This morning, after reading quietly, exchanging books in the media center, or practicing keyboarding skills, we began our math rotations.
Rotations were a bit different today because I had to give a group of students the third task for the compacted math assessment. Remember, this is a set of tasks that 5 students are working through to determine eligibility for the 4/5 compacted math class next year.
So, I met with my first group, as usual, and used Geoboards to determine fourths. Then the next group I pulled worked on the third task for the compacted math assessment portfolio. Unfortunately, I never got to the others. No worries, though, we will continue today's small group lesson on Monday!
While I met with small groups the students worked with a partner to complete the fraction vocabulary flapbook and then played a fraction bump game to practice identifying and naming unit fractions. The, during technology, the children played two fraction games, via the Internet, practicing identifying and naming unit fractions and iterations of fractions.
After math, since we ran a bit late, we moved onto our literacy block.
During independent work time the children will complete independent reading group activities. Then they complete work assigned earlier in the week. This includes; the final drafts of their first two inquiry projects, typing up the rough draft of the third inquiry paragraph, practicing the letters a, d, and g in cursive, watching the 4 "How It's Made Videos" and listening to the BES nominee, Martin and Mahalia.
While the students worked independently, I met with guided reading groups.
Tigers: We met and reviewed the cause and effect that they identified for homework last night. Then the children reread a portion of their text and identified another example of cause and effect on the t-chart in their RRJ. We will begin a new text on Monday.
Following lunch and indoor recess, the students continued working independently, while I met with more guided reading groups.
Panthers: On their own the children reread pages 7-8 and identified an example of cause and effect on a t-chart in their RRJ. In group we shared their examples of cause and effect and discussed challenges with their responses. Then the students created a new t-chart in their RRJ and we practiced identifying new examples of cause and effect, using page 10 in the text. For each paragraph I provided the cause and the students read to determine the effect.
Leopards: Independently the students reread pages 20 and 21 and added a new example of cause and effect to the t-chart in their RRJ. In group we shared the exciting/surprising facts they identified from their reading last night. Then we shared the examples of cause and effect they identified during independent work. After that we read the conclusion of their book and discussed what we learned from reading it. WE will begin a new book on Monday! :-)
Lions: Independently the students read pages 4 and 5 of their new book, Frederick Douglas: Forever Free, and identified an example of cause and effect to a new t-chart int heir RRJ. IN group we shared background knowledge the students had about Frederick Douglas and slavery in general. Then we shared their examples of cause and effect.
After our literacy block we shared the children's writing journal entries.
Finally, we had a formal class meeting. First, each student shared something they did over winter break. Then we exchanged thank-yous and compliments. Finally, we identified and discussed challenges within our class community. Some of these challenges included students feeling lonely or teased during recess and/or lunch. Together we brainstormed ways to deal with these frustrations.
Enjoy your weekend!!
Friday, January 9, 2015
Thursday, January 8, 2015
Thriving Thursday
This morning, after practicing keyboarding skills or reading quietly, we heard about a new project that will be headed up by the WWES SGA. Students will be making valentines to deliver to a nursing home or
After that we began our math rotations. When working in small group instruction, students used pattern blocks to identify and name unit fractions. During math with a partner, students identified the meanings of vocabulary for the fractions unit and then drew illustrations for each. Finally, during the technology rotation, the children watch a strand of 4 lessons, using Learn Zillion, entitled, "Understand a Fraction 1/b as Part of a Whole Partitioned into b Equal Parts".
For HOMEWORK there is an assignment on Google Classroom, the homework page. We will NOT have a formative (quiz) tomorrow.
After taking a Go Noodle brain break, we reviewed today's literacy block tasks.
Students will first complete an independent guided reading task. After that, they will use my written feedback to finalize the first two paragraphs (informative) of the inquiry project. Then, they will add their opinion paragraph to their Google doc BUT this is still in rough draft form. Next, they will practice writing the letters a, d and g, in cursive. Afterwards, they will view the 4 , "How It's Made..." videos thinking about how heating and cooling processes change a material into a usable object. Next, they will listen to the BES nominee, Martin and Mahalia, and rate it on their sheet. Finally, they will complete any unfinished work and practice reading and/or keyboarding.
While the students worked independently, I met with guided reading groups.
