Prior to the announcements, the students finished their reading formative from last Friday and then complete a WTW practice activity.
After the announcements we began our study of symbiosis in science. We began by viewing an introductory video clip. Next we reviewed the 3 types of symbiosis; mutualism (both parties benefit), commensalism (one benefits, the other is not affected), and parasitism (one benefits, the other is harmed). Then we began watching "The Magic School Bus Takes a Dive" and began identifying examples of the three types of symbiosis.
After science we switched for math and took a Go Noodle brain break.
During the small group math instruction we practiced using bar diagrams to solve multiplicative comparison word problems.
During math with a partner, the children played Multiplication Number Battle, a card game practicing multiplication fact fluency.
Finally, during the technology rotation, the children watched and took notes on a Learn Zillion lesson about using a bar diagram to solve multiplicative comparison word problems. Then they practiced this skill using a web site called Thinking Blocks.
After math the children enjoyed lunch and outdoor recess.
When we returned to class we began our literacy block. Today the children will be watching a Learn Zillion lesson about identifying the main idea and then practicing the skill using an article about the sun. After that, the students watched a Learn Zillion and a Brain Pop lesson explaining how to properly use dialogue in their writing. Then they read through a Google Slides presentation demonstrating how to punctuate dialogue. Finally, they copied a paragraph using the correct punctuation for the dialogue present in it. Those who finished early, completed another WTW Practice activity.
Pink: I collected their old books and handed out a new one, Chickens. After that, we reviewed the vowel pattern -oi and practiced the patterns -ea, and -ai. Next, after taking a book walk, we read pages 2-3 and wrote about the main idea and supporting details in our writing journals. HW: Read pages 2-7 and list unknown words.
Blue: We reviewed the strategies we've been practicing to identify the main idea in text. Then we reread page 5 and used those strategies to determine the main idea. After that, we wrote the main idea and used the text to write 2 supporting detail sentences. HW: Read pages 8-11 and list unknown words.
Orange: We reviewed the strategies we've been practicing to identify the main idea of text. Then we read over pages 18 and 19 and the students wrote a main idea statement in their journals. Then they drew a line of learning and copied the main idea statement that I modeled as I thought out loud. After that, I showed the students how to identify a supporting detail that explains the main idea and they tried to add one of their own. HW: Read pages 20-23 and list unknown words.
Green: We reviewed the strategies we've been practicing to identify the main idea of text. Then we read pages 8 and 9 and discussed the head, sub-headings, and repeated words and phrases. After that, the children wrote a min idea statement in their reading journal. Then they drew a line of learning and copied one that I modeled by thinking out loud. Next they compared theirs to mine. After that, together, we added supporting details, from the text, that explained the main idea. HW: read pages 10-15 and list unknown words.
Monday, October 24, 2016
Friday, October 21, 2016
Fabulous Friday
When the students came in this morning they had time to complete their historical fiction rough draft and work on a WTW practice activity. Then, after the announcements, they went to music with Ms. Thomson.
When the returned to class, from music, we reviewed the puzzles from yesterday's morning work and voted on a new class dojo reward, a popcorn party.
Then, we switched for math and took a Go Noodle brain break.
Next, we completed a practiced word problem to prepare for today's math formative. After that, I reviewed the formative and the children worked on it. These have been graded. Look for them in home folders this evening.
I did speak to the math class about the challenges of word problems. I encouraged them to look over the formative and notice one thing that they did well, and to make a goal of one thing to work on next week.
After math, the students enjoyed lunch and outdoor recess.
When they returned to class, we began our literacy block.
I began by doing a mini-lesson
Pink: We reread pages 12-15. Then we reviewed the concept of main idea and how to identify it. After that, we returned to pages 12-15 and determined the main idea. After that, we located supporting details that explained it.
Blue: We reviewed their unknown words from homework last night's homework. Then we used them in a sentence to help us better understand them. After that we reviewed the steps for identifying the main idea in text. Next we read, and reread, page 4 and determined the main idea.
