This morning the students were given one last chance to complete the Learn Zillion lessons about modal auxiliaries and run-on sentences. Then we worked on completing the MAP-R, self-adjusting, computerized reading assessment. Many of the students finished, but some need more time, which they will get.
After that we had a Go Noodle brain break and switched for math.
In math we practiced rounding the population of counties in Maryland to the nearest 10, 100, and 1,000, during the small group lesson. During math with a partner, the students engaged in math discourse as they practiced rounding to the nearest ten thousand while playing the game, Round the Town. Finally, during the technology rotation, the children received logins for another math site, Ten Marks. They logged in and completed their first assignment, which focused on rounding. If they finished early they were able to work on a jam session. Please look for parent letters, about Ten Marks, in home folders this evening.
After math, the students enjoyed lunch and outdoor recess.
When they returned to class, we began our literacy block.
First we viewed a Google Slide presentation introducing our first inquiry project. The students will write historical fiction stories. They will begin by choosing a group of Indians to research. The information they uncover will serve as their setting in their story. Then they will write an informative paragraph about the group of Indians and their setting. After that, they will plan and write a fictional story set in the time and place of the Indian group they studied.
After reviewing the inquiry project, we discussed how author's use reasons and evidence (or facts) to support their points of view (or opinions).
During their independent work time, the students watched a video about freshwater mussels and identified reasons and evidence the speaker shared to support particular points. Then they explored two native American groups and selected one to research. Next they completed the body paragraph for their character analysis. After that they viewed a Learn Zillion lesson about sentence fragments and completed a follow up worksheet.
While the children worked, I pulled a small group to practiced watching, pausing, and rewinding in order to identify reasons and evidence to support an opinion.
The children ended their day in art.
Wednesday, September 21, 2016
Tuesday, September 20, 2016
Terrific Tuesday
This morning, after the announcements, we had a quick, informal class meeting to discuss responsibility. Topics addressed included storing papers in the appropriate place so that they aren't lost, completing work in a timely manner, and choosing a good place to complete work with minimal distractions.
After that, we began social studies. We continued reading the article about settlement patterns in Maryland. Then the children returned to their seats, and in their table groups, they reread and discussed the same article, in order to complete a chart stating what people might like and dislike about living in urban, suburban, and rural communities.
As we transitioned to math, we took a Go Noodle brain break and some students took a bathroom break.
In math we continued using number lines to round multi-digit numbers to the nearest 100 and 10. During the small group instruction, the students used number lines to round the same multi-digit number to the nearest 100 and the nearest 10.
During math with a partner, the children played a board game called, Round the Town, while practicing rounding to the nearest ten thousand.
Finally, during the technology rotation, the students watched a Khan Academy lesson about rounding multi-digit numbers using a number line, and then completed an "exit card" to show what they know. If they had extra time, they practiced their basic facts using Xtra Math.
After math the students enjoyed lunch an outdoor recess. Then they went to PE with Mr. Smith.
When the students returned to class we took the MAP-R. This is the computerized, self-adjusting, reading assessment, that students take 3 times a year, beginning in third grade. The data compiled from the test is used for planning and instructional purposes.
Many students didn't finish the assessment. They will get more time tomorrow!
After that, we began social studies. We continued reading the article about settlement patterns in Maryland. Then the children returned to their seats, and in their table groups, they reread and discussed the same article, in order to complete a chart stating what people might like and dislike about living in urban, suburban, and rural communities.
As we transitioned to math, we took a Go Noodle brain break and some students took a bathroom break.
In math we continued using number lines to round multi-digit numbers to the nearest 100 and 10. During the small group instruction, the students used number lines to round the same multi-digit number to the nearest 100 and the nearest 10.
During math with a partner, the children played a board game called, Round the Town, while practicing rounding to the nearest ten thousand.
Finally, during the technology rotation, the students watched a Khan Academy lesson about rounding multi-digit numbers using a number line, and then completed an "exit card" to show what they know. If they had extra time, they practiced their basic facts using Xtra Math.
After math the students enjoyed lunch an outdoor recess. Then they went to PE with Mr. Smith.