Tigers: The children whisper read pages 13-15 as I listened in and provided support as needed. After that, we used real life examples to understand cause (why) and effect (what happened). Next we used our book to identify an example of cause and effect. I gave the students the cause, they explained the effect. For HOMEWORK the students will reread their entire book and try to identify one cause and effect on the t-chart we began in class. We will review these tomorrow...so, encourage your child to take a risk and do their best, but not to worry if they aren't confident in this skill...try it and we will discuss what they did well and learn from their mistakes!!
Following lunch and indoor recess the students continued working independently while I met with more guided reading groups.
Panthers: The children read pages 7-9 and listed unknown words before meeting with me. When we got together as a group, we reviewed the meanings and pronunciations of the words they identified as unknown. After that, the students whisper read pages 7-9, with specific questions in mind, to focus their understanding. Finally, we reviewed the cause and effect examples, from page 6, that the children identified for homework last night. For HOMEWORK the students need to reread pages 7-9.
Leopards: Independently, the students reread page 16 and identified an example of cause and effect on the t-chart in their RRJ. In group we shared and discussed the cause and effects the students identified independently. Then the students read the first paragraph on page 17 and added a new cause and effect to their t-chart. Finally, we shared and discussed their answers. For HOMEWORK the students will read pages 19-23 and identify one surprising or interesting fact and one question they have on the sticky note I provided.
Lions: Independently the students reread pages 22-24 and added an example of cause and effect to their t-charts. In group we discussed the examples of cause and effect they identified independently. All of the students were able to identify an example of cause and effect. Some of the group, however, need to work on their wording. For HOMEWORK the students need to read for 15 minutes, free choice. We will begin a new book tomorrow!! :-)
After our literacy block, we began comparing cities long ago and today. First we observed some photographs of the ruins in Zimbabwe and identified geographic characteristics. Then we did the same with the more modern city of Harare, Zimbabwe. After that we discussed what geographic characteristics might encourage people to move near the more modern city.
The students ended their day in art with Mrs. Daniell.
After that we began our math rotations. When working in small group instruction, students used pattern blocks to identify and name unit fractions. During math with a partner, students identified the meanings of vocabulary for the fractions unit and then drew illustrations for each. Finally, during the technology rotation, the children watch a strand of 4 lessons, using Learn Zillion, entitled, "Understand a Fraction 1/b as Part of a Whole Partitioned into b Equal Parts".
For HOMEWORK there is an assignment on Google Classroom, the homework page. We will NOT have a formative (quiz) tomorrow.
After taking a Go Noodle brain break, we reviewed today's literacy block tasks.
Students will first complete an independent guided reading task. After that, they will use my written feedback to finalize the first two paragraphs (informative) of the inquiry project. Then, they will add their opinion paragraph to their Google doc BUT this is still in rough draft form. Next, they will practice writing the letters a, d and g, in cursive. Afterwards, they will view the 4 , "How It's Made..." videos thinking about how heating and cooling processes change a material into a usable object. Next, they will listen to the BES nominee, Martin and Mahalia, and rate it on their sheet. Finally, they will complete any unfinished work and practice reading and/or keyboarding.
While the students worked independently, I met with guided reading groups.
Tigers: The children whisper read pages 13-15 as I listened in and provided support as needed. After that, we used real life examples to understand cause (why) and effect (what happened). Next we used our book to identify an example of cause and effect. I gave the students the cause, they explained the effect. For HOMEWORK the students will reread their entire book and try to identify one cause and effect on the t-chart we began in class. We will review these tomorrow...so, encourage your child to take a risk and do their best, but not to worry if they aren't confident in this skill...try it and we will discuss what they did well and learn from their mistakes!!
Following lunch and indoor recess the students continued working independently while I met with more guided reading groups.
Panthers: The children read pages 7-9 and listed unknown words before meeting with me. When we got together as a group, we reviewed the meanings and pronunciations of the words they identified as unknown. After that, the students whisper read pages 7-9, with specific questions in mind, to focus their understanding. Finally, we reviewed the cause and effect examples, from page 6, that the children identified for homework last night. For HOMEWORK the students need to reread pages 7-9.
Leopards: Independently, the students reread page 16 and identified an example of cause and effect on the t-chart in their RRJ. In group we shared and discussed the cause and effects the students identified independently. Then the students read the first paragraph on page 17 and added a new cause and effect to their t-chart. Finally, we shared and discussed their answers. For HOMEWORK the students will read pages 19-23 and identify one surprising or interesting fact and one question they have on the sticky note I provided.
