Before I forget, tonight is Chick Fil A night. A flyer came home earlier this week and students should be wearing a sticker this afternoon, when they get home. :-)
After reading quietly, working on keyboarding skills or exchanging books at the media center, we began our mat rotations. Today we only had two. Students were either in small group with me or working with a partner.
During the small group instruction students used tiles to measure the area of a rectangle and then wrote an addition and multiplication equation to represent it. We also identified the importance of labeling the units we used to measure. Finally, we practiced estimating the area of a rectangle and then measuring to find the actual answer.
The only other rotation today was math with a partner. Students created maps of a zoo with at least 6 different exhibits. How does this relate to math? Each exhibit had to have the area measured and identified. It also had to have an equation to represent the area with a label of the units.
For HOMEWORK the students will answer an area word problem on Google Classroom. There WILL be a quiz tomorrow.
After math we took a quick Go Noodle brain break. Then I reviewed the rubric and my model paper for the inquiry informative paragraph. I also spoke to the class about my expectations of how to use lessons I post, and assign, on the third grade web site. If it is assigned they are responsible for the material in it. They might need to watch it more than once or stop and rewind certain parts. I told them that this is the beauty of taped lessons, because they can't stop and rewind me!! :-)
Following lunch and outdoor recess the students worked on independent reading group tasks, completed the rough draft for their informative paragraph for the inquiry project (including a hook) and explained, in writing, why it is necessary to be an informed voter.
During this time I met with reading groups.
Tigers: Half of the group was absent, so the rest of the group met with me while I met with the Panthers. For HOMEWORK they are to read pages 12-15 and write a main idea statement on a sticky note.
Panthers: Prior to group the students watched the main idea lesson on Brain Pop Jr. In group we reviewed examples of cause and effect. Then reviewed what the main idea is and how to identify it in text. Then I modeled identifying the main idea by thinking out loud as I did. After that we worked as a group to identify the main idea in a different section of text. For HOMEWORK the students will read page 7 and identify the main idea on a sticky note.
Leopards: The children watch the Brain Pop Jr cause and effect lesson and then attempted to identify an example in their reading book. In group we reviewed the concept of cause (why) and effect (what happened) and practiced identifying a few real like examples. The children took notes on this in their RRJ. After that, the children reread page 4 and wrote an example of cause and effect from the text. For HOMEWORK the students will reread pages 9-11 and identify an example of cause and effect n a sticky note.
Lions: Independently the students reread pages 13-16 and wrote a main idea statement in their RRJ. In group we shared the students' cause and effect homework from Tuesday night. Then we reviewed and discussed their main idea statements. For HOMEWORK the students will read pages 17-19 and write a main idea statement on a sticky.
After our literacy block we reviewed the concepts of compare and contract. Then the students were put into groups with a goal; they were to come up with a plan to test the speed of two objects travelling the same distance. Tomorrow we will share our ideas and conduct our experiments.
The students ended their day in art.
Thursday, October 9, 2014
Wednesday, October 8, 2014
Wonderful Wednesday--Walk to School Day
The day started in such a fun way!!! I had the chance to meet with many families on their walk to school in celebration of National Walk to School Day. :-)
When we finally got to the classroom the students read quietly or practiced their keyboarding. After that we began our math rotations.
During the small group instruction we measured the area of rectangles using square inches. The focus is that area can be measured using any unit but the unit must be in squares. We also practiced writing equations to show the area of the rectangles.
During math with a a partner the students could choose between the Area Dice game, to practice measuring the are of rectangles, or Subtraction War, to practice basic subtraction facts fluency.
Finally, during the technology rotation the students first watched a lesson about partitioning rectangles into same size squares to identify the area. Then they used the Virtual Manipulative site to construct rectangles and write equations to determine the area.
For HOMEWORK the students should go to Sumdog and practice their subtraction skills for 10 minutes.
After math we conducted our SGA classroom representative elections. First, the two candidates read their speeches. Then the students took part in a secret ballot election by writing the name of one candidate on an index card. I took time to praise both candidates for their risk taking!!
Following lunch and outdoor recess the students had 25 minutes before MAP-M testing. So, they had time to catch up on unfinished literacy tasks, including their root word charts and writing their informative paragraph for the inquiry project.
I did not meet with reading groups. Instead I worked with a small group of students helping them write their hooks and informative paragraphs.
At 12:30 the students went to take the MAP-M. This is the self-adjusting computerized math assessment that all MCPS students in grades 3-8 take 3 times each year. The purpose of this assessment is to indicate students' strengths and weaknesses and help driving planning and instruction.
After testing, the students will end their day in PE with Mr. Benco.
There is no formal reading homework this evening. I would encourage students reading for 15 minutes, though, and/or visiting the third grade web site to rewatch any of the following lessons; Brain Pop Jr - main idea, Brain Pop Jr - cause and effect, or Educreations rough draft of common good inquiry informative paragraph.
