Marvelous Monday

I sincerely hope everyone enjoyed the gorgeous weekend and all you moms had a marvelous Mather's Day!

This morning the students began their day in the media center with Mrs. Rose and Mrs. Dodson.  They continued working on their Kids Blogs.  Some are still in the planning stages, while I have heard others have begun working on an entry.


When the students returned to class I introduced the math rotations.  However, I realized that since we were scheduled to take the third, and final, MAP-M (computerized math assessment) at 11:00, we would not have time for the actual rotations.  OOPS!  Oh well, the students now know the expectations for tomorrow!!

So, in the short time we had prior to taking the MAP-M, I introduced journals (diaries) as a type of literary non-fiction.  We had a chance to read a journal entry from the Logs of Walter Anderson and identify examples of elaboration in his word choice.  We also shared questions we still had after reading the entry.

Next, it was time for our MAP- testing.  This is the self adjusting, computerized math assessment that the students take three times each year.  It is used for planning and instructional purposes only.  It is NOT a grade on the report card and does not determine grade placement for next year.  Rest assured, all students will be in fourth grade next year.  ;-)

Following lunch and outdoor recess, I did a quick, whole group vocabulary lesson instructing the students how we can use our knowledge of the meaning of a root word to comprehend unknown words in text.

After that, I reviewed this weeks independent work assignments.

1. Students will work in small groups to create root word flashcards.  They will define a root word and then identify the meaning of three other words that are derived from it.
2. Students will revise their inquiry project drafts to enhance word choice and replace general nouns and verbs with those that are more specific.
3. Students will reread the first journal entry from the Logs of Walter Anderson and use a dictionary to identify the meaning of unknown or confusing words.  Then they will illustrate the entry to show they comprehend the text.
4. Students will view a video about specialization.  Then they will define the meaning of the word and explain its benefits, in their social studies journal.

These assignments are due by the end of the day on Friday.  The students, this week, have been given some choice as to the order in which the tasks are to be completed.  This is an upgrade to our independent work time.  We will see how it goes!  :-)

By the time I finished the lesson and explaining independent work assignments, there wasn't a lot of time left.  So, I let the students begin working on the root word flashcards and didn't meet with reading groups.  :-(

We ended the day with science.  First we shared what we knew about a life cycle.  Then I introduced a diagram showing the life cycle of a plastic bottle.  After that I explained that all products go through a life cycle; they begin as a natural resource, then are manufactured into a product, after that a consumer uses it, and finally every product has an next stage (either recycled or trash).

Finally the students were put into groups with the task to create a poster/diagram depicting the life cycle of a product of their choice.  They were given some resources, mostly video clips, that can be found on the third grade web site.  The groups will work on this assignment for the next three days.

There is NO formal homework this evening.  The students put so much effort into the MAP-M assessment...I told them they had earned a homework-free night!  :-)

Fantastic Friday

The children began their day in PE with Mr. Lee.

When they returned to class, some students shared their strategy for solving the Hot Topic word problem from yesterday's guided practice.  Then we took our quiz.  The quizzes have been scored and should be in the math section of your child's binder.  Please review it!  :-)

After math we had a simplified, impromptu class meeting to discuss this weeks independent assignments for the reading and writing block.  Several students had expressed feeling stressed out.  I gave the students a chance to elaborate and realized that due to testing the children had missed some instructional time and had tired brains.  No wonder they were worried about getting everything done.  So, I adjusted the expectations. 

By the end of today, the students must have completed the draft of the fourth, and final, paragraph of the inquiry project.  Additionally, they will have to have watched the video about production and written about the natural, human and capital resources involved in the making of pizza.

While the students worked independently, I met with students to conference on their issue inquiry projects.  Then I met with reading groups.

Sharks:  We reviewed that when a c is followed by an e or an i it makes the /s/ sound.  Then we practiced decoding some words that follow that rule.  Next, I shared the idea that when words have double consonants (daddy, pebble, million) the vowel doesn't say its name, it makes the short sound.  After that, we read chapter 3.

Following lunch and outdoor recess the students continued working independently while I met with more groups.

Dolphins:  We began group with the students practicing their word bag cards.  Then we revisited the story, A Surprise for the Big, Bad Wolf, and identified how one event led to another by creating a flow chart in their RRJ.

Cheetahs:  In group we shared, and discussed, the evidence from the book showing that Walt's father did love him. 

