Reminder - Tomorrow is individual picture day. We are scheduled to have our pictures taken AFTER lunch and recess, at 1:15.
This morning, after the announcements, we reviewed how to use the main idea and supporting details to summarize non-fiction text. Then the students summarized a paragraph about baby rattlesnakes. After that, they worked on the Native American Indian webquests.
Then, the children had 15 extra minutes of recess, which they had earned as a Dojo reward last week.
Next, we switched for math and took a Go Noodle brain break.
During the small group instruction we practiced solving multi-digit subtraction problems involving the decomposition across zeroes.
During math with a partner, the students engaged in math discourse as they solved multi-digit subtraction problems that involved decomposing across zeroes.
During the technology rotation, the children completed a Ten Marks assignment practicing the addition and subtraction of multi-digit numbers. If they finished early they could choose between doing a Jam Session on Ten Marks or practicing basic facts using Xtra Math.
After math, the students enjoyed lunch and outdoor recess.
When we returned to class we began our literacy block. After having students add their names to our class Trello chart ( an app we will use to keep track of where each students is in the inquiry writing process), I did a mini-lesson about using context clues to determine the meaning of unknown words in text.
Then, while I met with guided reading groups, the students completed their planning sheet for the historical fiction story they are writing for this marking periodś inquiry project. After that, they did a practice activity to reinforce my mini-lesson about context clues. Next, those who had time, completed another WTW practice activity and worked on the social studies web quest.
Pink: First we practiced reading their site word flashcards. Then I introduced their new book, What is Soil? and we took a look at the -oi vowel pattern. After reading several words with that pattern, we were introduced to some content vocabulary from the book. Then we read pages 2-6 and identified the main idea for pages 2 and 3. HW: Practice flashcards and reread pages 2-6.
Blue: First we discussed how to summarize non-fiction text, using the main idea and supporting details. Students were told that a summary should be short than the original text, written in their own words, and include only the most important facts. Then we read pages 12 and 13 and wrote main idea statements. After that we read pages 14 and 15 and wrote main idea statements. HW: Reread the book, Wolves.
Orange: We reread page 27 in Hurricanes and discussed the main idea. Then I collected their books and handed out a new one, What Are the Properties of Matter? Before defining the concept of matter, I reviewed the expectations for summarizing non-fiction text; state the main idea and important details that support it, using your own words. HW: read pages 2-5.
Green: We reread pages 14 and 15 and shared main idea statements. Then we discussed strategies to infer the main idea of non-fiction text, including using the heading and repeated words and phrases. HW: Read pages 16 and 17 and write a main statement, using the heading and repeated words.
After our literacy block we began a science experiment. We put two pieces of bread into separate baggies. One piece was freshly baked and the other was from a processed loaf. Then we put five drops of apple juice on each. The students took note of todayś date and wrote observable features of each piece of bread and drew a diagram, too. We will observe the bread, over the next two weeks as it begins to decompose.
Thursday, October 13, 2016
Tuesday, October 11, 2016
Terrific Tuesday
This morning, prior to the announcements, the children had time to catch up on the planning organizer for the inquiry historical fiction story. Then, they chose between completing a WTW practice activity or working on their keyboarding skills using Typing Club.
After the announcements we worked on our Native American Webquest for social studies.
Then we switched for math and took a Go Noodle brain break. We also went out to take part in a back door bus evacuation drill.
When we returned to math class, we began our rotations.
During the small group instruction we looked at a few subtraction problems and discussed how many digits we would expect to be in the difference. Then we practiced estimating and solving a multi-digit subtraction problem involving decomposing across zeroes. Finally, we checked our answer using addition.
During math with a partner, the students practiced subtracting, sometimes across zeroes, as they played a game called, Race to Zero. Each student began with 1,000 and rolled three dice to create a 3-digit number to subtract fro their total. They continued doing so until they reached zero. The first student to get to zero was the winner.
During the technology rotation, the students watched a Learn Zillion lesson about subtraction involving regrouping, sometimes across zeroes. Then they solved a problem, involving regrouping across zeroes, in their math journal. Those who finished early practiced their basic facts using Xtra Math.