When we finally got to the classroom the students read quietly or practiced their keyboarding. After that we began our math rotations.
During the small group instruction we measured the area of rectangles using square inches. The focus is that area can be measured using any unit but the unit must be in squares. We also practiced writing equations to show the area of the rectangles.
During math with a a partner the students could choose between the Area Dice game, to practice measuring the are of rectangles, or Subtraction War, to practice basic subtraction facts fluency.
Finally, during the technology rotation the students first watched a lesson about partitioning rectangles into same size squares to identify the area. Then they used the Virtual Manipulative site to construct rectangles and write equations to determine the area.
For HOMEWORK the students should go to Sumdog and practice their subtraction skills for 10 minutes.
After math we conducted our SGA classroom representative elections. First, the two candidates read their speeches. Then the students took part in a secret ballot election by writing the name of one candidate on an index card. I took time to praise both candidates for their risk taking!!
Following lunch and outdoor recess the students had 25 minutes before MAP-M testing. So, they had time to catch up on unfinished literacy tasks, including their root word charts and writing their informative paragraph for the inquiry project.
I did not meet with reading groups. Instead I worked with a small group of students helping them write their hooks and informative paragraphs.
At 12:30 the students went to take the MAP-M. This is the self-adjusting computerized math assessment that all MCPS students in grades 3-8 take 3 times each year. The purpose of this assessment is to indicate students' strengths and weaknesses and help driving planning and instruction.
After testing, the students will end their day in PE with Mr. Benco.
There is no formal reading homework this evening. I would encourage students reading for 15 minutes, though, and/or visiting the third grade web site to rewatch any of the following lessons; Brain Pop Jr - main idea, Brain Pop Jr - cause and effect, or Educreations rough draft of common good inquiry informative paragraph.
Tuesday, October 7, 2014
Terrific Tuesday
After reading quietly or practicing keyboarding skills we began our math rotations.
During the small group instruction we measured the area of rectangles, in square centimeters, writing repeated addition sentences to help us with the calculations. Some students also wrote multiplication sentences as they began to make the connection between repeated addition and multiplication.
During math with a partner, the students played the Area Dice game. They rolled two dice and then drew a rectangle, on graph paper, using the numbers rolled as the length and width. Then they counted the squares inside to determine the area. The winner was the student with the most squares (greatest total area) at the end.
Finally, during the tech portion, students visited the Virtual Manipulatives web site. From the manipulative drop down they selected geo boards and bands. Then they created rectangles and, in their math journals, wrote repeated addition sentences to determine the area of the rectangle they constructed.
For HOMEWORK there is a link to an area Internet game on Google Classroom.
In the middle of math the students participated in a bus evacuation drill. Therefore, once our math block was over it was time for lunch and recess.
Panthers: We reviewed the concept of cause and effect. Then we shared the examples the children identified after reading page 15 for homework last night. Finally, we revisited how to identify the main idea in text. For HOMEWORK the students need to watch the Brain pop Jr - Main Idea.
Tigers: The students watched the Brain Pop Jr. Main Idea lesson and took notes, in their RRJ, using a 3-2-1 model (3 new ideas, 2 ideas they want to remember, and 1 question they still have). In group we discussed their 3-2-1s. Then I had them write some important tips for identifying the main idea in text. For HOMEWORK the students need to reread pages 8-11, working on fluency.
Leopards: The students rewatched the Brain Pop Jr. Main Idea lesson. Then they reread pages 5-8 and wrote a main idea statement in their RRJ. When they got to group we shared and discussed these statements. Then we wrote one together. For HOMEWORK the children need to read pages 9-11 and write a main idea statement in their RRJ.
Lions: The students rewatched the Brain Pop Jr main idea lesson. Then they reread pages 9-12 and wrote a main idea statement in their RRJ. In group we shared and discussed the cause and effect examples they identified for homework last night. Some students had a bit of difficulty, so we continued to identify more examples, together, as a group. Next we reviewed how to identify the main idea in text abd then shared the statements they wrote for pages 9-12. For HOMEWORK the students need to read pages 13-16 and identify an example of cause and effect on a sticky note.
After our literacy block we had an impromptu class meeting of sorts. Today was challenging with students not completing their work and making unwise choices. So, I did a couple of things to hopefully, make tomorrow a better day. First, I introduced the Issue Bin. This is a poster that will now hang on the wall next to my small group table. If students need help, for any reason, the will write a note on a post it, with their name on it, and put it on the issue bin. I will be able to check the bin during my small groups and either help the student immediately or as soon as my current group is finished. Second, I discussed the reflection sheets. From now on, when students make poor choices they will complete a reflection sheet and bring it home to share with you. You will need to sign the sheet and your child will return it to school. I am hoping that I will not need to use these forms.
Before packing up I shared a monthly Bingo homework chart with the class. This is OPTIONAL. Students who want to do extra can choose activities from this chart. At the end of each month, children who return the sheet will receive a Dojo point.