Pandas:  We discussed chapter 2 and identified character traits that Tiger Wood's displayed in this early years.  We related them to his successes.

We ended the day by making a concept word splash, to support writing and discourse, for our economics unit.  Then we read Anna's New Coat and identified examples of the three types of resources, limited resources and choices from the story.

Thriving Thursday

It's Flip-Flop day...how appropriate since we have some flip-flop weather outside!  :-)

Our day began with math.  Before going to math rotations, though, a couple of groups shared their solutions to yesterday's guided practice word problem.

The teacher let small group instruction focused on using a number line to solve word problems involving time.  All three groups worked on different types of problems, though.  One group solved problems where the unknown was either the end time or the elapsed time.  The next group solved problems where the unknown was the start time, the elapsed time OR the end time.  The final group focused on problems where the unknown was the end time.  I have uploaded a model lesson to the third grade web site.

During guided practice the students worked with partners to solve a word problem involving time.

Finally, during the technology rotation the children practiced calculating elapsed time using the web site Mathman or Robo Clock 3.

For HOMEWORK there is a worksheet.  We will have a quiz tomorrow.

While I met with students to conference on their writing and met with reading groups, the students continued working on their independent assignments for the week.

First, students will draft the fourth, and final, paragraph for the issue inquiry project. They will begin by watching a lesson via Educreations. After drafting they will read their paragraph to a friend, or record it using the iPad, and make necessary revisions.

Another task for students will be to visit and explore Eric Kimmel's web site. They will complete a 3-2-1 summarizer n their RRJ listing 3 facts they learned, 2 ideas they discovered about writing and 1 question they want to ask Mr. Kimmel.

The final task, for the week, is to view a Discovery Education video clip about production. Then the children will write about the production of pizza focusing on identifying the natural, human and capital resources needed and how they are used.

Sharks:  The students identified a character trait for Amelia and used words and phrases from  the text to support it.

Following lunch and outdoor recess the students continued working while I met with more small groups.

Dolphins:  First we identified words with the /sh/ sound spelled without /sh/, such as delicious, machine and special.  Then we retold the beginning of the book and identified the problem.  After that the students whisper read the rest of the book and located the solution.  Finally, we discussed the solution.  For HOMEWORK the children need to practice their word bag cards and reread pages 12-16.

Cheetahs:  The students finished reading chapter 2.  Then, in their RRJ, they identified a main idea of the chapter and used words and phrases from the book to support it.  In group we discussed the disappointments that Walt faced and the main idea (Walt had an unhappy childhood).  We also talked about not needing to be able to read each and every word in text  and still be able to comprehend it.
For HOMEWORK the students need to review chapter 2 and find evidence that Walt's dad loved him.

Pandas:  The students reviewed chapter 1 and in their RRJ they defined the word prodigy and identified words and phrases, used by the author, to convey the meaning.  In group we chatted about answering the question that is asked and rereading the question and their response before turning in an assignment.  Then we talked about today's assignment specifically.  Finally, we shared the information they learned about golf earlier this week during independent work time.  For HOMEWORK the students need to read chapter 2.

 We ended the day by defining the term producer and identifying choices they have to make due to limited resources.

Wonderful Wednesday

This morning MOST students completed the second, and final, session of the End of the Year PARRC assessment.  Three students ran into technical difficulties and will complete it tomorrow.

Since yesterday we voted to skip math and have our reading and writing block, today we participated in math rotations after testing.

During the teacher led small group instruction, students practiced using a number line to calculate elapsed time.  The children worked with a partner, or two, to solve a word problem involving time during guided practice.  Finally, during the technology rotation the children chose between Mathman and Robo Clock 3.  Both are Internet sites, found on the third grade web site, that practice calculating elapsed time. 

For HOMEWORK students will calculate the elapsed time using number line diagrams.  There are two versions of tonight's homework depending upon the independence the student demonstrated during small group.

Following lunch and indoor recess Mrs. Howard visited us to do a lesson about careers in preparation for next week's Career Day.

We ended the day working in collaborative groups to plan a process to create a dye out of the natural resources we collected yesterday.  Once the groups decided on a plan they began to carry it out!

