This morning, the children had time to complete their diagrams of the aquariums and the Learn Zillion lesson about sentence fragments.
After the announcements, we reviewed the interdependence among the organisms in the aquarium. Then the students read about the organisms in their terrarium and identified how each either helped or relied on another in the ecosystem.
After science, we switched for math and took a Go Noodle break.
During the small group rotation, in math, we practiced estimating and solving multi-digit subtraction problems using the standard algorithm and then using addition to check our answers.
During math with a partner the children engaged in math discourse as they estimated and solved multi-digit subtraction problems, and then used addition to check their answers.
Finally, during the technology rotation, the students worked on a Ten Marks assignment focusing adding and subtracting multi-digit numbers.
After math, the students enjoyed lunch and indoor recess.
Following recess we began our literacy block. Today I modeled how to use the note taking graphic organizer to write two informative paragraphs stating how the Native American tribes used their physical and human-made features to survive. As I modeled and explained what I was doing, the students and I collaborated to create a list of criteria for success for this writing assignment. Both my model writing piece and the criteria for success are linked to their writing assignment in Google Classroom. PLEASE encourage your child to use these resources.
While I met with guided reading groups, the students wrote their 2 informative paragraphs, and finished the reading comprehension task linked to the book, A Logś Life.
Orange: We reviewed some vocabulary from the childrenś lists of unknown words. Then we reread sections of the text and made inferences using what the text states and our background knowledge. HW: Reread book, make an inference on a sticky note, and stick it to the section of text.
Green: The students did not have any unknown words so we reread portions of the text and practiced making inferences. HW: Reread the book, make an inference on a sticky note, and stick it to the section of the text.
Blue: Together we reread sections of text (pages 12 and 14) and practiced making inferences using what was written in the text and our background knowledge. HW: Reread the book, working on fluency.
Pink: First we practiced our site word flashcards. Then we practiced the syllable patterns -le, er, and ce, and found words in the story which include these. Finally, we read the first part of the book and discussed what happened. HW: Reread pages 2-7.
Thursday, September 29, 2016
Wednesday, September 28, 2016
Wonderful Wednesday
This morning, when the students cam in, they had a chance to complete the science diagram of their aquarium and the Learn Zillion lesson about sentence fragments.
After the announcements, we had a brief class meeting discussing the expectations and responsibilities, especially as it pertains to the completion of independent work.
Then we discussed the fact that there were Native American tribes living here prior to the establishment of the 13 original colonies. We learned that there were three main societies that lived in Maryland. Then, the students worked collaboratively to identify the way these tribes used the natural resources available to them to obtain food, clothing, and shelter.
After social studies, we switched for math and took a Go Noodle brain break.
During our small group instruction, we practiced using the standard algorithm to add multi-digit numbers. Then we wrote the steps for subtracting multi-digit numbers, and practiced solving a couple of problems.
During math with a partner, the students engaged in math discourse as they used the standard algorithm to add multi-digit numbers.
Finally, during the technology rotation the children watched a Learn Zillion lesson about using the standard algorithm to subtract multi-digit numbers. As they watched, in their math journal, they listed the 3 steps mentioned in the lesson, 2 mistakes they might make, and 1 question they still had.
After math, the children enjoyed lunch and indoor recess.
Then we began our literacy block. First, I reviewed my mini-lesson from yesterday, in which I modeled how I researched and took notes on the organizer, about the human-made and physical features used by the Nanticoke Indians. Then I reviewed the tasks on our independent work chart.
While I met with guided reading groups, the children completed their research and note taking. After that, they completed their response to the story, A Log's Life, where they named, and explained, evidence of how organisms used their habitat in the book. Finally, they finished watching the Learn Zillion lesson about sentence fragments.
Blue: We reviewed their unknown words from homework and then reviewed the idea that we make inferences by reading what the text says and using our background knowledge to arrive at a new understanding. Next the students reread pages 5-8 and identified what they inferred about natural resources. HW: Read pages 8-15.
After the blue group, Mrs. VanEch came in for art. Then we took a Go Noodle brain break and returned to our literacy block.
Orange: We reviewed their unknown words from homework and then reviewed the idea that we make inferences by reading what the text says and using our background knowledge to arrive at a new understanding. Next the students reread chapter 2 and identified what they inferred about animals who live in temperate forests. HW: Read pages 18-23 and list unknown words.