Tomorrow is National Walk to School Day. You should be getting a Connect Ed message about it this evening.
During the small group instruction we measured the area of rectangles, in square centimeters, writing repeated addition sentences to help us with the calculations. Some students also wrote multiplication sentences as they began to make the connection between repeated addition and multiplication.
During math with a partner, the students played the Area Dice game. They rolled two dice and then drew a rectangle, on graph paper, using the numbers rolled as the length and width. Then they counted the squares inside to determine the area. The winner was the student with the most squares (greatest total area) at the end.
Finally, during the tech portion, students visited the Virtual Manipulatives web site. From the manipulative drop down they selected geo boards and bands. Then they created rectangles and, in their math journals, wrote repeated addition sentences to determine the area of the rectangle they constructed.
For HOMEWORK there is a link to an area Internet game on Google Classroom.
In the middle of math the students participated in a bus evacuation drill. Therefore, once our math block was over it was time for lunch and recess.
Panthers: We reviewed the concept of cause and effect. Then we shared the examples the children identified after reading page 15 for homework last night. Finally, we revisited how to identify the main idea in text. For HOMEWORK the students need to watch the Brain pop Jr - Main Idea.
Tigers: The students watched the Brain Pop Jr. Main Idea lesson and took notes, in their RRJ, using a 3-2-1 model (3 new ideas, 2 ideas they want to remember, and 1 question they still have). In group we discussed their 3-2-1s. Then I had them write some important tips for identifying the main idea in text. For HOMEWORK the students need to reread pages 8-11, working on fluency.
Leopards: The students rewatched the Brain Pop Jr. Main Idea lesson. Then they reread pages 5-8 and wrote a main idea statement in their RRJ. When they got to group we shared and discussed these statements. Then we wrote one together. For HOMEWORK the children need to read pages 9-11 and write a main idea statement in their RRJ.
Lions: The students rewatched the Brain Pop Jr main idea lesson. Then they reread pages 9-12 and wrote a main idea statement in their RRJ. In group we shared and discussed the cause and effect examples they identified for homework last night. Some students had a bit of difficulty, so we continued to identify more examples, together, as a group. Next we reviewed how to identify the main idea in text abd then shared the statements they wrote for pages 9-12. For HOMEWORK the students need to read pages 13-16 and identify an example of cause and effect on a sticky note.
After our literacy block we had an impromptu class meeting of sorts. Today was challenging with students not completing their work and making unwise choices. So, I did a couple of things to hopefully, make tomorrow a better day. First, I introduced the Issue Bin. This is a poster that will now hang on the wall next to my small group table. If students need help, for any reason, the will write a note on a post it, with their name on it, and put it on the issue bin. I will be able to check the bin during my small groups and either help the student immediately or as soon as my current group is finished. Second, I discussed the reflection sheets. From now on, when students make poor choices they will complete a reflection sheet and bring it home to share with you. You will need to sign the sheet and your child will return it to school. I am hoping that I will not need to use these forms.
Before packing up I shared a monthly Bingo homework chart with the class. This is OPTIONAL. Students who want to do extra can choose activities from this chart. At the end of each month, children who return the sheet will receive a Dojo point.
Tomorrow is National Walk to School Day. You should be getting a Connect Ed message about it this evening.
Monday, October 6, 2014
Marvelous Monday
After practicing keyboarding skills, reading quietly or exchanging books at the media center, we began our math rotations.
During the small group instruction, students practiced measuring the area of a rectangle using square post it notes. The big idea from the lesson was that area is a measure, in square units, of the inside of a plane (flat) figure. While doing math with a partner, students created 3 digit subtraction problems, found the difference and then used addition to check their answer. The focus, as always, was on math discourse using correct math vocabulary. Finally, during the technology portion the students listened to a Learn Zillion lesson about finding the area of a rectangle by counting squares. When they were done, they visited Area Exploration to practice measuring area by counting squares.
For HOMEWORK there is an assignment on Google Classroom.
After taking a quick Go Noodle brain break, we reviewed the independent literacy tasks for this week. Students will complete the root word and related words chart. They will also draft an informative paragraph for their inquiry organization. Additionally, the children will explain why it is important to be an informed voter.
To help with the drafting of the informative paragraph, I have uploaded a lesson that is on the third grdae web site. Students are expected to watch this lesson at least once, and encouraged to watch it a second time as they begin their writing.
As the students worked independently, I met with reading groups.
Panthers: We began group by reviewing the concept of cause and effect using real life examples. Then I shared the name strategy...when students come across a name they can't pronounce in text, they can simply say the first letter of each name. After that, the children whisper read pages 12-15 while I listened in. For HOMEWORK the students need to reread page 15 and write an example of cause and effect on the index card I provided.
Following lunch and outdoor recess the children continued working independently while I met with more guided reading groups.