Terrific Tuesday

This morning the students took the first session of the end of the year PARRC assessment.  This time, unlike the winter testing, it went very smoothly!  :-)

After testing, I gave the children the choice between math and reading, since we would have to cut out one of the two.  They voted, overwhelmingly, to skip math today.  So, we did...but just for today!  :-)

Since the students' brains were tired from a lengthy testing session, we began the reading and writing block with a whole group read aloud.  I continued reading Tuning Up, Eric Kimmel's autobiography.  Today, though we identified the relationships between events in the book.

While I met with small groups the students worked on reading groups assignments and their independent work for the week.


First, students will draft the fourth, and final, paragraph for the issue inquiry project. They will begin by watching a lesson via Educreations. After drafting they will read their paragraph to a friend, or record it using the iPad, and make necessary revisions.

Another task for students will be to visit and explore Eric Kimmel's web site. They will complete a 3-2-1 summarizer n their RRJ listing 3 facts they learned, 2 ideas they discovered about writing and 1 question they want to ask Mr. Kimmel.

The final task, for the week, is to view a Discovery Education video clip about production. Then the children will write about the production of pizza focusing on identifying the natural, human and capital resources needed and how they are used.

Sharks:  We began group by conferencing on their writing.  Then we reviewed last night's homework (although only one child completed it).  After that we reviewed that the letter "c" makes the /s/ sound when it is followed by an "e" or an "i".    Finally, we read chapter 2 and discussed the description of a comet.  For HOMEWORK the students need to reread chapter 2 and identify what motivated Amelia to do something exciting.

Following lunch and outdoor recess the children continued working independently while I met with more groups.

Dolphins:  We reviewed the /aw/ and /ought/ spelling patterns.  Then we retold the first half of their book.  Next, the students whisper read pages 8-12 and identified what Petunia discovered.  For HOMEWORK the children need to reread pages 8-12, working on fluency, and practice reading their word bag cards.

Cheetahs:  The students finished reading chapter 1 in class and listed unknown words and 1 question they had in their minds.  In group we reviewed unknown words, the two facts from home work and the 1 question they had.  We also discussed Walt Disney's unhappy childhood.  For HOMEWORK the children need to read chapter 2, up to page 14, and list a disappointment that Walt faced.

Pandas:  The children researched golf, using the iPads, and completed a 3-2-1 stating 3 facts about the playing area and equipment, 2 facts about the game and 1 fact about the history.  We did not have time to share this due to art class.  For HOMEWORK the students should read chapter 1.

We missed art this morning due to testing.  So the children ended their day, today in art.

We will have our final session of the PARRC assessment tomorrow morning.

Marvelous Monday

This morning the students began their day in the media center with Mrs. Rose and Mrs. Dodson.  They continued to explore Kids Blog.

When they returned to class we jumped into our math rotations.

During the teacher led small group instruction we worked on calculating elapsed time, using various strategies, including an elapsed time ruler (yes, they make one).

During guided practice students used flash cards to read and identify a starting time.  Then they used a spinner to determine an amount of hours.  Finally, using the number on the spinner as the elapsed time in hours, the students identified an ending time.

The students practiced identifying elapsed time by visiting Mathman during the te4chnology rotation.

For HOMEWORK there is an elapsed time problem on Edmodo.

At the beginning of the reading and writing block we reviewed the meaning of the word genre (kind, category) and recalled some of the literary genres we have worked with this year.  Then I introduced the idea of literary non-fiction (true facts but told as a story) and told the students we would be reading biographies and autobiographies.  Next we used a digital resource to define the prefix auto- and determined that an autobiography is a self written biography.  Finally, we began reading and discussing the autobiography, Tuning Up, written by Eric Kimmel.

Before meeting with reading groups I reviewed this weeks tasks.  Students will draft the fourth, and final, paragraph for the issue inquiry project.  They will begin by watching a lesson via Educreations.  After drafting they will read their paragraph to a friend, or record it using the iPad, and make necessary revisions. 

Another task for students will be to visit and explore Eric Kimmel's web site.  They will complete a 3-2-1 summarizer n their RRJ listing 3 facts they learned, 2 ideas they discovered about writing and 1 question they want to ask Mr. Kimmel.

The final task, for the week, is to view a Discovery Education video clip about production.  Then the children will write about the production of pizza focusing on identifying the natural, human and capital resources needed and how they are used.