After math, the children enjoyed lunch and outdoor recess. Then they went to PE with Mr. Smith.
When they returned to class, we began our literacy block.
First, I introduced the students to Trello, an online app that will be used to keep track of what students are working on in writing. Next, I modeled, using various resources and thinking aloud, how to plan and complete the graphic organizer planning document for the historical fiction story. Finally, I identified some steps for using context clues to determine the meaning of unknown words in text.
As the students worked, I spent time troubleshooting challenges with individual students. I didn´t meet with reading groups but we will get back to them on Thursday!
Due to the Jewish holiday, there is no school tomorrow. Individual pictures are FRIDAY. Order forms are coming home today. Finally, we would appreciate donations of paper towels.
After the announcements we worked on our Native American Webquest for social studies.
Then we switched for math and took a Go Noodle brain break. We also went out to take part in a back door bus evacuation drill.
When we returned to math class, we began our rotations.
During the small group instruction we looked at a few subtraction problems and discussed how many digits we would expect to be in the difference. Then we practiced estimating and solving a multi-digit subtraction problem involving decomposing across zeroes. Finally, we checked our answer using addition.
During math with a partner, the students practiced subtracting, sometimes across zeroes, as they played a game called, Race to Zero. Each student began with 1,000 and rolled three dice to create a 3-digit number to subtract fro their total. They continued doing so until they reached zero. The first student to get to zero was the winner.
During the technology rotation, the students watched a Learn Zillion lesson about subtraction involving regrouping, sometimes across zeroes. Then they solved a problem, involving regrouping across zeroes, in their math journal. Those who finished early practiced their basic facts using Xtra Math.
After math, the children enjoyed lunch and outdoor recess. Then they went to PE with Mr. Smith.
When they returned to class, we began our literacy block.
First, I introduced the students to Trello, an online app that will be used to keep track of what students are working on in writing. Next, I modeled, using various resources and thinking aloud, how to plan and complete the graphic organizer planning document for the historical fiction story. Finally, I identified some steps for using context clues to determine the meaning of unknown words in text.
As the students worked, I spent time troubleshooting challenges with individual students. I didn´t meet with reading groups but we will get back to them on Thursday!
Due to the Jewish holiday, there is no school tomorrow. Individual pictures are FRIDAY. Order forms are coming home today. Finally, we would appreciate donations of paper towels.
Monday, October 10, 2016
Magnificent Monday - Open House
It was so much fun to begin our day with so many parents!! Thanks to all who could make it!!
This morning we began our day by playing the Kahoot game that the class helped to create on Friday. After that, we were put into collaborative groups and we began the Webquest, an online scavenger hunt, created by Ms. Marsh. This week, as we work on the Webquest, we will take on roles and investigate an assigned Native American tribe.
After social studies we switched for math and took a Go Noodle brain break.
During the small group math rotation, the students continued subtracting multi-digit numbers, but we took it up a notch...today we began subtracting across zeroes.
During math with a partner, the students played Subtraction Number Battle, using playing cards, to work on their subtraction fluency.
Finally, during the technology rotation, the children watched a Khan Academy lesson about subtracting across zeroes, and completed a practice activity. Those who finished early, worked on their basic facts using Xtra Math.
After math, the children enjoyed lunch and outdoor recess.
When they returned to class, we began our literacy block. After defining the word chronological we discussed how to create a timeline by highlighting important dates and events in text. Next, I introduced the planning organizer for the inquiry historical fiction story. I reviewed the different sections and provided examples, and some non-examples.
While I met with guided reading groups the students read the text, Anasazi, highlighted important dates and events, and created a timeline. Then they began planning their historical fiction story by identifying the physical and human-made features available to their chosen Native American tribe, choosing and describing a main character, and identifying the problem in their story. After that, they completed a WTW activity.
Pink: We reread the text about Polar Bears. Then we highlighted and copied three details that support the main idea, polar bears are not actually white. HW: Reread Polar Bears and practice flashcards.
