Thrilling Thursday

This morning the students read quietly, exchanged books in the media center or practiced keyboarding skills.  Then we began math rotations.

During small group math instruction we worked on drawing a picture, writing an equation with a variable to represent and solve one-step word problems using all operations.  One strategy I stressed today was to visualize, or create a mini movie in your mind, the word problem before beginning to solve it.

During math with a partner, the students finished designing and determining the area of their indoor playground.  If they finished early, they played multiplication war to practice basic fact fluency.

During the technology rotation the children revisited Cross the Swamp to work on basic multiplication and division fact fluency.

For HOMEWORK there is a word problem, and a challenge, on Google Classroom (homework page).

After math we took a Go Noodle brain break and then reviewed today's independent work assignments.  These remained the exact same from yesterday...my thinking was that the writing groups I met with yesterday did not have time to complete these assignments.  The students who did, though, will meet with me in writing groups today.

A quick run-down:
Independent reading group work
Inquiry project - paragraph 3 graphic organizer and watch lesson about drafting the third paragraph
Science - watch lesson about the early thermometers and take notes using a 3-2-1 format
Cursive - r and s
Listen to Reading - Black-eyed Susan book, The Day the Crayons Quit
Free Choice - read to self, read with a partner, or listen to reading on the computer

While the students worked independently, I met with reading and writing groups.

Tigers:  The students reread pages 8 and 9 and identified words with the long /e/ sound.  They added the words to the chart in their RRJ, sorting according to the spelling of the long /e/ sound.  After that the students answered two right there questions using the information on pages 8 and 9.  For HOMEWORK the students need to read pages 10-12 and list unknown words.

Telephone writing group:  First we listed and discussed different changes/evolutions in the history of the phone.  Then I modeled how to sue the Educreations lesson, along with the facts we identified, to write an informative paragraph.  Finally, the students rehearsed the beginning of their second paragraph with me and began writing it.

Following lunch and indoor recess I continued working with writing groups while the students worked independently.

Football Helmets writing group:  First we identified and discussed facts regarding different changes/evolutions of the football helmet.  Then I modeled how to sue the Educreations lesson, along with the facts we identified, to write an informative paragraph.  Finally, the students rehearsed the beginning of their second paragraph with me and began writing it.

Television and Transportation writing groups:  First we identified and discussed facts regarding different changes/evolutions of the football helmet.  Then I modeled how to sue the Educreations lesson, along with the facts we identified, to write an informative paragraph.  Finally, the students rehearsed the beginning of their second paragraph with me and began writing it.

After lunch, in between meeting with groups, the students worked on a science experiment.  They described changes to observable features of ice as it is heated by room temperature.  As we worked on our literacy tasks or in small groups, we stopped at 15 minute increments to note the temperature and changes to the observable features and list them on a chart.

It was a crazy but productive afternoon.  :-)  Although I was only able to get to one reading group, I feel like we have made good progress with the inquiry project over the past two days.  I will meet with all reading groups tomorrow.

The students ended their day in art with Mrs. Daniell.

Wonderful Wednesday

This morning the students exchanged books in the media center, read quietly or practiced keyboarding skills.  Then we began our math rotations.

During the small group instruction we reviewed calculating the area of rectilinear figures and practiced representing and solving one-step word problems using all operations.  During math with a partner the students separated a rectilinear figure into smaller rectangles as they created and designed an indoor playground.  They wrote equations and determined the area of each room and then the entire indoor playground.  Finally, during the technology rotation the children practiced the basic multiplication and division facts using the Internet site, Cross the Swamp.

For HOMEWORK there is a word problem, with a challenge, on Google classroom (homework page).

After math we took a Go Noodle brain break and then reviewed today's independent work tasks.

Today students will complete independent reading group tasks.  After that, they will watch an Educreations lesson about drafting the third, opinion, paragraph for the inquiry project.  Next, the children will watch a lesson about Early Thermometers and take notes, in their science journal, using a 3-2-1 format.  Then the children will practice writing the letters r and s in cursive.  Finally, they will listen to the story, The Day the Crayons Quit, and rate it on their Black-Eyed Susan sheet in preparation for voting in the spring.

Tigers:  First we reread pages 4-7.  Then we reread pages 8 and 9, and wrote two right there, or green, questions on a t-chart in their RRJ.  For HOMEWORK the students need to reread pages 8 and 9 and answer the right there questions we wrote in school, using their own words.

