I apologize for the lack of blog post yesterday but I began my day, in a staff meeting, at 7:30 am and didn't finish my day until 4:30. I wanted to prepare for today, therefore, I didn't blog.
With that said--
It is SO good to be back in the classroom with the children today...that is where my passion lies! The planning, yesterday, was quite valuable and will benefit the entire class, but I do prefer working directly with students. :-)
This morning, after reading quietly, exchanging books in the media center, or practicing keyboarding skills, we began our math rotations.
While working in small group with me, the students drew models and wrote equations, using a variable to represent the unknown, in order to represent and solve division situations. I told the children they are growing up in the math world...instead of using a box or line to stand for the unknown, they will now use a letter, or variable.
During math with a partner, the students played a Toss and Talk math game where they had to explain how to solve a division situation in order to win a spot. The winner was the first one to win four connecting spaces.
Finally, during the technology portion of math, the children visited Thinking Blocks on the Internet. This is a cool site that focuses on solving word problems. It breaks down math situations into sequential steps , providing students with feedback along the way.
For HOMEWORK students will visit Google Classroom and solve 5 problems using the Thinking Blocks web site.
After math we took an extremely quick Go Noodle break and then reviewed the list of independent literacy tasks for today.
Today the students will visit an inferencing riddle site to practice making inferences. Then they will listen to a lesson about adjectives and take notes , in their writing journal using a 3-2-1 format. After that, they will identify two adjectives in their opinion paragraph OR add 2 to their writing. Finally, they will listen to reading or read to themselves (free choice).
Tigers: We reviewed the sound y makes at the end of a word and then practiced naming the 2 sounds each vowel makes. After that, we discussed what we had learned about polar bears from our reading yesterday. Then i reviewed an inference as being an understanding we gain from reading what the author says and applying our background knowledge. Then I explained how I could infer, from yesterday's reading, that the mother cub focused on her cubs for 3 months after birth. Finally, we reviewed two words; enough and through. For HOMEWORK the children need to read pages 8 and 9 and list any unknown words on a sticky note.
Following lunch and indoor recess we visited Mrs. Allaire in the media center. Today she showed us how to use a cool app called Powtoon. We will be using this to present the information we learned during our research for our inquiry project. After we had some time to explore the app, we returned to the classroom and continued with our literacy block.
Students will focus on watching the Learn Zillion adjective lesson and taking notes using the 3-2-1. Then they will find or add adjectives to their opinion paragraph. After that, then they can begin working on the Powtoon presentation for their inquiry project.
Leopards: First we reviewed the concept of an inference using pictures. Then we revisited page 8 and identified an inference using what the author wrote and our background knowledge. For HOMEWORK the children need to read page 10 and write a comprehension question to ask their group, in class, tomorrow.
Lions: We met and shared and discussed their main idea statements for page 4, from homework last night. This is an area which requires more practice. :-) For HOMEWORK the children will reread page 5 and write a main idea statement, with out using the words "how" and "about", in their RRJ.
Panthers: Unfortunately, due to our lesson in the media center we were unable to meet. BUT they DO have HOMEWORK. Tonight they need to read pages 8-11 and list unknown words on a sticky note.
The students ended their day in PE with Mr. Benco.
Wednesday, October 22, 2014
Monday, October 20, 2014
Marvelous Monday
After reading quietly, exchanging books in the media center or practicing keyboarding skills, we began our math rotations.
Today we turned our focus to division. In small group we used manipulatives to model and solve a division situation. We discussed what we started with and how we got our answer. Finally, we wrote an equation and identified what each number, in the equation, represented.
During math with a partner, the students used the picture array cards, from last week, to write multiplication word problems. They began by providing information based on the array cards. Then they asked a question. Finally, they wrote an equation that matched their word problem.
Last, but not least, the students watched a Learn Zillion lesson about finding a missing quotient. After that, they practiced identifying quotients using Sumdog.
Students were only able to get through 2 rotations since we were treated to an assembly provided by the PTA at 10am. The assembly was a puppet show teaching about conservation. It was a great treat!!
After the assembly, the students enjoyed lunch and outdoor recess.