Orange: We reviewed their unknown words from homework last night and copied the meanings into our reading journals. After that, we reviewed how to identify the main idea of text and determined the main idea of pages 16-17.
I didn't get to the green group today but will definitely meet with them on Monday.
We ended the day with a class meeting. First we shared what was on our minds. Then we exchanged thank yous and compliments. Finally, we continued our study of growth mind set. First we watched a Class Dojo video about making mistakes. Then we had a discussion about how making mistakes makes us smarter.
When the returned to class, from music, we reviewed the puzzles from yesterday's morning work and voted on a new class dojo reward, a popcorn party.
Then, we switched for math and took a Go Noodle brain break.
Next, we completed a practiced word problem to prepare for today's math formative. After that, I reviewed the formative and the children worked on it. These have been graded. Look for them in home folders this evening.
I did speak to the math class about the challenges of word problems. I encouraged them to look over the formative and notice one thing that they did well, and to make a goal of one thing to work on next week.
After math, the students enjoyed lunch and outdoor recess.
When they returned to class, we began our literacy block.
I began by doing a mini-lesson
Pink: We reread pages 12-15. Then we reviewed the concept of main idea and how to identify it. After that, we returned to pages 12-15 and determined the main idea. After that, we located supporting details that explained it.
Blue: We reviewed their unknown words from homework last night's homework. Then we used them in a sentence to help us better understand them. After that we reviewed the steps for identifying the main idea in text. Next we read, and reread, page 4 and determined the main idea.
Orange: We reviewed their unknown words from homework last night and copied the meanings into our reading journals. After that, we reviewed how to identify the main idea of text and determined the main idea of pages 16-17.
I didn't get to the green group today but will definitely meet with them on Monday.
We ended the day with a class meeting. First we shared what was on our minds. Then we exchanged thank yous and compliments. Finally, we continued our study of growth mind set. First we watched a Class Dojo video about making mistakes. Then we had a discussion about how making mistakes makes us smarter.
Thursday, October 20, 2016
Thrilling Thursday - Sub in the AM
The students had a substitute teach er this morning while I was at a doctor's appointment. So, I will give you a brief run-down regarding the plans I left for the sub.
They began the day with science. First they observed, and recorded, the evidence of decomposition on the two pieces of bread, from the experiment we started last Thursday. Then they learned about the sun's flow of energy by watching a few video clips and engaging in group discussions.
After that, they switched for math.
During the small group lesson and math with a partner, the students practiced representing and solving multi-step word problems. During the technology rotation, they reviewed multiplication using a Khan Academy lesson and a drill and practice web site.
Then they went to lunch and outdoor recess.
When I picked them up from recess, we returned to class and began our literacy block. I began by modeling, through thinking aloud, how to draft the final two paragraphs of the historical fiction story.
After that, the children worked independently to complete their historical fiction rough draft. Then they did a WTW practice activity and finished the first and second hand accounts activity from yesterday.
Pink: We practiced their flash cards. Then we reviewed the concept of a main idea as being the most important thing the author wants us to know. After copying a list of steps we can used to help identify the main idea into our journals, we practiced determining the main idea for pages 10 and 11. Finally, the students added 1-2 detail sentences that supported the main idea. HW: Practice flashcards and reread pages 12-14.
Blue: We reviewed the concept of a main idea as being the most important thing the author wants us to know. After copying a list of steps we can used to help identify the main idea into our journals, I gave a brief book talk and passed out our next, non-fiction book, Ecosystems on Earth. Then I modeled how I would identify the main idea on page 2 and the students copied it into their journals. HW: Read pages 4-7 and list unknown words (no more than 5, please).
Orange: We reviewed the concept of a main idea as being the most important thing the author wants us to know. After copying a list of steps we can used to help identify the main idea into our journals, we read pages 12 and 13 and I modeled, through thinking aloud, how to identify the main idea. (Then we had a fire drill and didn't have time to complete our group!) HW: Read pages 16-23 and list unknown words (no more than 5, please).