While the students were at lunch and outdoor recess I created a conference sign up and writing check in page for our daily flip chart.  So, when the students returned to class, I introduced the page and explained how to use it.  I also took the time to remind the class that if they need extra help or feel confused or frustrated they need to let me know by leaving me a note in the issue bin.

After that, the students got back to their independent work and I began calling groups for writing conferences.  Hopefully, we will get back to reading groups tomorrow...below you will see a brief explanation of their independent guided reading tasks.

Panthers:  Read pages 12 and 13 and write one green, right there, question in your RRJ.

Leopards:  Read pages 8-11.  In their RRJ they described beans are prepared to make chocolate.

Lions:  Read pages 10-15.  IN their RRJ they described how film becomes photographs.

Again, these assignments were completed independently.  We will review them in groups tomorrow.

Writing groups...

Video Games:  First we took notes about different evolutions of the video game.  Then I modeled how to use the Educreation lesson, and our facts, to draft a new second informative paragraph.  After that, I modeled using the facts we identified to draft a sentence naming the change and explaining it.  Then the students drafted two sentences naming and explaining the first evolution they chose to write about.  Finally, a few students shared their writing.

Books:  First we researched and identified facts about the changes in books and publishing over hundreds of years.  Students took notes so they could decide what information they want to use in their writing.  Next I modeled how to use the Educreations lesson and our new facts to write a informative paragraph about 2 changes in the technology of books.

After our literacy block I introduced tomorrow's science experiment.  Students will be observing and describing the changes in properties as ice heats via room temperature.  Today the students sae the capture sheet they will be using and listened as I explained the procedure.

The class ended their day in PE with Mr. Benco.

There were no formal reading group homework assignments, except for the Tiger's group.  Students should read for 15 minutes, free choice.

Terrific Tuesday

This morning the students read quietly or practiced keyboarding skills.  After the announcements we began math rotations.

Today, during the small group teacher led instruction, the groups will be working on various tasks.  The first group practiced determining the area of rectilinear figures.  The second one completed the second, of five, tasks for determining placement in next year's compacted math class.  Finally, the third group practiced solving one step word problems using all operations.

During math with a partner the students played a Clip and Cover game that practiced creating word problem situation and the basic multiplication facts.

Finally, during the technology portion, the students practiced the basic multiplication facts using the site, Multiplication Tables - Matching Cards.

For HOMEWORK there is a word problem on Google Classroom.

After math we had a GO Noodle break and then reviewed today's independent work assignments.

Today students will begin by completing independent reading group tasks.  Then they will begin planning the third, and final, paragraph for the inquiry project.  In this paragraph the students will state their opinion as to the most significant change (evolution) for their technology tool.  Today, though, they will watch a Learn Zillion lesson about organizing facts to write an opinion paragraph and they will complete a graphic organizer, stating their opinion and 2 facts/details to support it.

Once students have completed their reading group and writing activities they will work on assignments that they didn't finish yesterday.  These include reading about how people modify their environment in the desert regions, and completing a capture sheet, practicing the letters h and k in cursive, and listening to the book, What if You Had Animal Teeth?, and rating it on the Black Eyed Susan rating sheet, that we will use for voting purposes later this year.

While the students worked independently, I met with reading groups.

Tigers:  We began by reviewing the t-chart from last night's homework.  Students were told to reread pages 4-6 and add words that have the long e sound to the chart in their RRJ.  Unfortunately, the children only added 1-2 words, a very small fraction of those found in this section.  So, we began rereading these pages and adding some words.  After adding several new words to the chart, we whisper read page 7.  Then we created a new t-chart in our RRJ with facts on one side and questions on the other.  We are going to practice identifying facts from our text and turning the into right there, or yellow, questions.  This is a strategy that will help to increase comprehension.  For HOMEWORK the children need to reread pages 4-7, working on fluency.

Following lunch and indoor recess the students continued working independently and I met with more guided reading groups.