Green: We reviewed their unknown words from homework and then reviewed the idea that we make inferences by reading what the text says and using our background knowledge to arrive at a new understanding. Next the students reread 11-14 and identified what they inferred about Keiko. HW: Read pages 16-22 and list unknown words.
Pink: We reviewed their flashcards and reread their book. Then I collected books and passed out a new one, Road Trip. We reviewed some vocabulary (fort, peg) and I gave a brief introduction. HW: Read Road Trip, list unknown words, practice flashcards.
After the announcements, we had a brief class meeting discussing the expectations and responsibilities, especially as it pertains to the completion of independent work.
Then we discussed the fact that there were Native American tribes living here prior to the establishment of the 13 original colonies. We learned that there were three main societies that lived in Maryland. Then, the students worked collaboratively to identify the way these tribes used the natural resources available to them to obtain food, clothing, and shelter.
After social studies, we switched for math and took a Go Noodle brain break.
During our small group instruction, we practiced using the standard algorithm to add multi-digit numbers. Then we wrote the steps for subtracting multi-digit numbers, and practiced solving a couple of problems.
During math with a partner, the students engaged in math discourse as they used the standard algorithm to add multi-digit numbers.
Finally, during the technology rotation the children watched a Learn Zillion lesson about using the standard algorithm to subtract multi-digit numbers. As they watched, in their math journal, they listed the 3 steps mentioned in the lesson, 2 mistakes they might make, and 1 question they still had.
After math, the children enjoyed lunch and indoor recess.
Then we began our literacy block. First, I reviewed my mini-lesson from yesterday, in which I modeled how I researched and took notes on the organizer, about the human-made and physical features used by the Nanticoke Indians. Then I reviewed the tasks on our independent work chart.
While I met with guided reading groups, the children completed their research and note taking. After that, they completed their response to the story, A Log's Life, where they named, and explained, evidence of how organisms used their habitat in the book. Finally, they finished watching the Learn Zillion lesson about sentence fragments.
Blue: We reviewed their unknown words from homework and then reviewed the idea that we make inferences by reading what the text says and using our background knowledge to arrive at a new understanding. Next the students reread pages 5-8 and identified what they inferred about natural resources. HW: Read pages 8-15.
After the blue group, Mrs. VanEch came in for art. Then we took a Go Noodle brain break and returned to our literacy block.
Orange: We reviewed their unknown words from homework and then reviewed the idea that we make inferences by reading what the text says and using our background knowledge to arrive at a new understanding. Next the students reread chapter 2 and identified what they inferred about animals who live in temperate forests. HW: Read pages 18-23 and list unknown words.
Green: We reviewed their unknown words from homework and then reviewed the idea that we make inferences by reading what the text says and using our background knowledge to arrive at a new understanding. Next the students reread 11-14 and identified what they inferred about Keiko. HW: Read pages 16-22 and list unknown words.
Pink: We reviewed their flashcards and reread their book. Then I collected books and passed out a new one, Road Trip. We reviewed some vocabulary (fort, peg) and I gave a brief introduction. HW: Read Road Trip, list unknown words, practice flashcards.
Tuesday, September 27, 2016
Terrific Tuesday
This morning the students continued drawing a diagram of the living materials in their aquariums and using resources to identify one characteristic for each. We did have to stop mid-way to discuss the importance of reading the resources and identifying something new they had learned.
After science we took a Go Noodle brain break and switched for math.
During math we took the MAP-M. This is the computerized, self-adjusting math assessment used to drive planning and instruction.
After math, the students enjoyed lunch and outdoor recess. Then they went to PE.
When they returned to class, I modeled how to research and take notes, using the provided graphic organizer, for their Native American tribe. after that, while I met with some reading groups, the students worked to complete their research organizer. Then they explained how organisms used their habitat in the book, A Log's Life. Finally, they completed the Learn Zillion lesson about sentence fragments.
Pink: We reviewed their flashcards and reread their book. Then we made inferences based on similarities and differences between the generations. HW: Practice site word flashcards and reread book.
Orange: We reread pages 8-12 and discussed inferences we made based on what the text says and our background knowledge. HW: Read pages 13-17.
Green: We reread page 9 and drew a conclusion, a backwards inference, as to why horses have become less important in our society. HW: Read pages 10-15.
I was unable to get to the blue group. :-( I will definitely meet with them tomorrow.
After science we took a Go Noodle brain break and switched for math.
During math we took the MAP-M. This is the computerized, self-adjusting math assessment used to drive planning and instruction.
After math, the students enjoyed lunch and outdoor recess. Then they went to PE.