Tigers: First we reviewed the vowels and the two sounds each one makes. Then we did a word chain where students wrote a word I said and then for each additional word I changed one sound. For examples; hat, hit, hot, pot, pet, get, etc. This forces the students to listen and recognize the short vowel sounds. After that the students whisper read pages 8-11. Then we revisited text features and strategies that help us identify the main idea in text. Finally, we wrote a main idea statement for pages 8-11. For HOMEWORK the children need to watch the Brain Pop Jr main idea lesson found on the third grade web site. The username is wilsonwims, password is pop.
Leopards: Independently the students read page 4 twice. Then they wrote a main idea statement for that section in their RRJ. In group we shared and discussed their sentences. After that the students read pages 5-8. For HOMEWORK the children need to watch the Brain Pop Jr. lesson about main idea. The username is wilsonwims, password is pop.
Lions: Independently the children read pages 4-8b and wrote a main idea statement in their RRJ. In group we shared and discussed their main idea statements. Then we reviewed the concept of cause and effect. For HOMEWORK the children need to reread pages 4-8 and identify one example of cause and effect, from the text, on the sticky note I provided.
After our literacy block we began viewing video clips about government in Ancient Rome and discussing similarities and differences to that in the United States today.
Finally, the students ended their day in music.
Remember applications for the SGA class representatives are due tomorrow. We will listen to speeches and vote on Wednesday.
During the small group instruction, students practiced measuring the area of a rectangle using square post it notes. The big idea from the lesson was that area is a measure, in square units, of the inside of a plane (flat) figure. While doing math with a partner, students created 3 digit subtraction problems, found the difference and then used addition to check their answer. The focus, as always, was on math discourse using correct math vocabulary. Finally, during the technology portion the students listened to a Learn Zillion lesson about finding the area of a rectangle by counting squares. When they were done, they visited Area Exploration to practice measuring area by counting squares.
For HOMEWORK there is an assignment on Google Classroom.
After taking a quick Go Noodle brain break, we reviewed the independent literacy tasks for this week. Students will complete the root word and related words chart. They will also draft an informative paragraph for their inquiry organization. Additionally, the children will explain why it is important to be an informed voter.
To help with the drafting of the informative paragraph, I have uploaded a lesson that is on the third grdae web site. Students are expected to watch this lesson at least once, and encouraged to watch it a second time as they begin their writing.
As the students worked independently, I met with reading groups.
Panthers: We began group by reviewing the concept of cause and effect using real life examples. Then I shared the name strategy...when students come across a name they can't pronounce in text, they can simply say the first letter of each name. After that, the children whisper read pages 12-15 while I listened in. For HOMEWORK the students need to reread page 15 and write an example of cause and effect on the index card I provided.
Following lunch and outdoor recess the children continued working independently while I met with more guided reading groups.
Tigers: First we reviewed the vowels and the two sounds each one makes. Then we did a word chain where students wrote a word I said and then for each additional word I changed one sound. For examples; hat, hit, hot, pot, pet, get, etc. This forces the students to listen and recognize the short vowel sounds. After that the students whisper read pages 8-11. Then we revisited text features and strategies that help us identify the main idea in text. Finally, we wrote a main idea statement for pages 8-11. For HOMEWORK the children need to watch the Brain Pop Jr main idea lesson found on the third grade web site. The username is wilsonwims, password is pop.
Leopards: Independently the students read page 4 twice. Then they wrote a main idea statement for that section in their RRJ. In group we shared and discussed their sentences. After that the students read pages 5-8. For HOMEWORK the children need to watch the Brain Pop Jr. lesson about main idea. The username is wilsonwims, password is pop.
Lions: Independently the children read pages 4-8b and wrote a main idea statement in their RRJ. In group we shared and discussed their main idea statements. Then we reviewed the concept of cause and effect. For HOMEWORK the children need to reread pages 4-8 and identify one example of cause and effect, from the text, on the sticky note I provided.
After our literacy block we began viewing video clips about government in Ancient Rome and discussing similarities and differences to that in the United States today.
Finally, the students ended their day in music.
Remember applications for the SGA class representatives are due tomorrow. We will listen to speeches and vote on Wednesday.
Friday, October 3, 2014
Fabulous Friday!
This morning, after practice keyboarding skills, reading quietly or visiting the media center, the students took a math quiz covering subtraction and solving for unknowns in various positions. These will be graded and returned to students before the end of the day.
Speaking of grades--as stated in my email this morning, interim reports will be coming home this afternoon. Look them over (and keep them) but understand that this reflects only a couple of weeks of graded assignments. There will be plenty of tasks for the students to prove what they know. :-)
After the math quiz it was time for our literacy block. First we reviewed root words and how we can add affixes to make new, related words. Then I quickly demonstrated how to use dictionary.com to learn the pronunciation and/or meaning of unknown words in text.
Next the students worked on independent literacy tasks while I met with guided reading groups. Today students focused on writing a hook for their inquiry project, finding the meaning of common root words, and listing related words by adding affixes.