Leopards:  Independently the students reread pages 4-7 and described how chocolate is grown, in writing, in their RRJ.  Once in group we shared and discussed the examples of cause and effect they identified for homework last night.  Then, while the students read pages 8-11, I read their RRJ responses and provided feedback.  Afterwards I modeled a well constructed response so students could clearly see what they did well and what improvements they could make.  Next we discussed some of the vocabulary from pages 8-11, including the concept of fermentation.  For HOMEWORK the children need to read pages 8-11 and identify an example of cause and effect, on a sticky note.

Panthers:  Independently the students read pages 10 and 11 and wrote one right there question on a chart in their RRJ.  In group we began by sharing and discussing the answers they wrote to the 3 right there questions for homework last night.  After that we reread pages 10 and 11 and shared the right there questions they wrote earlier today and practiced answering them in complete sentences.  For HOMEWORK the students need to reread pages 10 and 11 and write a new right there, green, question and then answer it in a complete sentence, in their RRJ.  These can be added to the t-chart they used today in class.

Lions:  Independently the students reread pages 4-9 and wrote, and answered, a yellow, think and search question.  We began group with students pairing up and sharing the answers they wrote for their right there questions, for homework last night.  Then we shared a few with the entire group.  After that, the students shared their yellow, think and search, questions, and answers, that they wrote independently today.  I provided feedback and many made adjustments on the spot.  :-)  For HOMEWORK the students need to read pages 10-15 and write 2 right there questions, in their RRJ, and answer them.

After our literacy block we attempted to have writing conferences.  Unfortunately, due to NO fault of the students, they didn't quite go as planned.  I only met with a few students....and even those didn't get the help they were seeking.  So, I plan to figure out how to better help the children revise their writing and try again!  :-)

Remember...the toy drive is going on until Friday.  If you want to participate, please send in a new, unwrapped toy before the end of the week.

Marvelous Monday

This morning after exchanging books in the media center, reading quietly or practicing keyboarding skills, we changed jobs and then began math rotations.

During the small group teacher led instruction, some groups revisited determining the area of rectilinear figures while others worked on solving one-step word problems using all operations.  The children completed constructing and determining the area of their dream houses during math with a partner.  Finally, during technology the children worked on basic fact fluency by visiting Fridge Magnets.

For HOMEWORK there is a word problem on Google Classroom.

After math we did a Go Noodle brain break and then reviewed the list of independent tasks for today.

Students will begin by completing an independent reading group task.  Then they will listen to their second informative paragraph and revise it, as needed.  Next, they will read a slideshow about how people modify their environment (in this case, the desert) and complete a chart providing either a right there question or an answer.  After that, the students will practice writing the letters "h" and "k" in cursive.  Then they will listen to the story, What is You Had Animal Teeth, and rate it (out of 5 starts) on their Black-Eyed Susan sheet.  Finally, they will practice reading by themselves, with a partner, or listening online.

While the children work independently, I will meet with reading groups.

Tigers:  First I handed out a new book, How to Make Ice Cream.  I did a book introduction and then discussed using visualization (creating pictures in your head as you read) to improve comprehension.  I modeled doing this as we read 4-6.  After that we practiced decoding multi-syllabic words by looking for "chunks" we know.  After that we identified 4 ways to spell the long e sound and created a chart in our RRJ.  For HOMEWORK the students need to reread pages 4-6 and add words with the long e sound to the appropriate column of the chart in their RRJ.

Leopards:  The students were given a new book called, All About Chocolate.  On their own they read pages 4-7, the introduction, and wrote 2 right there questions.  In group we shared the questions and practiced answering in complete sentences.  After that we reviewed yellow, think and search questions, and identified a good one for this section.  For HOMEWORK the students need to reread pages 4-7 and identify one example of cause and effect on a sticky note.

Lions:  The students received a new book called, The Art of Photography.  Independently they read pages 4-9 and wrote a green, right there, question for pages 5, 7, and 9.  In group we began by discussing our experiences with taking pictures.  Then I did a quick book introduction.  After that the students asked their green, right there, questions and we practiced answering them in complete sentences.  For HOMEWORK the students will reread pages 4-9 and answer their own right-there questions in complete sentences.

Panthers:  Independently the students read pages 8 and 9 and wrote one green, right there, question.  In group we reviewed these pages and shared their questions, practicing answering in complete sentences.  Some students are still struggling with writing a right there question.  So in group we practiced writing some.  For HOMEWORK the students need to reread pages 8 and 9 and answer the right there questions, we wrote in class, in complete sentences on the t-chart in their RRJ.