When they returned to class, I modeled how to research and take notes, using the provided graphic organizer, for their Native American tribe. after that, while I met with some reading groups, the students worked to complete their research organizer. Then they explained how organisms used their habitat in the book, A Log's Life. Finally, they completed the Learn Zillion lesson about sentence fragments.
Pink: We reviewed their flashcards and reread their book. Then we made inferences based on similarities and differences between the generations. HW: Practice site word flashcards and reread book.
Orange: We reread pages 8-12 and discussed inferences we made based on what the text says and our background knowledge. HW: Read pages 13-17.
Green: We reread page 9 and drew a conclusion, a backwards inference, as to why horses have become less important in our society. HW: Read pages 10-15.
I was unable to get to the blue group. :-( I will definitely meet with them tomorrow.
Monday, September 26, 2016
Marvelous Monday!!
This morning the students created a diagram of their aquariums, drawing, labeling, and listing one characteristic for each organism. Then Ms. Snyder visited us to discuss the counseling program at Wims and identify the difference, and how to respond to, small, medium, and large problems.
After that we took a Go Noodle brain break and switched for math.
This week in math we will be focusing on using the standard algorithm to add and subtract multi-digit numbers.
Today during the small group instruction we identified the steps in the standard algorithm to solve addition problems. We discussed why it is a good idea to estimate the sum before finding the exact number. Then we determined how we would know when we needed to compose a ten, a hundred, or a thousand. Finally we practiced estimating and solving a couple of multi-digit addition problems.
During math with a partner, the students engaged in math discourse, as they played a game called Shut the Box. This reinforced the addition basic facts.
Finally, during the technology rotation, the students watched a Learn Zillion lesson about using the standard algorithm, and took notes identifying the steps of the algorithm, in their math journal. If they finished early they practiced the basic facts using Xtra Math.
After math the children enjoyed lunch and outdoor recess.
When they returned to class we began our literacy block.
I began by reading the story, A Log's Life, and modeling how to identify sections of text that explain how organisms use their habitat. After that, I reviewed the Google Slide presentation showing the students how to research and take notes on their Native American tribes for our inquiry project.
While I called guided reading groups, for the first time, the students completed an assignment explaining how organisms used their habitat. Then they began researching and taking notes for their first inquiry project. They needed to identify and describe 3 natural features and 3 human-made features that their tribe used and how it helped them.
Blue: The students received their first book, Regions and Resources. We reviewed the highlighted vocabulary words and practiced using them in sentences. HW: Read up to page 8 and list any unknown words.
Pink: The students received their first book, When They Were Little Like Me. We read and discussed the book. Then the children reread it independently. Students also received flashcards to practice EVERY night at home. HW: Reread book and practice flashcards.
Orange: The students received their first book, Surviving the Weather. We reviewed the meaning of specific vocabulary and practiced using it in sentences. HW: Read up to page 12 and list any unknown words on the sticky note.
Green: The students received their first book, Animals in Film. We reviewed some vocabulary and practiced using it in sentences. Then we read, and discussed, the introduction to the book. HW: Read pages 4-9 and list unknown words. Think about (no writing, just thinking) the obstacle the horses faced, the human he bonded with, and if he acted like a real horse.
We ended the day with a short class meeting to discuss how our first literacy block with guided reading groups went. Students shared what worked for them and what didn't work. It was great feedback for me!!
After that we took a Go Noodle brain break and switched for math.
This week in math we will be focusing on using the standard algorithm to add and subtract multi-digit numbers.
Today during the small group instruction we identified the steps in the standard algorithm to solve addition problems. We discussed why it is a good idea to estimate the sum before finding the exact number. Then we determined how we would know when we needed to compose a ten, a hundred, or a thousand. Finally we practiced estimating and solving a couple of multi-digit addition problems.
During math with a partner, the students engaged in math discourse, as they played a game called Shut the Box. This reinforced the addition basic facts.
Finally, during the technology rotation, the students watched a Learn Zillion lesson about using the standard algorithm, and took notes identifying the steps of the algorithm, in their math journal. If they finished early they practiced the basic facts using Xtra Math.
After math the children enjoyed lunch and outdoor recess.
When they returned to class we began our literacy block.
I began by reading the story, A Log's Life, and modeling how to identify sections of text that explain how organisms use their habitat. After that, I reviewed the Google Slide presentation showing the students how to research and take notes on their Native American tribes for our inquiry project.