Panthers: We met and and the students practiced using dictionary.com to determine the pronunciation and/or meaning of unknown words from their reading last night.
After enjoying lunch and outdoor recess, the students continued working independently while I met with more guided reading groups.
Tigers: Half of our group was absent so I worked with the rest on using root words to identify the meaning of related words.
Leopards: We met and reviewed how to write main idea statements. Then the students shared their main ideas for pages 2 and 3. We discussed each and improved those that weren't quite right.
Lions: The students used dictionary.com to identify the pronunciation and/or meaning of the unknown words they listed for homework last night. We began group by sharing some of the new words they learned. After that we reviewed how to identify the main idea in a section of text. We had a good discussion about what is a main idea and what is a key detail.
After our literacy block we defined the idea of a democracy and the concept of civic engagement. Then we watched a video clip about the role of the community government, different types of community governments and how we elect government officials.
After that we did a really fun activity to help demonstrate the importance of being an informed voter. In short, the students voted for a fake student government president 6 different times. Each time they voted they had to choose between the same four candidates. What made it so awesome was each time they voted they learned one new fact about each candidate. So, the first round of voting all the class knew was the candidates names. By the end of voting the students new 5 facts about each of the candidates. In the end, the students really got a good understanding about why it is important to know the candidate for whom you plan to vote.
We ended the day with our weekly class meeting. I had intended to have students begin writing personal academic goals but we ran out of time. However, with that in mind, our group share was to state something you are good at academically. After that we shared compliments and thank yous---and there were a lot!!!! Finally, we turned our attention to electing a classroom SGA representative.
Here's the run-down, in brief, on the SGA class representatives....
Each class will elect one representative via a secret ballot.
Officers will be fourth graders. Our class can not run to be an officer.
Meetings are the first Wednesday of each month from 3:15-4:15.
No transportation is provided. Students must have their own way to get home.
If elected you must attend all meetings for the entire year.
Students must turn in an application to me by TUESDAY, 10/7. NO EXCEPTIONS!
Candidates will read a 1-2 minute speech, they write, in class, on Wednesday and then we will have a secret ballot vote.
The first SGA meeting is on MONDAY, October 13 fro 3:15-4:15.
Applications were handed out today!
I hope this provides the information you need! :-)
Have a great weekend!!!
Speaking of grades--as stated in my email this morning, interim reports will be coming home this afternoon. Look them over (and keep them) but understand that this reflects only a couple of weeks of graded assignments. There will be plenty of tasks for the students to prove what they know. :-)
After the math quiz it was time for our literacy block. First we reviewed root words and how we can add affixes to make new, related words. Then I quickly demonstrated how to use dictionary.com to learn the pronunciation and/or meaning of unknown words in text.
Next the students worked on independent literacy tasks while I met with guided reading groups. Today students focused on writing a hook for their inquiry project, finding the meaning of common root words, and listing related words by adding affixes.
Panthers: We met and and the students practiced using dictionary.com to determine the pronunciation and/or meaning of unknown words from their reading last night.
After enjoying lunch and outdoor recess, the students continued working independently while I met with more guided reading groups.
Tigers: Half of our group was absent so I worked with the rest on using root words to identify the meaning of related words.
Leopards: We met and reviewed how to write main idea statements. Then the students shared their main ideas for pages 2 and 3. We discussed each and improved those that weren't quite right.
Lions: The students used dictionary.com to identify the pronunciation and/or meaning of the unknown words they listed for homework last night. We began group by sharing some of the new words they learned. After that we reviewed how to identify the main idea in a section of text. We had a good discussion about what is a main idea and what is a key detail.
After our literacy block we defined the idea of a democracy and the concept of civic engagement. Then we watched a video clip about the role of the community government, different types of community governments and how we elect government officials.
After that we did a really fun activity to help demonstrate the importance of being an informed voter. In short, the students voted for a fake student government president 6 different times. Each time they voted they had to choose between the same four candidates. What made it so awesome was each time they voted they learned one new fact about each candidate. So, the first round of voting all the class knew was the candidates names. By the end of voting the students new 5 facts about each of the candidates. In the end, the students really got a good understanding about why it is important to know the candidate for whom you plan to vote.
We ended the day with our weekly class meeting. I had intended to have students begin writing personal academic goals but we ran out of time. However, with that in mind, our group share was to state something you are good at academically. After that we shared compliments and thank yous---and there were a lot!!!! Finally, we turned our attention to electing a classroom SGA representative.
Here's the run-down, in brief, on the SGA class representatives....
Each class will elect one representative via a secret ballot.
Officers will be fourth graders. Our class can not run to be an officer.
Meetings are the first Wednesday of each month from 3:15-4:15.
No transportation is provided. Students must have their own way to get home.
If elected you must attend all meetings for the entire year.
Students must turn in an application to me by TUESDAY, 10/7. NO EXCEPTIONS!