After our literacy block we brainstormed examples of cooling changing the observable properties of an object.

Then the students ended their day in music.

TGIF!!

This morning, after reading quietly and practicing keyboarding skills, we took our math formative.  These have been scored and will be returned to students at the end of the day.  Please look for the quiz in your child's home folder this evening.

After our quiz we reviewed the assignments for independent work.  Today students will begin by completing independent guided reading group tasks involving the asking and answering of questions.  After that, they will work on their inquiry project.  First, they will revise the first paragraph, based on my feedback.  The they will type up their second paragraph, on the Google document, below their first paragraph.  Those are the only two new tasks.  After these activities are done, the students will complete any other unfinished work from this week.  When they are caught up, they can choose to read by themselves, read with a partner or listen to reading, using the Internet.

While the students worked independently I met with guided reading groups.

Tigers: We met and the students took turn rereading their entire book.  After that we did some word work.  The students were given some letter cards to manipulate in order to make smaller words.  Eventually they used all of the letters to figure out the mystery word, or in this case words, which was ice cream.  I collected their books.  We will begin a new book, about making ice cream, on Monday.

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

Leopards:  Independently the students reread pages 14 and 15.  Then they wrote two right there, or green, questions, and answered them in their own words.  In group we shared the questions written by the children and practiced answering in complete sentences.

Lions:  Independently the students reread pages 14 and 15.  Then they wrote two right there, or green, questions, and answered them in their own words.  In group we shared the questions written by the children and practiced answering in complete sentences.

Panthers:  Independently the students reread pages 6 and 7.  Then they wrote a green question for each fact they listed for homework last night.  In group we shared and reviewed their facts and right there questions.  There was some instruction as to making sure the fact answered the right there question.

After meeting with reading groups, I worked with a few students to revise their inquiry project writing.

At the end of our literacy block I gave the students a spelling inventory.  The purpose is for me to assess the needs within our classroom.  This will not be graded but I will analyze it this weekend to determine where to go, as far as word study is concerned.

After that, we reviewed the concept of observable properties and the effects heating can have on them.  Then students were put into groups and began using a blow dryer to heat a crayon.  Unfortunately, we learned the hard way, that we can't use 5 blow dryers at the same time--we blew fuses!!  So, we will continue this on Monday.

We ended the day with a class meeting.  First we shared writing homework journals.  Then we exchanged compliments and thank yous.  Finally, we discussed the structure of our class meetings.  The class voted to begin with a group share and then share writing journals.  After that we will exchange compliments and thank yous.  Finally we will discuss any challenges.

Thrilling Thursday

This morning, after reading quietly or practicing keyboarding skills, we began our math rotations.

During the small group rotation we practiced using attributes of rectangles and the distributive property to determine the are of a rectilinear figure.  The students created their own dream house, calculated the area of each room, and then the total area of the house during math with a partner.  Students were instructed to use the area word splash to help their math discourse.  Finally, during the technology rotation the students visited the site Fridge Magnets to practice the basic multiplication and division facts.

For HOMEWORK there is a lesson and problem posted on the Google Classroom homework page.  We WILL have a quiz (formative) tomorrow.

After math we took a Go Noodle brain break and then we reviewed today's independent work assignments.

Students will begin with an independent reading task.  After that, they will use the feedback I provided during our writing conferences, and on their rough draft, to revise their introduction paragraph for the technology tool inquiry project.  Once that is complete they will revisit the Mrs. LaRue story and identify what additional information they can infer from the illustrations both from Ike's point of view and in actuality.  The students worked on this yesterday, but overall, they did not use the illustrations, which was the focus of this lesson.  So, I reviewed the lesson this morning, in order to help them complete it according to expectations.  After that, students will practice writing the letters l and b in cursive.  Finally, students will practice reading by themselves, with a partner or listening via the Internet.

Today my priority was to finish writing conferences and provide writing support.  So, that is what I did before lunch and indoor recess.

After recess I continued with the writing conferences and support.

Once the students seemed prepared to work on their own, I began meeting with reading groups.

