This morning the students worked on solving our Thursday puzzles and had time to begin a WTW practice activity. After the announcements, we had a heart-to-heart talk about focusing on instruction and asking questions. This was a follow up to the shock I saw when the students received their graded inquiry projects yesterday afternoon.
After that, we reviewed yesterday's independent literacy tasks and the students got to work while I met with a reading group. As a recap, the children reread the play, "Wali Dad" and highlighted examples of the elements we discussed yesterday. Then they completed a chart indicating an element, how it looked in the text of the play, and how it helped their comprehension of the play. After that, the children completed a WTW practice activity. Finally, they practiced illustrating their historical fiction story for our class book.
Blue: We reviewed the elements of a play. Then I shared some background information about Leonard da Vinci, since we read a play about him. After that, the students chose parts and read the play out loud. We also reviewed the spelling pattern -tion when we ran across the word irrigation, in the play.
Next, we switched for math and took a Go Noodle brain break. After that, we did an Agree or Disagree warm up. Students were shown the equation 7 x 15 = 95 and had to decide if it was right or wrong and explain their thinking.
Then we began our math rotations.
During the small group lesson, we continued decomposing 2-digit numbers to solve 2-digit by 1-digit multiplication problems using the partial products method.
During math with a partner, the students engaged in math discourse, as they solved 2-digit by 1-digit multiplication problems using area models.
Finally, during the technology rotation, the children watched a Learn Zillion lesson and completed 3 follow up problems. Then they practiced decomposing a 2-digit number into tens and ones, to solve a 2-digit by 1-digit multiplication problem, using the site Amoeba Multiplication. n Thoser who finished early practiced their basic facts using Xtra Math.
After math, the children ate lunch.
When they returned to class we continued our literacy block.
Orange: We worked with the play , on page 22, in the children's Safari magazine. We discussed some of the elements and then assigned parts and began reading it. Unfortunately, we didn't get far because of time constraints.
Thursday, November 10, 2016
Wednesday, November 9, 2016
Wonderful Wednesday: MP 2 Begins!!
Today is the first day of the second marking period. Therefore, we are shifting our focus of Thinking and Academic Success Skills to elaboration and persistence. These skills will be worked into our daily activities and assignments to help prepare students for the future!!
Today we began our day with science. The students collaborated with their table groups to illustrate and label the various levels or organization in our environment.
After science, we switched for math and took a Go Noodle brain break. Then we did an Eliminate One warm up, where students had to get rid of one out of 4 numbers and explain their reasoning using math vocabulary. Next we began our math rotations.
During the small group, teacher-led instruction we began finding the products of 2-digit by 1-digit multiplication problems by using a rectangular area model. Then we practiced finding the product by decomposing the 2-digit number into tens and ones and then adding the two products together. This is called partial products. Here's an example: 42 x 8 = You would decompose the 42 into 40 + 2 and then solve 40 x 8 = and 2 x 8 = to find the product of 42 x 8.
During math with a partner, the students played a card game called, "Multiplication Zone" to increase their basic fact fluency.
Finally, during the technology rotation, the students watched a Khan Academy lesson about solving multiplication problems using area models and arrays. Then they practiced what they learned through Khan Academy. If they finished early, they worked on their basic facts using Xtra Math.
After math the students enjoyed lunch and recess.
When they returned to class, we began our literacy block.
With this being a new marking period, we are switching from the comprehension of non-fiction text to studying the structure and elements of plays. So, today we began by sharing what the children already knew about plays. Then we identified vocabulary linked to the elements of a play and discussed the defintion of each. After that, I read the play "The Gifts of Wali Dad", to the class, and pointed out the structural elements along the way.
Then it was time for art with Mrs. VanEch.
After art, we quickly voted for the front cover artwork for our class book of historical fiction stories. Then we began our independent work block. HOWEVER, by this time is was already 2:40!!
So, I reviewed the assignments and called one reading group. We will continue with these assignments and I will meet with the remainder of the reading groups tomorrow.