When the students returned to class we took the MAP-R. This is the computerized, self-adjusting, reading assessment, that students take 3 times a year, beginning in third grade. The data compiled from the test is used for planning and instructional purposes.
Many students didn't finish the assessment. They will get more time tomorrow!
Monday, September 19, 2016
Marvelous Monday
It's hard to believe that we are already in week 4 of the school year but it's only our second Monday!!
This morning, after the announcements, the students had time to work collaboratively to finish their geographic tool chart. Then we quickly shared what they learned about their tools through their research. After that, we began learning how geographic features influence the settlement patterns in Maryland.
First, we shared reason why our families chose to live here. Then we reviewed the differences between urban, suburban, and rural communities. Next, we read, and discussed, why people might want to live in an urban city such as Baltimore, as well as why others would not want to live there.
While we switched for math, we took a quick Go Noodle brain break.
In math this week, we will focus on rounding multi-digit numbers to the nearest 100 and 10.
During the small group lesson, after defining the terms enrollment and capacity, we used a chart identifying those of the high school in MCPS. Then the students wrote comparison numbers sentences for both Clarksburg and Damascus high schools and rounded each to the nearest 100.
During math with a partner, the children engaged in math discourse as they played Roll, Say, Compare, and Round. First they generated a 5 digit number by rolling dice. Then they practiced saying it, they wrote a number sentence to compare their number to their partner's, and they used a number line to round their number to the nearest 100 and 10.
Finally, during the technology round, the students signed into prodigy and completed the placement test. Then they completed a posted assignment about rounding using a number line.
After math, the students enjoyed lunch and indoor recess.
After recess, we talked about becoming involved in the Wims SGA (student government). I explained the application process and interested children took a form that MUST be completed and returned to school NO LATER than this Thursday, September 22, if they plan on running to be a representative.\
Next, we turned our attention to science. We finally got our kit today and we had a lot to catch up on.
So, first we read, while I modeled, how to make our terrarium and plant the seeds. Then, the students worked collaboratively, by table groups to do so. Next, we read, and I modeled, how to set up the aquarium. Then the students worked collaboratively to do that.
BY the time we wee done with science, it was already 2:45!!! So, the students worked on the Learn Zillion, identifying and correcting run-on Sentences lesson and drafting their body paragraph while I gave the Words Their Way inventory to a couple of students who were absent last week when we did it.
This morning, after the announcements, the students had time to work collaboratively to finish their geographic tool chart. Then we quickly shared what they learned about their tools through their research. After that, we began learning how geographic features influence the settlement patterns in Maryland.
First, we shared reason why our families chose to live here. Then we reviewed the differences between urban, suburban, and rural communities. Next, we read, and discussed, why people might want to live in an urban city such as Baltimore, as well as why others would not want to live there.
While we switched for math, we took a quick Go Noodle brain break.
In math this week, we will focus on rounding multi-digit numbers to the nearest 100 and 10.
During the small group lesson, after defining the terms enrollment and capacity, we used a chart identifying those of the high school in MCPS. Then the students wrote comparison numbers sentences for both Clarksburg and Damascus high schools and rounded each to the nearest 100.
During math with a partner, the children engaged in math discourse as they played Roll, Say, Compare, and Round. First they generated a 5 digit number by rolling dice. Then they practiced saying it, they wrote a number sentence to compare their number to their partner's, and they used a number line to round their number to the nearest 100 and 10.
Finally, during the technology round, the students signed into prodigy and completed the placement test. Then they completed a posted assignment about rounding using a number line.
After math, the students enjoyed lunch and indoor recess.
After recess, we talked about becoming involved in the Wims SGA (student government). I explained the application process and interested children took a form that MUST be completed and returned to school NO LATER than this Thursday, September 22, if they plan on running to be a representative.\
Next, we turned our attention to science. We finally got our kit today and we had a lot to catch up on.
So, first we read, while I modeled, how to make our terrarium and plant the seeds. Then, the students worked collaboratively, by table groups to do so. Next, we read, and I modeled, how to set up the aquarium. Then the students worked collaboratively to do that.
BY the time we wee done with science, it was already 2:45!!! So, the students worked on the Learn Zillion, identifying and correcting run-on Sentences lesson and drafting their body paragraph while I gave the Words Their Way inventory to a couple of students who were absent last week when we did it.
