources.
Wednesday, February 6, 2013
Hump Day
Ahhh...we are halfway through a week with few interruptions to our schedule! YIPPEE!!!!!!!!!!!!!!!
The children began their day in the media center with Mrs. Rose.
When they returned to class we reread the last paragraph in chapter 2 of Lily and Miss Liberty and then made predictions as to what Lily was going to do next. After that we read chapter 3 and analyzed our predictions. We realized that the prediction made based upon Lily's character trait of determined was the one which was most accurate!
Next we revisited the model character analysis paper and identified the purpose of the concluding paragraph. The children immediately noticed that this paragraph restated the author's opinion (the character trait). Then I pointed out that the author also mentioned how the trait solved the problem and then theme of the story. We briefly discussed these aspects of all four reading group's books.
Then the students worked, in dependently, on their concluding paragraphs and a follow up worksheet for chapter 3 of Lily and Miss Liberty. When they finished they worked on any unfinished work and their independent research projects.
Instead of meeting with a reading group, I met with students who have been absent this week and helped them write and revise their first two paragraphs for the character analysis.
In math I reviewed, and captured using Educreations, the lesson using an index card to symbolize a whole and folding it to create halves, fourths and eighths. I used the creases, created by the folding, to label the halves, fourths and eights on the number line.
Independently, the children used an index card to identify thirds and sixths. Then they drew a number line and labeled these fractions on the line. They also identified equivalent fractions. Mrs. Head circulated to help students who were struggling. I met with a small group to identify and name fractions on a number line.
FOR HOMEWORK: The children need to watch the Thirds and Sixths HW lesson on Educreations. Then they need to draw the number line that is in the lesson, in their math journals, and label all points on the number line using thirds.
Following lunch and recess Mrs. Howard visited to do a lesson about being healthy.
After that, we finished reading a story from the Aztec culture and discussed what we could infer about the culture from the story. War, music, dancing, art and honoring the Gods are very important in the culture. Then we read a book about the history of Mexico that supported the inferences we had made from the story.
The children began their day in the media center with Mrs. Rose.
When they returned to class we reread the last paragraph in chapter 2 of Lily and Miss Liberty and then made predictions as to what Lily was going to do next. After that we read chapter 3 and analyzed our predictions. We realized that the prediction made based upon Lily's character trait of determined was the one which was most accurate!
Next we revisited the model character analysis paper and identified the purpose of the concluding paragraph. The children immediately noticed that this paragraph restated the author's opinion (the character trait). Then I pointed out that the author also mentioned how the trait solved the problem and then theme of the story. We briefly discussed these aspects of all four reading group's books.
Then the students worked, in dependently, on their concluding paragraphs and a follow up worksheet for chapter 3 of Lily and Miss Liberty. When they finished they worked on any unfinished work and their independent research projects.
Instead of meeting with a reading group, I met with students who have been absent this week and helped them write and revise their first two paragraphs for the character analysis.
In math I reviewed, and captured using Educreations, the lesson using an index card to symbolize a whole and folding it to create halves, fourths and eighths. I used the creases, created by the folding, to label the halves, fourths and eights on the number line.
Independently, the children used an index card to identify thirds and sixths. Then they drew a number line and labeled these fractions on the line. They also identified equivalent fractions. Mrs. Head circulated to help students who were struggling. I met with a small group to identify and name fractions on a number line.
FOR HOMEWORK: The children need to watch the Thirds and Sixths HW lesson on Educreations. Then they need to draw the number line that is in the lesson, in their math journals, and label all points on the number line using thirds.
Following lunch and recess Mrs. Howard visited to do a lesson about being healthy.
After that, we finished reading a story from the Aztec culture and discussed what we could infer about the culture from the story. War, music, dancing, art and honoring the Gods are very important in the culture. Then we read a book about the history of Mexico that supported the inferences we had made from the story.
Tuesday, February 5, 2013
Terrific Tuesday
This morning the students began their day in PE.
When they returned to class we defined the different concepts of character traits (unique qualities a character possesses), motivations (what causes a character to do what they do) and feelings (a character's emotions). Then we charted an example of each using chapter 1 from Lily and Miss Liberty. After that, we read chapter 2 and discussed all 3 of the concepts as they pertained to this chapter.
Next, I reviewed the expectations for the body paragraph of the character analysis.
