This morning, after the announcements, we began learning about geographic tools of the United States. Based on the curriculum, it seems a geographic tool is a man -made feature that relates to a natural feature....for example, the Chesapeake Bay bridge (man-made) allows us to cross the Chesapeake Bay (natural feature) and thus access the Atlantic beaches.
After reviewing natural and man-made features, and introducing the concept of a geographic tool, the students began working collaboratively, in small groups, to research an assigned geographic tool in the United States. They took notes on a capture sheet and then planned a presentation to "teach" the rest of the class about the tool they researched.
After social studies we switched for math.
In my math class today, we focused on comparing numbers using <, >, or =.
During the small group, teacher led instruction, we focused on taking numbers written expanded form and writing them in standard form. Then we compared the two numbers using <, >, or =.
During math with a partner, the students played a Talk and Toss game to practice reading and writing multi-digit numbers.
Finally, during the technology rotation, the students watched a Learn Zillion lesson about comparing multi-digit numbers and took notes in their math journals. If they finished early, they played Place Value Pirates.
After our math block, the students enjoyed lunch and outdoor recess. Then they had PE with Mr. Smith.
When they returned to class, we began our literacy block. We reviewed the 5 generalizations of change and discussed using what the text says, and our background knowledge, to make inferences which help us to better understand what we read. Then we read the story The Gold Coin and identified changes in the main character Juan.
While I met with individual students to continue my informal reading assessments, the students worked on the following tasks independently.
First the children reread The Gold Coin, and explained why they thought Juan helped repair Dona Josef's roof. They also found three pieces of evidence from the text to support their thinking. After that, they reviewed the feedback I provided on their character analysis chart and then worked on their introductory paragraph. If they finished early, they completed the Learn Zillion lesson on modal auxiliaries and read quietly.
It was another great day with this crew! :-)
Tuesday, September 13, 2016
Friday, September 9, 2016
Fabulous Friday...Time to Show What we Know!
This morning, after watching the announcements on the Promethean board, the students went to music with Ms. Thomson.
When they returned to class they took a quick assessment covering organisms. These have been graded. Look for them in home folders this evening.
After that, the students went to math.
In my math class, we began with shortened rotations. During the small group instruction we practiced writing the word form of number written in standard form. During math with a partner, the students played a Toss and Talk game matching numbers in standard and word form. Finally, during the technology rotation, the students finished watching the Learn Zillion lesson about writing multi-digit numbers in word form and taking notes, on it, in their math journal. If they finished early they visit the site Really Big Numbers.
After our rotations, the students took a formative on reading and writing multi-digit numbers. These have been graded and returned to students. Look for them in home folders this evening.
Next the children enjoyed lunch and outdoor recess.
When they returned to class, we began our literacy block.
We reviewed the concept of theme as being something the author wants you to know, that is a broad idea about life, and is usually inferred. Then we reviewed a long list of common themes in fiction.
After that, I continued with my informal reading assessments while the children worked independently.
First, the children completed a reading formative focusing on the narrator's point of view in both, Freedom Summer, and Pop's Bridge. After that, they completed their intro paragraph for the character analysis. Then, if they had time, they watched a Learn Zillion lesson about modal auxiliaries and completed a follow up worksheet.
The reading assessment will be graded over the weekend. Don't look for that one tonight. LOL!
We ended the day with a class meeting to build trust and respect in our class community. First, we shared one thing the others didn't know about us. Then we exchanged thank yous and compliments.
Have a wonderful weekend! Remember there is NO SCHOOL for students on Monday. It is a professional day for teachers.
When they returned to class they took a quick assessment covering organisms. These have been graded. Look for them in home folders this evening.
After that, the students went to math.
In my math class, we began with shortened rotations. During the small group instruction we practiced writing the word form of number written in standard form. During math with a partner, the students played a Toss and Talk game matching numbers in standard and word form. Finally, during the technology rotation, the students finished watching the Learn Zillion lesson about writing multi-digit numbers in word form and taking notes, on it, in their math journal. If they finished early they visit the site Really Big Numbers.
After our rotations, the students took a formative on reading and writing multi-digit numbers. These have been graded and returned to students. Look for them in home folders this evening.
Next the children enjoyed lunch and outdoor recess.
When they returned to class, we began our literacy block.