Lions: Independently the students reread pages 22-24 and added an example of cause and effect to their t-charts. In group we discussed the examples of cause and effect they identified independently. All of the students were able to identify an example of cause and effect. Some of the group, however, need to work on their wording. For HOMEWORK the students need to read for 15 minutes, free choice. We will begin a new book tomorrow!! :-)
After our literacy block, we began comparing cities long ago and today. First we observed some photographs of the ruins in Zimbabwe and identified geographic characteristics. Then we did the same with the more modern city of Harare, Zimbabwe. After that we discussed what geographic characteristics might encourage people to move near the more modern city.
The students ended their day in art with Mrs. Daniell.
Wednesday, January 7, 2015
And we're back....again! :-)
Welcome to winter!! While I do enjoy the occasional snow day, I certainly hope this winter is not a repeat of last...the continual start and stop of instruction was enough to drive me crazy!! I DO like my routine!!
So, with our first official snow day yesterday and a 2 hour delay today, we had to make some adjustments to our schedule.
Our day began, oddly enough, with lunch! :-)
When we returned to class, we reviewed the independent tasks for today's literacy block.
Students began by completing individual reading group tasks. Then they worked on publishing the final drafts of paragraphs 1 and 2 of their inquiry project, using my written feedback. After that, they practiced writing the letters f, p and j, in cursive. Next, they watched 4 different, "How It's Made..." videos and thought about what material it began as, what heating and cooling processes were used, and what was the end result, usable object. After that, the children listened to the BES nominee, Martin and Mahalia, and rated it on their sheet. Finally, they completed any unfinished work assignments and practiced reading to themselves, with a partner, or listening on the Internet.
Tigers: We reviewed the homework from Monday night and worked on revising their answers to be in complete sentences, using key words from the question. Next we reviewed common spelling patterns for the long /e/ sound. Then we read pages 13-15 and highlighted words with the long /e/ sound. For HOMEWORK the children need to reread pages 13-15, twice, working on fluency.
Panthers: Independently the students read page 6 and wrote, and answered, a green, "right there" question. In group we shared their questions and answers....GREAT news...every student was successful!!!! I explained to the students that is why we repeat lessons and tasks!! What was once a challenge has become easier!! :-) Next, we reviewed the concept of cause (why) and effect (what happened). We revisited the text and, together, identified examples of cause and effect. We added these to the t-charts in out RRJ. For HOMEWORK the students will reread page 6 and add one example of cause and effect to the t-chart in their RRJ.
Leopards: Independently the students read pages 16 - 18 and listed any unknown words. In group we began by reviewing their examples of cause and effect that they identified for homework last night. Then we reviewed their lists of unknown words and applied some of our word works rules to identify the pronunciations and meanings. For HOMEWORK the students will reread pages 16-18.
Lions: Independently the students reread pages 20 and 21 and added another example of cause and effect to the t-chart in their RRJ. In group we shared their examples of cause and effect from Monday night's homework and from today's independent work. For HOMEWORK the students will read pages 22-24.
After literacy block, we revisited our focus for this science unit; how heating and cooling processes change the observable properties of materials to create usable objects. Then, as a class, we began viewing one of the "How It's Made..." videos that they have been assigned to watch during literacy block. As we watched it, I paused the video to point out the starting material, the processes it went through and WHY they were applied. I was modeling how to pause the video and think about what I was learning....and even rewinding it when I needed to clarify information that I didn't hear or didn't understand.
The students ende their day in PE with Mr. Benco.
We did not have math today. There is no math homework.
Every child does have reading homework and a writing journal entry is due Friday. :-)
So, with our first official snow day yesterday and a 2 hour delay today, we had to make some adjustments to our schedule.
Our day began, oddly enough, with lunch! :-)
When we returned to class, we reviewed the independent tasks for today's literacy block.
Students began by completing individual reading group tasks. Then they worked on publishing the final drafts of paragraphs 1 and 2 of their inquiry project, using my written feedback. After that, they practiced writing the letters f, p and j, in cursive. Next, they watched 4 different, "How It's Made..." videos and thought about what material it began as, what heating and cooling processes were used, and what was the end result, usable object. After that, the children listened to the BES nominee, Martin and Mahalia, and rated it on their sheet. Finally, they completed any unfinished work assignments and practiced reading to themselves, with a partner, or listening on the Internet.
