This morning after reading quietly, exchanging books in the media center, or practicing keyboarding, we began our math rotations.
During the small group, teacher-led, instruction, we practice reading and writing time using an analog clock. Math with a partner had the children using math discourse, to create flaps, to math the times on analog and digital clocks. Finally, during the technology portion, students finished watching the Learn Zillions lessons from yesterday, and then visited the Telling Time Basketball site to practice reading time on an analog clock.
For HOMEWORK there is an assignment posted on Google Classroom. The children will click on the posted link to visit a site where they will practice telling time using an analog clock. There is also a homework writing journal entry due Friday.
After math we took a Go Noodle brain break and then began our literacy block.
During independent work time the students will complete guided reading group assignments. Then they will watch an Educreations lesson, I created, about writing the informative paragraph explaining arguments FOR their issue and draft their own paragraph in their packet. After that, students will complete an assigned word work activity. Next they will read 3 Encyclopedia Britannica articles about 3 natural resources (rice, vanilla and chocolate) and complete a chart identifying how each is transformed into usable products.
As the students work, I will meet with small groups.
Panthers: First I collected their summaries for the Three Little Pigs. Then we reviewed characteristics of a tall tale and I handed out the book, The Legend of John Henry. After that the students read up to the end of page 6 and orally recalled the events they had read. For HOMEWORK the children need to read the rest of the book, pages 7-15, marking unknown words with a question mark.
Following lunch and outdoor recess the children continued working independently and I met with more groups.
Tigers: Independently the students wrote summaries of Jack's Tale in their RRJs. In group we discussed the idea of point of view and then I introduced their new book, A Giant's Tale. This is the same story as Jack's Tale but told from the Giant's point of view. Next we reviewed vocabulary necessary to read and comprehend the text. Finally, after the students did a picture walk, we began reading and retelling the story, 2 pages at a time. For HOMEWORK the students need to read pages 6, 7, 8, and 9, and practice retelling what happened, in their own words, at the end of each page. They also need to do a word work activity that they choose.
Leopards: Independently the students reread The Banza and marked places in the text where they were surprised with an "S" and place they were confused with a "C". In group we shared and discussed the places they marked. We also talked about why Teegra gave Cabree the Banza which led to discourse as to whether or not the Banza is magical. For HOMEWORK this evening the students need to reread the Banza and underline/highlight text that supports that the Banza helped to save Cabree.
Lions: Independently the students reread The Banza and marked places in the text where they were surprised with an "S" and place they were confused with a "C". In group we shared and discussed the places they marked. We also talked about why Teegra gave Cabree the Banza. For HOMEWORK the students need to reread The Banza and think about; What motivated Teegra to give Cabree the Banza? How did the Banza save Cabree?
F&P: The students reread the section about the dog Roselle and then we discussed what she did to become a hero. After that we shared what all three dogs, in the book, have in common and what all heroes have in common. Finally, we discussed how each hero was different. Afterwards, I explained to the group that we had just compared and contrasted the dogs!
After our literacy block we finished sharing the student's habitat presentations.
Finally, at the end of our day, I introduced Padlet to the class. We will be using this site, tomorrow, to post our reflections as to how our knowledge has changed since completing the habitat research and presentations.
Tuesday, April 28, 2015
Monday, April 27, 2015
Marvelous Monday
This morning, after reading quietly, exchanging books in the media center, or practicing keyboarding, we changed classroom jobs and began math rotations.
This week we will focus on telling time to the minute during our math block.
During the small group, teacher-led, instruction today we focused on the essential understandings including 1 hour = 60 minutes, 1 minute = 60 seconds, 1 day = 24 hours, AM/PM, the longer hand is the minute hand and the short hand is the hour hand, quarter after, half past, quarter of/til, etc.
During math with a partner the students played Multiplication War or Multiplication Mind Reader to practice their basic multiplication facts. I didn't want them practicing telling time until I had met with all groups.
Finally, during the technology rotation, the students watched 3 Learn Zillion lessons and took notes in their math journals. The lessons focused on reading and writing time using an analog clock.
For HOMEWORK there is an assignment on Google Classroom, the homework page.
After math we took a Go Noodle brain break and then began our literacy block.
Today, during independent work time, the students will complete guided reading group tasks and finish typing their introduction paragraph, with revisions, into a Google doc. After that they will watch a Learn Zillion lesson about adjectives and complete a follow up activity. Then they will put finishing touches on their habitats Google Slides presentation and complete a word work activity.
One note-students were given a cursive practice packet today. This is optional. All letters have been taught. This packet is to practice and refine their cursive handwriting. Students were told they would work on it during independent work, free choice, time, before morning announcements or at home. The packets must be completed, correctly, before they will be allowed to write in cursive in school.