Blue: The students reread the text about Polar Bears and marked sentences that they thought supported the main idea that polar bears aren´t actually white. Then we shared their sentences, and underlined and copied three supporting details. HW: Read pages 10 and 11 in Wolves and identify the main idea (one sentence) on a sticky note.
Orange: We reviewed the main idea of text as being the MOST important part of the text that the author wants us to know. Then we identified strategies to use before, during, and after reading, to help us identify the main idea of non-fiction text. After that, the students read pages 21-25 in their book, Hurricanes, and listed repeated words and phrases. When they were done, they reflected on what the main idea might be. Finally, we discussed it. HW: Read pages 26 and 27 and identify a main idea on the sticky note.
Green: We reviewed the main idea of text as being the MOST important part of the text that the author wants us to know. Then we identified strategies to use before, during, and after reading, to help us identify the main idea of non-fiction text. After that, the students read page 13 in their book, A Nation of Many Colors, and listed repeated words and phrases. When they were done, they reflected on what the main idea might be. Finally, we discussed it. HW: Read pages 14 and 15 and identify a main idea on the sticky note.
This morning we began our day by playing the Kahoot game that the class helped to create on Friday. After that, we were put into collaborative groups and we began the Webquest, an online scavenger hunt, created by Ms. Marsh. This week, as we work on the Webquest, we will take on roles and investigate an assigned Native American tribe.
After social studies we switched for math and took a Go Noodle brain break.
During the small group math rotation, the students continued subtracting multi-digit numbers, but we took it up a notch...today we began subtracting across zeroes.
During math with a partner, the students played Subtraction Number Battle, using playing cards, to work on their subtraction fluency.
Finally, during the technology rotation, the children watched a Khan Academy lesson about subtracting across zeroes, and completed a practice activity. Those who finished early, worked on their basic facts using Xtra Math.
After math, the children enjoyed lunch and outdoor recess.
When they returned to class, we began our literacy block. After defining the word chronological we discussed how to create a timeline by highlighting important dates and events in text. Next, I introduced the planning organizer for the inquiry historical fiction story. I reviewed the different sections and provided examples, and some non-examples.
While I met with guided reading groups the students read the text, Anasazi, highlighted important dates and events, and created a timeline. Then they began planning their historical fiction story by identifying the physical and human-made features available to their chosen Native American tribe, choosing and describing a main character, and identifying the problem in their story. After that, they completed a WTW activity.
Pink: We reread the text about Polar Bears. Then we highlighted and copied three details that support the main idea, polar bears are not actually white. HW: Reread Polar Bears and practice flashcards.
Blue: The students reread the text about Polar Bears and marked sentences that they thought supported the main idea that polar bears aren´t actually white. Then we shared their sentences, and underlined and copied three supporting details. HW: Read pages 10 and 11 in Wolves and identify the main idea (one sentence) on a sticky note.
Orange: We reviewed the main idea of text as being the MOST important part of the text that the author wants us to know. Then we identified strategies to use before, during, and after reading, to help us identify the main idea of non-fiction text. After that, the students read pages 21-25 in their book, Hurricanes, and listed repeated words and phrases. When they were done, they reflected on what the main idea might be. Finally, we discussed it. HW: Read pages 26 and 27 and identify a main idea on the sticky note.
Green: We reviewed the main idea of text as being the MOST important part of the text that the author wants us to know. Then we identified strategies to use before, during, and after reading, to help us identify the main idea of non-fiction text. After that, the students read page 13 in their book, A Nation of Many Colors, and listed repeated words and phrases. When they were done, they reflected on what the main idea might be. Finally, we discussed it. HW: Read pages 14 and 15 and identify a main idea on the sticky note.
Friday, October 7, 2016
TGIF
This morning the children practiced their word work words using a choice off of one of the menus. Then they went to music with Ms. Thomson. After music, we switched for math and had a Go Noodle brain break.
