This morning, after reading quietly, exchanging books in the media center, or practicing keyboarding skills, we reviewed last night's word problem and then took our weekly math quiz. Look for the graded quizzes in your child's home folder this evening.
After the quiz we enjoyed an assembly about bullying. The show had a great message and was quite entertaining!!
After the assembly, the children enjoyed lunch and outdoor recess.
Then we went to the media center where Mrs. Allaire did a lesson about taking notes on both sides, the pros and cons, of our issues.
When we returned to class, we had 30 minutes for our literacy block. Needless to say, I had to make some adjustments.
I decided to use the time to do some informal reading assessments with a few students. While I did this, the rest of the class finished taking notes on both sides of their inquiry project issue. Then they worked on gathering notes on the 6 habitats, in their science journal.
After literacy we shared homework writing journals.
We ended the day with a class meeting. We actually did two group shares. First the students shared one thing they did over Spring Break. Then they had a chance to share what was on their mind--always a favorite of mine! :-) After that, we exchanged thank yous and compliments. Then we reviewed this morning's anti-bullying assembly. Finally, I shared a story called, "A Torn Heart" about a child having a rough day. As the child encountered various difficulties, I ripped pieces of a paper heart off, simulating what happens to a persons self esteem as they go through the day being criticized and put down.
Friday, April 17, 2015
Thursday, April 16, 2015
Thrilling Thursday - Group Picture Day
This morning, after reading quietly, exchanging books in the media center, or practicing keyboarding, we reviewed last night's math word problem and then began our math rotations.
During the small group, teacher-led instruction, we continued representing word problems, using equations with variables, and solving them. Students practiced the basic multiplication facts, during math with a partner, by playing a new card game called Multiplication Mind Readers. Finally, the children practiced solving word problems using the site, Grand Slam Math, during the technology portion.
For HOMEWORK there is a word problem on Google Classroom, the homework page. Also, there is a writing journal entry due Friday and we will have a MATH QUIZ on Friday covering multi-step word problems.
After math we took a GO Noodle brain break and then began our literacy block.
First I introduced our new science project. In class, the children will be researching 6 habitats using Brain Pop Jr., Encyclopedia Britannica, and Pebble Go. They will be taking notes, using a format modeled in our daily flip chart, in their science journal. Then, they will choose 4 habitats and create a Google Slide presentation to identify how plants and animals grow and survive within each.
Today, as I meet with small groups, the children will complete an independent guided reading task, finish taking notes on their inquiry project issue, practice their word words using an assigned activity, and begin researching the 6 habitats.
Panthers: The students chose a discussion card and, with a partner, revisited the text to locate the answer. Then, together, we reviewed last night's homework question. After that we orally discussed one of the partner's questions which was why did Persephone not want to live in the underworld. Independently the children will write a response to this question, in their RRJ using both our discussion and the book. For HOMEWORK the students will reread the book and highlight long I and long O words.
Following lunch and outdoor recess we got our class picture taken, and resumed independent work and small group instruction.
Tigers: Independently the children reread their book and identified and numbered 3 events leading from the problem to the solution. In group we reviewed the plot (events leading from the problem to the solution). Then we reviewed what, in nature, this myth explains and brainstormed another idea for a story explaining how animals got certain features. For HOMEWORK the children need to reread the book and illustrate page 19.
Leopards: Independently the students identified the moral, lesson, or theme of their story and used details to explain their thinking. In group, the students partnered up to answer a discussion question using their book. Then each group of partners shared their questions and responses with the entire reading group. For HOMEWORK the students need to reread their book, thinking about why the wizard grants the wish.
Lions: Independently the students reread pages 14-17 and wrote a summary in their RRJ. Once in group we reviewed the chapter and identified the theme of the story. For HOMEWORK the students need to read pages 18 and 19.
F&P: The students reread Pool Trouble and decided whether or not they liked the ending. Then we shared their thoughts. After that, instead of beginning the next book, I met with individuals to do some informal reading assessments. I want to see if their comprehension is improving.
The students ended their day in art with Mrs. Daniell.
During the small group, teacher-led instruction, we continued representing word problems, using equations with variables, and solving them. Students practiced the basic multiplication facts, during math with a partner, by playing a new card game called Multiplication Mind Readers. Finally, the children practiced solving word problems using the site, Grand Slam Math, during the technology portion.
For HOMEWORK there is a word problem on Google Classroom, the homework page. Also, there is a writing journal entry due Friday and we will have a MATH QUIZ on Friday covering multi-step word problems.
After math we took a GO Noodle brain break and then began our literacy block.