As the students worked on their independent tasks, I met with reading groups.
Panthers: The students reread The 3 Little Pigs at the beginning or our group. Then we reviewed that a summary only includes the important information needed to understand the story and reviewed the summary of the first half of the story that we wrote together, in group, last week. After that, the children worked together to summarize the second half of the story. Finally, I reviewed the summary, out loud, for the second half of the story. For HOMEWORK the children will finish writing a summary of the book using our discussion in group and their book.
Following lunch and outdoor recess the students continued working independently and I met with more groups.
Tigers: Independently the children reread Jack's Tale and marked, with sticky notes, the most important events in the story. Once in group we reviewed the difference between retelling and summarizing a story. Then we orally summarized the story. Next we reviewed the story and marked, with numbers, the events we included in our oral summary. Finally, I summarized the story, again, out loud, suing the events we marked. For HOMEWORK the children need to reread the book, Jack's Tale.
Leopards: The students were sent a Google Slides for their next folktale, The Banza. Independently, in their Google Slides, they wrote about a time they faced a fear and then they listened to the story, The Banza, and listed questions they had, about the story, i their Google Slide. In group we shared the times they faced their fears and then listed questions they had as they listened to The Banza. For HOMEWORK they need to reread The Banza, thinking about the questions we listed during group.
Lions: The students were sent a Google Slides for their next folktale, The Banza. Independently, in their Google Slides, they wrote about a time they faced a fear and then they listened to the story, The Banza, and listed questions they had, about the story, i their Google Slide. In group we shared the times they faced their fears and then listed questions they had as they listened to The Banza. For HOMEWORK they need to reread The Banza, thinking about the questions we listed during group.
F&P: We began group with word work. We sorted words according to long and short /e/ sounds. Then the students reread sections of Dog Heroes and identified what made each dog a hero.
After our literacy block we began sharing the children's Google Slides habitat presentations where they identified which plants and animals live in each habitat and how they use their environment to grow and survive.
Finally, the students ended their day in music with Mrs. Graf.
This week we will focus on telling time to the minute during our math block.
During the small group, teacher-led, instruction today we focused on the essential understandings including 1 hour = 60 minutes, 1 minute = 60 seconds, 1 day = 24 hours, AM/PM, the longer hand is the minute hand and the short hand is the hour hand, quarter after, half past, quarter of/til, etc.
During math with a partner the students played Multiplication War or Multiplication Mind Reader to practice their basic multiplication facts. I didn't want them practicing telling time until I had met with all groups.
Finally, during the technology rotation, the students watched 3 Learn Zillion lessons and took notes in their math journals. The lessons focused on reading and writing time using an analog clock.
For HOMEWORK there is an assignment on Google Classroom, the homework page.
After math we took a Go Noodle brain break and then began our literacy block.
Today, during independent work time, the students will complete guided reading group tasks and finish typing their introduction paragraph, with revisions, into a Google doc. After that they will watch a Learn Zillion lesson about adjectives and complete a follow up activity. Then they will put finishing touches on their habitats Google Slides presentation and complete a word work activity.
One note-students were given a cursive practice packet today. This is optional. All letters have been taught. This packet is to practice and refine their cursive handwriting. Students were told they would work on it during independent work, free choice, time, before morning announcements or at home. The packets must be completed, correctly, before they will be allowed to write in cursive in school.
As the students worked on their independent tasks, I met with reading groups.
Panthers: The students reread The 3 Little Pigs at the beginning or our group. Then we reviewed that a summary only includes the important information needed to understand the story and reviewed the summary of the first half of the story that we wrote together, in group, last week. After that, the children worked together to summarize the second half of the story. Finally, I reviewed the summary, out loud, for the second half of the story. For HOMEWORK the children will finish writing a summary of the book using our discussion in group and their book.
Following lunch and outdoor recess the students continued working independently and I met with more groups.
Tigers: Independently the children reread Jack's Tale and marked, with sticky notes, the most important events in the story. Once in group we reviewed the difference between retelling and summarizing a story. Then we orally summarized the story. Next we reviewed the story and marked, with numbers, the events we included in our oral summary. Finally, I summarized the story, again, out loud, suing the events we marked. For HOMEWORK the children need to reread the book, Jack's Tale.
Leopards: The students were sent a Google Slides for their next folktale, The Banza. Independently, in their Google Slides, they wrote about a time they faced a fear and then they listened to the story, The Banza, and listed questions they had, about the story, i their Google Slide. In group we shared the times they faced their fears and then listed questions they had as they listened to The Banza. For HOMEWORK they need to reread The Banza, thinking about the questions we listed during group.