When they returned to the classroom, I reviewed the independent assignments for today's literacy block. Some groups began with reading group tasks. Then students were told they needed to finish their opinion paragraph. After that, the children wrote than you notes to the PTA for providing the puppet show. Next, the children downloaded the app, Powtoon, and spent time exploring it. As they did, they were instructed to write down any questions they had and to think about how they might use it to present their inquiry project. Finally, the students were able to listen to reading or practice read to self.
Panthers: The students shared their fact and opinion statements from homework last week. Then we did a quick thumbs up (fact) and thumbs down (opinion), using the book, determining whether statements were fact or opinion. After that, I collected their guided reading books. They didn't get a new one yet.
Leopards: Independently the students read pages 6 and 7 and identified one example of cause and effect on a sticky note. In group we shared their examples of cause and effect. Then we reviewed fact and opinion and the students shared their examples from homework last week.
Lions: The students handed in their old book and received a new book, Early Americans. Independently they read pages 2 and 3. Then they defined the word culture and determined how to pronounce the names of the well-known Indian groups. In group we shared their findings. and then discussed the idea that everyone has culture and part of learning about groups of people involves identifying aspects there culture.
HOMEWORK: There are no individual reading group homework assignments. Instead there is a math and language arts assignment on Google Classroom.
Also, students brought home a permission slip for our field trip, NEXT MONDAY, October 27 to the Baltimore Museum of Industry. Please look for it and return it to school ASAP!
Before going to music, we revisited the science experiment where the students were supposed to compare the distance two objects traveled in a set amount of time. I reviewed and emphasized that each object had to travel for the same amount of time and then the students needed to use a tape measure to determine the distance each traveled. Once again, the groups lost site of their goal. So, met as a class and identified challenges that occur when working collaboratively and ways we can alleviate these frustrations.
Finally, the students ended their day in music.
Today we turned our focus to division. In small group we used manipulatives to model and solve a division situation. We discussed what we started with and how we got our answer. Finally, we wrote an equation and identified what each number, in the equation, represented.
During math with a partner, the students used the picture array cards, from last week, to write multiplication word problems. They began by providing information based on the array cards. Then they asked a question. Finally, they wrote an equation that matched their word problem.
Last, but not least, the students watched a Learn Zillion lesson about finding a missing quotient. After that, they practiced identifying quotients using Sumdog.
Students were only able to get through 2 rotations since we were treated to an assembly provided by the PTA at 10am. The assembly was a puppet show teaching about conservation. It was a great treat!!
After the assembly, the students enjoyed lunch and outdoor recess.
When they returned to the classroom, I reviewed the independent assignments for today's literacy block. Some groups began with reading group tasks. Then students were told they needed to finish their opinion paragraph. After that, the children wrote than you notes to the PTA for providing the puppet show. Next, the children downloaded the app, Powtoon, and spent time exploring it. As they did, they were instructed to write down any questions they had and to think about how they might use it to present their inquiry project. Finally, the students were able to listen to reading or practice read to self.
Panthers: The students shared their fact and opinion statements from homework last week. Then we did a quick thumbs up (fact) and thumbs down (opinion), using the book, determining whether statements were fact or opinion. After that, I collected their guided reading books. They didn't get a new one yet.
Leopards: Independently the students read pages 6 and 7 and identified one example of cause and effect on a sticky note. In group we shared their examples of cause and effect. Then we reviewed fact and opinion and the students shared their examples from homework last week.
Lions: The students handed in their old book and received a new book, Early Americans. Independently they read pages 2 and 3. Then they defined the word culture and determined how to pronounce the names of the well-known Indian groups. In group we shared their findings. and then discussed the idea that everyone has culture and part of learning about groups of people involves identifying aspects there culture.
HOMEWORK: There are no individual reading group homework assignments. Instead there is a math and language arts assignment on Google Classroom.
Also, students brought home a permission slip for our field trip, NEXT MONDAY, October 27 to the Baltimore Museum of Industry. Please look for it and return it to school ASAP!
Before going to music, we revisited the science experiment where the students were supposed to compare the distance two objects traveled in a set amount of time. I reviewed and emphasized that each object had to travel for the same amount of time and then the students needed to use a tape measure to determine the distance each traveled. Once again, the groups lost site of their goal. So, met as a class and identified challenges that occur when working collaboratively and ways we can alleviate these frustrations.
Finally, the students ended their day in music.