While I called guided reading groups, for the first time, the students completed an assignment explaining how organisms used their habitat. Then they began researching and taking notes for their first inquiry project. They needed to identify and describe 3 natural features and 3 human-made features that their tribe used and how it helped them.
Blue: The students received their first book, Regions and Resources. We reviewed the highlighted vocabulary words and practiced using them in sentences. HW: Read up to page 8 and list any unknown words.
Pink: The students received their first book, When They Were Little Like Me. We read and discussed the book. Then the children reread it independently. Students also received flashcards to practice EVERY night at home. HW: Reread book and practice flashcards.
Orange: The students received their first book, Surviving the Weather. We reviewed the meaning of specific vocabulary and practiced using it in sentences. HW: Read up to page 12 and list any unknown words on the sticky note.
Green: The students received their first book, Animals in Film. We reviewed some vocabulary and practiced using it in sentences. Then we read, and discussed, the introduction to the book. HW: Read pages 4-9 and list unknown words. Think about (no writing, just thinking) the obstacle the horses faced, the human he bonded with, and if he acted like a real horse.
We ended the day with a short class meeting to discuss how our first literacy block with guided reading groups went. Students shared what worked for them and what didn't work. It was great feedback for me!!
Friday, September 23, 2016
TGIF!!!!
This morning the students came in and worked on the Learn Zillion lesson focusing on identifying and correcting run-on sentences. Then, after the announcements, they went to music with Ms. Thomson.
After music we came back, took care of a few housekeeping items, and switched for math.
Following our Go Noodle brain break, we had shortened math rotations. During the small group instruction we reviewed rounding to the tens, hundreds, and thousands, using the number from the task yesterday. During math with a partner, the children continued playing Rounding Scoot, practicing rounding multi-digit numbers to the ten thousands. Finally, during the technology rotation the children practiced rounding by completing an assignment in Prodigy. Then they practiced the basic facts using Xtra math.
Next, the students took a math formative on rounding multi-digit numbers to any place. These have been graded and returned to students. Look for them in home folders this eveing.
After math the students enjoyed lunch and outdoor recess.
When they returned to class, we finished putting the live materials into the terrariums and aquariums...this resulted in a small, but controlled, circus in the portable...and I was the ring leader! LOL! This is not in my wheel-house!!! But, together we got the job done. I should have taken pictures for your entertainment.
Finally, we began our literacy block!! First the students took a reading formative where they identified reasons and evidence an author provided to support a particular point. Then they edited and revised their character analysis (both paragraphs) for correct capitalization and sentence structure.
We ended the day with a brief class meeting. We shared the best part of our week and exchanged some thank yous and compliments.
After music we came back, took care of a few housekeeping items, and switched for math.
Following our Go Noodle brain break, we had shortened math rotations. During the small group instruction we reviewed rounding to the tens, hundreds, and thousands, using the number from the task yesterday. During math with a partner, the children continued playing Rounding Scoot, practicing rounding multi-digit numbers to the ten thousands. Finally, during the technology rotation the children practiced rounding by completing an assignment in Prodigy. Then they practiced the basic facts using Xtra math.
Next, the students took a math formative on rounding multi-digit numbers to any place. These have been graded and returned to students. Look for them in home folders this eveing.
After math the students enjoyed lunch and outdoor recess.
When they returned to class, we finished putting the live materials into the terrariums and aquariums...this resulted in a small, but controlled, circus in the portable...and I was the ring leader! LOL! This is not in my wheel-house!!! But, together we got the job done. I should have taken pictures for your entertainment.
Finally, we began our literacy block!! First the students took a reading formative where they identified reasons and evidence an author provided to support a particular point. Then they edited and revised their character analysis (both paragraphs) for correct capitalization and sentence structure.
We ended the day with a brief class meeting. We shared the best part of our week and exchanged some thank yous and compliments.
Thursday, September 22, 2016
Thrilling Thursday
This morning, after the announcements, we read about, discussed, and identified characteristics of the 3 regions of Maryland. The three regions are the Atlantic Coastal Plain, the Piedmont Plateau, and the Appalachian Mountains.
After social studies we took a Go Noodle brain break and switched for math.
Today, in math, we continued to round multi-digit numbers to any place.
During the small group math instruction, the students practiced rounding the population of Garrett County in 2010 to the nearest 10, 100, and 1,000, using number lines.
During math with a partner, the students engaged in math discourse as they payed a game of Rounding Scoot. They completed task cards focusing on rounding tot he nearest ten thousand.