Lions: The students were sent a Google Slides for their next folktale, The Banza. Independently, in their Google Slides, they wrote about a time they faced a fear and then they listened to the story, The Banza, and listed questions they had, about the story, i their Google Slide. In group we shared the times they faced their fears and then listed questions they had as they listened to The Banza. For HOMEWORK they need to reread The Banza, thinking about the questions we listed during group.
F&P: We began group with word work. We sorted words according to long and short /e/ sounds. Then the students reread sections of Dog Heroes and identified what made each dog a hero.
After our literacy block we began sharing the children's Google Slides habitat presentations where they identified which plants and animals live in each habitat and how they use their environment to grow and survive.
Finally, the students ended their day in music with Mrs. Graf.
Friday, April 24, 2015
Fabulous Friday
It's so nice to have a full class today!!!
This morning, after reading quietly, exchanging books in the media center, or practicing keyboarding, the students took their math quiz. These have been scored and will come home this evening in your child's home folder. The students did quite well! :-)
After math we did a Go Noodle brain break and then began our literacy block a bit early!!
We began literacy block with me modeling how to create a new Google doc and type in the issues introduction paragraph using the expected format. Then I reviewed how to access a link in Google Classroom, the literacy page, to vote for the Black-Eyed Susan book of the children's choice.
Today, during independent work time, the children will complete an independent guided reading group assignment. Then they will revise and type their issue inquiry introduction paragraph onto a Google doc. Next they will complete a word work activity, finish their habitat Google Slides presentation, and practice the letters G, S, and L, in cursive. Finally, the children will read more Black-Eye Susan nominees and vote for their favorite book.
While the children work independently, I will meet with small groups.
Panthers: The children reread their book and then we reviewed the tricky or unknown words they identified for homework Wednesday night. We concentrated on identifying known parts of words to decode them. Next we discussed the difference between retelling and summarizing a story. Finally, together, we wrote a summary, for the first half of the story, in their RRJ.
Following lunch and outdoor recess, the students continued working independently while I met with more groups.
Tigers: The students were supposed to reread their book and, in their RRJ, explain how the giant broke his leg and the impact this had on the end of the story. When they came to group, they had not completed the activity. So, I sat with them and provided support, guiding the students to answer both parts of the question and rereading the text to determine the correct answers.
Leopards: Independently the students watched a video lesson, using popular songs, to learn about metaphors (and similes, too). In group we discussed what a metaphor is and shared some from the video lesson, discussing what information we gained fro the metaphor itself. Finally, we discussed the metaphor, She was pure light." from the story White Wave.
Lions: Independently the students watched a video lesson, using popular songs, to learn about metaphors (and similes, too). In group we discussed what a metaphor is and shared some from the video lesson, discussing what information we gained fro the metaphor itself. Finally, we discussed the metaphor, She was pure light." from the story White Wave, and brainstormed the meaning behind the title, White Wave.
F&P: We completed a dictated writing exercise. The students did very well! :-)
After our literacy block we shared homework writing journal entries and then had a class meeting.
We began our class meeting with a group share. Students chose between something they learned when they went to work with a parent yesterday OR asking me a question about my job. My children chose the latter and asked some very thought provoking questions! I was impressed.
After that we shared compliments and thank yous.
Next, we moved on to challenges. First, we discussed a recess issue involving the game Knock Out. I didn't have answers for the class but promised I would look into it. After that, we had a discussion about students whispering and giggling in front of other students. Some expressed feeling uncomfortable and not feeling like they belong. We spent some time on this topic with students sharing their feelings and what they wish would change. Hopefully, we will see improvement immediately! Nobody should feel unwanted or unworthy. I applaud the children who took risks and shared their inner feelings.
This morning, after reading quietly, exchanging books in the media center, or practicing keyboarding, the students took their math quiz. These have been scored and will come home this evening in your child's home folder. The students did quite well! :-)
After math we did a Go Noodle brain break and then began our literacy block a bit early!!
We began literacy block with me modeling how to create a new Google doc and type in the issues introduction paragraph using the expected format. Then I reviewed how to access a link in Google Classroom, the literacy page, to vote for the Black-Eyed Susan book of the children's choice.
Today, during independent work time, the children will complete an independent guided reading group assignment. Then they will revise and type their issue inquiry introduction paragraph onto a Google doc. Next they will complete a word work activity, finish their habitat Google Slides presentation, and practice the letters G, S, and L, in cursive. Finally, the children will read more Black-Eye Susan nominees and vote for their favorite book.
While the children work independently, I will meet with small groups.
Panthers: The children reread their book and then we reviewed the tricky or unknown words they identified for homework Wednesday night. We concentrated on identifying known parts of words to decode them. Next we discussed the difference between retelling and summarizing a story. Finally, together, we wrote a summary, for the first half of the story, in their RRJ.