Thursday, October 16, 2014
TGIG
So, today is Thursday but it is kind of like a Friday since we do not have school tomorrow!!
After reading quietly, exchanging books in the media center, or practicing keyboarding skills, the students took their math quiz (formative). Overall, they demonstrated excellent understanding of representing multiplication strategies with models and equations.
The quizzes have been graded. Look for them in your child's home folder this evening.
After the quiz, the students were given a chance to revisit math games, resources and Internet sites, from earlier in the marking period. It was their choice as to which skill they practiced.
Next, we took a quick Go Noodle break and then began our literacy block.
While I met with small groups, the students completed independent reading group tasks, worked on their inquiry writing project (informative and opinion paragraphs), finished identifying services provided by tax dollars, and identified the definitions of multiple meaning words and then used them in sentences.
Tigers: I attempted to update my informal running records with this group but only got to one student. :-( The others read pages 2-5, twice, working on fluency.
Following lunch and outdoor recess the students continued working on their independent literacy tasks. I met with small groups of students to review independent work and individual students to do running records and assess reading growth (informally) so far.
Panthers: The students completed a written assignment in their RRJ identifying the best place to live and using support from their text to explain their thinking.
Leopards: The students reread pages 4 and 5 and wrote a main idea statement in their RRJ.
Lions: The students completed a written assignment in their RRJ identifying the best method of adaptation and using support from their text to explain their thinking.
Before ending the day in art, we revisited the week's independent assignments and students who needed time to catch up were given it.
Then the children ended their day in art.
Enjoy the three day weekend!
After reading quietly, exchanging books in the media center, or practicing keyboarding skills, the students took their math quiz (formative). Overall, they demonstrated excellent understanding of representing multiplication strategies with models and equations.
The quizzes have been graded. Look for them in your child's home folder this evening.
After the quiz, the students were given a chance to revisit math games, resources and Internet sites, from earlier in the marking period. It was their choice as to which skill they practiced.
Next, we took a quick Go Noodle break and then began our literacy block.
While I met with small groups, the students completed independent reading group tasks, worked on their inquiry writing project (informative and opinion paragraphs), finished identifying services provided by tax dollars, and identified the definitions of multiple meaning words and then used them in sentences.
Tigers: I attempted to update my informal running records with this group but only got to one student. :-( The others read pages 2-5, twice, working on fluency.
Following lunch and outdoor recess the students continued working on their independent literacy tasks. I met with small groups of students to review independent work and individual students to do running records and assess reading growth (informally) so far.
Panthers: The students completed a written assignment in their RRJ identifying the best place to live and using support from their text to explain their thinking.
Leopards: The students reread pages 4 and 5 and wrote a main idea statement in their RRJ.
Lions: The students completed a written assignment in their RRJ identifying the best method of adaptation and using support from their text to explain their thinking.
Before ending the day in art, we revisited the week's independent assignments and students who needed time to catch up were given it.
Then the children ended their day in art.
Enjoy the three day weekend!
Wednesday, October 15, 2014
Wet and Wonderful Wednesday
This morning the students read quiet, exchanged books in the media center, or practiced keyboarding skills.
After that we began our math rotations. During small group time, the students drew representations, and wrote a repeated addition and multiplication equations for multiplication situations. During math with a partner, students selected arrays and glued them into their math journals. Then they drew another model, and wrote repeated addition and multiplication equations that represented the array. Of course, since it was math with a partner, math discourse, that included specific vocabulary, was the expectation. Finally, during the technology portion, students visited Multiplication Board and selected two factors. The site then created an array. Students copied the equation, using the array to identify the product, into their math journals.
We will have a quiz tomorrow covering multiplication. There is a HOMEWORK assignment on Google Classroom.
After math, we did a quick GO Noodle brain break. Then we reviewed today's independent literacy assignments.
Today students will work on independent reading group assignments. They will also rewatch the educreations opinion paragraph lesson and begin drafting their opinion paragraph. Next they will use dictionary.com to identify two different meanings for multiple meaning words and then choose one word to use in two different sentences demonstrating knowledge of the different meanings. If there is time left over they will listen to reading online or read to self, free choice.
Tigers: We reviewed vce and /ea/ patterns to help with decoding. Then the children reread pages 2-3 and identified an example of cause and effect. For HOMEWORK the children need to read pages 2-5, working on fluency.