First I introduced our new science project. In class, the children will be researching 6 habitats using Brain Pop Jr., Encyclopedia Britannica, and Pebble Go. They will be taking notes, using a format modeled in our daily flip chart, in their science journal. Then, they will choose 4 habitats and create a Google Slide presentation to identify how plants and animals grow and survive within each.
Today, as I meet with small groups, the children will complete an independent guided reading task, finish taking notes on their inquiry project issue, practice their word words using an assigned activity, and begin researching the 6 habitats.
Panthers: The students chose a discussion card and, with a partner, revisited the text to locate the answer. Then, together, we reviewed last night's homework question. After that we orally discussed one of the partner's questions which was why did Persephone not want to live in the underworld. Independently the children will write a response to this question, in their RRJ using both our discussion and the book. For HOMEWORK the students will reread the book and highlight long I and long O words.
Following lunch and outdoor recess we got our class picture taken, and resumed independent work and small group instruction.
Tigers: Independently the children reread their book and identified and numbered 3 events leading from the problem to the solution. In group we reviewed the plot (events leading from the problem to the solution). Then we reviewed what, in nature, this myth explains and brainstormed another idea for a story explaining how animals got certain features. For HOMEWORK the children need to reread the book and illustrate page 19.
Leopards: Independently the students identified the moral, lesson, or theme of their story and used details to explain their thinking. In group, the students partnered up to answer a discussion question using their book. Then each group of partners shared their questions and responses with the entire reading group. For HOMEWORK the students need to reread their book, thinking about why the wizard grants the wish.
Lions: Independently the students reread pages 14-17 and wrote a summary in their RRJ. Once in group we reviewed the chapter and identified the theme of the story. For HOMEWORK the students need to read pages 18 and 19.
F&P: The students reread Pool Trouble and decided whether or not they liked the ending. Then we shared their thoughts. After that, instead of beginning the next book, I met with individuals to do some informal reading assessments. I want to see if their comprehension is improving.
The students ended their day in art with Mrs. Daniell.
Wednesday, April 15, 2015
Wonderful Wednesday
This morning after reading quietly or practicing keyboarding skills we briefly discussed yesterday's Keep-a-Cube experiment. Many students indicated they were surprised with their results. What surprised me was some were surprised that their Keep-a-Cube worked while others were surprised it didn't work!!
After our debriefing we began our math rotations.
During the small group, teacher-led instruction we continued to work on solving multi step word problems. Math with a partner had the students playing Multiplication War working towards basic fact fluency. Finally, the students visited the site Word Problems with Katie to practice solving word problems.
For HOMEWORK there is a word problem posted on the Google Classroom homework page. Also, there is a writing journal entry due Friday and we will have a math quiz on Friday.
After math we took a GO Noodle brain break before beginning our literacy block.
We began literacy by sharing examples of effort, motivation and persistence in the tales Jack and the Giant Barbecue and The Fisherman and the Turtle. The students had a chance to revise their matrices during this time.
Then, while I met with guided reading groups, the students worked independently. First they completed independent guided reading group tasks. After that they compared and contrasted Jack and the Fisherman, in their RRJ, using details and examples from the matrix we reviewed in class today. Next, the students continued taking notes on their inquiry issue. After that they will complete a word work activity and then finish identifying the meaning and an example of opportunity cost.
Panthers: The students reviewed the story, Persephone: A Greek Myth. Then we orally discussed some comprehension questions. For HOMEWORK the children need to reread the book and, on a sticky note, answer, why was it cold for so long.
Following lunch and outdoor recess the students continued working independently while I met with more groups.
Tigers: Independently the children read the rest of their book and checked to see if the prediction they wrote for home work was correct. In group, after reviewing the end of the book, we shared and discussed their predictions. We also identified the theme of the story. Then we discussed the story elements and located and labelled the problem with a "P". For HOMEWORK the children will reread the story and located and label the solution with an "S".
Leopards: Independently the children revisited their story and located and labelled the problem (P) and solution (S). In group we reviewed the problem and solution. Then we discussed how King Midas reacted to the problem and used that to determine the message/theme of the myth. For HOMEWORK the children need to reread their book.
Lions: Independently the students reread pages 11-13 and wrote a summary in their RRJ. In group we reviewed and summarized the chapter. Then we identified the most important part of this section. For HOMEWORK the students need to read pages 14-17 and underline words referring to the who, what, where, when, and why. They can also put a question mark by tricky words.
F&P: We began group by recognizing how knowing vowel patterns can help us decode multi-syllabic words. Then we reread the story Pool Trouble and marked examples of effort, persistence, and motivation, with sticky notes. Finally we discussed examples of these traits from the book.
After literacy block we briefly read about various habitats around the world. This was to gain background knowledge as we begin learning how plants and animals grow and survive in various habitats in science.
