This morning the students came in visited the restroom and read quietly. Once we were all settled, the students took the second, and final, unit of the math PARCC assessment. I was proud of the way they tackled this task. I noticed students working carefully and using strategies!!
After PARCC we took a quick snack break.
Then I reviewed some of the key points to remember as they continue drafting their realistic fiction picture books. Next, the students worked independently, while I met with several individuals, using my Educreations lessons and their own screencasts to draft the first two failed attempts at solving the problem.
During this time we took a break to visit with Mr. Wilson Wims' daughter and cousin. They answered the children's questions providing a lot of information about growing up in Clarksburg during segregation. It was so interesting!!
After writing and the visit with the Wims family, the children enjoyed outdoor recess and lunch.
When they returned to class we began an long, overdue class meeting. We began with an unfortunate occurrence from today's recess and lunch, that involved students in our class teasing another student from our class. Once we addressed this issue we moved on to our group share.
During group share the children had a chance to tell what was on their mind. This led a couple of children expressing sadness over the loss of a relative. We spend time talking and helping one another feel better...there were a few tears, but I think, in the end, everyone felt better.
Next we exchanged thank yous and compliments. This is always a highlight because I find out about acts of kindness that I may have missed! :-)
Finally, we ended with challenges. The students wanted to discuss the name calling and teasing issue. We brainstormed ways to end this challenge. Students shared the need to stand up for one another in various ways!
Monday is a regular day but we will have our final day of PARCC testing on Tuesday...with a later lunch and a snack from home! :-)
Friday, March 13, 2015
Thursday, March 12, 2015
Thrilling Thursday - PARCC Math
This morning, after visiting the restroom and reading quietly, the children began the first unit of the math PARCC. I was so proud of the effort and concentration put forth during the testing session!!
After, the students had a chance to eat their snack and take a break.
We will take the second, and final, math unit of the PARCC tomorrow. Remember to send a healthy snack.
Next Tuesday, March 17, we will take the final reading session of the PARCC.
After our snack, we began working on our inquiry projects, the realistic fiction picture book. First, I reviewed issues that I had noticed and then shared some of the student's work who were on target. This gave the children a chance to hear what their peers were writing, to provide them with ideas and hopefully, some motivation. Then, Mrs. Hostler and I worked with individual students, while others worked independently, using the feedback I had provided in writing.
Next the students enjoyed outdoor recess and lunch.
When they returned to class, I shared a new app called, Whooo's Reading. It is basically an online reading log. I was just introduced to it today, so I am not sure how I will put it to use, but I am hoping to play around with it soon!
Finally, the students ended their day in art with Mrs. Daniell.
Just a note...we will work on writing, again, tomorrow and resume reading and math groups on Monday!
After, the students had a chance to eat their snack and take a break.
We will take the second, and final, math unit of the PARCC tomorrow. Remember to send a healthy snack.
Next Tuesday, March 17, we will take the final reading session of the PARCC.
After our snack, we began working on our inquiry projects, the realistic fiction picture book. First, I reviewed issues that I had noticed and then shared some of the student's work who were on target. This gave the children a chance to hear what their peers were writing, to provide them with ideas and hopefully, some motivation. Then, Mrs. Hostler and I worked with individual students, while others worked independently, using the feedback I had provided in writing.
Next the students enjoyed outdoor recess and lunch.
When they returned to class, I shared a new app called, Whooo's Reading. It is basically an online reading log. I was just introduced to it today, so I am not sure how I will put it to use, but I am hoping to play around with it soon!
Finally, the students ended their day in art with Mrs. Daniell.
Just a note...we will work on writing, again, tomorrow and resume reading and math groups on Monday!
Wednesday, March 11, 2015
Wonderful Wednesday
Just a couple of reminders...
PARCC resumes tomorrow. We will be eating lunch at 1:20 tomorrow and Friday. PLEASE send your child with a healthy snack on these days.
Also, please return the signed permission slip and $4 for our Tarzan field trip as soon as possible.
On to today...
After reading quietly, exchanging books in the media center, or practicing keyboarding, we began our math rotations.