Green: We reviewed the concept of a main idea as being the most important thing the author wants us to know. After copying a list of steps we can used to help identify the main idea into our journals, I gave a brief book talk and passed out our next, non-fiction book, Ecosystems. Then we read page 2 and identified the main idea. HW: Read pages 2-7 and list unknown words (no more than 5, please).
They began the day with science. First they observed, and recorded, the evidence of decomposition on the two pieces of bread, from the experiment we started last Thursday. Then they learned about the sun's flow of energy by watching a few video clips and engaging in group discussions.
After that, they switched for math.
During the small group lesson and math with a partner, the students practiced representing and solving multi-step word problems. During the technology rotation, they reviewed multiplication using a Khan Academy lesson and a drill and practice web site.
Then they went to lunch and outdoor recess.
When I picked them up from recess, we returned to class and began our literacy block. I began by modeling, through thinking aloud, how to draft the final two paragraphs of the historical fiction story.
After that, the children worked independently to complete their historical fiction rough draft. Then they did a WTW practice activity and finished the first and second hand accounts activity from yesterday.
Pink: We practiced their flash cards. Then we reviewed the concept of a main idea as being the most important thing the author wants us to know. After copying a list of steps we can used to help identify the main idea into our journals, we practiced determining the main idea for pages 10 and 11. Finally, the students added 1-2 detail sentences that supported the main idea. HW: Practice flashcards and reread pages 12-14.
Blue: We reviewed the concept of a main idea as being the most important thing the author wants us to know. After copying a list of steps we can used to help identify the main idea into our journals, I gave a brief book talk and passed out our next, non-fiction book, Ecosystems on Earth. Then I modeled how I would identify the main idea on page 2 and the students copied it into their journals. HW: Read pages 4-7 and list unknown words (no more than 5, please).
Orange: We reviewed the concept of a main idea as being the most important thing the author wants us to know. After copying a list of steps we can used to help identify the main idea into our journals, we read pages 12 and 13 and I modeled, through thinking aloud, how to identify the main idea. (Then we had a fire drill and didn't have time to complete our group!) HW: Read pages 16-23 and list unknown words (no more than 5, please).
Green: We reviewed the concept of a main idea as being the most important thing the author wants us to know. After copying a list of steps we can used to help identify the main idea into our journals, I gave a brief book talk and passed out our next, non-fiction book, Ecosystems. Then we read page 2 and identified the main idea. HW: Read pages 2-7 and list unknown words (no more than 5, please).
Wednesday, October 19, 2016
Wonderful Wednesday
This morning, for morning work, the children watched the popular Mike the Camel, Geico commercial. Then they identified what they knew about the camels and the other characters, and how they knew it. After the announcements, we discussed the inferences they made.
After that, the students worked on their social studies charts identifying and comparing how the Native American tribes used their environment to survive. As they worked, I met with individual students to give missed WTW tests from Friday and to continue the informal, monthly reading assessments.
Then we switched for math and took a Go Noodle brain break.
During the small group, teacher led instruction we continued solving multi-step addition and subtraction word problems, but today our focus was on drawing and labeling diagrams to help us understand the problems.
During math with a partner, the students engaged in math discourse, with Mrs. Byrne, as they solved multi-step addition and subtraction word problems.
Finally, during the technology rotation, the students reviewed multiplication, in preparation for next week's multiplicative comparison word problems. So, they watched 2 Khan Academy lessons about multiplication and then practiced the basic multiplication facts using a third site linked to Google Classroom.
After math, the students enjoyed lunch and outdoor recess.
When they returned to class we discussed my expectations for when I have a substitute teacher. Tomorrow morning, only, I will be at a doctor's appointment. There will be a sub here in my place. After our talk, we began our literacy block. Again, I did a mini-lesson identifying criteria to identify text as either a firsthand or secondhand account. Then I shared an assignment in Google Classroom.