The students ended their day in PE with Mr. Benco.
Spring picture day is tomorrow!! Look for the information in home folders this evening!!
After our debriefing we began our math rotations.
During the small group, teacher-led instruction we continued to work on solving multi step word problems. Math with a partner had the students playing Multiplication War working towards basic fact fluency. Finally, the students visited the site Word Problems with Katie to practice solving word problems.
For HOMEWORK there is a word problem posted on the Google Classroom homework page. Also, there is a writing journal entry due Friday and we will have a math quiz on Friday.
After math we took a GO Noodle brain break before beginning our literacy block.
We began literacy by sharing examples of effort, motivation and persistence in the tales Jack and the Giant Barbecue and The Fisherman and the Turtle. The students had a chance to revise their matrices during this time.
Then, while I met with guided reading groups, the students worked independently. First they completed independent guided reading group tasks. After that they compared and contrasted Jack and the Fisherman, in their RRJ, using details and examples from the matrix we reviewed in class today. Next, the students continued taking notes on their inquiry issue. After that they will complete a word work activity and then finish identifying the meaning and an example of opportunity cost.
Panthers: The students reviewed the story, Persephone: A Greek Myth. Then we orally discussed some comprehension questions. For HOMEWORK the children need to reread the book and, on a sticky note, answer, why was it cold for so long.
Following lunch and outdoor recess the students continued working independently while I met with more groups.
Tigers: Independently the children read the rest of their book and checked to see if the prediction they wrote for home work was correct. In group, after reviewing the end of the book, we shared and discussed their predictions. We also identified the theme of the story. Then we discussed the story elements and located and labelled the problem with a "P". For HOMEWORK the children will reread the story and located and label the solution with an "S".
Leopards: Independently the children revisited their story and located and labelled the problem (P) and solution (S). In group we reviewed the problem and solution. Then we discussed how King Midas reacted to the problem and used that to determine the message/theme of the myth. For HOMEWORK the children need to reread their book.
Lions: Independently the students reread pages 11-13 and wrote a summary in their RRJ. In group we reviewed and summarized the chapter. Then we identified the most important part of this section. For HOMEWORK the students need to read pages 14-17 and underline words referring to the who, what, where, when, and why. They can also put a question mark by tricky words.
F&P: We began group by recognizing how knowing vowel patterns can help us decode multi-syllabic words. Then we reread the story Pool Trouble and marked examples of effort, persistence, and motivation, with sticky notes. Finally we discussed examples of these traits from the book.
After literacy block we briefly read about various habitats around the world. This was to gain background knowledge as we begin learning how plants and animals grow and survive in various habitats in science.
The students ended their day in PE with Mr. Benco.
Spring picture day is tomorrow!! Look for the information in home folders this evening!!
Tuesday, April 14, 2015
Terrific Tuesday - Report Card Day!!
This morning after reading quietly, exchanging books in the media center, or practicing keyboarding, we reviewed last night's word problem and then began our math rotations.
During the small group, teacher-led math instruction, we continued solving multi-step word problems focusing on the knowns and unknowns and identifying what the question was asking.
During math with a partner the students played multiplication war focusing on memorizing the basic facts with an emphasis on fluency and speed.
Finally, during technology the students had a choice...they could solve word problems and then watch videos modeling how to solve them, using the same web site as yesterday, or they could visit Math Hoops and solve mutli step word problems. Either way, the children practiced solving word problems involving all operations.
For HOMEWORK there is an assignment posted on Google Classroom. There is a writing journal entry due Friday and students will identify equations needed to solve word problems using a link posted to the assignment.
After math we took a Go Noodle brain break. Then we began our literacy block.
First, we discussed the concept of persistence, motivation, and effort. Then I explained that they will be using these traits when they compare the main characters from The Fisherman and the Turtle and Jack and the Giant Barbecue...something I had failed to mention yesterday...OOPS!
During independent work time the students will begin with a guided reading task. Then they will rewatch both the Jack and the Giant Barbecue and The Fisherman and the Turtle videos and complete a matrix providing examples of persistence, motivation, and efforts, from both tales. After that the children will complete a word work assignment. Finally, they will watch a video about Opportunity Cost, for social studies, and define the concept and provide an example in their social studies journals.
Panthers: We met and reviewed the unknown words the students had circled for homework last night. The I gave a brief overview of the story. After that we discussed how visualizing what we read can increase our comprehension. Then, we read a section of the text, stopping at the end of page 6, to visualize what we read. For HOMEWORK the students are expected to reread their story and stopping at the end of each page to visualize what they read.
Following lunch and indoor recess we took a break to visit the media center where Mrs. Allaire taught a lesson about note taking. The students began reading about both sides of their issues and taking notes using facts, details, and definitions.