Friday, September 16, 2016
Fantastic Friday
This morning, after the announcements, the students went to music with Mrs. Thomson. When they returned they had a few minutes to catch up on any unfinished work, then we reviewed class dojo and gave out earned rewards, and shared the answers to the morning work puzzle from yesterday.
After that we switched for math.
Today we had short math rotations, since we took a formative assessment towards the end of our math block. During the small group rotation, we reviewed comparing multi-digit numbers and practiced rounding, to the nearest 100, using a number line. During math with a partner, the students engaged in math discourse as they played the game "Roll, Say, Compare, and Round". Basically, they rolled dice to generate a 5 digit number, and then they said the number, compared it to their partner's number, and, finally, used a number line to round it to the nearest 100. Finally, during the technology rotation, the students received logins for Prodigy. This is a wonderful website that we will use to learn and practice math concepts. Look for a parent letter, about Prodigy, in home folders this evening!
After our rotations, the students took a math formative covering comparing multi-digit numbers. These have been graded and returned to students. Please look for them in home folders this evening.
Following our math block, the students enjoyed lunch and outdoor recess. we began our literacy block.
I began by reviewing the reading formative and providing strategies for success. Then I shared my model body paragraph for the character analysis. I reviewed the expectations; a topic sentence restating their opinion and naming and explaining 3 pieces of evidence from the text. Then we revisited my model and I color-coded (highlighted) the sentences to identify the topic , naming, and explaining sentences.
Today, while I finished my reading assessments, the students completed their reading formative. Then they began drafting the body paragraph. Students who completed those two tasks, worked on the Learn Zillion, run-on sentences assignment.
After our literacy block, we had a quick class meeting. First we each shared what was on our mind. Then, we exchanged thank yous and compliments.
We ended the day with an extra recess, as a reward for earning 10 class Dojos.
After that we switched for math.
Today we had short math rotations, since we took a formative assessment towards the end of our math block. During the small group rotation, we reviewed comparing multi-digit numbers and practiced rounding, to the nearest 100, using a number line. During math with a partner, the students engaged in math discourse as they played the game "Roll, Say, Compare, and Round". Basically, they rolled dice to generate a 5 digit number, and then they said the number, compared it to their partner's number, and, finally, used a number line to round it to the nearest 100. Finally, during the technology rotation, the students received logins for Prodigy. This is a wonderful website that we will use to learn and practice math concepts. Look for a parent letter, about Prodigy, in home folders this evening!
After our rotations, the students took a math formative covering comparing multi-digit numbers. These have been graded and returned to students. Please look for them in home folders this evening.
Following our math block, the students enjoyed lunch and outdoor recess. we began our literacy block.
I began by reviewing the reading formative and providing strategies for success. Then I shared my model body paragraph for the character analysis. I reviewed the expectations; a topic sentence restating their opinion and naming and explaining 3 pieces of evidence from the text. Then we revisited my model and I color-coded (highlighted) the sentences to identify the topic , naming, and explaining sentences.
Today, while I finished my reading assessments, the students completed their reading formative. Then they began drafting the body paragraph. Students who completed those two tasks, worked on the Learn Zillion, run-on sentences assignment.
After our literacy block, we had a quick class meeting. First we each shared what was on our mind. Then, we exchanged thank yous and compliments.
We ended the day with an extra recess, as a reward for earning 10 class Dojos.
Thursday, September 15, 2016
Thrilling Thursday
This morning, after our announcements, we had a quick class meeting to discuss some important items.
Student absences: Typically i have students ask 3 (students) before asking me...but if a child is returning to school after being out, I want them to check in with me to see what assignments they have missed and need to make up.
Morning routine: Students needs to unpack, sign in on the Promethean Board, and then go to Google Classroom, Class Meeting, to read my daily message and determine what they need to work on.
HOMEWORK: Homework is to read for twenty minutes EVERY night and practice math skills on a web site that is listed on the Google Classroom Homework page BUT if students fall behind in classwork they will need to complete unfinished work at home. I told the children that if there is a graded assignment that "disappears" from the daily task list on the flip chart, then they are now expected to complete it at home. So, I will provide a certain amount of time in class, but once class time is not provided, any unfinished work (that is to be graded) becomes homework. I told the children that if they are ever confused about missing work they should come see me.