Finally, (ok...I'll be honest here), as I was teaching I came up with a fun idea for students who finish their work early...so, I shared the idea with the kids...The children will choose a topic which relates to Lily and Miss Liberty (the statue of liberty, the 1880's, Ellis Island, etc.) and they will identify questions they are wondering about their topic. After I approve these questions, the children will use resources such as books and the Internet to locate answers to their questions (reading to be informed) and then they will choose a way to present their information...they can create a Key Note presentation, a poster, etc. I thought this would be a fun way to read informational text and share the information they discover!
While I meet with small groups the students will complete the second paragraph of the character analysis. They will complete comprehension worksheets for both chapters 1 and 2 for Lily and Miss Liberty. Then they can choose a topic to research and list questions they want to learn about.
Sharks: We met and each child shared their second paragraph. Together we made revisions to the structure of the paragraphs ensuring that the solution was stated and explained.
During our math warm up we practiced drawing pictures to help us name the mixed number for a given improper fraction.
Then we used index cards to create number lines and label the fractions and mixed numbers. Today our 3x5 card equaled two wholes. We labeled the wholes and then found and labeled 1/2 and 1 1/2.
Next the children worked independently on a number line worksheet. Many are still struggling with the idea that the denominator is the amount of equal parts in ONE whole. We will work on that concept in small groups tomorrow. Today, Mrs. Benson and I each pulled a small group to practice separating wholes into equal groups and identifying fractions when there is more than one item (box) in each group.
There is a mixed number worksheet for homework.
Following lunch and outdoor recess the students continued working independently while I met with more groups.
Cheetahs: We met and shared each child's second paragraph. Overall, they did a good job explaining the solution but the children needed to make the connection between the character trait (guilty) and the events leading to the solution. We discussed this and practiced explaining that part. Then the students went back to their seats to revise their responses.
Yellow Jackets: We met and the students shared their second paragraphs. Overall, the children did a great job identifying and explaining the solution and linking it to the main character's identified trait. Some students needed to make organizational changes to improve the flow of their writing.
Snakes: We met and shared their character analysis writing pieces. Together we made revisions.
We ended the day by reviewing the meaning of friction. Then the children took intellectual risks and explored creating friction using different materials such as, chop sticks, craft sticks, erasers and foam plates. They identified which objects produced heat through friction. Then they introduced different variables, speed, length of time and different materials to determine whether it affected the heat produced through friction.
When they returned to class we defined the different concepts of character traits (unique qualities a character possesses), motivations (what causes a character to do what they do) and feelings (a character's emotions). Then we charted an example of each using chapter 1 from Lily and Miss Liberty. After that, we read chapter 2 and discussed all 3 of the concepts as they pertained to this chapter.
Next, I reviewed the expectations for the body paragraph of the character analysis.
Finally, (ok...I'll be honest here), as I was teaching I came up with a fun idea for students who finish their work early...so, I shared the idea with the kids...The children will choose a topic which relates to Lily and Miss Liberty (the statue of liberty, the 1880's, Ellis Island, etc.) and they will identify questions they are wondering about their topic. After I approve these questions, the children will use resources such as books and the Internet to locate answers to their questions (reading to be informed) and then they will choose a way to present their information...they can create a Key Note presentation, a poster, etc. I thought this would be a fun way to read informational text and share the information they discover!
While I meet with small groups the students will complete the second paragraph of the character analysis. They will complete comprehension worksheets for both chapters 1 and 2 for Lily and Miss Liberty. Then they can choose a topic to research and list questions they want to learn about.
Sharks: We met and each child shared their second paragraph. Together we made revisions to the structure of the paragraphs ensuring that the solution was stated and explained.
During our math warm up we practiced drawing pictures to help us name the mixed number for a given improper fraction.
Then we used index cards to create number lines and label the fractions and mixed numbers. Today our 3x5 card equaled two wholes. We labeled the wholes and then found and labeled 1/2 and 1 1/2.
Next the children worked independently on a number line worksheet. Many are still struggling with the idea that the denominator is the amount of equal parts in ONE whole. We will work on that concept in small groups tomorrow. Today, Mrs. Benson and I each pulled a small group to practice separating wholes into equal groups and identifying fractions when there is more than one item (box) in each group.
There is a mixed number worksheet for homework.
Following lunch and outdoor recess the students continued working independently while I met with more groups.
Cheetahs: We met and shared each child's second paragraph. Overall, they did a good job explaining the solution but the children needed to make the connection between the character trait (guilty) and the events leading to the solution. We discussed this and practiced explaining that part. Then the students went back to their seats to revise their responses.