When we returned to class the students continued with their independent work and I met with ore small groups.
Tigers: The children received new books called, How Zebras Got Their Stripes, and they previewed the title and front cover to predict what this tale will be about. In group we reviewed and revised their predictions. Then we went over vocabulary specific to the book. Finally, the children read up to page 9 and predicted what will happen next. For HOMEWORK the children will reread up to page 9 and write a prediction, on the sticky note, of what will happen next.
Leopards: The children read pages 9-15, highlighting tricky words and noting places they visualized what they were reading. In group we reviewed the tricky words and then revisited the book sharing the visualizations the students made. Finally, we discussed how visualization can help us continue to be good readers. For HOMEWORK the students need to reread their book.
Lions: Independently the students read the first two chapters of the book and wrote a summary in their RRJ. In group we began by sharing the questions they wrote for homework last night, after reading the prologue. Then some students shared the summaries they wrote and we discussed whether or not we would want to be on a ship captained by Odysseus. For HOMEWORK the students need to read pages 11-13.
F&P: Today we focused on writing about reading. The students used the places they marked in the Ben Carson book yesterday to write about 2 important decision he made and explain why each was important to his success. As they wrote I leaned in and helped them write clearly using details to elaborate their thinking.
We ended the day by testing our Keep-a-Cube to see how well they kept an ice cube from melting.
ALL students are coming home with many flyers this evening. PLEASE look them over!!
Report cards are coming home...SIGN the envelope and return the EMPTY, SIGNED envelope to school tomorrow. Keep everything inside the envelope, including the report card, at home!!
Another item of interest...a fundraiser, featuring YOUR child's art work, is coming home tonight...look for it!!!
There is also information about summer school and other activities coming home tonight,
During the small group, teacher-led math instruction, we continued solving multi-step word problems focusing on the knowns and unknowns and identifying what the question was asking.
During math with a partner the students played multiplication war focusing on memorizing the basic facts with an emphasis on fluency and speed.
Finally, during technology the students had a choice...they could solve word problems and then watch videos modeling how to solve them, using the same web site as yesterday, or they could visit Math Hoops and solve mutli step word problems. Either way, the children practiced solving word problems involving all operations.
For HOMEWORK there is an assignment posted on Google Classroom. There is a writing journal entry due Friday and students will identify equations needed to solve word problems using a link posted to the assignment.
After math we took a Go Noodle brain break. Then we began our literacy block.
First, we discussed the concept of persistence, motivation, and effort. Then I explained that they will be using these traits when they compare the main characters from The Fisherman and the Turtle and Jack and the Giant Barbecue...something I had failed to mention yesterday...OOPS!
During independent work time the students will begin with a guided reading task. Then they will rewatch both the Jack and the Giant Barbecue and The Fisherman and the Turtle videos and complete a matrix providing examples of persistence, motivation, and efforts, from both tales. After that the children will complete a word work assignment. Finally, they will watch a video about Opportunity Cost, for social studies, and define the concept and provide an example in their social studies journals.
Panthers: We met and reviewed the unknown words the students had circled for homework last night. The I gave a brief overview of the story. After that we discussed how visualizing what we read can increase our comprehension. Then, we read a section of the text, stopping at the end of page 6, to visualize what we read. For HOMEWORK the students are expected to reread their story and stopping at the end of each page to visualize what they read.
Following lunch and indoor recess we took a break to visit the media center where Mrs. Allaire taught a lesson about note taking. The students began reading about both sides of their issues and taking notes using facts, details, and definitions.
When we returned to class the students continued with their independent work and I met with ore small groups.
Tigers: The children received new books called, How Zebras Got Their Stripes, and they previewed the title and front cover to predict what this tale will be about. In group we reviewed and revised their predictions. Then we went over vocabulary specific to the book. Finally, the children read up to page 9 and predicted what will happen next. For HOMEWORK the children will reread up to page 9 and write a prediction, on the sticky note, of what will happen next.
Leopards: The children read pages 9-15, highlighting tricky words and noting places they visualized what they were reading. In group we reviewed the tricky words and then revisited the book sharing the visualizations the students made. Finally, we discussed how visualization can help us continue to be good readers. For HOMEWORK the students need to reread their book.
Lions: Independently the students read the first two chapters of the book and wrote a summary in their RRJ. In group we began by sharing the questions they wrote for homework last night, after reading the prologue. Then some students shared the summaries they wrote and we discussed whether or not we would want to be on a ship captained by Odysseus. For HOMEWORK the students need to read pages 11-13.
F&P: Today we focused on writing about reading. The students used the places they marked in the Ben Carson book yesterday to write about 2 important decision he made and explain why each was important to his success. As they wrote I leaned in and helped them write clearly using details to elaborate their thinking.