Today's small group, teacher-led instruction focused on comparing fractions with like numerators, using <, >, or =. During math with a partner, the students completed a worksheet comparing fractions with like denominators and then played Go Darth, an equivalent fraction card game similar to Go Fish. Finally, during the technology portion, the students watched, and took notes on, two Learn Zillion lessons. One focused on comparing fractions with like numerators. The other involved comparing fractions with like denominators.
After math we took a GO Noodle brain break and then reviewed today's independent work assignments for literacy block.
First students completes independent guided reading tasks. After that they worked on their realistic fiction picture book. Today I have added an Educreations lesson modeling writing the problem paragraph/page. The children were expected to use this and their own screencast recording to write the rough draft for the problem. Next, students completed a word work activity. Then they read and answered questions about culture (social studies) and finished their fake Facebook page representing their assigned African American.
As the students worked, I met with guided reading groups.
Tigers: In group, the students whisper read chapter 1, as I listened in. Then we discussed the skill of writing a summary and the students took notes, in their RRJ, about it.
Following lunch and outdoor recess, the students went to PE. We usually go to PE at the end of the day on Wednesdays, but due to PARCC testing, we switched with fourth grade.
When we finally returned to the classroom, the children continued working independently and I met with more guided reading groups.
Panthers: Independently the students read chapter 7 and, in their RRJ, they drew a picture for the beginning, middle, and end, and wrote a caption under each. They also wrote their word work words using one color for consonants and another for vowels. Once in group we shared their beginning, middle, and end pictures and captions. Then I modeled writing a summary of this chapter and the children copied it into their RRJ.
Leopards: Independently, the students read chapter XXII and wrote a summary of it in their RRJ. They also used 10 of their word work words in the Give Me a Clue activity. In group we reread the chapter and I modeled writing a summary, thinking aloud as I did so. Then the students drew a line of learning under their summary and copied mine. We analyzed the two for similarities and differences.
Lions: Independently the students read chapter 23 and wrote a summary in their RRJ. They also used 10 of their word work words in the Give Me a clue activity. IN group we reread and discussed the chapter. Then I modeled writing a summary, thinking out loud as I did so. The students drew a line of learning under their summary and copied mine. Finally, the children analyzed the two summaries and identified things they did well and what could have been improved.
We ended with the day with a brief review of how heat is transferred, and conductors and insulators.
PARCC resumes tomorrow. We will be eating lunch at 1:20 tomorrow and Friday. PLEASE send your child with a healthy snack on these days.
Also, please return the signed permission slip and $4 for our Tarzan field trip as soon as possible.
On to today...
After reading quietly, exchanging books in the media center, or practicing keyboarding, we began our math rotations.
Today's small group, teacher-led instruction focused on comparing fractions with like numerators, using <, >, or =. During math with a partner, the students completed a worksheet comparing fractions with like denominators and then played Go Darth, an equivalent fraction card game similar to Go Fish. Finally, during the technology portion, the students watched, and took notes on, two Learn Zillion lessons. One focused on comparing fractions with like numerators. The other involved comparing fractions with like denominators.
After math we took a GO Noodle brain break and then reviewed today's independent work assignments for literacy block.
First students completes independent guided reading tasks. After that they worked on their realistic fiction picture book. Today I have added an Educreations lesson modeling writing the problem paragraph/page. The children were expected to use this and their own screencast recording to write the rough draft for the problem. Next, students completed a word work activity. Then they read and answered questions about culture (social studies) and finished their fake Facebook page representing their assigned African American.
As the students worked, I met with guided reading groups.
Tigers: In group, the students whisper read chapter 1, as I listened in. Then we discussed the skill of writing a summary and the students took notes, in their RRJ, about it.
Following lunch and outdoor recess, the students went to PE. We usually go to PE at the end of the day on Wednesdays, but due to PARCC testing, we switched with fourth grade.
When we finally returned to the classroom, the children continued working independently and I met with more guided reading groups.
Panthers: Independently the students read chapter 7 and, in their RRJ, they drew a picture for the beginning, middle, and end, and wrote a caption under each. They also wrote their word work words using one color for consonants and another for vowels. Once in group we shared their beginning, middle, and end pictures and captions. Then I modeled writing a summary of this chapter and the children copied it into their RRJ.
Leopards: Independently, the students read chapter XXII and wrote a summary of it in their RRJ. They also used 10 of their word work words in the Give Me a Clue activity. In group we reread the chapter and I modeled writing a summary, thinking aloud as I did so. Then the students drew a line of learning under their summary and copied mine. We analyzed the two for similarities and differences.