Following lunch and outdoor recess, the students continued working independently while I met with more groups.
Tigers: The students were supposed to reread their book and, in their RRJ, explain how the giant broke his leg and the impact this had on the end of the story. When they came to group, they had not completed the activity. So, I sat with them and provided support, guiding the students to answer both parts of the question and rereading the text to determine the correct answers.
Leopards: Independently the students watched a video lesson, using popular songs, to learn about metaphors (and similes, too). In group we discussed what a metaphor is and shared some from the video lesson, discussing what information we gained fro the metaphor itself. Finally, we discussed the metaphor, She was pure light." from the story White Wave.
Lions: Independently the students watched a video lesson, using popular songs, to learn about metaphors (and similes, too). In group we discussed what a metaphor is and shared some from the video lesson, discussing what information we gained fro the metaphor itself. Finally, we discussed the metaphor, She was pure light." from the story White Wave, and brainstormed the meaning behind the title, White Wave.
F&P: We completed a dictated writing exercise. The students did very well! :-)
After our literacy block we shared homework writing journal entries and then had a class meeting.
We began our class meeting with a group share. Students chose between something they learned when they went to work with a parent yesterday OR asking me a question about my job. My children chose the latter and asked some very thought provoking questions! I was impressed.
After that we shared compliments and thank yous.
Next, we moved on to challenges. First, we discussed a recess issue involving the game Knock Out. I didn't have answers for the class but promised I would look into it. After that, we had a discussion about students whispering and giggling in front of other students. Some expressed feeling uncomfortable and not feeling like they belong. We spent some time on this topic with students sharing their feelings and what they wish would change. Hopefully, we will see improvement immediately! Nobody should feel unwanted or unworthy. I applaud the children who took risks and shared their inner feelings.
Thursday, April 23, 2015
Take Your Child to Work - Thursday
Crazy day today!! We only had NINE students in class today!!
We took advantage of the reduced class size to work on various skills!!
In math we split into two groups...boys versus girls. The children rotated between working with me, in small group, and working with partners to build multiplication fluency.
When working with me, we completed a warm up with problems similar to those on tomorrow's math quiz. Then we used our addition and multiplication skills to solve some number puzzles.
Students not working with me chose between the Internet number puzzle, Ken Ken, a Clip and Cover game, or Multiplication War.
We WILL have a math quiz tomorrow and there is a writing homework journal entry due then, too.
After math we took a Go Noodle brain break.
Next we began our literacy block. However, due to the number of students who are absent, we made a few changes to the independent work assignments.
So, today students focused on completing the introduction paragraph for the issues inquiry project and the habitat Google Slide presentation. Then they read various Black-Eyed Susan nominee books and ranked them on the capture sheet.
As the students worked, I met with guided reading groups.
Panthers: We reviewed unknown and tricky words that the children identified for homework last night. Then we discussed the difference between retelling and summarizing a story. After that I modeled writing a summary for pages 3-8.
After enjoying lunch and outdoor recess, the students continued working on their independent tasks and I met with more small groups.
Tigers: We reviewed the difference between retelling a story and summarizing it. Then the students reread Jack's Tale and marked events, with a post it note, that they felt needed to be part of a summary. Then we began writing a summary together. We will finish our summary tomorrow in group.
Leopards: Today, in group, we wrote a summary of White Wave, together. The students copied it into their RRJ. We discussed why certain events were included or left out of the summary.
Lions: Today the students read a model summary of White Wave and we discussed what they noticed. What had I included that they didn't and vice versa. Then the children copied it into their RRJ to use as a resource.
After our literacy block we read a few Black-Eyed Susan nominees out loud. The the students ended their day in art with Mrs. Daniell.
Wednesday, April 22, 2015
Wonderful Wednesday
Happy Earth Day!
This morning, after reading quietly, exchanging books in the media center, or practicing keyboarding, we reviewed last night's math homework and then began our math rotations.
During the small group, teacher-led, instruction, we practiced using our basic multiplication facts to solve for unknowns, in all positions, in multiplication and division equations. We also represented and solved multi-step word problems using equations with variables.
During math with a partner, the children played a clip and cover game to increase their multiplication fluency. If they finished early they were allowed to play Multiplication Mind Readers or Multiplication War to help memorize the basic multiplication facts.
Finally, during the technology portion, the children worked on basic fact fluency, and reasoning, using the Internet game, Ken Ken.
For HOMEWORK there is a word problem on Google Classroom, the homework page. As side note, there will be a math quiz on Friday and a writing journal entry is due then, too!
After math we took a Go Noodle brain break and reviewed some of our expectations (put papers where they belong, clean up after yourselves, use materials in a respectful manner, do not use the school elevator, etc.). Then we began our literacy block.