While I met with small groups, the children completed the firsthand and secondhand account practice activity. Then they finished writing the first 3 paragraphs of their historical fiction story. After that, they completed a written WTW practice activity.
Any students who has not finished the first three paragraphs and/or a WTW practice activity needs to do it for HOMEWORK tonight!!
Pink: We reviewed the criteria for identifying text as either a first or second hand account. Then we read a paragraph and identified the point of view in which it was told, and explained whether it was a first or second hand account. HW: Students should practice reading the paragraph to an adult and practice their flashcards.
After the pink group met, the children had art with Mrs. Van Ech. Then we resumed our literacy block.
Orange: We reviewed the criteria for determining whether text is told as a firsthand or secondhand account. Then we read two accounts of the same event and identified proof that one was a firsthand account and the other secondhand. After that we reviewed their lists of unknown word from last night's homework. HW: Read for 20 minutes...free choice!
Green: We reviewed the criteria for determining whether text is told as a first hand or secondhand account. Then the children read paragraph and determined from which account it was told. Additionally, they identified two reasons, using the criteria, that supported their thinking. HW: Read for 20 minutes...free choice.
Blue: I did not have a chance to meet with this group. I will definitely meet with them tomorrow afternoon! HW: Read for 20 minutes...free choice!
After that, the students worked on their social studies charts identifying and comparing how the Native American tribes used their environment to survive. As they worked, I met with individual students to give missed WTW tests from Friday and to continue the informal, monthly reading assessments.
Then we switched for math and took a Go Noodle brain break.
During the small group, teacher led instruction we continued solving multi-step addition and subtraction word problems, but today our focus was on drawing and labeling diagrams to help us understand the problems.
During math with a partner, the students engaged in math discourse, with Mrs. Byrne, as they solved multi-step addition and subtraction word problems.
Finally, during the technology rotation, the students reviewed multiplication, in preparation for next week's multiplicative comparison word problems. So, they watched 2 Khan Academy lessons about multiplication and then practiced the basic multiplication facts using a third site linked to Google Classroom.
After math, the students enjoyed lunch and outdoor recess.
When they returned to class we discussed my expectations for when I have a substitute teacher. Tomorrow morning, only, I will be at a doctor's appointment. There will be a sub here in my place. After our talk, we began our literacy block. Again, I did a mini-lesson identifying criteria to identify text as either a firsthand or secondhand account. Then I shared an assignment in Google Classroom.
While I met with small groups, the children completed the firsthand and secondhand account practice activity. Then they finished writing the first 3 paragraphs of their historical fiction story. After that, they completed a written WTW practice activity.
Any students who has not finished the first three paragraphs and/or a WTW practice activity needs to do it for HOMEWORK tonight!!
Pink: We reviewed the criteria for identifying text as either a first or second hand account. Then we read a paragraph and identified the point of view in which it was told, and explained whether it was a first or second hand account. HW: Students should practice reading the paragraph to an adult and practice their flashcards.
After the pink group met, the children had art with Mrs. Van Ech. Then we resumed our literacy block.
Orange: We reviewed the criteria for determining whether text is told as a firsthand or secondhand account. Then we read two accounts of the same event and identified proof that one was a firsthand account and the other secondhand. After that we reviewed their lists of unknown word from last night's homework. HW: Read for 20 minutes...free choice!
Green: We reviewed the criteria for determining whether text is told as a first hand or secondhand account. Then the children read paragraph and determined from which account it was told. Additionally, they identified two reasons, using the criteria, that supported their thinking. HW: Read for 20 minutes...free choice.
Blue: I did not have a chance to meet with this group. I will definitely meet with them tomorrow afternoon! HW: Read for 20 minutes...free choice!
Tuesday, October 18, 2016
Terrific Tuesday
This morning, after the announcements, we spent a few minutes talking about cultural equity and how our background effects the way we communicate our feelings and the way we tackle our work.
After that, the students continued using resources available to them in Google Classroom on the social studies page to complete the chart comparing the way four different Native American societies used their environment to survive. As the students worked collaboratively, I met with individual students to continue my informal, monthly reading assessments.