Lions: Independently the students read chapter 23 and wrote a summary in their RRJ. They also used 10 of their word work words in the Give Me a clue activity. IN group we reread and discussed the chapter. Then I modeled writing a summary, thinking out loud as I did so. The students drew a line of learning under their summary and copied mine. Finally, the children analyzed the two summaries and identified things they did well and what could have been improved.
We ended with the day with a brief review of how heat is transferred, and conductors and insulators.
Tuesday, March 10, 2015
Terrific Tuesday
This morning, after reading quietly, exchanging books in the media center, or practicing keyboarding, we voted on a whole class Dojo reward. The students voted to be able to use the Chrome Books during recess. So, next time we have indoor recess, the students will be able to play on the Chrome Books.
Then we began our math rotations.
During the small group, teacher-led instruction, we worked on comparing fractions with the same denominator. Students played, "Go Darth", a Go Fish type game using equivalent fractions, during math with a partner. Finally, during the technology rotation, the children watched a Brain Pop Jr. lesson about equivalent fractions and then practiced identifying equivalent fractions using Sumdog.
Remember...due to PARCC testing...there is NO formal HOMEWORK this week!
After math we reviewed today's independent tasks and then I did some troubleshooting (answered some questions students had regarding their work).
Today students will complete independent guided reading assignments. Then they will finish writing the beginning of the realistic fiction picture book using my model Educreations lesson and their own screen-cast of them telling their story. Next, the students completed an assigned task using their word work words. After that, they read about culture (social studies) and answered some questions about their own culture. Finally, they worked on the fake Facebook page representing their assigned African American.
After enjoying lunch and outdoor recess, the students began working on their independent work while I met with guided reading groups.
Leopards: We began by rereading chapter XXI together and discussing the importance of taking breaths at punctuation marks to make sure we are using correct phrasing. After discussing the chapter in general, we identified the key ingredients in a summary and the students took notes in their RRJ. Then I modeled how to write a summary of chapter XXI and the children copied it into their RRJ for future reference. Independently, the children did a meaning check with 10 more of their word work words.
Lions: The students read chapter 22 independently and marked one place they were surprised and another place they were confused. They also did a meaning check with 10 more of their word work words. In group we used the places they marked, in the text, to discuss the chapter. We focused on why Herr Holm was angry, why Peter's mom left the ship abruptly, and the surprise at the end of the chapter (Peter is face to face with a German soldier).
Panthers: Independently the students read chapter 6 and then, using an online dictionary, identified the meaning for nursery and piece, as the words are used in this chapter. Then they wrote a sentence, of their own, using each word, to show they understood the meaning. They also did a syllable sort using their word work words. In group we shared the definitions and sentences they wrote. Unfortunately, most of the students didn't choose the correct meanings. So, to learn from our mistakes, we reread the chapter and then redid the entire assignment, together, so that we could see how to complete it correctly.
Tigers: This group worked with Mrs. Hostler on reading and writing skills today. I WILL get to them tomorrow!!
We ended the day with a whole group science lesson and experiment. First we read a non-fiction text about heat energy. We learned that the faster molecules move the warmer the temperature of the matter and vice versa. Then we investigated what would happen to the temperature of water when we mixed hot and cold water. We discovered that the heat transferred to the cold water making the temperature, of the mixed water, in between the original temperatures of the hot and cold water.
Then we began our math rotations.
During the small group, teacher-led instruction, we worked on comparing fractions with the same denominator. Students played, "Go Darth", a Go Fish type game using equivalent fractions, during math with a partner. Finally, during the technology rotation, the children watched a Brain Pop Jr. lesson about equivalent fractions and then practiced identifying equivalent fractions using Sumdog.
Remember...due to PARCC testing...there is NO formal HOMEWORK this week!
After math we reviewed today's independent tasks and then I did some troubleshooting (answered some questions students had regarding their work).
Today students will complete independent guided reading assignments. Then they will finish writing the beginning of the realistic fiction picture book using my model Educreations lesson and their own screen-cast of them telling their story. Next, the students completed an assigned task using their word work words. After that, they read about culture (social studies) and answered some questions about their own culture. Finally, they worked on the fake Facebook page representing their assigned African American.