First, students reread the play "Wali Dad", and highlighted elements of the play using a color coded system. After that, they completed an online chart identifying elements, examples from the play, and how they help with the reader's comprehension. Next, the students completed a WTW practice activity. Finally, they continued working on their personal illustrations for their page in our class book.
Pink: We read through a play and identified the elements as we came across them. Then we practiced our sight word flashcards.
Today we began our day with science. The students collaborated with their table groups to illustrate and label the various levels or organization in our environment.
After science, we switched for math and took a Go Noodle brain break. Then we did an Eliminate One warm up, where students had to get rid of one out of 4 numbers and explain their reasoning using math vocabulary. Next we began our math rotations.
During the small group, teacher-led instruction we began finding the products of 2-digit by 1-digit multiplication problems by using a rectangular area model. Then we practiced finding the product by decomposing the 2-digit number into tens and ones and then adding the two products together. This is called partial products. Here's an example: 42 x 8 = You would decompose the 42 into 40 + 2 and then solve 40 x 8 = and 2 x 8 = to find the product of 42 x 8.
During math with a partner, the students played a card game called, "Multiplication Zone" to increase their basic fact fluency.
Finally, during the technology rotation, the students watched a Khan Academy lesson about solving multiplication problems using area models and arrays. Then they practiced what they learned through Khan Academy. If they finished early, they worked on their basic facts using Xtra Math.
After math the students enjoyed lunch and recess.
When they returned to class, we began our literacy block.
With this being a new marking period, we are switching from the comprehension of non-fiction text to studying the structure and elements of plays. So, today we began by sharing what the children already knew about plays. Then we identified vocabulary linked to the elements of a play and discussed the defintion of each. After that, I read the play "The Gifts of Wali Dad", to the class, and pointed out the structural elements along the way.
Then it was time for art with Mrs. VanEch.
After art, we quickly voted for the front cover artwork for our class book of historical fiction stories. Then we began our independent work block. HOWEVER, by this time is was already 2:40!!
So, I reviewed the assignments and called one reading group. We will continue with these assignments and I will meet with the remainder of the reading groups tomorrow.
First, students reread the play "Wali Dad", and highlighted elements of the play using a color coded system. After that, they completed an online chart identifying elements, examples from the play, and how they help with the reader's comprehension. Next, the students completed a WTW practice activity. Finally, they continued working on their personal illustrations for their page in our class book.
Pink: We read through a play and identified the elements as we came across them. Then we practiced our sight word flashcards.
Friday, November 4, 2016
Fantastic Friday
This morning, before going to music with Ms. Thomson, the children had free choice Friday. They got to select from a list of several activities such as reading using MyON, practicing basic facts, and using math sites to practice various concepts and skills. After music, we watched the announcements and went over yesterday's morning work puzzles.
Then we switched for math and took a Go Noodle brain break. Next we did an "eliminate It" warm up where students had a choice of 4 numbers and had to eliminate one of them use math reasoning. After that, we solved two practice comparative word problems to prepare for our weekly formative. Finally, the students took the formative.
The formatives have been graded and returned to students. Look for them in home folders this evening. We did go over the formative at the end of math class. I believe that many students rushed through the first problem and didn't visualize it, or read it carefully. We discussed this.
After math, the students enjoyed lunch and outdoor recess.
When they returned to class we began our literacy block. Since today is the last day of the first marking period, we took some time to go over who still owes me work. Then I explained rules for the contest we are going to have to select who will illustrate the front cover of our class book of historical fiction stories.
While I met with guided reading groups, the students completed unfinished assignments. The
Pink: We reviewed the -oi and -ea vowel patterns and spent time reading words with -er, -ir, and -ur. Then we did a quick word chain activity to practice writing short vowel sounds. After that, we reviewed strategies for determining the main idea in text. Finally, we read pages 10 and 11 and identified the main idea for that section, and wrote it in our journals.