We ended the day by testing our Keep-a-Cube to see how well they kept an ice cube from melting.
ALL students are coming home with many flyers this evening. PLEASE look them over!!
Report cards are coming home...SIGN the envelope and return the EMPTY, SIGNED envelope to school tomorrow. Keep everything inside the envelope, including the report card, at home!!
Another item of interest...a fundraiser, featuring YOUR child's art work, is coming home tonight...look for it!!!
There is also information about summer school and other activities coming home tonight,
Monday, April 13, 2015
We're Back!!!!!
I sincerely hope that everyone had a wonderful Spring Break and enjoyed the spectacular weather this past weekend!!
This morning, after reading quietly, exchanging books in the media center, or practicing keyboarding, we changed classroom jobs, and shared a few of our Spring Break adventures. Then, we began our math rotations.
During the small group, teacher-led instruction, we practiced representing word problem with equations, using a variable to represent the unknown, and then solving those equations. Some of the items we focused on were identifying the question that the problem was asking and identifying known and unknown information.
During math with a partner, the students played a card game called Multiplication Chance to work towards the memorization of the basic multiplication facts.
Finally, during the technology portion, the students accessed word problems, through Google Classroom's math page, and practiced writing equations, using a variable to represent the unknown, and solving them. Then they watched a video to see how an expert would represent and solve the problem. Students were instructed to bring any questions to small group for us to discuss.
For HOMEWORK there is a multi-step word problem on the Google Classroom homework page. Also, a writing journal entry is due Friday.
After math we took a Go Noodle brain break and then began our literacy block.
First we reviewed the characteristics of a myth using the Google Slide presentation I sent to all students before Spring Break. Then I reviewed today's independent work assignment and created some model slides for students to use as a reference.
Today students will begin with a guided reading assignment. Then they will watch the tale, The Fisherman and the Turtle and rewatch Jack and the Giant Barbecue. Then, in their RRJ, they will compare and contrast the main characters from each tale. After that, the students will complete an assigned word work activity. Finally, they will watch a video about opportunity cost (social studies - economics) and, in their social studies journal, they will define opportunity cost and provide an example to demonstrate their understanding of the concept.
As the children work on these tasks, I will meet with small groups.
Panthers: We met and Students received a copy of the myth, Persephone: A Greek Myth. We reviewed the characteristics of a myth and then went over vocabulary related to this tale. For HOMEWORK the students need to read the myth, Persephone: A Greek Myth and circle unknown words.
Following lunch and outdoor recess, the students continued working on their assignments and I met with more groups.
Tigers: Independently, the children previewed a myth called, How Butterflies Began, and thought about what characteristics made this a myth. In group we reread the myth together, discussing and visualizing each paragraph as we read. Then we discussed the theme of the tale. For HOMEWORK the children need to reread the myth.
Leopards: Independently the students read the myth, A Golden Tragedy, highlighting tricky words and noting anything they visualized. Once in group I read a book introduction and then reviewed pertinent vocabulary. Then we reread up to page 9, together, discussing visualizations and the problem. For HOMEWORK the students need to reread up to page 9.
Lions: Independently the students read the prologue in their new book, Odysseus and the Bag of Winds. Once in group we discussed why Odysseus is one of the biggest heroes in Greek mythology. Then I introduced the book to students by reading an overview of it and we reviewed pertinent vocabulary. For HOMEWORK the students need to reread the prologue.
F&P: The students reread Calling Dr. Carson and we discussed Ben Carson's need to overcome his temper. Then students revisited the book and marked, with sticky notes, important decisions he had to make to become a neurosurgeon. Then I did a book introduction for their next text, Pool Trouble. Finally, the students read the book to find out how they solved the problem (there is a skunk at the city pool) and whether it worked.
The children ended their day in music.
This morning, after reading quietly, exchanging books in the media center, or practicing keyboarding, we changed classroom jobs, and shared a few of our Spring Break adventures. Then, we began our math rotations.
During the small group, teacher-led instruction, we practiced representing word problem with equations, using a variable to represent the unknown, and then solving those equations. Some of the items we focused on were identifying the question that the problem was asking and identifying known and unknown information.
During math with a partner, the students played a card game called Multiplication Chance to work towards the memorization of the basic multiplication facts.
Finally, during the technology portion, the students accessed word problems, through Google Classroom's math page, and practiced writing equations, using a variable to represent the unknown, and solving them. Then they watched a video to see how an expert would represent and solve the problem. Students were instructed to bring any questions to small group for us to discuss.
For HOMEWORK there is a multi-step word problem on the Google Classroom homework page. Also, a writing journal entry is due Friday.