After enjoying lunch and outdoor recess, the students began working on their independent work while I met with guided reading groups.
Leopards: We began by rereading chapter XXI together and discussing the importance of taking breaths at punctuation marks to make sure we are using correct phrasing. After discussing the chapter in general, we identified the key ingredients in a summary and the students took notes in their RRJ. Then I modeled how to write a summary of chapter XXI and the children copied it into their RRJ for future reference. Independently, the children did a meaning check with 10 more of their word work words.
Lions: The students read chapter 22 independently and marked one place they were surprised and another place they were confused. They also did a meaning check with 10 more of their word work words. In group we used the places they marked, in the text, to discuss the chapter. We focused on why Herr Holm was angry, why Peter's mom left the ship abruptly, and the surprise at the end of the chapter (Peter is face to face with a German soldier).
Panthers: Independently the students read chapter 6 and then, using an online dictionary, identified the meaning for nursery and piece, as the words are used in this chapter. Then they wrote a sentence, of their own, using each word, to show they understood the meaning. They also did a syllable sort using their word work words. In group we shared the definitions and sentences they wrote. Unfortunately, most of the students didn't choose the correct meanings. So, to learn from our mistakes, we reread the chapter and then redid the entire assignment, together, so that we could see how to complete it correctly.
Tigers: This group worked with Mrs. Hostler on reading and writing skills today. I WILL get to them tomorrow!!
We ended the day with a whole group science lesson and experiment. First we read a non-fiction text about heat energy. We learned that the faster molecules move the warmer the temperature of the matter and vice versa. Then we investigated what would happen to the temperature of water when we mixed hot and cold water. We discovered that the heat transferred to the cold water making the temperature, of the mixed water, in between the original temperatures of the hot and cold water.
Monday, March 9, 2015
And...we're back!!!!!
This morning, after reading quietly or practicing keyboarding, we changed classroom jobs and heard about Pennies for Patients, a fundraiser sponsored by our SGA. Information about Pennies for Patients is coming home this afternoon in each child's home folder.
Next we began our math rotations.
During the small group, teacher-led rotation, we reviewed identifying and generating equivalent fractions. Specifically, we practiced multiplying the numerator and denominator by the same number to generate equivalent fractions.
During math with a partner, the students used fraction strips to identify and generate equivalent fractions. They cut and glued pieces of fractions strips into their math journals and then labelled the equivalent fractions.
Finally, during technology, the students visited the Internet site, Triplets, and to practice identifying equivalent fractions.
Remember, there is NO HOMEWORK this week, due to PARCC testing.
After math we took a Go Noodle brain break.
Then we reviewed today's independent work tasks.
Students will begin by watching an Educreations lesson I made about writing the beginning of their realistic fiction picture book. Then using their own screencast, they will draft the beginning of their story. Next, they will do an assigned word work activity. After that, they will read about culture (social studies) and answer some questions about their own culture, based on the article. Finally, they will finish the African American fake "Facebook" page. If they finish early, students will read by themselves or with a partner, practice keyboarding, or write a letter for the Wee Deliver program.
After lunch and outdoor recess, the students worked on their independent work while I met with guided reading groups.
Panthers: We reviewed the first 4 chapter of The Chalkbox Kid, and then reread chapter 5. Then I introduced the concept of summarizing text and the students copied some notes into their RRJ. Finally, I modeled writing a summary for chapter 5 and the students copied it into their RRJ as a model.
Lions: In group we orally discussed the first 20 chapters of the book. Then, together, we read and discussed chapter 21. After that we discussed the concept of writing a summary and the students took notes in their RRJ. Finally, I modeled writing a summary of chapter 21 and the children copied it, as an example, in their RRJ.
Due to the need to catch up and regroup from missed days, I was unable to meet with all groups. Rest assured, any group missed today will be met with tomorrow!!
The students ended their day in music with Ms. Guerra.
Next we began our math rotations.
During the small group, teacher-led rotation, we reviewed identifying and generating equivalent fractions. Specifically, we practiced multiplying the numerator and denominator by the same number to generate equivalent fractions.
During math with a partner, the students used fraction strips to identify and generate equivalent fractions. They cut and glued pieces of fractions strips into their math journals and then labelled the equivalent fractions.