Yellow Jackets: We met and the students shared their second paragraphs. Overall, the children did a great job identifying and explaining the solution and linking it to the main character's identified trait. Some students needed to make organizational changes to improve the flow of their writing.
Snakes: We met and shared their character analysis writing pieces. Together we made revisions.
We ended the day by reviewing the meaning of friction. Then the children took intellectual risks and explored creating friction using different materials such as, chop sticks, craft sticks, erasers and foam plates. They identified which objects produced heat through friction. Then they introduced different variables, speed, length of time and different materials to determine whether it affected the heat produced through friction.
Monday, February 4, 2013
Mock Math MSA Monday
This morning we had a practice session for the math section of the MSA. Each year we take the time to do mock practice sessions to familiarize the students with the format of the test and take time to teach good test taking strategies.
This morning I took time to discuss the importance of using strategies and working out all problems on scratch paper. I also explained the necessity of making sure answers made sense...especially when suing a calculator. Finally, I introduced the idea of a distractor (the most often chosen WRONG answer).
Then the students completed the two parts of the practice math assessment.
Then we went over both sections so I could model strategies for solving problems correctly.
These test booklets will be coming home in the next two weeks (most likely next week) with feedback and information attached. I urge you to look them over and discus them with your child!
Since our MSA practice session focused on math, we had reading/language arts during our regular math time.
We began reading a new historical fiction novel title, Lily and Miss Liberty, by Carla Stevens (she wrote Anna, Grandpa and the Big Storm, too!). Prior to reading the first chapter, we watched a video clip about the Statue of Liberty. This gave us background knowledge to aid our comprehension of the novel.
After reading the first chapter and identifying the problem and the historical facts, we headed to the gym to visit our school's science fair. The children and I had a great time seeing all of the fabulous experiments and presentations.
After the science fair, we revisited the model character analysis paper and identified what information the author included in the body. We realized that the next paragraph will need to include how the main character solved the problem using the character trait identified in our opinion statement.
Following lunch and indoor recess the children will draft their body paragraph. They will also reread portions of chapter 1 of Lily and Miss Liberty to help them complete a comprehension worksheet involving both multiple choice and short answer questions.
We will end the day by defining friction and identifying examples of friction which produce heat.
For homework there is a short quiz on Edmodo about Lily and Miss Liberty, chapter 1.
This morning I took time to discuss the importance of using strategies and working out all problems on scratch paper. I also explained the necessity of making sure answers made sense...especially when suing a calculator. Finally, I introduced the idea of a distractor (the most often chosen WRONG answer).
Then the students completed the two parts of the practice math assessment.
Then we went over both sections so I could model strategies for solving problems correctly.
These test booklets will be coming home in the next two weeks (most likely next week) with feedback and information attached. I urge you to look them over and discus them with your child!
Since our MSA practice session focused on math, we had reading/language arts during our regular math time.
We began reading a new historical fiction novel title, Lily and Miss Liberty, by Carla Stevens (she wrote Anna, Grandpa and the Big Storm, too!). Prior to reading the first chapter, we watched a video clip about the Statue of Liberty. This gave us background knowledge to aid our comprehension of the novel.
After reading the first chapter and identifying the problem and the historical facts, we headed to the gym to visit our school's science fair. The children and I had a great time seeing all of the fabulous experiments and presentations.
After the science fair, we revisited the model character analysis paper and identified what information the author included in the body. We realized that the next paragraph will need to include how the main character solved the problem using the character trait identified in our opinion statement.
Following lunch and indoor recess the children will draft their body paragraph. They will also reread portions of chapter 1 of Lily and Miss Liberty to help them complete a comprehension worksheet involving both multiple choice and short answer questions.
We will end the day by defining friction and identifying examples of friction which produce heat.
For homework there is a short quiz on Edmodo about Lily and Miss Liberty, chapter 1.
Friday, February 1, 2013
TGIF
The students began their day in music.
When they returned to class we spent time discussing the expectations for turning in assignments using Edmodo. Right now, my focus is on the process and the actual assignment. Therefore, I am not being too critical of the children's actual answers. However, shortly, I will be expecting responses to be complete, well written, using correct spelling, punctuation and grammar.
After that, we recounted the events in Anna, Grandpa and the Big Storm and discussed how Anna's actions led to the events in the story. We identified how certain changes (for example, Anna and Grandpa walking the entire way to school, instead of taking the El train) would have created a different story.