We reviewed the concept of theme as being something the author wants you to know, that is a broad idea about life, and is usually inferred. Then we reviewed a long list of common themes in fiction.
After that, I continued with my informal reading assessments while the children worked independently.
First, the children completed a reading formative focusing on the narrator's point of view in both, Freedom Summer, and Pop's Bridge. After that, they completed their intro paragraph for the character analysis. Then, if they had time, they watched a Learn Zillion lesson about modal auxiliaries and completed a follow up worksheet.
The reading assessment will be graded over the weekend. Don't look for that one tonight. LOL!
We ended the day with a class meeting to build trust and respect in our class community. First, we shared one thing the others didn't know about us. Then we exchanged thank yous and compliments.
Have a wonderful weekend! Remember there is NO SCHOOL for students on Monday. It is a professional day for teachers.
Thursday, September 8, 2016
Thrilling Thursday
This morning, after the announcements, we began our science lesson. Today, the children worked collaboratively, in assigned, small groups, to research and become experts in unfamiliar environments. Their job was to identify the characteristics of the ecosystem, the organisms that survive there, and why they do. As the children worked, I continued with my informal reading assessments.
After science, we began our math block. Today we focused on writing multi-digit numbers in word form.
During small group we practiced reading and writing, in word form, numbers up to a million. There will be a short formative assessment on this tomorrow.
During math with a partner the students completed their digit value activity from yesterday and then participated in a number sort, matching numbers in standard form to the word and expanded form.
During the technology rotation the children watched a Learn Zillion lesson about writing multi-digit numbers in word form, and took notes in their math journals. Then, if they had time, they visited a web site called Really Big Numbers to practice reading and writing multi-digit numbers.
After math the children enjoyed lunch and outdoor recess.
When they returned to class, they were very hot and exhausted!! We took a cool down break and set up Go Guardian accounts. This will allow me to monitor what they do on their Chrome Book at ALL times. :-)
Next we began our literacy block.
We reviewed the 5 generalizations of change. Then we reviewed the character analysis organizer that began on Tuesday. After that I introduced and explained the criteria for an introductory paragraph for our character analysis. We took a peak at a county example and highlighted the criteria (hook, information about the book, an opinion statement). Then I modeled using my organizer to draft an introductory paragraph. All of these resources are included in our daily flip chart and available for the students to revisit.
While I continued my informal reading assessments, the students completed their character analysis organizer and then began drafting their introductory paragraph. Then they finished their reading assignments from yesterday, identifying the setting in Pop's Bridge. Those who finished early were able to read using a book from the media center, MyON, or Tumblebooks.
After science, we began our math block. Today we focused on writing multi-digit numbers in word form.
During small group we practiced reading and writing, in word form, numbers up to a million. There will be a short formative assessment on this tomorrow.
During math with a partner the students completed their digit value activity from yesterday and then participated in a number sort, matching numbers in standard form to the word and expanded form.
During the technology rotation the children watched a Learn Zillion lesson about writing multi-digit numbers in word form, and took notes in their math journals. Then, if they had time, they visited a web site called Really Big Numbers to practice reading and writing multi-digit numbers.
After math the children enjoyed lunch and outdoor recess.
When they returned to class, they were very hot and exhausted!! We took a cool down break and set up Go Guardian accounts. This will allow me to monitor what they do on their Chrome Book at ALL times. :-)
Next we began our literacy block.
We reviewed the 5 generalizations of change. Then we reviewed the character analysis organizer that began on Tuesday. After that I introduced and explained the criteria for an introductory paragraph for our character analysis. We took a peak at a county example and highlighted the criteria (hook, information about the book, an opinion statement). Then I modeled using my organizer to draft an introductory paragraph. All of these resources are included in our daily flip chart and available for the students to revisit.
While I continued my informal reading assessments, the students completed their character analysis organizer and then began drafting their introductory paragraph. Then they finished their reading assignments from yesterday, identifying the setting in Pop's Bridge. Those who finished early were able to read using a book from the media center, MyON, or Tumblebooks.
Wednesday, September 7, 2016
Wonderful Wednesday
This morning, after the announcements, we began our science lesson. First we reviewed what an organism is, the two categories organisms can be separated into, and the difference between plants and animals. After that, we took a walk through a familiar environment, our school playground, and took notes on the various organisms we saw overhead, at eye-level, and underfoot. Next we defined the concept of an ecosystem and read brief descriptions of five different ones.