Following lunch and indoor recess the students continued working independently while I met with more small groups.
Panthers: The students read pages 12-15, twice, and listed unknown words. In group we reviewed the pronunciation and meaning of the unknown words. The we defined the terms fact (can be proven) and opinion (a feeling). After that, we identified facts from pages 12 and 13 and wrote opinions to go with it. For HOMEWORK the students need to reread pages 12-15 and identify one fact from page 14 or 15 and write an opinion to go with it. (For example: Fact: Tunnels help people drive through mountains. Opinion: Tunnels are scary.
Leopards: Students got a new book today and copied the list of vocabulary words, from the inside cover, into their RRJs and found the meaning of each. Then they read page 3 and made sure they could answer the question, "What is Paleontology?" In group we reviewed the meanings of the vocabulary words from their new book...this took some time...we had to find some images on the Internet to help students understand the meanings, but in my opinion, it was time well spent! :-) Next we discussed what paleontology is and then defined the concepts of fact (can be proven) and opinion (a feeling). Finally, the students revisited page 3 to identify facts and opinions to match. For HOMEWORK the children need to read pages 4 and 5 and write one fact, from those pages, and an opinion to match.
Lions: Independently the children read page 30 and then used the headings, in the book, to identify the main idea for the entire book. In group we shared/discussed their main idea statements. For HOMEWORK the children need to reread any 3 sections in their book.
After our literacy block, the students worked collaboratively, in their groups, to carry out their plans to compare the distance two objects travel over a set period of time.
The students ended their day in PE with Mr. Benco.
After that we began our math rotations. During small group time, the students drew representations, and wrote a repeated addition and multiplication equations for multiplication situations. During math with a partner, students selected arrays and glued them into their math journals. Then they drew another model, and wrote repeated addition and multiplication equations that represented the array. Of course, since it was math with a partner, math discourse, that included specific vocabulary, was the expectation. Finally, during the technology portion, students visited Multiplication Board and selected two factors. The site then created an array. Students copied the equation, using the array to identify the product, into their math journals.
We will have a quiz tomorrow covering multiplication. There is a HOMEWORK assignment on Google Classroom.
After math, we did a quick GO Noodle brain break. Then we reviewed today's independent literacy assignments.
Today students will work on independent reading group assignments. They will also rewatch the educreations opinion paragraph lesson and begin drafting their opinion paragraph. Next they will use dictionary.com to identify two different meanings for multiple meaning words and then choose one word to use in two different sentences demonstrating knowledge of the different meanings. If there is time left over they will listen to reading online or read to self, free choice.
Tigers: We reviewed vce and /ea/ patterns to help with decoding. Then the children reread pages 2-3 and identified an example of cause and effect. For HOMEWORK the children need to read pages 2-5, working on fluency.
Following lunch and indoor recess the students continued working independently while I met with more small groups.
Panthers: The students read pages 12-15, twice, and listed unknown words. In group we reviewed the pronunciation and meaning of the unknown words. The we defined the terms fact (can be proven) and opinion (a feeling). After that, we identified facts from pages 12 and 13 and wrote opinions to go with it. For HOMEWORK the students need to reread pages 12-15 and identify one fact from page 14 or 15 and write an opinion to go with it. (For example: Fact: Tunnels help people drive through mountains. Opinion: Tunnels are scary.
Leopards: Students got a new book today and copied the list of vocabulary words, from the inside cover, into their RRJs and found the meaning of each. Then they read page 3 and made sure they could answer the question, "What is Paleontology?" In group we reviewed the meanings of the vocabulary words from their new book...this took some time...we had to find some images on the Internet to help students understand the meanings, but in my opinion, it was time well spent! :-) Next we discussed what paleontology is and then defined the concepts of fact (can be proven) and opinion (a feeling). Finally, the students revisited page 3 to identify facts and opinions to match. For HOMEWORK the children need to read pages 4 and 5 and write one fact, from those pages, and an opinion to match.
Lions: Independently the children read page 30 and then used the headings, in the book, to identify the main idea for the entire book. In group we shared/discussed their main idea statements. For HOMEWORK the children need to reread any 3 sections in their book.
After our literacy block, the students worked collaboratively, in their groups, to carry out their plans to compare the distance two objects travel over a set period of time.
The students ended their day in PE with Mr. Benco.