After our chat, the students worked collaborative to continue researching the geographic tool they were assigned on Tuesday and begin creating a presentation to share their knowledge. As they worked, I met with individuals to continue my reading assessments...I am truly hoping to be done by tomorrow afternoon. Wish me luck! :-)
After social studies we switched for math.
Today, during the small group instruction, we began rounding multi-digit numbers to the nearest 10 or 100 using a number line. Today, I modeled and explained while the students took some notes.
During math with a partner, the students played a game called, Follow the Leader. In pairs they colored squares with multi-digit numbers, creating a path in which each number was greater than the number before. Then they wrote number sentences, in their math journals, comparing the numbers along their path.
Finally, during the technology rotation, the students watched two Learn Zillion lessons about rounding and took notes on the second lesson in their math journal. After that they practiced their basic facts using Xtra math.org.
After math, the children enjoyed lunch and outdoor recess.
When they returned to class we jumped into our literacy block. First we retold the story, The Gold Coin. Then we reviewed the theme as an inferred message the author wants us to learn from his story. We looked at a list of common themes in fiction and identified and discussed a common theme for both, The Gold Coin and Pop's Bridge. Then we talked about how we, as good readers, can use context clues to identify the meaning of unknown words and phrases in text.
While I met with students to continue my reading assessments, the students completed an organizer and a written response to compare the themes of The Gold Coin and Pop's Bridge. Then they had one last chance, in class, to complete the intro paragraph for their character analysis. Next, they watched a Learn Zillion lesson about identifying and correcting run-on sentences and complete a worksheet that goes with it.
The class has won a Dojo reward of extra recess. I had planned to give it to them today, but we are struggling to get written work completed. I am NOT taking their reward away but I did postpone it until another day.
Student absences: Typically i have students ask 3 (students) before asking me...but if a child is returning to school after being out, I want them to check in with me to see what assignments they have missed and need to make up.
Morning routine: Students needs to unpack, sign in on the Promethean Board, and then go to Google Classroom, Class Meeting, to read my daily message and determine what they need to work on.
HOMEWORK: Homework is to read for twenty minutes EVERY night and practice math skills on a web site that is listed on the Google Classroom Homework page BUT if students fall behind in classwork they will need to complete unfinished work at home. I told the children that if there is a graded assignment that "disappears" from the daily task list on the flip chart, then they are now expected to complete it at home. So, I will provide a certain amount of time in class, but once class time is not provided, any unfinished work (that is to be graded) becomes homework. I told the children that if they are ever confused about missing work they should come see me.
After our chat, the students worked collaborative to continue researching the geographic tool they were assigned on Tuesday and begin creating a presentation to share their knowledge. As they worked, I met with individuals to continue my reading assessments...I am truly hoping to be done by tomorrow afternoon. Wish me luck! :-)
After social studies we switched for math.
Today, during the small group instruction, we began rounding multi-digit numbers to the nearest 10 or 100 using a number line. Today, I modeled and explained while the students took some notes.
During math with a partner, the students played a game called, Follow the Leader. In pairs they colored squares with multi-digit numbers, creating a path in which each number was greater than the number before. Then they wrote number sentences, in their math journals, comparing the numbers along their path.
Finally, during the technology rotation, the students watched two Learn Zillion lessons about rounding and took notes on the second lesson in their math journal. After that they practiced their basic facts using Xtra math.org.
After math, the children enjoyed lunch and outdoor recess.
When they returned to class we jumped into our literacy block. First we retold the story, The Gold Coin. Then we reviewed the theme as an inferred message the author wants us to learn from his story. We looked at a list of common themes in fiction and identified and discussed a common theme for both, The Gold Coin and Pop's Bridge. Then we talked about how we, as good readers, can use context clues to identify the meaning of unknown words and phrases in text.
While I met with students to continue my reading assessments, the students completed an organizer and a written response to compare the themes of The Gold Coin and Pop's Bridge. Then they had one last chance, in class, to complete the intro paragraph for their character analysis. Next, they watched a Learn Zillion lesson about identifying and correcting run-on sentences and complete a worksheet that goes with it.