Today, during independent work, the students completed an independent guided reading group activity. Then they watched an Educreations lesson, twice, and write the introduction paragraph for the issues inquiry project. After that they completed a word work activity. Next they used their notes gathered about 6 habitats to create a Google Slides presentation informing about how plants and animals grow and survive in 4 habitats of their choice. After that, students practiced writing G, S, and L, in cursive and viewed a Cashville Kidz video about budgets.
As the students worked, I met with small groups.
Panthers: First the students shared their summaries, from last night's homework, in group. Then we drew a line of learning and I modeled how I would write a summary of pages 3-8. The students copied it under their own. For HOMEWORK the students need to complete one word work activity of their choice and read pages 9-15, marking any unknown words with a question mark.
Following lunch and outdoor recess the students continued working independently while I met with more groups.
Tigers: Independently the students read pages 12-15 and highlighted words with the long e sound. In group we reread these pages, reviewing the words with long e sounds. Then we reread the same pages, stopping after every 2 to retell what we had just read. This is still quite challenging for the group. For HOMEWORK the children need to reread their book and retell the story to an adult. They also need to complete a word work activity, but it's free choice.
Leopards: Independently the students reread White Wave and wrote a summary of the story in their RRJ. In group, the students copied an open-ended, interpretive question into their RRJ and took 5 minutes to answer it. Then we discussed the question. For HOMEWORK he students need to read for 10 minutes and complete a word work activity...both are free choice!
Lions: Independently the students reread White Wave and wrote a summary of the story in their RRJ. In group, the students copied an open-ended, interpretive question into their RRJ and took 5 minutes to answer it. Then we discussed the question. For HOMEWORK he students need to read for 10 minutes and complete a word work activity...both are free choice!
F&P: First we reviewed pages 14 and 15 in A Dragon on the Roof and identified and discussed examples of Gaudi thinking every part of a building is important and making people think about nature. Next I did a thorough book introduction for our next book, a non-fiction book called, Dog Heroes. Finally the students read the book to themselves thinking about what makes each dog in the book a hero and what heroes have in common.
The children ended their day in PE with Mr. Benco.
This morning, after reading quietly, exchanging books in the media center, or practicing keyboarding, we reviewed last night's math homework and then began our math rotations.
During the small group, teacher-led, instruction, we practiced using our basic multiplication facts to solve for unknowns, in all positions, in multiplication and division equations. We also represented and solved multi-step word problems using equations with variables.
During math with a partner, the children played a clip and cover game to increase their multiplication fluency. If they finished early they were allowed to play Multiplication Mind Readers or Multiplication War to help memorize the basic multiplication facts.
Finally, during the technology portion, the children worked on basic fact fluency, and reasoning, using the Internet game, Ken Ken.
For HOMEWORK there is a word problem on Google Classroom, the homework page. As side note, there will be a math quiz on Friday and a writing journal entry is due then, too!
After math we took a Go Noodle brain break and reviewed some of our expectations (put papers where they belong, clean up after yourselves, use materials in a respectful manner, do not use the school elevator, etc.). Then we began our literacy block.
Today, during independent work, the students completed an independent guided reading group activity. Then they watched an Educreations lesson, twice, and write the introduction paragraph for the issues inquiry project. After that they completed a word work activity. Next they used their notes gathered about 6 habitats to create a Google Slides presentation informing about how plants and animals grow and survive in 4 habitats of their choice. After that, students practiced writing G, S, and L, in cursive and viewed a Cashville Kidz video about budgets.
As the students worked, I met with small groups.
Panthers: First the students shared their summaries, from last night's homework, in group. Then we drew a line of learning and I modeled how I would write a summary of pages 3-8. The students copied it under their own. For HOMEWORK the students need to complete one word work activity of their choice and read pages 9-15, marking any unknown words with a question mark.
Following lunch and outdoor recess the students continued working independently while I met with more groups.
Tigers: Independently the students read pages 12-15 and highlighted words with the long e sound. In group we reread these pages, reviewing the words with long e sounds. Then we reread the same pages, stopping after every 2 to retell what we had just read. This is still quite challenging for the group. For HOMEWORK the children need to reread their book and retell the story to an adult. They also need to complete a word work activity, but it's free choice.
Leopards: Independently the students reread White Wave and wrote a summary of the story in their RRJ. In group, the students copied an open-ended, interpretive question into their RRJ and took 5 minutes to answer it. Then we discussed the question. For HOMEWORK he students need to read for 10 minutes and complete a word work activity...both are free choice!