Tuesday, October 14, 2014
Terrific Tuesday
As usual, the students began their day by reading quietly, practicing keyboarding skills or exchanging books in the media center. After that we began out math rotations.
Today, during small group rotations, the students practiced drawing a model, and writing a repeated addition sentence and a multiplication sentence, when presented with a multiplication situation (word problem). During math with a partner, the children played Multiplication Bump to improve their basic multiplication fact fluency. Finally, during the technology rotation, the students repeated the task from yesterday, since we experienced difficulties. They watched a Learn Zillion lesson connecting arrays to area and then used their digit cards to create a multiplication expression, represent it by drawing an array on graph paper, and then identify the product.
Tonight's math HOMEWORK is on Google Classroom.
There is also a writing (Language Arts) assignment on Google Classroom.
After math we took a quick Go Noodle break and then began our literacy block.
While I meet with groups today, the children will work on independent guided reading group tasks. They will also complete the rough draft of their informative paragraph. Then they will review it by underlining the hook and conclusion in green, the word they defined and embedded definition in yellow, and facts from their research in blue. After that they will view a lesson about opinion writing and take notes using a 3-2-1 format. Next, they will read about services provided by local governments, on the computer, and complete a capture sheet naming and describing these services. Finally, they will listen to reading, using the Internet, to improve fluency.
Tigers: First we reviewed the vowels and the 2 sounds each makes. Then we practiced identifying vowels through word chains. After that we looked for and defined the word scarce. Then the students whisper read pages 2 and 3 to find out why polar bears have a layer of fat.
Following lunch and outdoor recess the students continued working independently while I met with more groups.
Panthers: Independently the students were supposed to watch the Main Idea Song on the third grade web site Then read pages 10-11 and listed unknown words. In group we reviewed last night's homework of examples of cause and effect. Then we decoded and defined unknown words from today's reading. Next we listed text features we use to identify the main idea in text. Then we worked together to write a main idea statement for pages 10-11.
Leopards: Independently the students did a vocabulary (to teach about multiple meaning words), in their RRJ, for the word wind on page 14. In group we reviewed their entries for format and to make sure they chose 3 synonyms with different meanings--they didn't, so we discussed this! :-) After that we shared and discussed their main idea statements from last night's homework. Finally, I collected their guided reading books. They will get new ones tomorrow.
Lions: Independently the students reread pages 24-29 and wrote a main idea statement in their RRJ. In group we shared their examples of cause and effect, from last night's homework, and their main idea statements from independent work today. They are doing very well with both of these comprehension skills.
After our literacy block the students took a quick Go Noodle brain break.
Then we turned our focus to writing personal academic goals. First the students were given a data sheet with their scores in reading and math. They were instructed to look them over and identify there relative strengths and weaknesses. then I collected the data sheets because I wanted them to remain private.
After that, we listed specific skills/concepts within the academic areas of reading, writing and math. After some discussion, students identified an area in which they wanted to improve.
Finally, each student identified what they do well and an area in which they want to improve. This will eventually be turned into a personal academic goal.
After that, we turned our attention to science. First we defined and discussed the concept of variables in an experiment. Then the students worked collaboratively to plan an experiment that will help them compare the distance two objects travel over the same period of time.
Students did not receive reading group homework tonight. Remember they have a math and a writing assignment on Google Classroom.
Today, during small group rotations, the students practiced drawing a model, and writing a repeated addition sentence and a multiplication sentence, when presented with a multiplication situation (word problem). During math with a partner, the children played Multiplication Bump to improve their basic multiplication fact fluency. Finally, during the technology rotation, the students repeated the task from yesterday, since we experienced difficulties. They watched a Learn Zillion lesson connecting arrays to area and then used their digit cards to create a multiplication expression, represent it by drawing an array on graph paper, and then identify the product.
Tonight's math HOMEWORK is on Google Classroom.
There is also a writing (Language Arts) assignment on Google Classroom.
After math we took a quick Go Noodle break and then began our literacy block.
While I meet with groups today, the children will work on independent guided reading group tasks. They will also complete the rough draft of their informative paragraph. Then they will review it by underlining the hook and conclusion in green, the word they defined and embedded definition in yellow, and facts from their research in blue. After that they will view a lesson about opinion writing and take notes using a 3-2-1 format. Next, they will read about services provided by local governments, on the computer, and complete a capture sheet naming and describing these services. Finally, they will listen to reading, using the Internet, to improve fluency.