Tigers: We reviewed the homework from Monday night and worked on revising their answers to be in complete sentences, using key words from the question. Next we reviewed common spelling patterns for the long /e/ sound. Then we read pages 13-15 and highlighted words with the long /e/ sound. For HOMEWORK the children need to reread pages 13-15, twice, working on fluency.
Panthers: Independently the students read page 6 and wrote, and answered, a green, "right there" question. In group we shared their questions and answers....GREAT news...every student was successful!!!! I explained to the students that is why we repeat lessons and tasks!! What was once a challenge has become easier!! :-) Next, we reviewed the concept of cause (why) and effect (what happened). We revisited the text and, together, identified examples of cause and effect. We added these to the t-charts in out RRJ. For HOMEWORK the students will reread page 6 and add one example of cause and effect to the t-chart in their RRJ.
Leopards: Independently the students read pages 16 - 18 and listed any unknown words. In group we began by reviewing their examples of cause and effect that they identified for homework last night. Then we reviewed their lists of unknown words and applied some of our word works rules to identify the pronunciations and meanings. For HOMEWORK the students will reread pages 16-18.
Lions: Independently the students reread pages 20 and 21 and added another example of cause and effect to the t-chart in their RRJ. In group we shared their examples of cause and effect from Monday night's homework and from today's independent work. For HOMEWORK the students will read pages 22-24.
After literacy block, we revisited our focus for this science unit; how heating and cooling processes change the observable properties of materials to create usable objects. Then, as a class, we began viewing one of the "How It's Made..." videos that they have been assigned to watch during literacy block. As we watched it, I paused the video to point out the starting material, the processes it went through and WHY they were applied. I was modeling how to pause the video and think about what I was learning....and even rewinding it when I needed to clarify information that I didn't hear or didn't understand.
The students ende their day in PE with Mr. Benco.
We did not have math today. There is no math homework.
Every child does have reading homework and a writing journal entry is due Friday. :-)
Monday, January 5, 2015
And we're back!!!!! Happy 2015! :-)
While I had a wonderful break with my own children, it was so great to see my "other" kids this morning! I have missed them a lot!!
After reading quietly, exchanging books in the media center, or practicing keyboarding skills, we changed classroom jobs and began our math rotations.
While working with the teacher during small group instruction we began by reviewing the concept that a fraction represents the number of parts in relationship to the parts of a whole not a specific amount or value. So, one-half will not always be the same amount, it depends upon the size of the whole. After that we used pattern blocks to identify and name fractional parts of a whole.
During math with a partner the students created unit fractions by rolling a die to identify the denominator. Then they wrote the fraction and drew a representation of it in their math journal. Students who wanted to be challenged could use two dice. The larger number would be the denominator and the smaller one became the numerator. Again, they wrote the fraction and drew a representation in their math journal.
Finally, during the technology rotation, the students watched the first three parts of the Lear Zillion: Understand Fractions lesson that is linked to the third grade web site.
For HOMEWORK the students have an assignment posted on the homework page of Google Classroom. They will re-watch (or watch) the 3 Learn Zillion lessons that were assigned during our technology portion of math rotations. They will also indicate one new idea they learned in the comment section.
After math we took a Go Noodle brain break and then moved on to our literacy block.
While I meet with small groups the students will work on individual guided reading group assignments and revising the first and second paragraphs of the inquiry project using my written feedback. After that, they will practice writing the letters f, j and p, in cursive, and listen to, and rate, the BES nominee, Martin & Mahalia. After that they will complete any unfinished work and practiced reading by themselves, with a partner, or by listening to it using the Internet.
Tigers: We began by reviewing common spelling patterns that produce the long /e/ sound. Then we began reading Step 4, pages 10 and 11, and highlighting words with the long /e/ sound. Then we worked together to write a "right there" question for page 10 and one for page 11. For HOMEWORK the students need to reread pages 10 and 11 and answer the 2 questions we wrote in class on the a t-chart in their RRJ.
Following lunch and indoor recess the students continued working independently while I met with more guided reading groups.
Leopards: Independently the students reread pages 12-15 and wrote a right there question to ask their group mates. In group we shared their questions and practiced answering them in complete sentences. Next we reviewed cause (why) and effect (what happened). The students created a t-chart in their RRJ and we identified an example from pages 12-15.
Panthers: This group got new books today. So, independently, they read pages 4 and 5 and wrote a "right there" question for each page (2 total) on a t-chart in their RRJ. In group we whisper read pages 4 and 5. Then we shared their questions and practiced answering them in complete sentences. For HOMEWORK the students need to reread pages 4 and 5, working on fluency.
