Fabulous Friday!

The students began their day in music with Ms. Thomson.  When they returned to class we watched the morning announcements and reviewed the answers to yesterday's puzzles.  Then we switched for math.

We began math by taking a Go Noodle brain break.  Then we reviewed last night's homework and prepared for today's formative.  After that the children took the quiz.  These have been graded and returned.  Look for them in home folders this evening.  With the few minutes we had left, we took a look at some PARCC type questions involving fractions, to familiarize students with different ways they may be asked to use the skills they've learned.

After math, the students enjoyed lunch and indoor recess, due to the cold temperatures.

We began our literacy block after recess.

First we reviewed the independent task list and I answered questions regarding expectations and criteria for success.  Then we reread, and attempted to act out, the play, "The Apple of Discord," again, and students made markings on the text to help them complete part of their independent work.

While I met with guided reading groups the students completed a chart identifying words or actions, for each character, supporting whether they were or weren't responsible for starting the Trojan War.   After that, some students had to finish the character trait web, identifying both traits and support from the myth.  Finally, all children worked on completed their informative paragraph for their extreme weather topic.

Orange:  I introduced the terms protagonist and antagonist to the group.  Then we discussed Medusa and Athena, their character traits, support from the text, and how the traits contributed to the sequence of events in the myth, The Story of Medusa and Athena".  After that, we briefly discussed which character they thought started the Trojan War and why.

Green:  I introduced the terms protagonist and antagonist to the group.  Then we discussed Medusa and Athena, their character traits, support from the text, and how the traits contributed to the sequence of events in the myth, The Story of Medusa and Athena".  After that, we briefly discussed which character they thought started the Trojan War and why.

Blue and Pink:  We reread the myth, "Pegasus," and retold the events in order.  After that we identified character traits and how they impacted events in the story.

We wrapped up the day, and week, with a brief class meeting.  We shared our plans for the weekend and exchanged a few compliments and thank yous.

Thrilling Thursday

It's puzzle Thursday, so before the announcements the students checked out today's puzzles and attempted to figure them out.  Then they watched a video about the Lost Colony of Roanoke.  Afterwards, we continued with social studies.

First we rewatched the video (it was only 5 minutes) and discussed important facts.  After that, I reviewed how to use text features to help gain information from non-fiction text.  Then the children had time to read about the attempted settlement of Roanoke and complete the chart that was introduced yesterday.  Finally, we shared the information that we added to our charts.

Next, we switched for math and took a Go Noodle brain break.  After that, we completed an Agree or Disagree math warm up focusing on using denominators to compare fractions.  Then, we reviewed last night's homework and began our rotations.

During the small group lesson we practiced estimating the placement of 3 fractions, less than one, on a number line.  Then we compared the fractions using <, >, or =.  Finally, we ordered the fractions from least to greatest.

During math with a partner, the children practiced comparing fractions as they played Fraction War.

Finally, during the technology rotation, the children watched 2 Khan Academy lessons about comparing fractions and then completed a follow up activity.  Those who finished early worked on their basic fact fluency using Xtra Math.

For HOMEWORK there is a worksheet that children received in class.  We will have a formative tomorrow on estimating the placement of fractions on a number line, comparing fractions, and ordering fractions.

After math, the students enjoyed lunch and indoor recess.

The afternoon focused on our literacy block.  First we reviewed how a character's traits can impact the sequence of events in a myth.  Then, as a class, we read and discussed the play, "The Apple of Discord", about how the Trojan War began.

Then, the children returned to their seats to work independently.  First, they reread the play and identified the actions and/or words of characters as having contributed, or not, to the start of the war.  After that, some students had to complete their character trait web from yesterday.  Next, the students continued writing their paragraph informing about the extreme weather they researched.

Unfortunately, this was all cut short when we were reminded of a lesson in the media center.  :-0  Mrs. Allaire did an introductory lesson for our next inquiry project where the students will work to answer the driving question,  "How can the media responsibly advertise products and services to children?"  DUring the lesson the students created a criteria list for responsible ads.  Then they worked collaboratively to sort ads, using the criteria, into groups of less responsible and more responsible.

When we returned to class, it was time to pack up!!

Wonderful Wednesday - Report Cards!!