We began math by reviewing how to estimate and subtract multi-digit numbers, and then check our answer using addition. Then the children took a math formative. These have been scored and returned to students. Look for them in home folders this evening. Next we practiced finding the sum of multiple addends. We looked for tricks such as making tens, and adding doubles.
After math the children enjoyed lunch and outdoor recess.
When they returned to class we began our literacy block. Students had a chance to complete their informative paragraphs about how the Native Americans used their geographic features to survive. These are due TODAY. Then they finished taking directed notes on the Learn Zillion lesson about conjunctions. Today is also the last day for that. Students who completed both of these were rewarded with the opportunity to write questions about science and social studies, using the resources we have read and are posted in both Google Classrooms, in order to create a Kahoot quiz for Open House on Monday.
Orange: We put our book aside today and used a nonfiction article about Polar Bears. Our purpose today was to identify the main idea of text. First we identified some before, during, and after reading strategies. Such as looking at the title and text features before we read, looking for repeated words and reading the headings as we read, and then when we are done reading, thinking about what the headings and important ideas have in common. Next we read the article, twice, and identified repeated words. From there we looked at the topic sentence and determined the main idea.
Blue: We put our book aside today and used a nonfiction article about Polar Bears. Our purpose today was to identify the main idea of text. First we identified some before, during, and after reading strategies. Such as looking at the title and text features before we read, looking for repeated words and reading the headings as we read, and then when we are done reading, thinking about what the headings and important ideas have in common. Next we read the article, twice, and identified repeated words. From there we looked at the topic sentence and determined the main idea.
I did not meet with the other two reading groups for a variety of reasons. So, the remainder of the afternoon was spent completing and printing the informative paragraphs and creating our class Kahoot.
Have a great weekend!
We began math by reviewing how to estimate and subtract multi-digit numbers, and then check our answer using addition. Then the children took a math formative. These have been scored and returned to students. Look for them in home folders this evening. Next we practiced finding the sum of multiple addends. We looked for tricks such as making tens, and adding doubles.
After math the children enjoyed lunch and outdoor recess.
When they returned to class we began our literacy block. Students had a chance to complete their informative paragraphs about how the Native Americans used their geographic features to survive. These are due TODAY. Then they finished taking directed notes on the Learn Zillion lesson about conjunctions. Today is also the last day for that. Students who completed both of these were rewarded with the opportunity to write questions about science and social studies, using the resources we have read and are posted in both Google Classrooms, in order to create a Kahoot quiz for Open House on Monday.
Orange: We put our book aside today and used a nonfiction article about Polar Bears. Our purpose today was to identify the main idea of text. First we identified some before, during, and after reading strategies. Such as looking at the title and text features before we read, looking for repeated words and reading the headings as we read, and then when we are done reading, thinking about what the headings and important ideas have in common. Next we read the article, twice, and identified repeated words. From there we looked at the topic sentence and determined the main idea.
Blue: We put our book aside today and used a nonfiction article about Polar Bears. Our purpose today was to identify the main idea of text. First we identified some before, during, and after reading strategies. Such as looking at the title and text features before we read, looking for repeated words and reading the headings as we read, and then when we are done reading, thinking about what the headings and important ideas have in common. Next we read the article, twice, and identified repeated words. From there we looked at the topic sentence and determined the main idea.
I did not meet with the other two reading groups for a variety of reasons. So, the remainder of the afternoon was spent completing and printing the informative paragraphs and creating our class Kahoot.
Have a great weekend!
Thursday, October 6, 2016
Thrilling Thursday - Interims
Before I get started on our day, I wanted to let you know that Interim progress reports (these are not report cards) will be coming home in home folders this evening. These are yours to keep. They will let you know how your child is doing at this halfway point in the first marking period.
On to our way...
This morning the students had a chance to complete a WTW assignment prior to the announcements. Then we began our science lesson.
Today, students worked with a partner, or two, to read about how a Native American society, either the Eastern Woodlands or the Great Plains, used their environment to meet their clothing needs. Then they shared their information with another group, at their table, who read about the other society. Together they compared and contrasted how these two tribes met their clothing needs.