Lions: Independently the students reread White Wave and wrote a summary of the story in their RRJ. In group, the students copied an open-ended, interpretive question into their RRJ and took 5 minutes to answer it. Then we discussed the question. For HOMEWORK he students need to read for 10 minutes and complete a word work activity...both are free choice!
F&P: First we reviewed pages 14 and 15 in A Dragon on the Roof and identified and discussed examples of Gaudi thinking every part of a building is important and making people think about nature. Next I did a thorough book introduction for our next book, a non-fiction book called, Dog Heroes. Finally the students read the book to themselves thinking about what makes each dog in the book a hero and what heroes have in common.
The children ended their day in PE with Mr. Benco.
Tuesday, April 21, 2015
Terrific Tuesday
This morning, after reading quietly, exchanging books in the media center, or practicing keyboarding skills, we reviewed last night's math homework and then began our math rotations.
During the small group, teacher-led, math instruction, we focused on solving multi-step word problems by identifying the knowns and unknowns, writing equations with variables and then solving them.
Students began math with a partner by correcting and finishing yesterday's "Find the Pairs" activity. Many students put answers that didn't meet the requirements of the problem, so they had to redo them. After that, the children played Multiplication Mind Reader or Multiplication War to build fluency with their multiplication facts.
Finally, during the technology rotation, students worked on memorizing the basic multiplication and division facts using the site, "That's a Facts".
For HOMEWORK there is a word problem on Google Classroom, the homework page, and there is a writing journal entry due Friday.
After math we took a Go Noodle brain break and then began our literacy block.
First students will complete an independent guided reading group assignment. Then they will watch an Educreations lesson where I explain and model writing the introduction paragraph for the issue inquiry project. After viewing the lesson, the children will draft their own introduction. Next the students will complete an assigned word work task. Then they will begin creating a Google Slides presentation. Using their habitat notes, in their science journal, they will create a presentation showing which plants and animals grow and live in each of four habitats, and HOW they do so. Finally, they will practice writing G, S, and L, in cursive.
Panthers: WE met and I handed out new books, The Three Little Pigs: The Wolf's Story. We previewed the front and back covers and the title to identify information we could use to predict what the story is about. Then we reviewed some important vocabulary. Finally, the students whisper read up to page 8. For HOMEWORK they need to reread up to page 8 and write a summary of what they read in their RRJ...no more than 5 sentences.
Following lunch and outdoor recess the students continued their independent work while I met with more small groups.
Tigers: The students received new books and independently read it, marking any unknown or tricky words with a question mark. In group we reviewed the unknown words they had marked. Then I modeled how to read two pages of text and retell, sing my own words, to make sure I understood what I had read. Then we practiced, as a group, reading a couple of pages, stopping, and retelling what we had read in our own words. For HOMEWORK the children need to reread up through page 11, stopping every two pages to retell, in their own words, what they have read. They also need to do Look, Say, Cover, Write, Check, with their new word work words.
Leopards: The students reread White Wave, and marked places where Kuo Ming made a good choice, with a G, and a bad choice, with a B. In group, we discussed the portions they had marked with a G or a B to get a deeper understanding of the story. For HOMEWORK the children need to reread White Wave and then orally summarize the story for an adult. A summary should tell enough information to help someone who has never read the story understand it but not so much detail that they end up retelling it.
Lions: The students reread White Wave, and marked places where Kuo Ming made was respectful, with an R, and disrespectful, with a D. In group, we discussed the portions they had marked with an R or a D to get a deeper understanding of the story. For HOMEWORK the children need to reread White Wave and then orally summarize the story for an adult. A summary should tell enough information to help someone who has never read the story understand it but not so much detail that they end up retelling it.
F&P: The children began group by rereading the book, A Dragon on the Roof: The Surprising Achitecture of Antoni Gaudi. After that we discussed the key understandings from the text and then the children searched the text to locate reasons the author gave as to why Gaudi's creations were important.
After our literacy block, we took some time to discuss challenges with the Habitat presentations and then focused on social studies and our study of economics.
Today we reviewed the terms consumer and financial. We also reviewed the idea of a financial plan and learned about fixed expenses. Finally, the students worked in small groups to devise a financial plan based on scenarios presented on "decision cards". The groups presented their plans to the class.
During the small group, teacher-led, math instruction, we focused on solving multi-step word problems by identifying the knowns and unknowns, writing equations with variables and then solving them.
Students began math with a partner by correcting and finishing yesterday's "Find the Pairs" activity. Many students put answers that didn't meet the requirements of the problem, so they had to redo them. After that, the children played Multiplication Mind Reader or Multiplication War to build fluency with their multiplication facts.
Finally, during the technology rotation, students worked on memorizing the basic multiplication and division facts using the site, "That's a Facts".