After math we took a Go Noodle brain break and then began our literacy block.
First we reviewed the characteristics of a myth using the Google Slide presentation I sent to all students before Spring Break. Then I reviewed today's independent work assignment and created some model slides for students to use as a reference.
Today students will begin with a guided reading assignment. Then they will watch the tale, The Fisherman and the Turtle and rewatch Jack and the Giant Barbecue. Then, in their RRJ, they will compare and contrast the main characters from each tale. After that, the students will complete an assigned word work activity. Finally, they will watch a video about opportunity cost (social studies - economics) and, in their social studies journal, they will define opportunity cost and provide an example to demonstrate their understanding of the concept.
As the children work on these tasks, I will meet with small groups.
Panthers: We met and Students received a copy of the myth, Persephone: A Greek Myth. We reviewed the characteristics of a myth and then went over vocabulary related to this tale. For HOMEWORK the students need to read the myth, Persephone: A Greek Myth and circle unknown words.
Following lunch and outdoor recess, the students continued working on their assignments and I met with more groups.
Tigers: Independently, the children previewed a myth called, How Butterflies Began, and thought about what characteristics made this a myth. In group we reread the myth together, discussing and visualizing each paragraph as we read. Then we discussed the theme of the tale. For HOMEWORK the children need to reread the myth.
Leopards: Independently the students read the myth, A Golden Tragedy, highlighting tricky words and noting anything they visualized. Once in group I read a book introduction and then reviewed pertinent vocabulary. Then we reread up to page 9, together, discussing visualizations and the problem. For HOMEWORK the students need to reread up to page 9.
Lions: Independently the students read the prologue in their new book, Odysseus and the Bag of Winds. Once in group we discussed why Odysseus is one of the biggest heroes in Greek mythology. Then I introduced the book to students by reading an overview of it and we reviewed pertinent vocabulary. For HOMEWORK the students need to reread the prologue.
F&P: The students reread Calling Dr. Carson and we discussed Ben Carson's need to overcome his temper. Then students revisited the book and marked, with sticky notes, important decisions he had to make to become a neurosurgeon. Then I did a book introduction for their next text, Pool Trouble. Finally, the students read the book to find out how they solved the problem (there is a skunk at the city pool) and whether it worked.
The children ended their day in music.
Thursday, April 2, 2015
Thrilling Thursday
Today is the final day before Spring Break!! There is definitely excitement in the air! :-)
Students came in and read quietly, exchanged books i the media center, or practiced keyboarding. After that, we took our math quiz (formative). The children did quite well! I was very pleased. Please note there was not an opportunity to earn an ES on this week's quiz. There will be one on the next one.
After our quiz we participated in a bus evacuation drill. Then the students completed a survey that provided information about how they best learn. The staff will be evaluating these responses and taking them into consideration as we plan our instruction. How cool is that? The children get to tell us how they learn and what gets in the way of their learning.
After the survey we had our first unannounced fire drill. Then, we finally began our literacy block.
Today students will complete an independent guided reading group assignment, finish any unfinished work, such as the financial plan for $20, or cursive practice papers, and then they will work on becoming experts on a communicable disease and create a way to present the information to the class.
I will be touching base with all reading groups to wrap up the folk tales we read this week. When we return from Spring Break we will focus on myths.
Following lunch and outdoor recess I met with guided reading groups while the children worked on their independent work.
Panthers: We shared and discussed the places they marked, in their book, that demonstrated/supported the theme of perseverance.
Tigers: Independently the children reread Prince Cinders and, in their RRJ, identified the problem and solution in the folk tale. In group we drew a line of learning (actually began a new page) and rewrote the problem and solution together. Then we analyzed how Prince Cinders reacted to the problem and discussed what the theme of the book might be.
Leopards: Independently the students reread chapters 3 and 4 and wrote down the events, in their RRJ, from these two chapters. In group we began reviewing these events but it felt like I was pulling teeth. :-) So, we had a discussion about needing to read, and possibly reread, until they could close their books and tell the gist of what happened in the text. Some students will have to read the assignment once, while others will need to read it more than once. However, when they get to group they each need to be able to discuss/retell the assigned portion of text. Then I gave the children time to reread chapter 3. After that the students told the gist of that chapter. We repeated this with the last chapter in the book. Finally we discussed the theme of the book.
Lions: Independently the students reread Lon Popo and had the chance to revise their RRJ entry identifying the theme of the book and 2 key details to support it. In group, the students turned in their RRJs and I collected the books. Then we briefly discussed the theme and key details.
After our literacy block we shared homework writing entries. Then we did a quick group share to see what everyone is doing over Spring Break.