After social studies, we switched for math and took a Go Noodle brain break.
During the small group instruction, we continued solving multi-step word problems involving addition and subtraction. Today we focused on drawing pictures to help visualize the problem and identifying what is known and unknown.
During math with a partner, the students engaged in math discourse, with Mrs. Byrne, as they continued representing and solving multi-step word problems involving addition and subtraction.
Finally, during the technology rotation, the children completed a Ten Marks assignment working on....word problems!!! If they finished early they worked on their basic fact fluency using Xtra Math.
After math the students enjoyed lunch and outdoor recess. Then they went to PE with Mr. Smith.
When we returned to class I conducted a short mini-lesson about first and second hand accounts. The big take- aways being that a first hand account of an event is told by someone who was involved in the event. It will include pronouns such as I, we, and us. It will also have specific details involving emotion and feelings. A second hand account uses pronouns such as they, him, her, because it is based on research. The person was not involved with the event. It is more fact based and doesn't include feelings and emotions.
After that, I modeled how to use the planning document to
Blue: We reviewed some of their unknown word from last night's homework and then created a sentence to help us learn these new words. After that we reviewed cause and effect and listed key words in their reading journals. Then we attempted to find examples of cause and effect in their book but I could tell that interest was very low. So, I collected the books and asked for the children to suggest topics they would like to read about.
Orange: We reviewed some of their unknown word from last night's homework and then created a sentence to help us learn these new words. After that we reviewed cause and effect and listed key words in their reading journals. Then we read sections of the text and identified examples of cause and effect in our writing journals. HW: Read pages 12-15 and list unknown words.
Green: We reviewed some of their unknown word from last night's homework and then created a sentence to help us learn these new words. After that we reviewed cause and effect and listed key words in their reading journals. Then we read sections of the text and identified examples of cause and effect in our writing journals.
Pink: I didn't meet with this group. I will meet with them first tomorrow.
Remember, Scholastic Book Orders are due October 28.
After that, the students continued using resources available to them in Google Classroom on the social studies page to complete the chart comparing the way four different Native American societies used their environment to survive. As the students worked collaboratively, I met with individual students to continue my informal, monthly reading assessments.
After social studies, we switched for math and took a Go Noodle brain break.
During the small group instruction, we continued solving multi-step word problems involving addition and subtraction. Today we focused on drawing pictures to help visualize the problem and identifying what is known and unknown.
During math with a partner, the students engaged in math discourse, with Mrs. Byrne, as they continued representing and solving multi-step word problems involving addition and subtraction.
Finally, during the technology rotation, the children completed a Ten Marks assignment working on....word problems!!! If they finished early they worked on their basic fact fluency using Xtra Math.
After math the students enjoyed lunch and outdoor recess. Then they went to PE with Mr. Smith.
When we returned to class I conducted a short mini-lesson about first and second hand accounts. The big take- aways being that a first hand account of an event is told by someone who was involved in the event. It will include pronouns such as I, we, and us. It will also have specific details involving emotion and feelings. A second hand account uses pronouns such as they, him, her, because it is based on research. The person was not involved with the event. It is more fact based and doesn't include feelings and emotions.
After that, I modeled how to use the planning document to
Blue: We reviewed some of their unknown word from last night's homework and then created a sentence to help us learn these new words. After that we reviewed cause and effect and listed key words in their reading journals. Then we attempted to find examples of cause and effect in their book but I could tell that interest was very low. So, I collected the books and asked for the children to suggest topics they would like to read about.
Orange: We reviewed some of their unknown word from last night's homework and then created a sentence to help us learn these new words. After that we reviewed cause and effect and listed key words in their reading journals. Then we read sections of the text and identified examples of cause and effect in our writing journals. HW: Read pages 12-15 and list unknown words.