Finally, during the technology rotation the students completed their Ten Marks rounding assignment from yesterday and then practiced rounding using the site, Brain Racer Rounding.
After math the children enjoyed lunch and outdoor recess.
When they returned to class we began our literacy block. Today the children identified evidence and reasons, from text, to support a statement about mussels. Then they watched a Google Slide presentation about note taking during research. After that, they had the chance to completed their charactyer analysis. Finally, they were to watch a Learn Zillion lesson about identifying and correcting sentence fragments.
At the end of the day we had a class meeting, let by Mrs. Mitch, identifying good time to use the restroom.
THEN...during dismissal our "Critters" for the terrariums and aquariums arrived. So, some of the students began distributing the live materials.
It was a crazy end of the day...my apologies for anything that may have been left at school.
After social studies we took a Go Noodle brain break and switched for math.
Today, in math, we continued to round multi-digit numbers to any place.
During the small group math instruction, the students practiced rounding the population of Garrett County in 2010 to the nearest 10, 100, and 1,000, using number lines.
During math with a partner, the students engaged in math discourse as they payed a game of Rounding Scoot. They completed task cards focusing on rounding tot he nearest ten thousand.
Finally, during the technology rotation the students completed their Ten Marks rounding assignment from yesterday and then practiced rounding using the site, Brain Racer Rounding.
After math the children enjoyed lunch and outdoor recess.
When they returned to class we began our literacy block. Today the children identified evidence and reasons, from text, to support a statement about mussels. Then they watched a Google Slide presentation about note taking during research. After that, they had the chance to completed their charactyer analysis. Finally, they were to watch a Learn Zillion lesson about identifying and correcting sentence fragments.
At the end of the day we had a class meeting, let by Mrs. Mitch, identifying good time to use the restroom.
THEN...during dismissal our "Critters" for the terrariums and aquariums arrived. So, some of the students began distributing the live materials.
It was a crazy end of the day...my apologies for anything that may have been left at school.
Thrilling Thursday
This morning, after the announcements, we read about, discussed, and identified characteristics of the 3 regions of Maryland. The three regions are the Atlantic Coastal Plain, the Piedmont Plateau, and the Appalachian Mountains.
After social studies we took a Go Noodle brain break and switched for math.
Today, in math, we continued to round multi-digit numbers to any place.
During the small group math instruction, the students practiced rounding the population of Garrett County in 2010 to the nearest 10, 100, and 1,000, using number lines.
During math with a partner, the students engaged in math discourse as they payed a game of Rounding Scoot. They completed task cards focusing on rounding tot he nearest ten thousand.
Finally, during the technology rotation the students completed their Ten Marks rounding assignment from yesterday and then practiced rounding using the site, Brain Racer Rounding.
After math the children enjoyed lunch and outdoor recess.
When they returned to class we began our literacy block. Today the children identified evidence and reasons, from text, to support a statement about mussels. Then they watched a Google Slide presentation about note taking during research. After that, they had the chance to completed their charactyer analysis. Finally, they were to watch a Learn Zillion lesson about identifying and correcting sentence fragments.
At the end of the day we had a class meeting, let by Mrs. Mitch, identifying good time to use the restroom.
THEN...during dismissal our "Critters" for the terrariums and aquariums arrived. So, some of the students began distributing the live materials.
It was a crazy end of the day...my apologies for anything that may have been left at school.
After social studies we took a Go Noodle brain break and switched for math.
Today, in math, we continued to round multi-digit numbers to any place.
During the small group math instruction, the students practiced rounding the population of Garrett County in 2010 to the nearest 10, 100, and 1,000, using number lines.
During math with a partner, the students engaged in math discourse as they payed a game of Rounding Scoot. They completed task cards focusing on rounding tot he nearest ten thousand.
Finally, during the technology rotation the students completed their Ten Marks rounding assignment from yesterday and then practiced rounding using the site, Brain Racer Rounding.
After math the children enjoyed lunch and outdoor recess.
When they returned to class we began our literacy block. Today the children identified evidence and reasons, from text, to support a statement about mussels. Then they watched a Google Slide presentation about note taking during research. After that, they had the chance to completed their charactyer analysis. Finally, they were to watch a Learn Zillion lesson about identifying and correcting sentence fragments.
At the end of the day we had a class meeting, let by Mrs. Mitch, identifying good time to use the restroom.
THEN...during dismissal our "Critters" for the terrariums and aquariums arrived. So, some of the students began distributing the live materials.
It was a crazy end of the day...my apologies for anything that may have been left at school.
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