Tigers: First we reviewed the vowels and the 2 sounds each makes. Then we practiced identifying vowels through word chains. After that we looked for and defined the word scarce. Then the students whisper read pages 2 and 3 to find out why polar bears have a layer of fat.
Following lunch and outdoor recess the students continued working independently while I met with more groups.
Panthers: Independently the students were supposed to watch the Main Idea Song on the third grade web site Then read pages 10-11 and listed unknown words. In group we reviewed last night's homework of examples of cause and effect. Then we decoded and defined unknown words from today's reading. Next we listed text features we use to identify the main idea in text. Then we worked together to write a main idea statement for pages 10-11.
Leopards: Independently the students did a vocabulary (to teach about multiple meaning words), in their RRJ, for the word wind on page 14. In group we reviewed their entries for format and to make sure they chose 3 synonyms with different meanings--they didn't, so we discussed this! :-) After that we shared and discussed their main idea statements from last night's homework. Finally, I collected their guided reading books. They will get new ones tomorrow.
Lions: Independently the students reread pages 24-29 and wrote a main idea statement in their RRJ. In group we shared their examples of cause and effect, from last night's homework, and their main idea statements from independent work today. They are doing very well with both of these comprehension skills.
After our literacy block the students took a quick Go Noodle brain break.
Then we turned our focus to writing personal academic goals. First the students were given a data sheet with their scores in reading and math. They were instructed to look them over and identify there relative strengths and weaknesses. then I collected the data sheets because I wanted them to remain private.
After that, we listed specific skills/concepts within the academic areas of reading, writing and math. After some discussion, students identified an area in which they wanted to improve.
Finally, each student identified what they do well and an area in which they want to improve. This will eventually be turned into a personal academic goal.
After that, we turned our attention to science. First we defined and discussed the concept of variables in an experiment. Then the students worked collaboratively to plan an experiment that will help them compare the distance two objects travel over the same period of time.
Students did not receive reading group homework tonight. Remember they have a math and a writing assignment on Google Classroom.
Monday, October 13, 2014
Marvelous Monday - Open House
This morning we were so lucky to have so many visitors!! Thanks to all who came out today.
After reading quietly, exchanging books in the media center or practicing our keyboarding skills, we began our math rotations.
This week we are focusing on representing multiplication situations with visual representations and equations. During small group the students used tiles to build arrays representing a multiplication situation, or word problem.
While doing math with a partner, the students played subtraction war to improve basic fact fluency.
Finally, during the technology portion of math, the students were supposed to watch a Learn Zillion lesson relating area to arrays. Some students were able to watch the lesson, others were not, due to problems with the Internet. All groups, however, used their digit tiles to create multiplication expressions. Then using graph paper, they created an array to represent the expression and identify the product.
For HOMEWORK the students have an assignment on Google Classroom.
After math we took a quick Go Noodle brain break and then began out literacy block.
Today, students will work on independent reading group assignments. After that, they are expected to complete the informative paragraph for their inquiry project. It was due Friday but one 11 out of the 22 students turned it in. Next the children will watch a Learn Zillion lesson about Identify and Describe Opinion Writing. They need to take notes, in a 3-2-1 format, in their writing journal. Next the students will read about services provided by our local government and then identify those services, with a brief description, on a follow up worksheet. Finally, they will work on reading fluency by listening to reading using One More Story or Storyline Online.
Tigers: We met and reviewed the vowels and the 2 sounds each one makes. Then the students whisper read part of their old book. After that we reviewed the concept of cause (why) and effect (what happened). We played a matching game to reinforce these ideas. After that I collected their old books and passed out a new one, Polar Bears. For HOMEWORK the students will complete the HIGHLIGHTED sections of the text feature scavenger hunt worksheet, using their new book.
Following lunch and indoor (our first) recess, the students continued working on their literacy tasks while I met with mire reading groups.
Panthers: Independently, the students read pages 2-3 in their new reading book, The Places Where we Live, and wrote a main idea statement, in their RRJ, for this section. In group we reviewed how to identify the main idea and then shared and discussed the statements they wrote for pages 2-3. Then the students whisper read pages 4-9, as I listened in, thinking about the main idea. Finally, we discussed the section and composed a main idea statement. For HOMEWORK the students will reread pages 4-9 and identify 1 example of cause and effect on a sticky note.