Candidates will read a 1-2 minute speech, they write, in class, on Wednesday and then we will have a secret ballot vote.
The first SGA meeting is on MONDAY, October 13 fro 3:15-4:15.
Applications were handed out today!
I hope this provides the information you need! :-)
Have a great weekend!!!
Thursday, October 2, 2014
Thriving Thursday
The students began their morning practicing keyboarding skills, reading quietly, or exchanging books at the media center.
After morning announcements we began our math rotations.
During the small group instruction, we used addition and subtraction to solve for an unknown in various positions. While doing math with a partner, the students used the site Pan Balance Numbers to help solve for unknowns in various positions. The students were expected to use math vocabulary as they discussed their strategies with a classmate. Answers were recorded in math journals. Finally, during the technology portion of math the children practiced subtraction skills using Sumdog.
HOMEWORK is on Google Classroom and we WILL have a quiz tomorrow covering subtraction and solving for unknowns.
After math we had a quick Go Noodle brain break and then reviewed the independent literacy tasks for today.
First students are working on individual reading group assignments. Then they will watch a lesson about writing a strong opening (called a hook) for an informative writing piece. Then they were told to rewatch the lesson while writing a hook for their own inquiry project topic. After that they will watch a cartoon about root words. Finally, they will correct pink words and add them to their Quick Word Handbook and read with someone to work on fluency and comprehension skills.
Panthers: We began group by reviewing coordinating conjunctions and sharing the examples the students found in text for homework last night. Then I introduced the idea of a root word and used the word sail to create related words by adding affixes. Next we reviewed how to identify and write a main idea statement for a section of text. Then I modeled, using think aloud, writing a main idea statement for page 10. After that, the group worked collaboratively to write a main idea statement for page 11. For HOMEWORK the students need to read pages 12-15 and list unknown words.
Following lunch and recess the students continued working independently while I met with more groups.
Leopards: The students were given their new book, Earth's Resources, a non-fiction book. On their own they read pages 2 and 3 and attempted to write a main idea statement for each section. In group we reviewed the purpose and use of coordinating conjunctions and shared some of their examples from homework. Then I modeled, through think aloud, how to read a section of text and, using the heading, topic sentences and repeated words and phrases, write a main idea statement. Of course, I thought I was modeling page 2, which they had already done independently, but I goofed and did page 4. So, tonight, for HOMEWORK, the students will reread pages 2 and 3 and rewrite their main idea statements.
Tigers: Independently the students read pages 4-7 with a partner, working on fluency. In group we reviewed short and long vowel sounds. Then we revisited the purpose and use of coordinating conjunctions (from last night's homework) and shared the examples they found in their text. Next we whisper read pages 8-11. Tonight, for HOMEWORK, the students need to reread pages 8-11 and , on a sticky note, answer the question: How are your heart and lungs related?
Lions: Independently the students read pages 113-133. In their RRJ they identified and described the actions that left Leigh to feeling "sad but a whole lot better at the same time." We began group by reviewing the use and purpose of coordinating conjunctions. We also shared the examples they found for homework last night. We ran out of time due to pictures, so I collected there Dear Mr. Henshaw book and passed out there new book. For HOMEWORK the students will read pages 4-8 in their new book and list unknown words.
After our literacy block, we got our individual pictures taken and then ended the day in art.
After morning announcements we began our math rotations.
During the small group instruction, we used addition and subtraction to solve for an unknown in various positions. While doing math with a partner, the students used the site Pan Balance Numbers to help solve for unknowns in various positions. The students were expected to use math vocabulary as they discussed their strategies with a classmate. Answers were recorded in math journals. Finally, during the technology portion of math the children practiced subtraction skills using Sumdog.
HOMEWORK is on Google Classroom and we WILL have a quiz tomorrow covering subtraction and solving for unknowns.
After math we had a quick Go Noodle brain break and then reviewed the independent literacy tasks for today.
First students are working on individual reading group assignments. Then they will watch a lesson about writing a strong opening (called a hook) for an informative writing piece. Then they were told to rewatch the lesson while writing a hook for their own inquiry project topic. After that they will watch a cartoon about root words. Finally, they will correct pink words and add them to their Quick Word Handbook and read with someone to work on fluency and comprehension skills.
Panthers: We began group by reviewing coordinating conjunctions and sharing the examples the students found in text for homework last night. Then I introduced the idea of a root word and used the word sail to create related words by adding affixes. Next we reviewed how to identify and write a main idea statement for a section of text. Then I modeled, using think aloud, writing a main idea statement for page 10. After that, the group worked collaboratively to write a main idea statement for page 11. For HOMEWORK the students need to read pages 12-15 and list unknown words.
Following lunch and recess the students continued working independently while I met with more groups.