Next we switched for math and took a Go Noodle brain break.
During the small group, teacher led instruction, we continued estimating and solving multi-digit subtraction problems and then checking our answers using addition.
During math with a partner, the student engaged in math discourse as they estimated and solved multi-digit subtraction problems and checked their answers using addition. Then they solved subtraction problems with missing digits.
Finally, during the technology rotation, students completed a subtraction assignment on Prodigy. If they finished early, they used Xtra Math to practice the basic facts.
After math, the students enjoyed lunch and outdoor recess.
When they returned to class we began our literacy block. We reviewed how to paraphrase text and I modeled paraphrasing a paragraph in writing.
While I met with guided reading groups the students worked on the following tasks. First they chose a paragraph from their guided reading book to paraphrase in their reading journal. Then they worked on the final draft of the two informative paragraphs naming and explaining how their Native American tribe used geographic features to survive. Finally, the students took notes on a Learn Zillion lesson demonstrating how to use conjunctions to write compound sentences.
Pink: Together we paraphrased page 4 in the book, Road Trip, by using synonyms and rearranging the order of words. Then we reviewed their flashcards. HW: Read pages 10-16 and list unknown words on a sticky note.
Blue: We tried to review the paragraph the students paraphrased but there were many challenges. So, instead, we read pages 4-5 and marked the roles of the wolf pack. Then the students paraphrased the role of the leader in their reading and writing journal. HW: Read pages 8-16 and list unknown words.
Orange: In group students shared their paraphrased versions of paragraphs from the text. We identified and discussed what they did well! HW: Read pages 21-27.
Green: In group students shared their paraphrased versions of paragraphs from the text. We identified and discussed what they did well! HW: Read pages 21-27.
On to our way...
This morning the students had a chance to complete a WTW assignment prior to the announcements. Then we began our science lesson.
Today, students worked with a partner, or two, to read about how a Native American society, either the Eastern Woodlands or the Great Plains, used their environment to meet their clothing needs. Then they shared their information with another group, at their table, who read about the other society. Together they compared and contrasted how these two tribes met their clothing needs.
Next we switched for math and took a Go Noodle brain break.
During the small group, teacher led instruction, we continued estimating and solving multi-digit subtraction problems and then checking our answers using addition.
During math with a partner, the student engaged in math discourse as they estimated and solved multi-digit subtraction problems and checked their answers using addition. Then they solved subtraction problems with missing digits.
Finally, during the technology rotation, students completed a subtraction assignment on Prodigy. If they finished early, they used Xtra Math to practice the basic facts.
After math, the students enjoyed lunch and outdoor recess.
When they returned to class we began our literacy block. We reviewed how to paraphrase text and I modeled paraphrasing a paragraph in writing.
While I met with guided reading groups the students worked on the following tasks. First they chose a paragraph from their guided reading book to paraphrase in their reading journal. Then they worked on the final draft of the two informative paragraphs naming and explaining how their Native American tribe used geographic features to survive. Finally, the students took notes on a Learn Zillion lesson demonstrating how to use conjunctions to write compound sentences.
Pink: Together we paraphrased page 4 in the book, Road Trip, by using synonyms and rearranging the order of words. Then we reviewed their flashcards. HW: Read pages 10-16 and list unknown words on a sticky note.
Blue: We tried to review the paragraph the students paraphrased but there were many challenges. So, instead, we read pages 4-5 and marked the roles of the wolf pack. Then the students paraphrased the role of the leader in their reading and writing journal. HW: Read pages 8-16 and list unknown words.
Orange: In group students shared their paraphrased versions of paragraphs from the text. We identified and discussed what they did well! HW: Read pages 21-27.
Green: In group students shared their paraphrased versions of paragraphs from the text. We identified and discussed what they did well! HW: Read pages 21-27.
Wednesday, October 5, 2016
Wonderful Wednesday
It was a gorgeous morning for Walk to School Day!
After the students checked in, they completed one activity to practice their word work words. After the announcement we began social studies.