For HOMEWORK there is a word problem on Google Classroom, the homework page, and there is a writing journal entry due Friday.
After math we took a Go Noodle brain break and then began our literacy block.
First students will complete an independent guided reading group assignment. Then they will watch an Educreations lesson where I explain and model writing the introduction paragraph for the issue inquiry project. After viewing the lesson, the children will draft their own introduction. Next the students will complete an assigned word work task. Then they will begin creating a Google Slides presentation. Using their habitat notes, in their science journal, they will create a presentation showing which plants and animals grow and live in each of four habitats, and HOW they do so. Finally, they will practice writing G, S, and L, in cursive.
Panthers: WE met and I handed out new books, The Three Little Pigs: The Wolf's Story. We previewed the front and back covers and the title to identify information we could use to predict what the story is about. Then we reviewed some important vocabulary. Finally, the students whisper read up to page 8. For HOMEWORK they need to reread up to page 8 and write a summary of what they read in their RRJ...no more than 5 sentences.
Following lunch and outdoor recess the students continued their independent work while I met with more small groups.
Tigers: The students received new books and independently read it, marking any unknown or tricky words with a question mark. In group we reviewed the unknown words they had marked. Then I modeled how to read two pages of text and retell, sing my own words, to make sure I understood what I had read. Then we practiced, as a group, reading a couple of pages, stopping, and retelling what we had read in our own words. For HOMEWORK the children need to reread up through page 11, stopping every two pages to retell, in their own words, what they have read. They also need to do Look, Say, Cover, Write, Check, with their new word work words.
Leopards: The students reread White Wave, and marked places where Kuo Ming made a good choice, with a G, and a bad choice, with a B. In group, we discussed the portions they had marked with a G or a B to get a deeper understanding of the story. For HOMEWORK the children need to reread White Wave and then orally summarize the story for an adult. A summary should tell enough information to help someone who has never read the story understand it but not so much detail that they end up retelling it.
Lions: The students reread White Wave, and marked places where Kuo Ming made was respectful, with an R, and disrespectful, with a D. In group, we discussed the portions they had marked with an R or a D to get a deeper understanding of the story. For HOMEWORK the children need to reread White Wave and then orally summarize the story for an adult. A summary should tell enough information to help someone who has never read the story understand it but not so much detail that they end up retelling it.
F&P: The children began group by rereading the book, A Dragon on the Roof: The Surprising Achitecture of Antoni Gaudi. After that we discussed the key understandings from the text and then the children searched the text to locate reasons the author gave as to why Gaudi's creations were important.
After our literacy block, we took some time to discuss challenges with the Habitat presentations and then focused on social studies and our study of economics.
Today we reviewed the terms consumer and financial. We also reviewed the idea of a financial plan and learned about fixed expenses. Finally, the students worked in small groups to devise a financial plan based on scenarios presented on "decision cards". The groups presented their plans to the class.
Monday, April 20, 2015
Mushy Monday
Let's hope that these April showers bring some May flowers!!
Students read quietly, exchanged books in the media center, or practiced keyboarding, this morning. Then we changed classroom jobs and began our math rotations.
During the small group, teacher-led rotation, we will continue focusing on multiplication fluency and solving multi-step word problems by identifying knowns and unknowns and writing equations. Today we solve a word problem involving more than one unknown by breaking it down step by step.
During math with a partner the students used math discourse to identify pairs of numbers meeting a set of criteria. After that they played Multiplication Mind Reader or Multiplication War to practice basic fact fluency.
Finally, during the technology portion, the children visited That's a Fact to work on memorization of the basic multiplication and division facts.
For HOMEWORK there is a multi-step word problem posted on Google Classroom, the homework page. Also there is a writing journal entry due Friday!
After math we took a Go Noodle brain break. Then we reviewed today's independent work assignments.
All groups will begin by listening to the folktale White Wave. This is a Junior Great Books story that lends itself to great, indepth discussion and higher order thinking. Some groups will then identify the main characters, problem, and solution in their RRJ. Others will list the events in the plot. After that, all groups will cut apart, and put their initials on the back of, their new word work cards. Then students will finish taking notes for their inquiry issue. Next, the children will finish taking notes, in their science journals, on the 6 habitats. FInally, they will practice writing the letters G, S, and L, in cursive.
AS the students work independently, I will meet with guided reading groups.
Panthers: In group I introduced their new word work cards and modeled sorting the words based upon the long vowel patterns. Then we defined any unknown words. After group, the children listened to White Wave and identified the main characters, problem and solution in their RRJ. For HOMEWORK the children need to reread or re-listen to White Wave and do a header sort using their new word work words.
Following lunch and outdoor recess, the students continued working independently, while I met with more groups.