The class has won a Dojo reward of extra recess. I had planned to give it to them today, but we are struggling to get written work completed. I am NOT taking their reward away but I did postpone it until another day.
Wednesday, September 14, 2016
Wonderful Wednesday
Today we switched our schedule around, just a bit! We had our literacy block, first thing this morning, so that we could have science, and plant our terrariums, this afternoon with Mrs. Shapot's class.
So, after the announcements, we reviewed the reading assignment from yesterday. Then the students began working independently, on the following tasks, while I continued my reading assessments. First the children completed, and turned in, the evidence organizer explaining why Juan fixed Dona Josefa's roof, in The Gold Coin, and backing up their thinking with three pieces of evidence from the text. After that, they used my model paragraph, their graphic organizer, and the grading rubric to draft their introductory paragraph for the character analysis of John Henry from Freedom Summer. Next, they watched the Learn Zillion lesson about modal auxiliaries and completed the follow up capture sheet. Finally, if they had additional time, they read silently.
After our literacy block we began our math block.
We began the math block by reviewing how to compare multi-digit numbers using <, >, or =. Then we began our rotations. During the small group, teacher led instruction we used expanded form and place value to continue comparing numbers. During math with a partner, the children created multi-digit numbers, by rolling dice, and then compared the two numbers. As they worked with their partner, they engaged in math discourse. Finally, the students watched a Khan Academy lesson about comparing multi-digit numbers, and completed an online practice activity, during the technology rotation. If they finished early, they played Hockey Score to practice place value.
After math, the students enjoyed lunch and outdoor recess.
When they returned to class we began preparing to plant our terrariums...BUT...there was a challenge...I was sent a THIRD grade science kit, instead of a FOURTH grade kit. SO, we had to make some adjustments. We will plat our terrariums tomorrow, hopefully!!
Since we are flexible and have so much learning to do, we were able to fill our new-found free time with academic tasks!!
First, the students took the Words Their Way inventory. Basically, this is a spelling test that I will analyze to help me develop groups for word work. We will begin our Words Their Way program the first week of October.
Next, the students had time to work on their literacy block tasks while I continued testing.
Finally, the students ended their day with art.
So, after the announcements, we reviewed the reading assignment from yesterday. Then the students began working independently, on the following tasks, while I continued my reading assessments. First the children completed, and turned in, the evidence organizer explaining why Juan fixed Dona Josefa's roof, in The Gold Coin, and backing up their thinking with three pieces of evidence from the text. After that, they used my model paragraph, their graphic organizer, and the grading rubric to draft their introductory paragraph for the character analysis of John Henry from Freedom Summer. Next, they watched the Learn Zillion lesson about modal auxiliaries and completed the follow up capture sheet. Finally, if they had additional time, they read silently.
After our literacy block we began our math block.
We began the math block by reviewing how to compare multi-digit numbers using <, >, or =. Then we began our rotations. During the small group, teacher led instruction we used expanded form and place value to continue comparing numbers. During math with a partner, the children created multi-digit numbers, by rolling dice, and then compared the two numbers. As they worked with their partner, they engaged in math discourse. Finally, the students watched a Khan Academy lesson about comparing multi-digit numbers, and completed an online practice activity, during the technology rotation. If they finished early, they played Hockey Score to practice place value.
After math, the students enjoyed lunch and outdoor recess.
When they returned to class we began preparing to plant our terrariums...BUT...there was a challenge...I was sent a THIRD grade science kit, instead of a FOURTH grade kit. SO, we had to make some adjustments. We will plat our terrariums tomorrow, hopefully!!
Since we are flexible and have so much learning to do, we were able to fill our new-found free time with academic tasks!!
First, the students took the Words Their Way inventory. Basically, this is a spelling test that I will analyze to help me develop groups for word work. We will begin our Words Their Way program the first week of October.
Next, the students had time to work on their literacy block tasks while I continued testing.
Finally, the students ended their day with art.
Tuesday, September 13, 2016
Terrific Tuesday
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! :-)
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! :-)
Subscribe to:
Posts (Atom)