First the children used words and pictures to show how they meet their needs for food, clothing, and shelter. Then, on the back on the same paper, they used words and pictures to show how Native American societies TODAY meet their needs for food, clothing, and shelter. After that, we read a book called, Meet Naiche, A Native Boy from the Chesapeake Bay Area, and recognized how Native American societies meet their needs in the same ways we do.
Next we switched for math and had a Go Noodle brain break.
During the small group instruction we continued estimating and solving multi-digit subtraction problems and then checking the answers using addition.
During math with a partner the students engaged in math discourse as they estimated, solved, and checked using addition, multi-digit subtraction problems.
Finally, during the technology rotation, the children practiced subtracting multi-digit numbers using the site, Drag and Drop math. This would be a great site to use for homework this evening!
After math, the students enjoyed lunch and outdoor recess. when they returned to class we began our literacy block.
We began by identifying what it means to paraphrase and why we need to do it. Then we learned that we can use synonyms and reorder the words in order to paraphrase what someone else says or writes.
While I met with guided reading groups the students completed a paraphrasing practice activity in their reading and writing journal. Then they worked on their two informational paragraphs about how their Native American tribe used geographic features to survive. After that they watched a Learn Zillion lesson about using conjunctions to write compound sentences.
Blue: The students received a new book, Wolves. We shared what we know about wolves and then reviewed what we learned about paraphrasing. After that, we read pages 2 and 3 and the students shared how wolves and dogs are similar by paraphrasing the text. HW: Read pages 2-7.
After the blue group met, we had art with Mrs. VanEch. Then we took A Go Noodle brain break and resumed our literacy block.
Orange: The students received a new book, Hurricanes. We discussed some of the text features including the table of contents, index, and text box. Then the students read to answer questions orally by paraphrasing the text. HW: Read pages 4-20.
Green: The students received a new book, A Nation of Many Colors. We read the introduction nad paraphrased reasons immigrants come to our country. HW: Read pages 4-12
Pink: We practiced their flashcards and added two more sight words. Then we read an discussed pages 8 and 9. HW: Reread pages 2-9.
After the students checked in, they completed one activity to practice their word work words. After the announcement we began social studies.
First the children used words and pictures to show how they meet their needs for food, clothing, and shelter. Then, on the back on the same paper, they used words and pictures to show how Native American societies TODAY meet their needs for food, clothing, and shelter. After that, we read a book called, Meet Naiche, A Native Boy from the Chesapeake Bay Area, and recognized how Native American societies meet their needs in the same ways we do.
Next we switched for math and had a Go Noodle brain break.
During the small group instruction we continued estimating and solving multi-digit subtraction problems and then checking the answers using addition.
During math with a partner the students engaged in math discourse as they estimated, solved, and checked using addition, multi-digit subtraction problems.
Finally, during the technology rotation, the children practiced subtracting multi-digit numbers using the site, Drag and Drop math. This would be a great site to use for homework this evening!
After math, the students enjoyed lunch and outdoor recess. when they returned to class we began our literacy block.
We began by identifying what it means to paraphrase and why we need to do it. Then we learned that we can use synonyms and reorder the words in order to paraphrase what someone else says or writes.
While I met with guided reading groups the students completed a paraphrasing practice activity in their reading and writing journal. Then they worked on their two informational paragraphs about how their Native American tribe used geographic features to survive. After that they watched a Learn Zillion lesson about using conjunctions to write compound sentences.
Blue: The students received a new book, Wolves. We shared what we know about wolves and then reviewed what we learned about paraphrasing. After that, we read pages 2 and 3 and the students shared how wolves and dogs are similar by paraphrasing the text. HW: Read pages 2-7.
After the blue group met, we had art with Mrs. VanEch. Then we took A Go Noodle brain break and resumed our literacy block.
Orange: The students received a new book, Hurricanes. We discussed some of the text features including the table of contents, index, and text box. Then the students read to answer questions orally by paraphrasing the text. HW: Read pages 4-20.