Lions: Independently the students reread pages 16-21 and wrote a right there question to ask their group mates. In group we shared the student's questions and practiced answering in complete sentences. Then we reviewed the concept of cause (why) and effect (what happened). Finally, the students reread pages 16 and 127 and identified an example of cause and effect, from the text, on a chart in their RRJ. For HOMEWORK the students will reread pages 18 and 19 and add another example of cause and effect to the t-chart in their RRJ.
After our literacy block we revisited changes to observable properties of materials when either a heating or cooling process was applied. Then I explained what they will be working on this week. During their independent work time, the children will watch a few videos showing how materials are turned into various usable objects through the application of heating and cooling processes. They will then select an object and explain what processes were applied to a material in order to create it.
The children ended their day in music with Ms. Guerra.
Panthers: This group got new books today. So, independently, they read pages 4 and 5 and wrote a "right there" question for each page (2 total) on a t-chart in their RRJ. In group we whisper read pages 4 and 5. Then we shared their questions and practiced answering them in complete sentences. For HOMEWORK the students need to reread pages 4 and 5, working on fluency.
Lions: Independently the students reread pages 16-21 and wrote a right there question to ask their group mates. In group we shared the student's questions and practiced answering in complete sentences. Then we reviewed the concept of cause (why) and effect (what happened). Finally, the students reread pages 16 and 127 and identified an example of cause and effect, from the text, on a chart in their RRJ. For HOMEWORK the students will reread pages 18 and 19 and add another example of cause and effect to the t-chart in their RRJ.
After our literacy block we revisited changes to observable properties of materials when either a heating or cooling process was applied. Then I explained what they will be working on this week. During their independent work time, the children will watch a few videos showing how materials are turned into various usable objects through the application of heating and cooling processes. They will then select an object and explain what processes were applied to a material in order to create it.
The children ended their day in music with Ms. Guerra.
Tuesday, December 23, 2014
Countdown to Winter Break...
First, I need to thank all of you for spoiling me rotten! You should see my desk right now...well, you can't see it because it is covered with presents! Thank you so much for your thoughtfulness and generosity!
On to our day...
After exchanging books in the media center, reading quietly or practicing keyboarding, we began our math rotations. During small group instruction, the students continued investigating unit fractions using Cuisenaire rods. A couple of key points; a fraction is a comparison of parts to whole and the size of a fraction is determined by its relationship to the whole.
During math with a partner the children finished the vocabulary flip they began yesterday and then has the chance to revisit any of the math games we have played this year.
During the technology portion students revisited any of the math sites that are linked to the third grade web site.
After math we discussed today's literacy block but didn't get a chance to get started due to an early lunch.
The students enjoyed lunch and outdoor recess from 10:45-11:45 today because adjustments had to be made to the schedule so that the entire school could enjoy a holiday band concert performed by the Clarksburg High School marching band.
After recess the students had time to work on any unfinished work from the past week. Then we were treated to a holiday concert performed by the Clarksburg HS marching band. They were excellent! The students especially enjoyed the closing number, Let it Go, from Frozen...at least the girls did!
When we returned to class, we enjoyed a special treat disguised as a science experiment! For several weeks we have been identifying the observable properties of materials and then how heating and cooling can changes those properties. Well, today we used cooling to change the observable properties of milk...into...ice cream!!
We ended the day with a class meeting. First we shared one thing we are looking forward to over break and then we discussed some challenges.
Have a wonderful Winter Break...Happy Holidays and Happy New Year!!!
See you next year!!
On to our day...
After exchanging books in the media center, reading quietly or practicing keyboarding, we began our math rotations. During small group instruction, the students continued investigating unit fractions using Cuisenaire rods. A couple of key points; a fraction is a comparison of parts to whole and the size of a fraction is determined by its relationship to the whole.
During math with a partner the children finished the vocabulary flip they began yesterday and then has the chance to revisit any of the math games we have played this year.
During the technology portion students revisited any of the math sites that are linked to the third grade web site.
After math we discussed today's literacy block but didn't get a chance to get started due to an early lunch.
The students enjoyed lunch and outdoor recess from 10:45-11:45 today because adjustments had to be made to the schedule so that the entire school could enjoy a holiday band concert performed by the Clarksburg High School marching band.