Blue: I collected their Ecosystem books and handed out a Safari Magazine. We took a few minutes to preview it and then read the poem on page 11. Using the text, we determined what we could learn about an albatross.
Orange: Yesterday the students read pages 4 and 5, in their Safari Magazine, and wrote a main idea statement for that section of text. In group today, we reviewed how to identify the main idea (strategies we use and practice). Then, after collecting their assignments, I modeled through thinking out loud how I would write a main idea statement.
Green: Yesterday the students read pages 4 and 5, in their Safari Magazine, and wrote a main idea statement and 2 supporting details for that section of text. In group today, we reviewed how to identify the main idea (strategies we use and practice). Then, after collecting their assignments, I modeled through thinking out loud how I would write a main idea statement and supporting details.
After our literacy block we had a formal class meeting. First, during the group share, each student identified one thing they enjoyed during the first marking period of fourth grade. Then we exchanged thank yous and compliments. After that, we reviewed what we have learned about growth mindset (smart is something you get, challenges work our brain and help us get smarter). Then we watched a new lesson from Class Dojo, called, "The Power of Yet". This was a lesson about adding yet to statements that could be negative. For example, instead of saying I can't do this, you can say, I can't do this YET!
Then we switched for math and took a Go Noodle brain break. Next we did an "eliminate It" warm up where students had a choice of 4 numbers and had to eliminate one of them use math reasoning. After that, we solved two practice comparative word problems to prepare for our weekly formative. Finally, the students took the formative.
The formatives have been graded and returned to students. Look for them in home folders this evening. We did go over the formative at the end of math class. I believe that many students rushed through the first problem and didn't visualize it, or read it carefully. We discussed this.
After math, the students enjoyed lunch and outdoor recess.
When they returned to class we began our literacy block. Since today is the last day of the first marking period, we took some time to go over who still owes me work. Then I explained rules for the contest we are going to have to select who will illustrate the front cover of our class book of historical fiction stories.
While I met with guided reading groups, the students completed unfinished assignments. The
Pink: We reviewed the -oi and -ea vowel patterns and spent time reading words with -er, -ir, and -ur. Then we did a quick word chain activity to practice writing short vowel sounds. After that, we reviewed strategies for determining the main idea in text. Finally, we read pages 10 and 11 and identified the main idea for that section, and wrote it in our journals.
Blue: I collected their Ecosystem books and handed out a Safari Magazine. We took a few minutes to preview it and then read the poem on page 11. Using the text, we determined what we could learn about an albatross.
Orange: Yesterday the students read pages 4 and 5, in their Safari Magazine, and wrote a main idea statement for that section of text. In group today, we reviewed how to identify the main idea (strategies we use and practice). Then, after collecting their assignments, I modeled through thinking out loud how I would write a main idea statement.
Green: Yesterday the students read pages 4 and 5, in their Safari Magazine, and wrote a main idea statement and 2 supporting details for that section of text. In group today, we reviewed how to identify the main idea (strategies we use and practice). Then, after collecting their assignments, I modeled through thinking out loud how I would write a main idea statement and supporting details.
After our literacy block we had a formal class meeting. First, during the group share, each student identified one thing they enjoyed during the first marking period of fourth grade. Then we exchanged thank yous and compliments. After that, we reviewed what we have learned about growth mindset (smart is something you get, challenges work our brain and help us get smarter). Then we watched a new lesson from Class Dojo, called, "The Power of Yet". This was a lesson about adding yet to statements that could be negative. For example, instead of saying I can't do this, you can say, I can't do this YET!
Thursday, November 3, 2016
Thriving Thursday
This morning, prior to the announcements, the children were given time to complete a WTW practice activity. Then, after the announcements, we began our science lesson.
Today, we had a lot of fun making human food chains. Each student received a card identifying them as a producer (plant), a herbivore, or a carnivore/omnivore. They had a description of what they were and what they produced and/or ate. Then they had to wander around to find others who fit in their chain, either by eating them or being eaten by them. We did this activity twice. It was so cool to see the children really grasp the concept of a food chain.