Green: The students received a new book, A Nation of Many Colors. We read the introduction nad paraphrased reasons immigrants come to our country. HW: Read pages 4-12
Pink: We practiced their flashcards and added two more sight words. Then we read an discussed pages 8 and 9. HW: Reread pages 2-9.
Tuesday, October 4, 2016
Terrific Tuesday
I hope everyone enjoyed the long weekend!!
When the students came in they used a Google Slides presentation to label 6 human made features on a map of Maryland. Then we took a footprint map of our building and added human-made and natural features to it. Eventually, we will be using this map to show water run-off and the direction in which it flows.
After social studies we switched for math and took a Go Noodle brain break.
In math we continued working on rounding, subtracting, and estimating multi-digit numbers.
During the small group instruction, we used rounding to estimate a reasonable answer for a multi-digit subtraction problem. Then we completed the subtraction problem and identified the exact difference. Finally, we checked our subtraction using addition.
During math with a partner, the students engaged in math discourse as they estimated and solved a multi-digit subtraction problem and check their answer using addition.
Finally, during the technology rotation, the students completed an assignment on Ten Marks, practicing the addition and subtraction of multi-digit numbers.
Any student in my math class, who did not finish the Ten Marks assignment in class, MUST do it for homework this evening!
After math, the children enjoyed lunch and outdoor recess. Then they went to PE with Mr. Smith.
When they returned to the classroom we began our literacy block. Today I introduced our word work program, Words Their Way, to the class. Many students were already familiar with it because we used it last year.
Each fourth grade student has been placed in a group based on an assessment that was given a few weeks ago. From there...here are the important things you (and they) need to know:
When the students came in they used a Google Slides presentation to label 6 human made features on a map of Maryland. Then we took a footprint map of our building and added human-made and natural features to it. Eventually, we will be using this map to show water run-off and the direction in which it flows.
After social studies we switched for math and took a Go Noodle brain break.
In math we continued working on rounding, subtracting, and estimating multi-digit numbers.
During the small group instruction, we used rounding to estimate a reasonable answer for a multi-digit subtraction problem. Then we completed the subtraction problem and identified the exact difference. Finally, we checked our subtraction using addition.
During math with a partner, the students engaged in math discourse as they estimated and solved a multi-digit subtraction problem and check their answer using addition.
Finally, during the technology rotation, the students completed an assignment on Ten Marks, practicing the addition and subtraction of multi-digit numbers.
Any student in my math class, who did not finish the Ten Marks assignment in class, MUST do it for homework this evening!
After math, the children enjoyed lunch and outdoor recess. Then they went to PE with Mr. Smith.
When they returned to the classroom we began our literacy block. Today I introduced our word work program, Words Their Way, to the class. Many students were already familiar with it because we used it last year.
Each fourth grade student has been placed in a group based on an assessment that was given a few weeks ago. From there...here are the important things you (and they) need to know:
- Each word list will be a 2 week cycle (words assigned today will be practiced this week and next).
- Day 1: ALL students will receive a word list to cut and glue, sorted according to the lesson, in their WTW (Words Their Way) journal. They will be expected to use a Youtube lesson that will be linked in Google Classroom. They can watch the lesson and then sort their words, they can sort their words and then watch the lesson, OR they can watch the lesson as they sort the words.
- Over the course of the next 2 weeks they need to practice their words DAILY. They will be given time in school, either during morning work or literacy block. If they do not have enough time in school, they will need to practice at home, for homework.
- There are 2 different practice menus (choices of how to practice their words) in the Äbout" section of their Google Classroom.
- They MUST complete at least 3 written practices, for their words, over the course of each cycle. The rest can be written or using technology.
- On the last day of the cycle, students will be assessed on the spelling and meaning of 5-10 words from their list, that I choose. They need to know the spelling and meaning of each word on their list.
As you can imagine, setting this up and getting it running took a large portion of our afternoon.
The remainder of the afternoon was spent on completing their first word sort and working on the two informative paragraphs naming and explaining human-made and natural features, used by their Native American tribe, to survive.
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