Leopards:  The students had used the text to compare the tsetse fly and the mosquito.  We began group by sharing their responses and it immediately became clear that there was a lot of confusion.  So, I modeled writing a response to this question.  As I did, I emphasized answering the question and using support from the text but writing it in my own words.  Then the children copied my answer into their RRJs, under a line of learning, as an example.  We also shared the yellow questions they wrote for homework last night.  For HOMEWORK the students should read pages 14 and 15.

Lions:  Independently the students reread pages 11-13 and attempted, again, to write a think and search, or yellow, question.  In group we shared the students' responses to last night's homework...especially the ones written in complete sentences.  :-)  Then we shared the yellow questions the students wrote earlier today.  They were much improved!  :-)  For HOMEWORK the students need to read pages 14 and 15.

Panthers:  Independently the students wrote green, right there, questions for the facts they identified for homework last night.  In group we shared their questions and practiced answering them in complete sentences.  For HOMEWORK  the students need to read pages 6 and 7 and write 2 fatcs on a t-chart in their RRJ.

The students ended their day in art with Mrs. Daniell.

Wonderful Wednesday - Interim Reports

This morning the students either read quietly or practiced keyboarding skills.  After that we created a word splash for the concept of area.  A word splash is just a collection of vocabulary words that relate to a given topic.  I hung up the word splash as a resource for the children to use during math discourse.  Then we began our math rotations.

During the small group instruction we practiced identifying the area of a rectilinear figure by breaking it into rectangles.  Students continued this practiced, with discourse, of course, while doing math with a partner.  Finally, during technology, students determined the area of rectangles, and practiced multiplication facts, by visiting the site Shape Surveyor.

For HOMEWORK there is a post on Google Classroom (homework page) that has two linked resources.  The students are to complete problem #8 on page 400 of the pdf document.

Following math we took a Go Noodle break and then I explained today's independent work assignments.  Each group will begin with an independent assignment.  Then they will catch up on their inquiry project informative writing, if need be.  After that, the students will rewatch lessons, from Brain Pop Jr., about verbs and tenses.  They will then complete two follow up activities.  Next the students will complete the cursive practice pages from Monday and Tuesday (no new one today) and view a slideshow about the wonders of Africa, identifying them as either human or nature made and selecting their favorite.  Finally, the students will watch and listen to the book, "Dear Mrs. LaRue", and compare the dog's point of view with information they obtain from illustrations in the book.


Tigers:  We began group by reviewing singular and plural nouns and that nouns ending in -y change to -ie before adding an -s.  Then we reviewed last night's word work homework.  After that, we reviewed right there questions and shared the facts and questions they wrote for homework.  Finally, the students read pages 14 and 15 and we worked on decoding multi-syllabic words.  For HOMEWORK the students need to reread the entire book to an adult.

Following lunch and outdoor  the students continued working independently while I met with more guided reading groups and conferenced with students on their writing.

Leopards:  Independently the students reread pages 12, closed their books, and answered their own questions that they wrote for homework last night.  In group, the students shared the questions they wrote for homework with their classmates, who answered them (or attempted to) with books closed.  Emphasis was put on answering the questions in complete sentences.  After that I introduced another type of question...think and search (yellow questions).  These questions will be answered in the text but the reader will need to use more than one part of the text to respond thoroughly.  I modeled asking a think and search question (Describe 2 dangerous animals that live in Kenya.) and the students practiced answering it orally.  For HOMEWORK students should reread pages 11-13 and write a think and search question (yellow) in their RRJ.

Lions:  Independently the students reread pages 11-13 and attempted to write a yellow, think and search, question on a sticky note.  In group the students reviewed these pages and then closed their books.  Then they practiced answering their group mates green, right there, questions, in complete sentences, that they wrote for homework last night.  After that we shared the yellow question they wrote independently earlier today and discussed if it was indeed a think and search question.  Then I modeled an example for the group.  For HOMEWORK the students will reread page 13 and answer the following question int heir RRJ, "Compare and contrast the flamingo and the ostrich".

Panthers:  The students turned in their old books and received a new book titled, Kenya.  Independently they read pages 4 and 5 and listed unknown words on a sticky note.  In group we reviewed their lists of unknown words paying close attention to the pronunciation guide for the word Nairobi.  For HOMEWORK the students need to reread pages 4 and 5 and list two facts, on a t-chart in their RRJ, from those pages.

After our literacy block I handed out interim reports.  Then the students headed to PE.

Remember our toy drive is still going on!!