After recess the students had time to work on any unfinished work from the past week. Then we were treated to a holiday concert performed by the Clarksburg HS marching band. They were excellent! The students especially enjoyed the closing number, Let it Go, from Frozen...at least the girls did!
When we returned to class, we enjoyed a special treat disguised as a science experiment! For several weeks we have been identifying the observable properties of materials and then how heating and cooling can changes those properties. Well, today we used cooling to change the observable properties of milk...into...ice cream!!
We ended the day with a class meeting. First we shared one thing we are looking forward to over break and then we discussed some challenges.
Have a wonderful Winter Break...Happy Holidays and Happy New Year!!!
See you next year!!
Monday, December 22, 2014
Ahhhhh...Monday!
A couple of side notes:
I had to take my son to the doctor this morning. So, the students had a substitute, Mr. Vogel, until recess. Also, due to my absence and the holiday, there is NO homework this week! :-)
This morning, after reading quietly, exchanging books in the media center or practicing keyboarding skills, the students began their math rotations.
When working with Mr. Vogel, during small group instruction, the students began the fraction unit. They identified fractions of a whole using Cuisenaire rods. During math with a partner, the students made a flip page identifying and representing math vocabulary related to area. Finally, during the technology portion, the students visited Sumdog to identify and name fractional parts.
After math, Mr. Vogel reviewed the independent work assignments for literacy block. Today students began with individual reading groups tasks. Then they watched the Educreations lesson about the opinion paragraph twice. The second time they viewed it, they paused along the way and began drafting their own. After that, the students will use a web site called Culture Grams to learn about an African country of their choice. They will complete a graphic organizer with their findings. IF the students complete all of these tasks, they will work on any unfinished work or practice reading by themselves, with a partner or with the computer.
Tigers: In group, with Mr. Vogel, the students practiced writing right there questions and answering them in complete sentences.
After enjoying lunch and indoor recess, the students continued working independently while I met with reading groups.
Leopards: Independently the students read pages 12-15 and wrote a right there question to ask the group. When we got together as a group, we used their right there questions to review the section they had read earlier. These questions were not what I expected. We spoke about this and moved on. :-) After that we reviewed cause (why) and effect (what happened) and reread page 12 to identify an example from the text.
Lions: Independently the students read pages 14 and 15. Then they wrote one right there question to ask their group. So, when we met in group, we began by sharing their right there questions and answering in complete sentences.
Panthers: The students read pages 14 and 15 independently. Then, in their RRJ, they wrote a "right there" question that could be answered on page 15. In group we shared these questions and answered them in complete sentences. Then the students wrote a second question to answer on their own. Then we quickly reviewed cause (why) and Effect(what happened).
The students ended their day in music with Ms. Guerra.
I had to take my son to the doctor this morning. So, the students had a substitute, Mr. Vogel, until recess. Also, due to my absence and the holiday, there is NO homework this week! :-)
This morning, after reading quietly, exchanging books in the media center or practicing keyboarding skills, the students began their math rotations.
When working with Mr. Vogel, during small group instruction, the students began the fraction unit. They identified fractions of a whole using Cuisenaire rods. During math with a partner, the students made a flip page identifying and representing math vocabulary related to area. Finally, during the technology portion, the students visited Sumdog to identify and name fractional parts.
After math, Mr. Vogel reviewed the independent work assignments for literacy block. Today students began with individual reading groups tasks. Then they watched the Educreations lesson about the opinion paragraph twice. The second time they viewed it, they paused along the way and began drafting their own. After that, the students will use a web site called Culture Grams to learn about an African country of their choice. They will complete a graphic organizer with their findings. IF the students complete all of these tasks, they will work on any unfinished work or practice reading by themselves, with a partner or with the computer.
Tigers: In group, with Mr. Vogel, the students practiced writing right there questions and answering them in complete sentences.
After enjoying lunch and indoor recess, the students continued working independently while I met with reading groups.
Leopards: Independently the students read pages 12-15 and wrote a right there question to ask the group. When we got together as a group, we used their right there questions to review the section they had read earlier. These questions were not what I expected. We spoke about this and moved on. :-) After that we reviewed cause (why) and effect (what happened) and reread page 12 to identify an example from the text.
Lions: Independently the students read pages 14 and 15. Then they wrote one right there question to ask their group. So, when we met in group, we began by sharing their right there questions and answering in complete sentences.
