Wonderful Wednesday

This morning we began our day with our weekly class meeting.  Today, for the group share, the students had a "free choice".  It was fun to listen to what was on their minds.  Information shared ranged from, " my sister got her driver's license", to, "I'm going to Virginia this weekend", to , "I learned to walk in Canada". 

Next we shared compliments...and there were lots of them today!  It truly warmed my heart!!

Finally, we discussed our math personal academic goals during the challenge section.  The children all chose goals that pertain to their memorization of the basic facts.  Students plan to make their won flashcards and use Sum Dog.  I am excited to see the motivation that is clearly evident towards owning those pesky facts!!

After our meeting we turned to our math rotations.  When working in small group with me, the students practiced using correct math vocabulary to identify the similarities and differences amongst various quadrilaterals.  During guided practice the students used playing cards to identify two factors, find their product and then write the other three equations in the fact family.  Finally, during the technology rotation, students worked on their personal academic goal, using Sum Dog or making their own flash cards.

For HOMEWORK the students have another half sheet, timed basic facts activity to complete.  We will have a basic fact QUIZ tomorrow, since Friday is Field Day.

While the children worked on their independent tasks for the week, I continued with my end of the year informal reading assessments and meeting with reading groups.

A reminder, this weeks tasks are...

1. Students will write a thank you note to an assigned visitor from Career Day.
2. Students will publish their issue inquiry project using Microsoft Word.
3. Students will watch an Educreations lesson teaching students how to turn heading into researchable questions and then read the text to identify the main ideas in a section of non-fiction.
4. Students will watch a video about using robots on assembly lines. Then they will choose a video about robot usage in automobiles and emergency rooms OR radio astronomy and school buses. Finally, they will describe how using robots as part of an assembly line affects producers, in their social studies journals.
5. Students will watch a Magic School Bus video about decomposition.

Sharks:  We began group by reviewing the short vowel sounds and creating a word chain to practice writing words with them.  Then we identified the sound the /ou/ pattern makes and practiced decoding words with that pattern.  Finally, the students whisper read chapter 9, while I listened in, to find out what record Amelia had broken.  For HOMEWORK the children need to reread chapter 9.

Following lunch and outdoor recess, the students continued working on their independent work assignments while I met with more groups.

Dolphins:  The children practiced reading their word bag cards.  Then we reviewed the vowels and the vowel/consonant/e pattern, where the e makes the vowel say it's name.  We practiced using this to decode words.  Finally, we orally summarized the book.  For HOMEWORK the students need to reread the book and practice reading their word bag cards.

Cheetahs:  We reviewed the short vowel sounds and then I read words and the students identified the short vowel sound that they heard.  After that, we reviewed the vowel/consonant/e pattern and practiced decoding words with it.  Finally, we shared last night's homework (what made them smile) and used that to discuss the rest of chapter 4.  For HOMEWORK the children need to read the captions under the pictures on pages 47-54, choose their favorite and explain why on a sticky note.

Pandas:  We shared last night's homework (write one thing you want to share) and, though that, discussed the line, "Giving into failure ruins many athletes' careers."  It was a super discussion!!!  Then the students turned the title for chapter 5 into a main idea question.  For HOMEWORK they will read chapter 5 and answer their main idea question.

We ended the day by reviewing decomposition and organic material.  Then we identified a straw and a button as examples of inorganic material.  Next, the students added each to their jars, made a prediction of which type of material will decompose quicker and, finally, drew a picture of what they see in their jar today.

Terrific Tuesday

The students began their day in art.

They have been bugging me for a while to get started on their personal academic math goals.  So, while they were in art, I added a page to the third grade web site to post links that will support the children in reaching those goals.  While doing that, I ran across a cool web site called Sum Dog. This site provides many games and activities that support the common core curriculum and allows the teacher to monitor student activity.  So, I quickly set up students accounts.

When the students returned to class, I introduced Sum Dog to them and handed out their account information. Then we began our math rotations.

During the teacher led small group instruction the students cut out and sorted quadrilaterals into three groups; rectangles, squares and rhombuses.   The diagram we used allowed the students to see that some squares are rectangles, some are rhombuses, and others are just plain old squares.

Students worked with partners to discuss, represent, and solve elapsed time word problems during guided practice.

Finally, students explored Sum Dog during the technology rotations.

For HOMEWORK the students will practice their basic facts using the half sheet sent home today and the instructions that were sent home yesterday.