After science, we switched for math and took a Go Noodle brain break.
During the small group, teacher-led, instruction we practiced solving comparative word problems using PARCC sample questions.
During math with a partner, the students engaged in math discourse as they represented and solved comparison word problems.
Finally, during the technology rotation, the students watched two Youtube lessons, through Safe Share, explaining and demonstrating, how to solve comparative word problems. After each video, they had a question to answer in their math journal.
After math the children enjoyed lunch and recess. Then we began our literacy block. Today we took a quick look at some illustrations to help us begin to plan and practice pictures for our historical fiction story.
While I met with guided reading groups the students had time to finish their historical fiction story and any main idea activities from last week. Then they completed the inference exercise from yesterday. After that, they began practicing their illustrations for our class book.
Pink: First we reviewed the -oi and -ea vowel patterns and did a quick word chain exercise to practice the short vowel sounds. After that we reviewed some of their unknown words from last night's homework. Then we identified strategies to help us determine the main idea in text. Finally, we read pages 8-9 and determined the main idea of that section. HW: Reread book to work on fluency.
Blue: We reread pages 20 and 21 and then reviewed strategies for determining the main idea of a section of text. Then, together, we wrote a paragraph stating the main idea and supporting details, in our journals. HW: Reread book to work on fluency.
Orange: Independently the children reread pages 4 and 5 and identified the main idea in their reading journal.
Green: Independently the children reread pages 4 and 5. Then they identified the main idea and two supporting details, in their journal.
Today, we had a lot of fun making human food chains. Each student received a card identifying them as a producer (plant), a herbivore, or a carnivore/omnivore. They had a description of what they were and what they produced and/or ate. Then they had to wander around to find others who fit in their chain, either by eating them or being eaten by them. We did this activity twice. It was so cool to see the children really grasp the concept of a food chain.
After science, we switched for math and took a Go Noodle brain break.
During the small group, teacher-led, instruction we practiced solving comparative word problems using PARCC sample questions.
During math with a partner, the students engaged in math discourse as they represented and solved comparison word problems.
Finally, during the technology rotation, the students watched two Youtube lessons, through Safe Share, explaining and demonstrating, how to solve comparative word problems. After each video, they had a question to answer in their math journal.
After math the children enjoyed lunch and recess. Then we began our literacy block. Today we took a quick look at some illustrations to help us begin to plan and practice pictures for our historical fiction story.
While I met with guided reading groups the students had time to finish their historical fiction story and any main idea activities from last week. Then they completed the inference exercise from yesterday. After that, they began practicing their illustrations for our class book.
Pink: First we reviewed the -oi and -ea vowel patterns and did a quick word chain exercise to practice the short vowel sounds. After that we reviewed some of their unknown words from last night's homework. Then we identified strategies to help us determine the main idea in text. Finally, we read pages 8-9 and determined the main idea of that section. HW: Reread book to work on fluency.
Blue: We reread pages 20 and 21 and then reviewed strategies for determining the main idea of a section of text. Then, together, we wrote a paragraph stating the main idea and supporting details, in our journals. HW: Reread book to work on fluency.
Orange: Independently the children reread pages 4 and 5 and identified the main idea in their reading journal.
Green: Independently the children reread pages 4 and 5. Then they identified the main idea and two supporting details, in their journal.
Wednesday, November 2, 2016
Wonderful Wednesday
This morning, prior to the announcements, the students had time to complete a WTW written practice activity. After the announcements we began our social studies lesson.
Today we reviewed the main elements of a map. Then the students completed an activity, using the Marine Corps Marathon Map, identifying whether certain elements were present on the map and which one helped them the most.
After that we switched for math and took a Go Noodle brain break.
Next, we began our rotations.
During the small group rotation we focused on representing and solving comparative multiplication problems, because that created a lot of confusion.