Tigers: Independently the students listened to White Wave and identified the main characters, problem and solution in their RRJ. In group we sorted our new word work words according to short e and long e vowel patterns. We also discussed any tricky words. After that we reviewed the main characters, problem and solution in White Wave. For HOMEWORK the children will do a header sort with their new word work words and listen to White Wave again.
Leopards: Independently the students listened to White Wave and identified the events in the plot. In group I modeled sorting their new word work words and we discussed any unknown or tricky words. Then we discussed the main characters, problem, solution, and plot in White Wave and sequenced and highlighted the events that happened after White Wave left. For HOMEWORK the children need to do a header sort with their new word work words and reread White Wave paying close attention to the highlighted sections.
Lions: Independently the children listened to the folktale White Wave and identified events in the plot. In group they completed a check-in, review-type quiz covering the prefixes we have worked with during our word sorts thus far. Then I modeled their new word sort and we reviewed tricky or unknown words. This sort focuses on the suffixes -y, -ly, and -ily. After that we discussed the main characters, problem and solution in White Wave and also sequenced the events that occurred after White Wave left. For HOMEWORK the children will do a header sort with their new word work words and reread White Wave marking places in the story that they have questions about with a ?.
F&P: The students warmed up by whisper reading Pool Trouble. Then I did an in-depth book introduction for their new text, A Dragon on the Roof: The Surprising Architecture of Antoni Gaudi. After that, the children whisper read the story.
The students ended their day in music with Mrs. Graf (formerly known as Ms. Guerra).
Students read quietly, exchanged books in the media center, or practiced keyboarding, this morning. Then we changed classroom jobs and began our math rotations.
During the small group, teacher-led rotation, we will continue focusing on multiplication fluency and solving multi-step word problems by identifying knowns and unknowns and writing equations. Today we solve a word problem involving more than one unknown by breaking it down step by step.
During math with a partner the students used math discourse to identify pairs of numbers meeting a set of criteria. After that they played Multiplication Mind Reader or Multiplication War to practice basic fact fluency.
Finally, during the technology portion, the children visited That's a Fact to work on memorization of the basic multiplication and division facts.
For HOMEWORK there is a multi-step word problem posted on Google Classroom, the homework page. Also there is a writing journal entry due Friday!
After math we took a Go Noodle brain break. Then we reviewed today's independent work assignments.
All groups will begin by listening to the folktale White Wave. This is a Junior Great Books story that lends itself to great, indepth discussion and higher order thinking. Some groups will then identify the main characters, problem, and solution in their RRJ. Others will list the events in the plot. After that, all groups will cut apart, and put their initials on the back of, their new word work cards. Then students will finish taking notes for their inquiry issue. Next, the children will finish taking notes, in their science journals, on the 6 habitats. FInally, they will practice writing the letters G, S, and L, in cursive.
AS the students work independently, I will meet with guided reading groups.
Panthers: In group I introduced their new word work cards and modeled sorting the words based upon the long vowel patterns. Then we defined any unknown words. After group, the children listened to White Wave and identified the main characters, problem and solution in their RRJ. For HOMEWORK the children need to reread or re-listen to White Wave and do a header sort using their new word work words.
Following lunch and outdoor recess, the students continued working independently, while I met with more groups.
Tigers: Independently the students listened to White Wave and identified the main characters, problem and solution in their RRJ. In group we sorted our new word work words according to short e and long e vowel patterns. We also discussed any tricky words. After that we reviewed the main characters, problem and solution in White Wave. For HOMEWORK the children will do a header sort with their new word work words and listen to White Wave again.
Leopards: Independently the students listened to White Wave and identified the events in the plot. In group I modeled sorting their new word work words and we discussed any unknown or tricky words. Then we discussed the main characters, problem, solution, and plot in White Wave and sequenced and highlighted the events that happened after White Wave left. For HOMEWORK the children need to do a header sort with their new word work words and reread White Wave paying close attention to the highlighted sections.
Lions: Independently the children listened to the folktale White Wave and identified events in the plot. In group they completed a check-in, review-type quiz covering the prefixes we have worked with during our word sorts thus far. Then I modeled their new word sort and we reviewed tricky or unknown words. This sort focuses on the suffixes -y, -ly, and -ily. After that we discussed the main characters, problem and solution in White Wave and also sequenced the events that occurred after White Wave left. For HOMEWORK the children will do a header sort with their new word work words and reread White Wave marking places in the story that they have questions about with a ?.
F&P: The students warmed up by whisper reading Pool Trouble. Then I did an in-depth book introduction for their new text, A Dragon on the Roof: The Surprising Architecture of Antoni Gaudi. After that, the children whisper read the story.
The students ended their day in music with Mrs. Graf (formerly known as Ms. Guerra).
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