Finally, during technology, the students visited the Internet site, Triplets, and to practice identifying equivalent fractions.
Remember, there is NO HOMEWORK this week, due to PARCC testing.
After math we took a Go Noodle brain break.
Then we reviewed today's independent work tasks.
Students will begin by watching an Educreations lesson I made about writing the beginning of their realistic fiction picture book. Then using their own screencast, they will draft the beginning of their story. Next, they will do an assigned word work activity. After that, they will read about culture (social studies) and answer some questions about their own culture, based on the article. Finally, they will finish the African American fake "Facebook" page. If they finish early, students will read by themselves or with a partner, practice keyboarding, or write a letter for the Wee Deliver program.
After lunch and outdoor recess, the students worked on their independent work while I met with guided reading groups.
Panthers: We reviewed the first 4 chapter of The Chalkbox Kid, and then reread chapter 5. Then I introduced the concept of summarizing text and the students copied some notes into their RRJ. Finally, I modeled writing a summary for chapter 5 and the students copied it into their RRJ as a model.
Lions: In group we orally discussed the first 20 chapters of the book. Then, together, we read and discussed chapter 21. After that we discussed the concept of writing a summary and the students took notes in their RRJ. Finally, I modeled writing a summary of chapter 21 and the children copied it, as an example, in their RRJ.
Due to the need to catch up and regroup from missed days, I was unable to meet with all groups. Rest assured, any group missed today will be met with tomorrow!!
The students ended their day in music with Ms. Guerra.
Wednesday, March 4, 2015
Wonderful Wednesday - Day 2 of PARCC reading/language arts
So, once again, the students came in, checked in using the Promethean board, visited the bathroom, and read silently.
After announcements, we began the second unit of the PARCC reading/writing assessment. Once again, I was a very proud teacher! Students could be seen using strategies through out the 75 minute session.
When we finished, the children enjoyed the snack they brought from home and I modeled how to play the recess game, "Apples to Apples, Junior".
Next we proceeded to math. Yesterday we were only able to get through one rotation. So, today, we picked up where we left off and finished the rotations.
As a reminder...
During the small group, teacher-led instruction, we constructed number lines and used Cuisenaire rods to locate, label and identify equivalent fractions.
During math with a partner, the students created a flap book, in their math journal, identifying fractions equivalent to 1/2. Then they played Fraction Contraption which practices identifying equivalent fractions. During both activities the students were expected to engage in math discourse.
Finally, during the technology portion of math, the students played the online version of Fraction Matching Game to practice identifying equivalent fractions.
After we completed the math rotations, we worked on planning our realistic fiction picture books. First, I reviewed what we had learned about using Screencastify to capture the students telling their story using the index cards. Then, I set the students free. By recess, every student had completed a screencast of them self telling their realistic fiction story. Success!!
After enjoying indoor recess and lunch, we returned to class and help an impromptu class meeting. There have been some challenges brewing with some students teasing (or joking around) with others and other students feeling sad and relying on teachers to fix their problems too quickly, too often. So, we had a long talk about reading peoples body language and knowing your audience...some people enjoy joking around, while others get hurt too easily. We also talked about the difference between tattling and telling.
The good news is I see the children working together to point out when other children's feelings are hurt and then telling their friend to apologize. I see great teamwork! I really want the children to understand that we ALL make mistakes and say things we wish we hadn't. It's how you address those mishaps that indicate the type of person you are.
In the end, I was so proud of the class...they were open and honest and seemed to really take in my advice. :-)
The children ended their day in PE with Mr. Benco.
A permission slip is coming home today. Please look for it! We will be going to see Tarzan at Clarksburg High School on Friday, March 20.
After announcements, we began the second unit of the PARCC reading/writing assessment. Once again, I was a very proud teacher! Students could be seen using strategies through out the 75 minute session.
When we finished, the children enjoyed the snack they brought from home and I modeled how to play the recess game, "Apples to Apples, Junior".
Next we proceeded to math. Yesterday we were only able to get through one rotation. So, today, we picked up where we left off and finished the rotations.
As a reminder...
During the small group, teacher-led instruction, we constructed number lines and used Cuisenaire rods to locate, label and identify equivalent fractions.