The students ended their day in art with Mrs. Daniel.
Have a wonderful break!!
Students came in and read quietly, exchanged books i the media center, or practiced keyboarding. After that, we took our math quiz (formative). The children did quite well! I was very pleased. Please note there was not an opportunity to earn an ES on this week's quiz. There will be one on the next one.
After our quiz we participated in a bus evacuation drill. Then the students completed a survey that provided information about how they best learn. The staff will be evaluating these responses and taking them into consideration as we plan our instruction. How cool is that? The children get to tell us how they learn and what gets in the way of their learning.
After the survey we had our first unannounced fire drill. Then, we finally began our literacy block.
Today students will complete an independent guided reading group assignment, finish any unfinished work, such as the financial plan for $20, or cursive practice papers, and then they will work on becoming experts on a communicable disease and create a way to present the information to the class.
I will be touching base with all reading groups to wrap up the folk tales we read this week. When we return from Spring Break we will focus on myths.
Following lunch and outdoor recess I met with guided reading groups while the children worked on their independent work.
Panthers: We shared and discussed the places they marked, in their book, that demonstrated/supported the theme of perseverance.
Tigers: Independently the children reread Prince Cinders and, in their RRJ, identified the problem and solution in the folk tale. In group we drew a line of learning (actually began a new page) and rewrote the problem and solution together. Then we analyzed how Prince Cinders reacted to the problem and discussed what the theme of the book might be.
Leopards: Independently the students reread chapters 3 and 4 and wrote down the events, in their RRJ, from these two chapters. In group we began reviewing these events but it felt like I was pulling teeth. :-) So, we had a discussion about needing to read, and possibly reread, until they could close their books and tell the gist of what happened in the text. Some students will have to read the assignment once, while others will need to read it more than once. However, when they get to group they each need to be able to discuss/retell the assigned portion of text. Then I gave the children time to reread chapter 3. After that the students told the gist of that chapter. We repeated this with the last chapter in the book. Finally we discussed the theme of the book.
Lions: Independently the students reread Lon Popo and had the chance to revise their RRJ entry identifying the theme of the book and 2 key details to support it. In group, the students turned in their RRJs and I collected the books. Then we briefly discussed the theme and key details.
After our literacy block we shared homework writing entries. Then we did a quick group share to see what everyone is doing over Spring Break.
The students ended their day in art with Mrs. Daniel.
Have a wonderful break!!
Wednesday, April 1, 2015
Wonderful Wednesday
This morning, after reading quietly, exchanging books in the media center, or practicing keyboarding, we voted on a class Dojo reward. The children chose to use the Chromebooks during our next indoor recess.
After that we began our math block. First, I reviewed one of the problems from last night's homework. I showed the children how to break the word problem apart and solve one part at a time.
Then we began our math rotations.
During the small group, teacher-led, instruction we focused on solving multi step word problems by focusing on what the questions is asking, drawing pictures, and writing equations using variables to represent unknowns.
During math with a partner the children played a card game called Multiplication Chance. Players divided a deck of cards equally and then each turned over two cards. They each multiplied their cards to find the product. Then one child rolled a die. If the number rolled was even, the player with the lower product won the cards. If it was odd, the player with the higher product won the cards. The winner was the student who ended up with all of the cards at the end of the game.
Finally, during the technology rotation, the students visited the Thinking Blocks site to practice solving word problems involving multiplication and division.
For HOMEWORK there is a word problem on Google Classroom, the homework page, and a link for additional practice. We WILL have a quiz tomorrow covering word problems. There is a writing homework journal entry due tomorrow, too!
After math we took a Go Noodle brain break.
Then I did a couple of quick mini lessons before beginning our literacy block.
First, as part of our health education, I explained that a communicable disease is an illness that is contagious and can be spread from person to person via germs including bacteria, viruses, protozoa, and fungi.
Then, I reviewed the components of a financial plan...income, spending, saving, and donation. I also provided a model of how to set up a financial plan.
During independent work time today the students will begin with a guided reading group task. Then they will explore the topic choices for our next inquiry project using SIRS Discovery. Once they choose a topic they will complete a Google Form indicating their choice to me. Next the children will compete a word work assignment. Then they will redo their financial plan using the resources I provided. After that they will select a communicable disease and create a song, poem, poster, or Google Slide presentation, to inform about the transmission, signs, symptoms, treatment, and prevention of it.
WHile the students work on these assignments, I will meet with guided reading groups.
Panthers: The students reread their book and then we discussed what the author was trying to tell us through the story. We discussed trickery, good vs. evil, and patience. For HOMEWORK the children need to reread the story and mark parts in the story which demonstrated patience. They were told to cut the large sticky note into small pieces and put a P on each. Then they were to place the stickies on the pages where they felt patience was represented. I modeled an example for them.