Leopards: Independently the children read pages 12-15, listed unknown words and one example of cause and effect in their RRJ. In group we shared their cause and effect examples and reviewed their lists of unknown words. For HOMEWORK the students will reread pages 14 and 15 and write a main idea statement for each page on the sticky note I provided.
Lions: Independently the students read pages 20-23 and listed unknowns words and one example of cause and effect in their RRJ. In group we reviewed their unknown words and shared their examples of cause and effect. We briefly discussed regular and irregular plural nouns. For HOMEWORK the children should read pages 24-29 and write one example of cause and effect on a sticky note.
Following our literacy block the students went to music.
After reading quietly, exchanging books in the media center or practicing our keyboarding skills, we began our math rotations.
This week we are focusing on representing multiplication situations with visual representations and equations. During small group the students used tiles to build arrays representing a multiplication situation, or word problem.
While doing math with a partner, the students played subtraction war to improve basic fact fluency.
Finally, during the technology portion of math, the students were supposed to watch a Learn Zillion lesson relating area to arrays. Some students were able to watch the lesson, others were not, due to problems with the Internet. All groups, however, used their digit tiles to create multiplication expressions. Then using graph paper, they created an array to represent the expression and identify the product.
For HOMEWORK the students have an assignment on Google Classroom.
After math we took a quick Go Noodle brain break and then began out literacy block.
Today, students will work on independent reading group assignments. After that, they are expected to complete the informative paragraph for their inquiry project. It was due Friday but one 11 out of the 22 students turned it in. Next the children will watch a Learn Zillion lesson about Identify and Describe Opinion Writing. They need to take notes, in a 3-2-1 format, in their writing journal. Next the students will read about services provided by our local government and then identify those services, with a brief description, on a follow up worksheet. Finally, they will work on reading fluency by listening to reading using One More Story or Storyline Online.
Tigers: We met and reviewed the vowels and the 2 sounds each one makes. Then the students whisper read part of their old book. After that we reviewed the concept of cause (why) and effect (what happened). We played a matching game to reinforce these ideas. After that I collected their old books and passed out a new one, Polar Bears. For HOMEWORK the students will complete the HIGHLIGHTED sections of the text feature scavenger hunt worksheet, using their new book.
Following lunch and indoor (our first) recess, the students continued working on their literacy tasks while I met with mire reading groups.
Panthers: Independently, the students read pages 2-3 in their new reading book, The Places Where we Live, and wrote a main idea statement, in their RRJ, for this section. In group we reviewed how to identify the main idea and then shared and discussed the statements they wrote for pages 2-3. Then the students whisper read pages 4-9, as I listened in, thinking about the main idea. Finally, we discussed the section and composed a main idea statement. For HOMEWORK the students will reread pages 4-9 and identify 1 example of cause and effect on a sticky note.
Leopards: Independently the children read pages 12-15, listed unknown words and one example of cause and effect in their RRJ. In group we shared their cause and effect examples and reviewed their lists of unknown words. For HOMEWORK the students will reread pages 14 and 15 and write a main idea statement for each page on the sticky note I provided.
Lions: Independently the students read pages 20-23 and listed unknowns words and one example of cause and effect in their RRJ. In group we reviewed their unknown words and shared their examples of cause and effect. We briefly discussed regular and irregular plural nouns. For HOMEWORK the children should read pages 24-29 and write one example of cause and effect on a sticky note.
Following our literacy block the students went to music.
Friday, October 10, 2014
TGIF!!!!!!!!!!!!
This morning, after the students read quietly, exchanged books in the media center, or practiced keyboarding skills, they took a math formative (quiz) covering measuring area. I reminded students twice, during the quiz, that they could not get a P without labeling their answers. This was a focus during small group instruction all week. The quizzes will be graded and returned to students before the end of the day. Look for them in your child's home folder.
After the quiz the children had time to finish their area zoos. Then they had a "free choice" opportunity to either revisit a math web site or math game that we have used this year.
Next we took a quick GO Noodle brain break and then began our literacy block.