Sharks: We reviewed the genre of biographies.  Then we shared any background knowledge the children had about Amelia Earhart.  After that, I read the synopsis on the back of the student's new book, Amelia Earhart:  Pioneer of the Sky.  Finally, we read and discussed chpater1.  For HOMEWORK the children need to reread chapter 1 and write a question they'd like to ask Amelia Earhart on the sticky note provided.

Following lunch and outdoor recess the students continued working independently while I met with more groups.

Dolphins:  I collected their old books.  Then we practiced reading words with the -aw and -ought patterns.  Next, I distributed our next book, A Surprise for the Big Bad Wolf, and did a book introduction.  Finally, the students whisper read pages 2-7.  For HOMEWORK the students need to reread pages 2-7 and practice reading their word bag cards.

Cheetahs:  The students received a new book, a biography called, Walt Disney, Maker of Magical Worlds.  We shared our background knowledge about Walt Disney, previewed the book and read the synopsis on the back of the book.  Then we read the first page and discussed the humor.  For HOMEWORK the students need to read up to page 4 and list 2 facts they learned, in their reading, on the sticky note provided.

Pandas:  The students received a new book, a biography, called Tiger Woods, The American Master.  We previewed the book and read the synopsis on the back of it.  For HOMEWORK the students need to read the prologue on pages 1 and 2, and write what they learned on a sticky note.

We ended the day by taking a walk around the playground to collect natural resources.  WE will use these resources to create a pigment to dye cloth later this week.  Check out the picture I tweeted (@runnerdana).

NOTE:  We will take the last round of the PARCC assessment tomorrow and Wednesday morning.

Sunny Thursday

Today is flip-flop day!  So, we began our day with math rotations.

The teacher led group investigated measuring liquid volume using Liters.  The students were told to think of a big Aquafina bottle (or 2 regular sized water bottles) as a benchmark for the amount of liquid in a Liter.

During the guided practice some groups continued playing Rolling for Dice but one group worked on a logic problem involving the numbers on the face of a clock.

Finally, during the technology rotation, the students visited the Internet Clockwise to practice telling time to the nearest minute.

For HOMEWORK there is a volume worksheet and we will have a quiz tomorrow covering word problems and telling time using an analog clock.

During the reading and writing block the students continued working on this week's activities.  Many students have found themselves redoing tasks due to a lack of effort.  WE have had a couple of heart-to-heart talks this week about expectations and the importance of persistence and effort.

This weeks tasks include viewing an Educreations lesson about writing the third paragraph for the issue Inquiry project. This paragraph is informing about the arguments against their issue. The second assignment is to watch a Discovery Education video about different types of resources and economic choices. The children to have a capture sheet to complete, too. Finally, all students will read the Latin American tale called The Silly Armadillo. They will compete a story map (ungraded) to reflect upon the text. Then they will identify how they use context clues and provide support, from the tale, to explain the theme. These two items will be graded.

Sharks:  We reread pages 10-16 and discussed the problem and solution.  For HOMEWORK the children need to reread pages 10-16, working on fluency and expression.

Following lunch and outdoor recess the students continued their independent work while I met with more reading groups...and we had our monthly fire drill.  :-)

Dolphins:  We reviewed the problem, rising action and climax from their story maps.  Then we reread part of Jack and the Beanstalk to identify the falling action and solution.  Finally, we discussed the theme of the tale.  The students need to reread the book, working on fluency, for HOMEWORK tonight.

Cheetahs:  Today, in group,  we changed the focus for the text, The Banza.  We discussed the question, posed by one of our classmates, "Why did the tiger chief send away his tigers instead of going away himself?"  For HOMEWORK tonight the students need to review the story and mark places where Cabree exhibits braver with a B.  They will use this in class tomorrow.

Pandas:  Today, in group, we changed the focus for the text, The Banza. We discussed the question, posed by one of our classmates, "Why did the tiger chief send away his tigers instead of going away himself?" For HOMEWORK tonight the students need to review the story and mark places where Cabree exhibits braver with a B. They will use this in class tomorrow.

At the end of the day we discussed the TASS skills that are the focus of this marking period; persistence and elaboration.  I provided a couple of examples of each.

I will NOT be in school tomorrow.  I am taking a personal day.  The children will take a math quiz but won't get it back until next week.  Additionally, they will work on the suffix -ly and identifying effort, motivation and persistence in text.  Finally, during social studies they will review economic choices and practice making some!