Following lunch and outdoor recess the children continued working independently, while I met with mroe small groups.
Tigers: Independently the children reread Prince Cinders and identified the theme in their RRJ. Once in group, it became apparent that they were a bit rusty with the concept of theme. So, we reviewed theme as being something the author wants us to know or learn about through the story...it is inferred and can be applied elsewhere. Then we reread the story and discussed the main character's problem. For HOMEWORK the children need to reread the book, Prince Cinders.
Leopards: Independently the students read through their new book, Aladdin and the Wonderful Lamp and then listed unknown words. In group we reviewed the pronunciation and meaning of the unknown words and then retold the events in the first two chapters. For HOMEWORK the students need to reread chapters 3 and 4.
Lions: The children reread Lon Popo and identified the theme and 2 key details, from the book, to support it. In group we reviewed the concept of theme and discussed how analyzing how the main character reacts to the problem in the book can help us determine the theme. Then we talked about how Shang reacted to finding out that Popo was actually a wolf.
F&P: We reviewed the concept of theme and looked at how Dr. Carson reacted to the struggles he faced in life in order to determine the theme, or author's message, in the book.
Students wrapped up their day in PE, with Mr. Benco.
After that we began our math block. First, I reviewed one of the problems from last night's homework. I showed the children how to break the word problem apart and solve one part at a time.
Then we began our math rotations.
During the small group, teacher-led, instruction we focused on solving multi step word problems by focusing on what the questions is asking, drawing pictures, and writing equations using variables to represent unknowns.
During math with a partner the children played a card game called Multiplication Chance. Players divided a deck of cards equally and then each turned over two cards. They each multiplied their cards to find the product. Then one child rolled a die. If the number rolled was even, the player with the lower product won the cards. If it was odd, the player with the higher product won the cards. The winner was the student who ended up with all of the cards at the end of the game.
Finally, during the technology rotation, the students visited the Thinking Blocks site to practice solving word problems involving multiplication and division.
For HOMEWORK there is a word problem on Google Classroom, the homework page, and a link for additional practice. We WILL have a quiz tomorrow covering word problems. There is a writing homework journal entry due tomorrow, too!
After math we took a Go Noodle brain break.
Then I did a couple of quick mini lessons before beginning our literacy block.
First, as part of our health education, I explained that a communicable disease is an illness that is contagious and can be spread from person to person via germs including bacteria, viruses, protozoa, and fungi.
Then, I reviewed the components of a financial plan...income, spending, saving, and donation. I also provided a model of how to set up a financial plan.
During independent work time today the students will begin with a guided reading group task. Then they will explore the topic choices for our next inquiry project using SIRS Discovery. Once they choose a topic they will complete a Google Form indicating their choice to me. Next the children will compete a word work assignment. Then they will redo their financial plan using the resources I provided. After that they will select a communicable disease and create a song, poem, poster, or Google Slide presentation, to inform about the transmission, signs, symptoms, treatment, and prevention of it.
WHile the students work on these assignments, I will meet with guided reading groups.
Panthers: The students reread their book and then we discussed what the author was trying to tell us through the story. We discussed trickery, good vs. evil, and patience. For HOMEWORK the children need to reread the story and mark parts in the story which demonstrated patience. They were told to cut the large sticky note into small pieces and put a P on each. Then they were to place the stickies on the pages where they felt patience was represented. I modeled an example for them.
Following lunch and outdoor recess the children continued working independently, while I met with mroe small groups.
Tigers: Independently the children reread Prince Cinders and identified the theme in their RRJ. Once in group, it became apparent that they were a bit rusty with the concept of theme. So, we reviewed theme as being something the author wants us to know or learn about through the story...it is inferred and can be applied elsewhere. Then we reread the story and discussed the main character's problem. For HOMEWORK the children need to reread the book, Prince Cinders.
Leopards: Independently the students read through their new book, Aladdin and the Wonderful Lamp and then listed unknown words. In group we reviewed the pronunciation and meaning of the unknown words and then retold the events in the first two chapters. For HOMEWORK the students need to reread chapters 3 and 4.
Lions: The children reread Lon Popo and identified the theme and 2 key details, from the book, to support it. In group we reviewed the concept of theme and discussed how analyzing how the main character reacts to the problem in the book can help us determine the theme. Then we talked about how Shang reacted to finding out that Popo was actually a wolf.
F&P: We reviewed the concept of theme and looked at how Dr. Carson reacted to the struggles he faced in life in order to determine the theme, or author's message, in the book.
Students wrapped up their day in PE, with Mr. Benco.
Subscribe to:
Posts (Atom)