Leopards: The students were given their new book, Earth's Resources, a non-fiction book. On their own they read pages 2 and 3 and attempted to write a main idea statement for each section. In group we reviewed the purpose and use of coordinating conjunctions and shared some of their examples from homework. Then I modeled, through think aloud, how to read a section of text and, using the heading, topic sentences and repeated words and phrases, write a main idea statement. Of course, I thought I was modeling page 2, which they had already done independently, but I goofed and did page 4. So, tonight, for HOMEWORK, the students will reread pages 2 and 3 and rewrite their main idea statements.
Tigers: Independently the students read pages 4-7 with a partner, working on fluency. In group we reviewed short and long vowel sounds. Then we revisited the purpose and use of coordinating conjunctions (from last night's homework) and shared the examples they found in their text. Next we whisper read pages 8-11. Tonight, for HOMEWORK, the students need to reread pages 8-11 and , on a sticky note, answer the question: How are your heart and lungs related?
Lions: Independently the students read pages 113-133. In their RRJ they identified and described the actions that left Leigh to feeling "sad but a whole lot better at the same time." We began group by reviewing the use and purpose of coordinating conjunctions. We also shared the examples they found for homework last night. We ran out of time due to pictures, so I collected there Dear Mr. Henshaw book and passed out there new book. For HOMEWORK the students will read pages 4-8 in their new book and list unknown words.
After our literacy block, we got our individual pictures taken and then ended the day in art.
Wednesday, October 1, 2014
Wonderful Wednesday
Before we get to our day, I want to again apologize for any frustration and/or confusion that I caused yesterday. I do not know what happened to the Google Classroom homework. I remember posting it, but clearly it wasn't there. :-)
This morning, the students practiced keyboarding skills, read quietly or worked on the buckets they began during our guidance lesson yesterday afternoon.
Next we began our math rotations. During the teacher led small group instruction, the students used the Internet site Pan Balance Numbers to solve for unknowns in various positions. A couple of important points from this lesson...the equal sign does NOT mean the answer is, it means that both sides of the equation have the same value, and we can use partial sums to solve for an unknown.
During math with a partner the students worked with a partner to make 10 equations true by placing each digit (0-9) once on the game board. Once again, the emphasis was on math discourse, using appropriate vocabulary Students had a chance to work on basic fact fluency by visiting Subtraction Speed Grid during the tech portion of math.
Math HOMEWORK tonight is on Google Classroom. In case there is an issue, the students should visit the Pan Balance Numbers web site to solve the equation, ? +248 = 799.
After math we enjoyed a much needed Go Noodle brain break. I spoke to the children about the positive impact of movement breaks. One students even shared that he had felt grumpy prior to our break but after moving around he felt much better! :-)
We began our literacy block by reviewing the independent tasks and discussing prioritizing the assignments. I pointed our that Read to Self had to be completed first because it was numbered with a number one. Next, the students should work on the two tasks that were in pink writing since that indicated they were due by Friday and would be graded. After that, it would be fine to choose tasks based on preference.
The only change in independent tasks today was reading group assignments. Other than that, the students will identify the role of a local and state government, describe an example of the impact of gravity on the motion of an object, listen to reading using One More Story and correct the spelling of pink words and add them to their Quick Word Handbook.
Panthers: First, the students shared their unknown word lists from homework last night. Using these lists, I demonstrated how to use dictionary.com, linked to the third grade web site, to obtain both the pronunciation and the meaning of an unknown word. After that we looked at two places in their book where the author embedded the definition of a key vocabulary work into the text. Finally, we attempted to discuss how to identify the main idea and key detail in non-fiction text. However, the students hadn't viewed the lesson that I thought I had assigned, so they were told to watch it this afternoon. For HOMEWORK the students needs to watch the conjunction lesson that is linked to Google Classroom and identify two examples (using a sticky note or something) in their guided reading book.
Following lunch and outdoor recess the students continued working independently on their literacy tasks while I met with more reading groups.
Tigers: The children watched a Brain Pop Jr. lesson about identifying the main idea and key details in text. They took notes using a 3-2-1 strategy, in their RRJ. In group we reviewed the two vowels walking together and vowel-consonant-e, patterns and the students found examples of each in their guided reading books. After that we reviewed how to use the heading, topic sentences and first paragraph in a section to identify the main idea. For HOMEWORK the students need to watch the conjunction lesson that is linked to Google Classroom and identify two examples (using a sticky note) in their guided reading book.
Leopards: The children watched a Brain Pop Jr. lesson about identifying the main idea and key details in text. They took notes using a 3-2-1 strategy, in their RRJ. In group we began by discussing the change in chapter 6 and then moved onto the central message in the book. The we reviewed their Main Idea 3-2-1, sharing what they each learned about identifying the main idea in text. For HOMEWORK the students need to watch the conjunction lesson that is linked to Google Classroom and identify two examples (using a sticky note) in their guided reading book.