During math with a partner, the children continued representing and solving comparative word problems, involving all operations, with Mrs. Byrne.
During the technology rotation, the students watched a Learn Zillion lesson about comparative multiplication word problems involving multiplication and division, and took notes in their math journal. After that, they used Xtra Math to increase their basic fact fluency.
After math, the children enjoyed lunch and recess.
When they returned to class, we began our literacy block.
First, we reviewed making inferences using the Pixar clip, "For the Birds". Then the students worked independently while I met with guided reading groups. Students completed their historical fiction stories and their main idea assignments from last week. Then they watched a Learn Zillion lesson about inferences, if they didn't do that yesterday. Next, they practiced making inferences by watching a guided lesson, posted in GC - reading, and then watching another Mike the Camel commercial and making an inference of their own.
Pink: We reviewed the -oi and -ea vowel patterns. Then we did a word chain exercise to practice identifying short vowel sounds. After that we reviewed unknown words they identified from their book. Finally, we read pages 4 and 5, and then pages, 6 and 7, and shared facts we learned while reading. HW: Read pages 8-16 and list unknown words. Also, practice reading flashcards.
After the pink group met, we had art and then got back to our literacy block.
Orange: Prior to group, the students were given a Safari Magazine and told to read pages 2 and 3. In group we attempted to discuss wheelchair sports and the ParaOlympics but it quickly became evident that many had not done the reading. So, after quickly rereading (or reading) those pages, we had a brief discussion. HW: Read pages 4 and 5, and list unknown words.
Green: Independently the children read pages 2-5 of the article, "Mountain Climbing" in the Safari Magazine. In group, we discussed mountain climbing. The together we determined the main idea and wrote up it using specific details fro the text. HW: Read pages 4-7 and list unknown words.
Today we reviewed the main elements of a map. Then the students completed an activity, using the Marine Corps Marathon Map, identifying whether certain elements were present on the map and which one helped them the most.
After that we switched for math and took a Go Noodle brain break.
Next, we began our rotations.
During the small group rotation we focused on representing and solving comparative multiplication problems, because that created a lot of confusion.
During math with a partner, the children continued representing and solving comparative word problems, involving all operations, with Mrs. Byrne.
During the technology rotation, the students watched a Learn Zillion lesson about comparative multiplication word problems involving multiplication and division, and took notes in their math journal. After that, they used Xtra Math to increase their basic fact fluency.
After math, the children enjoyed lunch and recess.
When they returned to class, we began our literacy block.
First, we reviewed making inferences using the Pixar clip, "For the Birds". Then the students worked independently while I met with guided reading groups. Students completed their historical fiction stories and their main idea assignments from last week. Then they watched a Learn Zillion lesson about inferences, if they didn't do that yesterday. Next, they practiced making inferences by watching a guided lesson, posted in GC - reading, and then watching another Mike the Camel commercial and making an inference of their own.
Pink: We reviewed the -oi and -ea vowel patterns. Then we did a word chain exercise to practice identifying short vowel sounds. After that we reviewed unknown words they identified from their book. Finally, we read pages 4 and 5, and then pages, 6 and 7, and shared facts we learned while reading. HW: Read pages 8-16 and list unknown words. Also, practice reading flashcards.
After the pink group met, we had art and then got back to our literacy block.
Orange: Prior to group, the students were given a Safari Magazine and told to read pages 2 and 3. In group we attempted to discuss wheelchair sports and the ParaOlympics but it quickly became evident that many had not done the reading. So, after quickly rereading (or reading) those pages, we had a brief discussion. HW: Read pages 4 and 5, and list unknown words.
Green: Independently the children read pages 2-5 of the article, "Mountain Climbing" in the Safari Magazine. In group, we discussed mountain climbing. The together we determined the main idea and wrote up it using specific details fro the text. HW: Read pages 4-7 and list unknown words.
Tuesday, November 1, 2016
Terrific Tuesday
This morning the children practiced their keyboarding skills using the app Typing Club. After the announcements, we began science.