After math, the students worked on their independent tasks for the week and I continued some end of the year, one-on-one, informal reading assessments.

A reminder, this weeks tasks are...

1. Students will write a thank you note to an assigned visitor from Career Day.
2. Students will publish their issue inquiry project using Microsoft Word.
3. Students will watch an Educreations lesson teaching students how to turn heading into researchable questions and then read the text to identify the main ideas in a section of non-fiction.
4. Students will watch a video about using robots on assembly lines. Then they will choose a video about robot usage in automobiles and emergency rooms OR radio astronomy and school buses. Finally, they will describe how using robots as part of an assembly line affects producers, in their social studies journals.
5. Students will watch a Magic School Bus video about decomposition.

Following lunch and outdoor recess, the children continued their independent work and I met with some reading groups.

Dolphins:  The students located words with the /ea/ pattern in their new books.  Then we identified the long e sound as the one this pattern most often uses.  After that, we decoded some words with the/ea/ pattern.  Next the students whisper read their book, as I listened in, to identify what the 2 friends do to make their wishes come true.  For HOMEWORK the children need to reread their book and practice reading their word bag cards.

Cheetahs:  First we discussed what the Oscars are and how moving pictures used to be made (thousands of pictures put together to form one movement).  Then we began reading the chapter, "The Three Little Pigs Win an Oscar".   For HOMEWORK the students need to finish reading the chapter, pages 43-46, and write one thing that made them smile, as they read, on a sticky note.

Pandas:  We continued reading chapter 4 and discussed Tiger's struggle with handling frustration.  For HOMEWORK the children need to finish reading chapter 4, pages 25-27, and identify one thing they read that they want to share.

At the end of the day we reviewed decomposition and organic and inorganic material.  Then we observed and discussed the beginning of the decomposition of the organic material in our jars.

Marvelous Monday

The students began their day working with Mrs. Rose and Mrs. Dodson.  First, they did a book exchange in the media center.  Then they went to the computer lab to work on their blogs using Kids Blog.

When they returned to class we reviewed this week's math HOMEWORK.  The children will be bringing home a half sheet paper with the instructions.  Each night they will receive a half sheeter with basic multiplication facts.  The student should be timed for 2 minutes to see how many problems they can complete.  Then they should get an adult or use a calculator to correct the problems they solved in the two minutes.  After that, they should solve the rest of the facts, on the sheet, that they didn't have time to answer while being timed.  Please have your child return the fact sheet the next day.  Keep the directions at home for future use.

Next we began our math rotations.  Our focus this week is on 2 dimensional shapes.  During the teacher led small group instruction, we defined and identified examples (and non examples) of quadrilaterals and rhombuses.  During guided practice the students solved word problems involving mass.  Finally, during the technology session the children played a shape naming game of memory.

After math, I reviewed this week's independent work tasks.

1. Students will write a thank you note to an assigned visitor from Career Day.
2. Students will publish their issue inquiry project using Microsoft Word.
3. Students will watch an Educreations lesson teaching students how to turn heading into researchable questions and then read the text to identify the main ideas in a section of non-fiction.
4. Students will watch a video about using robots on assembly lines.  Then they will choose a video about robot usage in automobiles and emergency rooms OR radio astronomy and school buses.  Finally, they will describe how using robots as part of an assembly line affects producers, in their social studies journals.
5. Students will watch a Magic School Bus video about decomposition.

Before turning the students loose we reviewed the format and correct capitalization and punctuation for a friendly letter.  I also briefly explained how turning a heading into a question and answering it with information from the text can identify the main idea.

Cheetahs:  We met briefly and were going to begin reading the next chapter of their book.  However, we got derailed discussing whether or not it was a challenge for Walt Disney to create Mickey Mouse.

Following lunch and outdoor recess, I did a mini lesson reviewing how to create, format, save and print a document using Microsoft Word.  Then, while the students worked independently, I did some end of the year, informal reading assessments with individual students.  Due to this testing, reading groups will be met with sporadically this week.

At the end of the day we watched a short video clip to learn what decomposition is and reviewed what we learned on Friday about organic and inorganic materials.  After that, the students worked in groups of 2 or 3 to put organic material into jars.  We will observe the jars all week to see first hand the sequence of events in the decomposition of organic material.  The children will capture their findings using a packet they received today.

Field Day is FRIDAY.  Mr. Lee is desperate for volunteers.  Please email me if you have time to help out!

Fabulous Friday

This morning the children began their day in PE. 