Lions: The children watched a Brain Pop Jr. lesson about identifying the main idea and key details in text. They took notes using a 3-2-1 strategy, in their RRJ. In group a student used last night's question that she wrote for homework to lead a discussion of pages 89-112. Then we shared the notes they took about identifying the main idea. For HOMEWORK the students need to watch the conjunction lesson that is linked to Google Classroom and identify two examples (using a sticky note) in their guided reading book.
After our literacy block we reviewed how the concept of gravity and it's impact on the motion of an object. Then we reviewed the role of the local and state government. This also included a discussion about taxes...what they are and who pays them. The purpose of both of these chats was to reiterate and clarify lessons the students watched using Brain Pop Jr.
The children ended their day in PE with Mr. Benco.
Individual pictures will be taken tomorrow around 1:15. The order form is coming home tonight in your child's folder.
Today was a fantastic and productive day!!!! I am one happy teacher!!! :-)
This morning, the students practiced keyboarding skills, read quietly or worked on the buckets they began during our guidance lesson yesterday afternoon.
Next we began our math rotations. During the teacher led small group instruction, the students used the Internet site Pan Balance Numbers to solve for unknowns in various positions. A couple of important points from this lesson...the equal sign does NOT mean the answer is, it means that both sides of the equation have the same value, and we can use partial sums to solve for an unknown.
During math with a partner the students worked with a partner to make 10 equations true by placing each digit (0-9) once on the game board. Once again, the emphasis was on math discourse, using appropriate vocabulary Students had a chance to work on basic fact fluency by visiting Subtraction Speed Grid during the tech portion of math.
Math HOMEWORK tonight is on Google Classroom. In case there is an issue, the students should visit the Pan Balance Numbers web site to solve the equation, ? +248 = 799.
After math we enjoyed a much needed Go Noodle brain break. I spoke to the children about the positive impact of movement breaks. One students even shared that he had felt grumpy prior to our break but after moving around he felt much better! :-)
We began our literacy block by reviewing the independent tasks and discussing prioritizing the assignments. I pointed our that Read to Self had to be completed first because it was numbered with a number one. Next, the students should work on the two tasks that were in pink writing since that indicated they were due by Friday and would be graded. After that, it would be fine to choose tasks based on preference.
The only change in independent tasks today was reading group assignments. Other than that, the students will identify the role of a local and state government, describe an example of the impact of gravity on the motion of an object, listen to reading using One More Story and correct the spelling of pink words and add them to their Quick Word Handbook.
Panthers: First, the students shared their unknown word lists from homework last night. Using these lists, I demonstrated how to use dictionary.com, linked to the third grade web site, to obtain both the pronunciation and the meaning of an unknown word. After that we looked at two places in their book where the author embedded the definition of a key vocabulary work into the text. Finally, we attempted to discuss how to identify the main idea and key detail in non-fiction text. However, the students hadn't viewed the lesson that I thought I had assigned, so they were told to watch it this afternoon. For HOMEWORK the students needs to watch the conjunction lesson that is linked to Google Classroom and identify two examples (using a sticky note or something) in their guided reading book.
Following lunch and outdoor recess the students continued working independently on their literacy tasks while I met with more reading groups.
Tigers: The children watched a Brain Pop Jr. lesson about identifying the main idea and key details in text. They took notes using a 3-2-1 strategy, in their RRJ. In group we reviewed the two vowels walking together and vowel-consonant-e, patterns and the students found examples of each in their guided reading books. After that we reviewed how to use the heading, topic sentences and first paragraph in a section to identify the main idea. For HOMEWORK the students need to watch the conjunction lesson that is linked to Google Classroom and identify two examples (using a sticky note) in their guided reading book.
Leopards: The children watched a Brain Pop Jr. lesson about identifying the main idea and key details in text. They took notes using a 3-2-1 strategy, in their RRJ. In group we began by discussing the change in chapter 6 and then moved onto the central message in the book. The we reviewed their Main Idea 3-2-1, sharing what they each learned about identifying the main idea in text. For HOMEWORK the students need to watch the conjunction lesson that is linked to Google Classroom and identify two examples (using a sticky note) in their guided reading book.
Lions: The children watched a Brain Pop Jr. lesson about identifying the main idea and key details in text. They took notes using a 3-2-1 strategy, in their RRJ. In group a student used last night's question that she wrote for homework to lead a discussion of pages 89-112. Then we shared the notes they took about identifying the main idea. For HOMEWORK the students need to watch the conjunction lesson that is linked to Google Classroom and identify two examples (using a sticky note) in their guided reading book.
After our literacy block we reviewed how the concept of gravity and it's impact on the motion of an object. Then we reviewed the role of the local and state government. This also included a discussion about taxes...what they are and who pays them. The purpose of both of these chats was to reiterate and clarify lessons the students watched using Brain Pop Jr.
The children ended their day in PE with Mr. Benco.
Individual pictures will be taken tomorrow around 1:15. The order form is coming home tonight in your child's folder.
Today was a fantastic and productive day!!!! I am one happy teacher!!! :-)
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