Panthers: The students read pages 14 and 15 independently. Then, in their RRJ, they wrote a "right there" question that could be answered on page 15. In group we shared these questions and answered them in complete sentences. Then the students wrote a second question to answer on their own. Then we quickly reviewed cause (why) and Effect(what happened).
The students ended their day in music with Ms. Guerra.
Friday, December 19, 2014
TGIF - Hour of Code
This morning after exchanging books in the media center, reading quietly or practicing keyboarding skills, the students took the week 7 formative (quiz) in math. This quiz focused on representing and solving one-step word problems involving all operations.
After that, we shared our weekly homework writing journals.
Next we reviewed the independent work. The assignments have basically remained the same but I did emphasize a few things and modeled how a typed copy of the inquiry project should look like (properly aligning the text, indenting the first line, etc.).
Students were told to review their independent reading group assignments because they would be graded. Then they were to finish revising the first and second paragraphs of the inquiry project, based on my feedback from writing conferences, and read them to a friend. Next they needed to be sure they typed up both paragraphs correctly. After that they watched the video about thermometers and completed a 3-2-1 note taking sheet in their science journal. Then they finished their practicing the letters r and s in cursive, listening to the BES book and rating it, and practicing their reading by themselves or with a partner.
While students worked independently I met with guided READING groups.
Tigers: First we reviewed the various ways to spell the long /e/ sound but put special emphasis on the -y at the end of a word. Then we practiced decoding the words they identified as unknown for homework last night. After that the students whisper read pages 10-12 as I listened in. Then we identified a fact on page 11 and wrote a green, right there, question that it would answer.
Following lunch and outdoor recess the children continued working independently while I met with more guided reading groups.
Leopards: Independently they reread pages 8-11 and, in their RRJ, described how beans are prepared to make chocolate. In group, we began by reviewing cause (why) and effect (what happened) and the examples they wrote for homework many nights ago. Then we shared their written descriptions of how beans are prepared to make chocolate. Finally, I modeled how to write a good response to the same question they answered.
Panthers: Independently they read pages 12 and 13 and wrote one right there, green question, on a t-chart in their RRJ. In group we shared their questions. Finally, we practiced answering their questions in complete sentences.
Lions: Independently the students reread pages 10-15 and explained, in writing in their RRJ, how film becomes a photograph. In group I reviewed the responses and then modeled how to use the book BUT write in their own words to write a complete answer.
The day ended with us taking part in the Hour of Code, with the help of Mr. Vogel. The students were actually coding...ask them about it and visit code.org!
After that, we shared our weekly homework writing journals.
Next we reviewed the independent work. The assignments have basically remained the same but I did emphasize a few things and modeled how a typed copy of the inquiry project should look like (properly aligning the text, indenting the first line, etc.).
Students were told to review their independent reading group assignments because they would be graded. Then they were to finish revising the first and second paragraphs of the inquiry project, based on my feedback from writing conferences, and read them to a friend. Next they needed to be sure they typed up both paragraphs correctly. After that they watched the video about thermometers and completed a 3-2-1 note taking sheet in their science journal. Then they finished their practicing the letters r and s in cursive, listening to the BES book and rating it, and practicing their reading by themselves or with a partner.
While students worked independently I met with guided READING groups.
Tigers: First we reviewed the various ways to spell the long /e/ sound but put special emphasis on the -y at the end of a word. Then we practiced decoding the words they identified as unknown for homework last night. After that the students whisper read pages 10-12 as I listened in. Then we identified a fact on page 11 and wrote a green, right there, question that it would answer.
Following lunch and outdoor recess the children continued working independently while I met with more guided reading groups.
Leopards: Independently they reread pages 8-11 and, in their RRJ, described how beans are prepared to make chocolate. In group, we began by reviewing cause (why) and effect (what happened) and the examples they wrote for homework many nights ago. Then we shared their written descriptions of how beans are prepared to make chocolate. Finally, I modeled how to write a good response to the same question they answered.
Panthers: Independently they read pages 12 and 13 and wrote one right there, green question, on a t-chart in their RRJ. In group we shared their questions. Finally, we practiced answering their questions in complete sentences.
Lions: Independently the students reread pages 10-15 and explained, in writing in their RRJ, how film becomes a photograph. In group I reviewed the responses and then modeled how to use the book BUT write in their own words to write a complete answer.
The day ended with us taking part in the Hour of Code, with the help of Mr. Vogel. The students were actually coding...ask them about it and visit code.org!
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