After science we switched for math.
Today's small group math lesson focused on writing the standard form of numbers that are originally written in expanded form. During math with a partner, the children engaged in math discourse as they identified the value of underlined digits in multi-digit numbers. Finally, during the technology rotation, the students watched a Khan Academy lesson about place value and completed practice activity. If they had additional time, they practiced their basic facts using Xtra Math.
After math, the students enjoyed lunch and outdoor recess.
After recess, we reviewed the 5 generalizations of change and the characteristics of historical fiction. Then I introduced the book, Pop's Bridge, and we read the author's note to gain some background knowledge. After that we read the story and discussed the setting.
Next the students worked independently, on the following tasks, while I met with individual students to continue my informal reading assessments. First, the students reviewed Pop's Bridge and took a screenshot of words and/or images that pointed to the setting. Then they completed a Google Form identifying the importance, in their opinion, of the setting. Next, they continued working on their character analysis organizer for Joe from Freedom Summer. After that, they completed the Learn Zillion lesson about simple sentences, watched the media center orientation, and read independently using MyON, Tumble Books, or a book from the media center.
The students ended their day with art in our portable.
Remember, HOMEWORK is on Google Classroom!
After science we switched for math.
Today's small group math lesson focused on writing the standard form of numbers that are originally written in expanded form. During math with a partner, the children engaged in math discourse as they identified the value of underlined digits in multi-digit numbers. Finally, during the technology rotation, the students watched a Khan Academy lesson about place value and completed practice activity. If they had additional time, they practiced their basic facts using Xtra Math.
After math, the students enjoyed lunch and outdoor recess.
After recess, we reviewed the 5 generalizations of change and the characteristics of historical fiction. Then I introduced the book, Pop's Bridge, and we read the author's note to gain some background knowledge. After that we read the story and discussed the setting.
Next the students worked independently, on the following tasks, while I met with individual students to continue my informal reading assessments. First, the students reviewed Pop's Bridge and took a screenshot of words and/or images that pointed to the setting. Then they completed a Google Form identifying the importance, in their opinion, of the setting. Next, they continued working on their character analysis organizer for Joe from Freedom Summer. After that, they completed the Learn Zillion lesson about simple sentences, watched the media center orientation, and read independently using MyON, Tumble Books, or a book from the media center.
The students ended their day with art in our portable.
Remember, HOMEWORK is on Google Classroom!
Tuesday, September 6, 2016
Welcome to Week 2!
This morning, the students logged into GC - Class Meeting and shared what they did over the weekend. Then they logged into Typing Club to practice keyboarding. After the announcements we began our science lesson.
During science we determined that an organism is anything that is alive. We also identified two categories; plants and animals. Then we learned that the basic difference between the two is movement. Finally we watched a video clip of a Venus Flytrap and discussed whether it should be considered a plant or an animal. We all agreed it's a plant.
After science we began our math block.
Today was our second time meeting in our math classes. Since we didn't get through all of the rotations on Friday, we repeated the rotations today.
Today, during the small group instruction, we focused on the difference between a digit and a number, and using periods to help us read multi digit numbers within 1,000,000. During math with a partner, the children played a spinner game to create multi-digit numbers, and then practiced writing the in standard, expanded, and word form. Finally, during the technology rotation, the children watched a Learn Zillion lesson about place value and took notes in their math journal, using a format I provided.
HOMEWORK: This year homework is assigned weekly on our GC - Homework page...BUT students who didn't finish today's Learn Zillion lesson, should view it at home this evening.
After math the students enjoyed lunch and outdoor recess. Then they went to PE with Mr. Smith.
When we returned to the classroom, we began our literacy block. First, the children had 15 minutes to work on the independent tasks they began on Friday. Then, together, we reread Freedom Summer and I modeled determining a character trait for John Henry and identifying 3 items of support, from the text. This is the organizer that we will use to help us draft a character analysis.
After that, the students worked independently on their character analysis of Joe (just the planning organizer). Then they continued their tasks from Friday.
AS they worked, I met with students to continue my informal reading assessments.
At the end of the day I reviewed this year's homework expectations.