When we returned to the classroom the students took their semi-weekly math quiz.  Today's quiz had two parts.  The first part was a TIMED basic facts quiz.  The children had 4 minutes to complete 22 facts.  AS I anticipated, the children struggled GREATLY.  I was planning to enter the scores into my grade book regardless, but I can't...the scores were just too poor.  We will be focusing on basic facts a lot next week and the students will be re-tested.  Those scores will be entered no matter what!

The second part of the quiz included 4 measurement (time, capacity and mass) word problems.  It was untimed.

Both portions of today's quiz have been scored.  They should be in the math section of your child's binder.  Please look these over.

After the quiz we had a quick, informal class meeting to discuss ways we could master our basic multiplication facts.  I demonstrated how to make and how to use flashcards.  A student also suggested using the links on the third grade web site.

Next the students began working on their independent work assignments while I met with individual students and small groups.  When I met with the children it was to have them explain their illustrations and show me the words and phrases from the journal entries that support their drawings. 

To refresh your memory, the tasks this week are:

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.

1. Students will revise their inquiry project drafts to enhance word choice and replace general nouns and verbs with those that are more specific.
2. 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.
3. 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.

Reading groups are explained below.

Sharks:  We began group with some word work.  We did word chains focusing on short vowel sounds and the /sh/ and /ch/ sound.  Then we discussed how Amelia felt at the end of chapter 7, using words and phrases from the text to support our thinking.  Finally, we read and discussed chapter 8.

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

Dolphins:  First we played a game with their word bag cards, working on automaticity.  Then we looked at the /ost/ and /ong/ letter patterns and practiced reading words with these chunks.  Finally I did a book introduction for our next text, The Ladybug and the Cricket.

Cheetahs:  We practiced writing words with the short vowel sounds by doing a word chain on white boards.  Then we discussed the chapter about the Birth of Mickey Mouse.

Since I  met with the pandas for a while yesterday and we were short on time, that group did not meet today.

At the end of the day we discussed the difference between organic and inorganic materials.  The children are bringing home a notice looking for small donations of organic materials such as; orange peels, grapes, berries, and bananas.

Also, Mr. Lee is in desperate need of volunteers for Field Day.  PLEASE consider volunteering your time next Friday, May 23.

Flip Flop Thursday - Spring Chorus Concert

Since today is flip flop day we began by finishing up yesterday's math rotations.

The small group teacher lesson focused on solving word problems involving mass measure in grams. During guided practice the students continued working on their family vacation plans, using their knowledge of elapsed time. Finally, the students watched Learn Zillion lesson focusing on understanding mass during their technology rotation.

For HOMEWORK every student has some problems to complete on a worksheet but their are two different papers and some children are expected to complete the entire sheet, while others are to do the circled items.  If nothing is circled in pink, the student should finish the entire worksheet.  We will have a quiz tomorrow covering word problems and the basic multiplication facts (rote memory).

After math, the class went to music.

When they returned we reviewed each of this week's independent work assignments.  During this time, I explained that the students needed to select a large portion of text, not just one sentence, to illustrate, from Walter Anderson's logs.  Also, I reiterated that the purpose of the illustration is to prove they comprehended the journal entry.  We also debriefed/reviewed what they had learned about specialization from the video clip they had been assigned to watch.  There was some confusion about this concept.  I clarified it and suggested that students rewatch the clip before writing about it in their social studies journals.

So, to refresh your memory, the tasks this week are:

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.

While the children continued their independent work I met with small groups of students to review their root word flashcard activity.  Then I met with reading groups.

Pandas:  We met first today since sometimes this group gets short changed on time.  First, we shared the one word each student selected for homework that represented Tiger.  After that, we discussed the portions of the text that "spoke" to us.  Finally, we began reading chapter 4.

Following lunch and outdoor recess, the students had some time to work independently before we were called down to see the Spring Chorus Concert.

Unfortunately, I was unable to meet with more reading groups.

A Busy Wednesday

Today is a busy day.  We have Career Day and it is spring picture day!!

We began our day with our weekly class meeting.  Due to scheduling conflicts, it has been a few weeks since our last one.  It was so nice to be able to share our thoughts!

First, the students had a chance to share what they would like to do before the end of third grade.  Ideas ranged from different types of parties to the children getting to be the teacher!  After that, we exchanged compliments and thank yous.  Finally, we discussed challenges.  Included in those challenges was the dwindling interest in their personal academic goals and issues during stack and pack at the end of school day.