While I met with guided reading groups the students worked on identifying cause and effects and completing their informative paragraph for their inquiry project. Both are graded assignments due today.
Tigers: Once again, we were missing half our group. No worries--we continued on...first we practiced identifying the two sounds each vowel makes. Next we worked on blending sounds as we continued reading our guided reading book. Finally, we practiced identifying examples of cause and effect.
Following lunch and outdoor recess the students continued working on their indepdent assignments while I met with more groups.
Panthers: Independently the students identified examples of cause and effect. In group, I reread page 7 and modeled, through think aloud, how I would write a main idea statement for this page. Then we shared the statements the students wrote for homework. After that, we discussed using the title and headings to write a main idea statement for the entire book. I am hoping to begin a new text next week and continue with main idea lessons.
Leopards: Independently the students identified examples of cause and effect. In group we reviewed cause as the why and effect as the what happened. Then the children shared and discussed the examples of cause and effect that they wrote for homework last night.
Lions: Independently the students identified examples of cause and effect. I group we reviewed how to identify the main idea in a section of text. Then we shared the main idea statements the children wrote for homework last night. As each shared we discussed both the positives and improvements in each.
Following our literacy block the students worked collaboratively to finalize their plans for how they can compare the speed objects travel over the same distance. Then they carried out their plans. Then we analyzed, through discussion, what went well and what didn't go the way they planned.
Unfortunately, we were running behind and our weekly class meeting was shortened. I really don't like when that happens because I believe in the importance of these meetings...oh well! We began with a free choice group share--students shared anything they wanted to. Next we exchanged a few thank yous and compliments. Finally, I explained that next week each student will identify a personal academic goal they wish to work on, but first we will analyze data to help us. I showed the students the data sheet they will receive. It will have their current instructional reading level, their MAP-R and their MAP-M scores. They will analyze which area is a strength and which is a relative weakness. From that point they will identify a personal stumbling block and write a goal. I showed them what that form looks like, too.
We will work on this either Monday or Tuesday of next week.
Have a wonderful weekend and I hope to see many of you Monday morning during Open House.
After the quiz the children had time to finish their area zoos. Then they had a "free choice" opportunity to either revisit a math web site or math game that we have used this year.
Next we took a quick GO Noodle brain break and then began our literacy block.
While I met with guided reading groups the students worked on identifying cause and effects and completing their informative paragraph for their inquiry project. Both are graded assignments due today.
Tigers: Once again, we were missing half our group. No worries--we continued on...first we practiced identifying the two sounds each vowel makes. Next we worked on blending sounds as we continued reading our guided reading book. Finally, we practiced identifying examples of cause and effect.
Following lunch and outdoor recess the students continued working on their indepdent assignments while I met with more groups.
Panthers: Independently the students identified examples of cause and effect. In group, I reread page 7 and modeled, through think aloud, how I would write a main idea statement for this page. Then we shared the statements the students wrote for homework. After that, we discussed using the title and headings to write a main idea statement for the entire book. I am hoping to begin a new text next week and continue with main idea lessons.
Leopards: Independently the students identified examples of cause and effect. In group we reviewed cause as the why and effect as the what happened. Then the children shared and discussed the examples of cause and effect that they wrote for homework last night.
Lions: Independently the students identified examples of cause and effect. I group we reviewed how to identify the main idea in a section of text. Then we shared the main idea statements the children wrote for homework last night. As each shared we discussed both the positives and improvements in each.
Following our literacy block the students worked collaboratively to finalize their plans for how they can compare the speed objects travel over the same distance. Then they carried out their plans. Then we analyzed, through discussion, what went well and what didn't go the way they planned.
Unfortunately, we were running behind and our weekly class meeting was shortened. I really don't like when that happens because I believe in the importance of these meetings...oh well! We began with a free choice group share--students shared anything they wanted to. Next we exchanged a few thank yous and compliments. Finally, I explained that next week each student will identify a personal academic goal they wish to work on, but first we will analyze data to help us. I showed the students the data sheet they will receive. It will have their current instructional reading level, their MAP-R and their MAP-M scores. They will analyze which area is a strength and which is a relative weakness. From that point they will identify a personal stumbling block and write a goal. I showed them what that form looks like, too.
We will work on this either Monday or Tuesday of next week.
Have a wonderful weekend and I hope to see many of you Monday morning during Open House.
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