During science we determined that an organism is anything that is alive. We also identified two categories; plants and animals. Then we learned that the basic difference between the two is movement. Finally we watched a video clip of a Venus Flytrap and discussed whether it should be considered a plant or an animal. We all agreed it's a plant.
After science we began our math block.
Today was our second time meeting in our math classes. Since we didn't get through all of the rotations on Friday, we repeated the rotations today.
Today, during the small group instruction, we focused on the difference between a digit and a number, and using periods to help us read multi digit numbers within 1,000,000. During math with a partner, the children played a spinner game to create multi-digit numbers, and then practiced writing the in standard, expanded, and word form. Finally, during the technology rotation, the children watched a Learn Zillion lesson about place value and took notes in their math journal, using a format I provided.
HOMEWORK: This year homework is assigned weekly on our GC - Homework page...BUT students who didn't finish today's Learn Zillion lesson, should view it at home this evening.
After math the students enjoyed lunch and outdoor recess. Then they went to PE with Mr. Smith.
When we returned to the classroom, we began our literacy block. First, the children had 15 minutes to work on the independent tasks they began on Friday. Then, together, we reread Freedom Summer and I modeled determining a character trait for John Henry and identifying 3 items of support, from the text. This is the organizer that we will use to help us draft a character analysis.
After that, the students worked independently on their character analysis of Joe (just the planning organizer). Then they continued their tasks from Friday.
AS they worked, I met with students to continue my informal reading assessments.
At the end of the day I reviewed this year's homework expectations.
Friday, September 2, 2016
Day 5: TGIF
Thanks to all who came out for Back to School Night last night!
This morning, after watching the announcements, the students went to music with Ms. Thomson.
When they returned to class, it was time to switch for math for the first time this year.
Once my new math students had settled in, I introduced myself and reviewed how I run my math block. Briefly speaking, the students are split into 3 groups that are flexible...meaning, I can, and will, change group assignments on a regular basis, to best met the needs of all learners. The students will rotate through three tasks; small group instruction with me, math with a partner, and technology. Math with a partner will usually be a hands-on way to practice new skills while engaging in math discourse with their partner(s). Technology will involve either a flipped lesson (instruction via the computer) or an online practice game/activity...sometimes, both!
Today, during the small group instruction, we focused on the difference between a digit and a number, and using periods to help us read multi digit numbers within 1,000,000. During math with a partner, the children played a spinner game to create multi-digit numbers, and then practiced writing the in standard, expanded, and word form. Finally, during the technology rotation, the children watched a Learn Zillion lesson about place value and took notes in their math journal, using a format I provided.
Since this was our first math session, we did not get to all three rotations AND the students did not complete any of the rotations they began.
After math, the students enjoyed lunch and outdoor recess.
When we returned to class, the children had a few minutes to complete their morning work. Then they worked indpendently, o several tasks, while I continued to conduct informal reading assessments with individual students.
First, the children watched an introduction for ONOW (Our Neighborhood, Our Watershed) and answered two questions in GC - Science. After that, they watched a Learn Zillion lesson about writing simple sentences (hopefully, a review) and took notes on the common mistake and core lesson, in their writing journal. Next, they watched an orientation video for our school Media Center and posted two rules they need to follow in GC - reading. Lastly, they read a book using an online app called MyOn.
After our literacy block we attended an instrumental music assembly to hear about the program. Look for information in your child's home folder this evening.
Finally, we ended the week with a formal class meeting. First we each shared our favorite part of the first week of school. Then I answered some of the questions, written by the students this morning.
Enjoy the wonderful 3 day weekend!!
This morning, after watching the announcements, the students went to music with Ms. Thomson.
When they returned to class, it was time to switch for math for the first time this year.
Once my new math students had settled in, I introduced myself and reviewed how I run my math block. Briefly speaking, the students are split into 3 groups that are flexible...meaning, I can, and will, change group assignments on a regular basis, to best met the needs of all learners. The students will rotate through three tasks; small group instruction with me, math with a partner, and technology. Math with a partner will usually be a hands-on way to practice new skills while engaging in math discourse with their partner(s). Technology will involve either a flipped lesson (instruction via the computer) or an online practice game/activity...sometimes, both!
Today, during the small group instruction, we focused on the difference between a digit and a number, and using periods to help us read multi digit numbers within 1,000,000. During math with a partner, the children played a spinner game to create multi-digit numbers, and then practiced writing the in standard, expanded, and word form. Finally, during the technology rotation, the children watched a Learn Zillion lesson about place value and took notes in their math journal, using a format I provided.