Green: We reviewed some of their unknown word from last night's homework and then created a sentence to help us learn these new words. After that we reviewed cause and effect and listed key words in their reading journals. Then we read sections of the text and identified examples of cause and effect in our writing journals.
Pink: I didn't meet with this group. I will meet with them first tomorrow.
Remember, Scholastic Book Orders are due October 28.
Monday, October 17, 2016
Marvelous Monday
This morning, after the announcements, we began using resources, posted in Google Classroom - Social Studies, to identify how four Native American societies used their environment to survive. We will work on this throughout the week and eventually identify the similarities and differences among the tribes.
Around 9:30 Ms. Snyder, our counselor, came in to conduct a lesson about personal body safety. This is a lesson required by MCPS. Ask our child to share with you the cartoon they made depicting how they could tell a trusted adult that they need to talk.
After that we switched for math and took a Go Noodle brain break.
During the small group instruction we began solving multi-step word problems involving addition and subtraction. Today we practiced using a known and unknown chart to organize information involved in the word problem.
During math with a partner, the children engaged in math discourse, while working on addition fluency, as they played a card game called Advanced Addition Number Battle.
Finally, during the technology rotation, the students watched, and took notes on, a Learn Zillion lesson explaining how to solve multi-step addition and subtraction word problems. If they finished early they practiced their basic facts using Xtra Math.
After math, the students enjoyed lunch and outdoor recess.
When they returned to class we began our literacy block. I took time to model how to use the planning graphic organizer for the historical fiction story to begin drafting my story. I showed the students how I read over stories written by past fourth grade students to get ideas for how to begin my story. I also modeled how I constantly went back to my organizer to see what I had planned then turned my phrases into complete sentences.
Blue: The students turned in their Wolves book and I handed out our next text, The Golden Spike. Before reading we reviewed the concept of cause (why did something happen) and Effect (what happened). Then we read sections of text, identified a fact (effect) and turned it into a question to identify the cause. HW: Read pages 6-9 and list unknown words.
Orange: First we reviewed the concept of cause (why did something happen) and effect (what happened). Then we read pages 6-7 and I thought out loud as I identified facts that were effects and turned them into questions to identify the cause. HW: Read pages 8-11 and list unknown words.
Green: We reread pages 16 and 17 and the children shared the main idea statements they wrote for homework last week. After that we discussed examples of cause (why did something happen) and effect (what happened) and I shared examples of key words they might find in text. Then the students reread pages 16 and 17, because they were already familiar with it, and attempted to identify an effect and turn it into a why did, or what caused question. HW: Read pages 18-23 and list unknown words.
Pink: We practiced their sight word flashcards. Then we reviewed cause (why did something happen) and effect (what happened). After using some real life examples, we read pages 8 in our text and identified 2 examples of cuase and effect. HW: Read pages 9- 14 and list unknown words.
Around 9:30 Ms. Snyder, our counselor, came in to conduct a lesson about personal body safety. This is a lesson required by MCPS. Ask our child to share with you the cartoon they made depicting how they could tell a trusted adult that they need to talk.
After that we switched for math and took a Go Noodle brain break.
During the small group instruction we began solving multi-step word problems involving addition and subtraction. Today we practiced using a known and unknown chart to organize information involved in the word problem.
During math with a partner, the children engaged in math discourse, while working on addition fluency, as they played a card game called Advanced Addition Number Battle.
Finally, during the technology rotation, the students watched, and took notes on, a Learn Zillion lesson explaining how to solve multi-step addition and subtraction word problems. If they finished early they practiced their basic facts using Xtra Math.
After math, the students enjoyed lunch and outdoor recess.
When they returned to class we began our literacy block. I took time to model how to use the planning graphic organizer for the historical fiction story to begin drafting my story. I showed the students how I read over stories written by past fourth grade students to get ideas for how to begin my story. I also modeled how I constantly went back to my organizer to see what I had planned then turned my phrases into complete sentences.