Finally, we revisited the sample character analysis for Brave Irene and identified the components of the introductory paragraph. We realized that this paragraph needed to state an opinion about a character trait for the main character and then explain the problem in the story.
While I met with small groups the students wrote their introductory paragraphs and completed unfinished work from the week. When they were finished they visited Edmodo, explored the new apps that had been downloaded and wrote a message to me sharing their experiences.
Sharks: We met and revised their introductory paragraphs. Overall, though, they were on target prior to our session! :-)
We began math by doing a very cool lesson that I borrowed from Mr. Vogel. Each student was given an index card which represented one whole. In their math journal they traced a line the length of the index card and labeled one end 0 and the other 1. Then they folded the card (the whole) in half and put that point on their number line, labeling it 1/2. Then we drew a second line, to represent a whole, folded the index card into fourths and labeled those parts on the new line. Finally, we folded the card in half and marked the half on the line showing fourths. We were clearly able to see that 2/4=1/2.
After our lesson, we took our weekly quiz. The quizzes have been scored. Students should put these in the math section of their binder. Please be sure to review your child's progress!
Following lunch and indoor recess, the students continued working independently and I met with more groups.
Cheetahs: We met and reviewed their introductory paragraph. Most of the group had not followed the expectations that had been discussed and outlined on the board. SO, I provided verbal feedback, reviewed the expectations, again, and sent them back to their seats to make revisions. Then Mrs. Benson, worked with individuals to ensure they were meeting the requirements.
Yellow Jackets: We met and reviewed their introductory paragraph. Two of the students had great examples, so we spent time focusing on their writing. One of the two had followed my instructions to a T and used the model paper as a basis for their own. So, we discussed how it was actually easy for her to write her piece since she kept referring to the model. Those who didn't meet the expectations received feedback and revised their writing.
Snakes: We met and reviewed their introductory paragraph. I gave the students feedback and they made revisions.
We ended the day be defining culture and beginning to read about the Aztec culture.
When they returned to class we spent time discussing the expectations for turning in assignments using Edmodo. Right now, my focus is on the process and the actual assignment. Therefore, I am not being too critical of the children's actual answers. However, shortly, I will be expecting responses to be complete, well written, using correct spelling, punctuation and grammar.
After that, we recounted the events in Anna, Grandpa and the Big Storm and discussed how Anna's actions led to the events in the story. We identified how certain changes (for example, Anna and Grandpa walking the entire way to school, instead of taking the El train) would have created a different story.
Finally, we revisited the sample character analysis for Brave Irene and identified the components of the introductory paragraph. We realized that this paragraph needed to state an opinion about a character trait for the main character and then explain the problem in the story.
While I met with small groups the students wrote their introductory paragraphs and completed unfinished work from the week. When they were finished they visited Edmodo, explored the new apps that had been downloaded and wrote a message to me sharing their experiences.
Sharks: We met and revised their introductory paragraphs. Overall, though, they were on target prior to our session! :-)
We began math by doing a very cool lesson that I borrowed from Mr. Vogel. Each student was given an index card which represented one whole. In their math journal they traced a line the length of the index card and labeled one end 0 and the other 1. Then they folded the card (the whole) in half and put that point on their number line, labeling it 1/2. Then we drew a second line, to represent a whole, folded the index card into fourths and labeled those parts on the new line. Finally, we folded the card in half and marked the half on the line showing fourths. We were clearly able to see that 2/4=1/2.
After our lesson, we took our weekly quiz. The quizzes have been scored. Students should put these in the math section of their binder. Please be sure to review your child's progress!
Following lunch and indoor recess, the students continued working independently and I met with more groups.
Cheetahs: We met and reviewed their introductory paragraph. Most of the group had not followed the expectations that had been discussed and outlined on the board. SO, I provided verbal feedback, reviewed the expectations, again, and sent them back to their seats to make revisions. Then Mrs. Benson, worked with individuals to ensure they were meeting the requirements.
Yellow Jackets: We met and reviewed their introductory paragraph. Two of the students had great examples, so we spent time focusing on their writing. One of the two had followed my instructions to a T and used the model paper as a basis for their own. So, we discussed how it was actually easy for her to write her piece since she kept referring to the model. Those who didn't meet the expectations received feedback and revised their writing.
Snakes: We met and reviewed their introductory paragraph. I gave the students feedback and they made revisions.
We ended the day be defining culture and beginning to read about the Aztec culture.
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