Today, during science, the students worked independently on two assignments in Google Classroom. First, the children read a Google Slides presentation explaining how the body uses food. Before reading they made a list of how they thought food is used. Then, as they read the slides, they highlighted ways the body uses food. After reading, the children returned to their lists, and using the highlighted portion of the text, they added and removed ways our body uses energy.
After that, they used a resource to help them draw a diagram of a food chain and a diagram of a food web.
As they worked I FINISHED my informal October reading assessments.
After science, we switched for math and took a Go Noodle brain break. Then we began our rotations.
During the small group, teacher-led, instruction we practiced representing and solving comparative word problems involving any operation (not just multiplication) and with unknowns in any position.
During math with a partner, the students played a card game, similar to the game Headbandz, that helped them increase their multiplication fluency.
Finally, during the technology rotation, the students completed a word problem assignment on Prodigy. Those who finished early practiced their basic facts using Xtra Math.
After math, the students enjoyed lunch and outdoor recess. Then they went to PE.
When they returned to class, we began our literacy block.
While I met with guided reading groups the students completed a new WTW sort. Then they completed their revisions and finalized their historical fiction story. After that, they watched a Learn Zillion lesson about making inferences and took notes in their reading/writing journals.
Blue: First we reviewed the concept of the main idea of text and the strategies we used to identify it. Then we read pages 12 -13 and the students wrote main idea statements in their journals. After sharing these statements they reread the section to identify 3 supporting details.
Orange: We reviewed strategies to determine the main idea in text and then discussed turning the heading into a question. After that, the children read pages 20-21 and wrote a main idea sentence. Finally, we shared and discussed these.
Green: We reviewed strategies to determine the main idea in text and then discussed turning the heading into a question. After that, the children read pages 13 and 14 and wrote a main idea sentences for each. Finally, we shared and discussed these.
The pink group was working with Mrs. Hostler so we didn't meet.
Terrific Tuesday
This morning the children practiced their keyboarding skills using the app Typing Club. After the announcements, we began science.
Today, during science, the students worked independently on two assignments in Google Classroom. First, the children read a Google Slides presentation explaining how the body uses food. Before reading they made a list of how they thought food is used. Then, as they read the slides, they highlighted ways the body uses food. After reading, the children returned to their lists, and using the highlighted portion of the text, they added and removed ways our body uses energy.
After that, they used a resource to help them draw a diagram of a food chain and a diagram of a food web.
As they worked I FINISHED my informal October reading assessments.
After science, we switched for math and took a Go Noodle brain break. Then we began our rotations.
During the small group, teacher-led, instruction we practiced representing and solving comparative word problems involving any operation (not just multiplication) and with unknowns in any position.
During math with a partner, the students played a card game, similar to the game Headbandz, that helped them increase their multiplication fluency.
Finally, during the technology rotation, the students completed a word problem assignment on Prodigy. Those who finished early practiced their basic facts using Xtra Math.
After math, the students enjoyed lunch and outdoor recess. Then they went to PE.
When they returned to class, we began our literacy block.
While I met with guided reading groups the students completed a new WTW sort. Then they completed their revisions and finalized their historical fiction story. After that, they watched a Learn Zillion lesson about making inferences and took notes in their reading/writing journals.
Blue: First we reviewed the concept of the main idea of text and the strategies we used to identify it. Then we read pages 12 -13 and the students wrote main idea statements in their journals. After sharing these statements they reread the section to identify 3 supporting details.
Orange: We reviewed strategies to determine the main idea in text and then discussed turning the heading into a question. After that, the children read pages 20-21 and wrote a main idea sentence. Finally, we shared and discussed these.
Green: We reviewed strategies to determine the main idea in text and then discussed turning the heading into a question. After that, the children read pages 13 and 14 and wrote a main idea sentences for each. Finally, we shared and discussed these.
The pink group was working with Mrs. Hostler so we didn't meet.
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