During math with a partner, the students created a flap book, in their math journal, identifying fractions equivalent to 1/2. Then they played Fraction Contraption which practices identifying equivalent fractions. During both activities the students were expected to engage in math discourse.
Finally, during the technology portion of math, the students played the online version of Fraction Matching Game to practice identifying equivalent fractions.
After we completed the math rotations, we worked on planning our realistic fiction picture books. First, I reviewed what we had learned about using Screencastify to capture the students telling their story using the index cards. Then, I set the students free. By recess, every student had completed a screencast of them self telling their realistic fiction story. Success!!
After enjoying indoor recess and lunch, we returned to class and help an impromptu class meeting. There have been some challenges brewing with some students teasing (or joking around) with others and other students feeling sad and relying on teachers to fix their problems too quickly, too often. So, we had a long talk about reading peoples body language and knowing your audience...some people enjoy joking around, while others get hurt too easily. We also talked about the difference between tattling and telling.
The good news is I see the children working together to point out when other children's feelings are hurt and then telling their friend to apologize. I see great teamwork! I really want the children to understand that we ALL make mistakes and say things we wish we hadn't. It's how you address those mishaps that indicate the type of person you are.
In the end, I was so proud of the class...they were open and honest and seemed to really take in my advice. :-)
The children ended their day in PE with Mr. Benco.
A permission slip is coming home today. Please look for it! We will be going to see Tarzan at Clarksburg High School on Friday, March 20.
Tuesday, March 3, 2015
Welcome to PARCC - Day 1 (reading/language arts) AND Progress Reports
Welcome back!! We have had quite the adventure with winter weather lately, haven't we??
When the students came in this morning, they checked in on the Promethean board, visited the rest room, and then read quietly.
Once everyone, and everything was settled, we took the first session of the reading and language arts PARCC. The children put a lot of effort into the test and could be seen using their strategies!!
Once we were done with today's testing session, the students had a chance to eat the snack they brought from home and unwind for a bit.
Then we began our math rotations.
During the small group, teacher-led instruction, we constructed number lines and used Cuisenaire rods to locate, label and identify equivalent fractions.
During math with a partner, the students created a flap book, in their math journal, identifying fractions equivalent to 1/2. Then they played Fraction Contraption which practices identifying equivalent fractions. During both activities the students were expected to engage in math discourse.
Finally, during the technology portion of math, the students played the online version of Fraction Matching Game to practice identifying equivalent fractions.
Unfortunately, we only got through one math rotation before it was time to enjoy indoor recess and lunch.
After lunch and indoor recess I modeled how to use an app called Screencastify. I then demonstrated how to use the 6 index cards, which I created as part of planning my realistic fiction picture book, to tell my story. The students then attempted to use Screencastify and their index cards to tell their story. Unfortunately, their was a glitch in the settings, which we fixed, but the students will need to redo their Screencasts. Eventually, the children will watch their SCreencasts as they write their rough drafts.
At the end of the day I distributed interim progress reports. These are yours to keep!
When the students came in this morning, they checked in on the Promethean board, visited the rest room, and then read quietly.
Once everyone, and everything was settled, we took the first session of the reading and language arts PARCC. The children put a lot of effort into the test and could be seen using their strategies!!
Once we were done with today's testing session, the students had a chance to eat the snack they brought from home and unwind for a bit.
Then we began our math rotations.
During the small group, teacher-led instruction, we constructed number lines and used Cuisenaire rods to locate, label and identify equivalent fractions.
During math with a partner, the students created a flap book, in their math journal, identifying fractions equivalent to 1/2. Then they played Fraction Contraption which practices identifying equivalent fractions. During both activities the students were expected to engage in math discourse.
Finally, during the technology portion of math, the students played the online version of Fraction Matching Game to practice identifying equivalent fractions.
Unfortunately, we only got through one math rotation before it was time to enjoy indoor recess and lunch.
After lunch and indoor recess I modeled how to use an app called Screencastify. I then demonstrated how to use the 6 index cards, which I created as part of planning my realistic fiction picture book, to tell my story. The students then attempted to use Screencastify and their index cards to tell their story. Unfortunately, their was a glitch in the settings, which we fixed, but the students will need to redo their Screencasts. Eventually, the children will watch their SCreencasts as they write their rough drafts.
At the end of the day I distributed interim progress reports. These are yours to keep!
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