Since this was our first math session, we did not get to all three rotations AND the students did not complete any of the rotations they began.
After math, the students enjoyed lunch and outdoor recess.
When we returned to class, the children had a few minutes to complete their morning work. Then they worked indpendently, o several tasks, while I continued to conduct informal reading assessments with individual students.
First, the children watched an introduction for ONOW (Our Neighborhood, Our Watershed) and answered two questions in GC - Science. After that, they watched a Learn Zillion lesson about writing simple sentences (hopefully, a review) and took notes on the common mistake and core lesson, in their writing journal. Next, they watched an orientation video for our school Media Center and posted two rules they need to follow in GC - reading. Lastly, they read a book using an online app called MyOn.
After our literacy block we attended an instrumental music assembly to hear about the program. Look for information in your child's home folder this evening.
Finally, we ended the week with a formal class meeting. First we each shared our favorite part of the first week of school. Then I answered some of the questions, written by the students this morning.
Enjoy the wonderful 3 day weekend!!
Thursday, September 1, 2016
Day 4 and Back to School Night
Don't forget that Back to School Night is tonight . It begins at 6:00 pm.
Now a recap of our day...
When the students came in they completed the "Find Someone Who" activity they began yesterday. Then, after watching the announcements via a Google Hangout, we reintroduced ourselves and shared the "Find Someone Who" results.
Next, we began social studies by reading about and locating on a map 6 human-made features in Maryland. These included Deep Creek Lake, Sideling Hill, The Bay Bridge, The Baltimore Harbor Tunnel, and a few others.
Then we got our blood flowing with a Go Noodle brain break.
After that we began our math block. We did not switch for math today. We will begin tomorrow!! So, today they completed their pizza glyphs, completed a Math About Me activity, and practiced the basic facts using Xtra math. While the students worked independently, I pulled students to begin my informal reading assessments.
Over the next few days I will listen to each student read and respond to oral comprehension questions. This is NOT graded. The purpose it to help me create guided reading groups and plan for instruction.
After lunch and outdoor recess we had a quick class meeting to go over some nuts and bolts, including math classes, and the technology permission slip...both coming home this evening.
Then we began our literacy block. We reviewed the 5 generalizations of change and identified the characteristics of historical fiction.
Next, I led a discussion about life in the 19060's and segregation. It was wonderful! Then I read the story, Freedom Summer, out loud and we identified changes in the story and the character's view points towards the events in the book.
After that, the students worked independently to finish their Important poem and Getting to Know You Sandwich. During this time I continued my informal reading assessments and attended an in-house meeting.
Remember, no homework this week.
Back to School Night is at 6:00 pm tonight.
Now a recap of our day...
When the students came in they completed the "Find Someone Who" activity they began yesterday. Then, after watching the announcements via a Google Hangout, we reintroduced ourselves and shared the "Find Someone Who" results.
Next, we began social studies by reading about and locating on a map 6 human-made features in Maryland. These included Deep Creek Lake, Sideling Hill, The Bay Bridge, The Baltimore Harbor Tunnel, and a few others.
Then we got our blood flowing with a Go Noodle brain break.
After that we began our math block. We did not switch for math today. We will begin tomorrow!! So, today they completed their pizza glyphs, completed a Math About Me activity, and practiced the basic facts using Xtra math. While the students worked independently, I pulled students to begin my informal reading assessments.
Over the next few days I will listen to each student read and respond to oral comprehension questions. This is NOT graded. The purpose it to help me create guided reading groups and plan for instruction.
After lunch and outdoor recess we had a quick class meeting to go over some nuts and bolts, including math classes, and the technology permission slip...both coming home this evening.
Then we began our literacy block. We reviewed the 5 generalizations of change and identified the characteristics of historical fiction.
Next, I led a discussion about life in the 19060's and segregation. It was wonderful! Then I read the story, Freedom Summer, out loud and we identified changes in the story and the character's view points towards the events in the book.
After that, the students worked independently to finish their Important poem and Getting to Know You Sandwich. During this time I continued my informal reading assessments and attended an in-house meeting.
Remember, no homework this week.
Back to School Night is at 6:00 pm tonight.
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