After our class meeting, we began math rotations.  Due to Career Day, however, we were able to only get through one rotation.  SO, tomorrow the students will go to their second and third rotations.

The small group teacher lesson focused on solving word problems involving mass measure in grams.  During guided practice the students continued working on their family vacation plans, using their knowledge of elapsed time.  Finally, the students watched  Learn Zillion lesson focusing on understanding mass during their technology rotation.

Due to interruptions in our schedule there is NO math homework this evening.

After completing one math rotation the students went down to the gym to participate in Career Day.  They were able to learn about 6 different careers including an army veterinarian, a store manager, bankers, a nurse, a realtor and a mechanic.

Next, the students had their spring portraits taken.  All students were photographed and parents will be getting a package of proofs to view and decide whether to order.

When we returned to class the students worked on their independent tasks for the week.

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.

I met with individual students to conduct writing conferences and reading groups.

Sharks:  We reviewed Amelia's disappointment at the end of chapter 6.  Then we began reading chapter 7.  For HOMEWORK the students need to finish reading chapter 7 (pages 35-39) and explain how Amelia feels and why, at the end of chapter 7, on the sticky note.

Following lunch and outdoor recess we continued with independent work and reading groups.

Dolphins:  I collected their old books.  Then we reviewed the /aw/ and /ought/ spelling patterns and added words to their word bags.  We also played a game using their word bag cards that one of the students taught us.  Finally, the students practiced writing words they know how to spell.  For HOMEWORK the children need to practice reading their word bag cards.  We are working towards automaticity. 

Cheetahs:  We discussed the idea that Disney was broke when he left for Hollywood.  We also had a chat about the energy level of this group this week.  The students voted to continue with this book and to put forth a little more effort/enthusiasm.  For HOMEWORK the children need to read the chapter, The Birth of Mickey Mouse, on pages 33-39.

Pandas:  We shared the students diagrams from last night's homework.  For HOMEWORK the children need to finsh reading the chapter, pages 17-21 and write ONE word to describe Tiger from tonight's reading and be prepared to explain/defend it.

The students ended the day by completing their life cycle of a product diagram posters.

Terrific Tuesday

The children began their day in art.

When we returned to class we took a quick Go Noodle brain break and then reviewed today's math rotations.

Students working with me will be representing and solving word problems involving liquid volume.  During guided practice the children will be using their knowledge of elapsed time to plan a two day family vacation.  Finally, at the technology rotation, student swill view a few Learn Zillion lessons focusing on understanding, estimating and measuring liquid volume.

There is an assignment on Edmodo for HOMEWORK.  All students must write an equation, using a variable to represent the unknown, and solve it, for the first word problem.  There is a challenge word problem for those who are motivated to do more.  Finally, I have included a bonus...I'm hopeful that some students will create their own volume word problem and post it to Room 8 Rocks for others in the class to solve.

After math the students continued working on their independent work assignments while I met with small groups.  The tasks for the week are:

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.

Sharks:  We reviewed that c, when followed by an e or an i usually makes the s sound.  We also reviewed that a vowel followed by double consonants will most likely make its short sound.  Then we practiced reading words that have the -ight spelling pattern in it.  After that, the students whisper read chapter 4 to  identify what Amelia decides at the end of the chapter and chapter 5 to  find out what she does to be able to take flying lessons.  For HOMEWORK the children need to read chapter 6 and find out what Amelia decides and why.  The answer can be jotted down on the sticky note I gave each student.

Following lunch and outdoor recess the students continued their independent work while I met with more groups.

Dolphins:  In group we reviewed the series of events e had identified on Friday in the children's RRJ.  Then we continued identifying events from the story.  Finally, the children worked independently to identify the rest of the events in the story.  For HOMEWORK the students need to practice their word bag cards and reread their book.

Cheetahs:  We began reading and discussing the chapter, The First Movies.  We used context clues to determine the meaning of the unknown words n the text.  For HOMEWORK the students need to read pages 25-32 and write what surprised then on a sticky note.

Pandas:  We read pages 15 and 16 which had a lot of golf concepts and vocabulary.  So, for HOMEWORK the students are to reread page 16 and, in their RRJ, draw a picture and label it using vocabulary found on page 16.  This will help the students visualize and retain some of the complexities of the sport.

We ended the day with science.  The students continued to work collaboratively, in their small groups, to learn about the life cycle of a product using resources from the third grade web site.  Then they began creating posters/ diagrams depicting the life cycle of a product chosen by the group.