Blue: The students turned in their Wolves book and I handed out our next text, The Golden Spike. Before reading we reviewed the concept of cause (why did something happen) and Effect (what happened). Then we read sections of text, identified a fact (effect) and turned it into a question to identify the cause. HW: Read pages 6-9 and list unknown words.
Orange: First we reviewed the concept of cause (why did something happen) and effect (what happened). Then we read pages 6-7 and I thought out loud as I identified facts that were effects and turned them into questions to identify the cause. HW: Read pages 8-11 and list unknown words.
Green: We reread pages 16 and 17 and the children shared the main idea statements they wrote for homework last week. After that we discussed examples of cause (why did something happen) and effect (what happened) and I shared examples of key words they might find in text. Then the students reread pages 16 and 17, because they were already familiar with it, and attempted to identify an effect and turn it into a why did, or what caused question. HW: Read pages 18-23 and list unknown words.
Pink: We practiced their sight word flashcards. Then we reviewed cause (why did something happen) and effect (what happened). After using some real life examples, we read pages 8 in our text and identified 2 examples of cuase and effect. HW: Read pages 9- 14 and list unknown words.
Friday, October 14, 2016
Fabulous Friday
This morning, before going to music, the students had time to complete their planning organizer for the historical fiction story, finish any WTW assignments, or do the Word Sleuth, context clues practice.
After going to music with Ms. Thomson, we watched the video taped morning announcements and went over the thinkable puzzle fro morning work yesterday.
Then we switched for math and took a Go Noodle brain break.
After that, we reviewed how to estimate, find the exact difference of a mulit-digit subtraction problem involving decomposing across zeroes, and check it using addition. Then the students took the week 6 formative. These have been scored and returned to the children. Look for them in home folders this evening.
Next, the children enjoyed lunch and outdoor recess.
After recess, we began our literacy block.
We briefly discussed the historical fiction inquiry project. I explained that planning organizers must be completed, and handed in online, today. Then we moved studentś names on the Trello chart so that is accurately represented on what they are currently working.
After that, the students got their individual pictures taken.
When we returned to class, I met with WTW groups and gave the spelling and vocabulary assessment for the current lesson.
During that time, the rest of the class took a context clues formative and completed their planning organizer for the historical fiction story and read it to a buddy. Then they looked over historical fiction stories written by former fourth grade students to help them get ideas for their own. They also worked on their social studies web quest.
We ended the day with a full blown class meeting, although we were missing several students who were at their violin class. First we each shared an academic goal we will work on. The we exchanged compliments and thank yous. Finally, we watched a CLass Dojo lesson about Growth Mindset, the belief that the brain is a muscle that needs to be worked in order to get smarter.
PLEASE check home folders this weekend.
After going to music with Ms. Thomson, we watched the video taped morning announcements and went over the thinkable puzzle fro morning work yesterday.
Then we switched for math and took a Go Noodle brain break.
After that, we reviewed how to estimate, find the exact difference of a mulit-digit subtraction problem involving decomposing across zeroes, and check it using addition. Then the students took the week 6 formative. These have been scored and returned to the children. Look for them in home folders this evening.
Next, the children enjoyed lunch and outdoor recess.
After recess, we began our literacy block.
We briefly discussed the historical fiction inquiry project. I explained that planning organizers must be completed, and handed in online, today. Then we moved studentś names on the Trello chart so that is accurately represented on what they are currently working.
After that, the students got their individual pictures taken.
When we returned to class, I met with WTW groups and gave the spelling and vocabulary assessment for the current lesson.
During that time, the rest of the class took a context clues formative and completed their planning organizer for the historical fiction story and read it to a buddy. Then they looked over historical fiction stories written by former fourth grade students to help them get ideas for their own. They also worked on their social studies web quest.
We ended the day with a full blown class meeting, although we were missing several students who were at their violin class. First we each shared an academic goal we will work on. The we exchanged compliments and thank yous. Finally, we watched a CLass Dojo lesson about Growth Mindset, the belief that the brain is a muscle that needs to be worked in order to get smarter.
PLEASE check home folders this weekend.
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