This morning the children worked on their writing Wednesday stories.  Then, after the announcements, they had a chance to share.  After that we began our social studies lesson, returning to our study of the early settlements and colonies.

After clearing up a few misconceptions I introduced a more comprehensive, and less confusing, chart for capturing important information we discover during our learning.  Then the children revisited the text about St. Augustine and completed that section of our new organizer.

Next we switched for math and took a Go Noodle brain break.  Then we completed a warm up where students identified as many fractions equivalent to 1/2 as they could in 5 minutes.  After that we went over last night's homework and began our rotations.

During the small group rotations we compared fractions using visuals, such as fraction strips.  During math with a partner, the students played Fraction War to reinforce comparing fractions.  Finally, during the technology rotation, the children completed a fraction assignment on Ten Marks.

For HOMEWORK the students were given half of  a worksheet to practice comparing fractions.

After math, the children enjoyed lunch and outdoor recess.

When they returned to class we began our literacy block.  First, we identified how understanding allusions to myths can help us comprehend text.  Then we reviewed how to identify support, from text, to demonstrate a character's traits.

After that, while I met with small groups, the children read a myth and identified both character traits and support from the text for the main character(s).  Then they continued to use their extreme weather research to draft an informative paragraph for their group newsletter.  Finally, if they had time, they read about the settlement of Roanoke and added information to the organizer I introduced this morning.

Pink and Blue:  Once again, I met with both groups together.  First, we shared text they marked last night to support the trait of greed.  After that, we discussed how King Midas' greed impacted the sequence of events in the myth.  Next, I passed out the myth, "Pegasus".  We read and discussed it, circling a few character traits in the text.  Then, independently, the students completed a web, identifying character traits and evidence from the text supporting each.  For HOMEWORK the children need to reread "Pegasus".

After meeting with these groups, the students had art with Mr. Cosgrove.  Then we resumed our literacy block.

Orange:  We shared and discussed the text they marked, for homework last night, supporting the character trait of greed.  They we orally rehearsed explaining how King Midas' greed impacted the sequence of events in the myth.  For HOMEWORK the children need to reread the myth, "The Story of Medusa and Athena".

Green:  We shared and discussed the text they marked, for homework last night, supporting the character trait of greed.  They we orally rehearsed explaining how King Midas' greed impacted the sequence of events in the myth.  For HOMEWORK the children need to reread the myth, "The Story of Medusa and Athena".

REPORT CARDS were sent home this afternoon.  Keep everything inside and return the empty envelope, signed by you, tomorrow.

Terrific Tuesday

This morning the students completed yesterday's science activity where they read an article about clouds and precipitation and then explained how the two are related.  Those who finished early practiced their keyboarding skills using Typing Club.  We did take a short break for our February fire drill.  After that, we watched a video about weather changes and measurement.

Next, we switched for math and took a Go Noodle brain break.  Then we did a "would you rather" math warm up requiring the knowledge of equivalent fractions.  After that we quickly reviewed how to generate equivalent fractions of 1/2, 1/3, and 1/4.  Next we began our math rotations.

During the small group instruction, we finished yesterday's lesson by using our knowledge of equivalent fractions to estimate the placement of a fraction on a number line.  Then we began using the benchmark of 1/2 to compare fractions using <, >, or =.

During math with a partner, the students engaged in math discourse as they colored in a dragon using equivalent fractions.

Finally, during the technology rotations the students watched a Learn Zillion lesson about comparing fractions using the benchmark 1/2, and took notes in their math journals.  Then they played Tug Team Fractions to practice comparing fractions.

For HOMEWORK the children should attempt to complete the worksheet we began in class.

After math, the students enjoyed lunch and outdoor recess.  Then they went to PE with Mr. Smith.

When we returned to class we began our literacy block.  I explained that this week our focus would be to explain how a character's traits impacts the sequence of events in a myth and to write an informative paragraph for their group Extreme Weather Newsletter. Next, I shared the scoring tool that will be used for the newsletter articles and modeled using my notes to begin writing an informative paragraph about my weather topic.

While I met with small groups, the children read the myth, "The Golden Touch" and listed unknown words.  Then they used their research to begin drafting their informative newsletter article.

Pink and Blue:  We reviewed the concept of character traits and then played a quick game of charades in which students chose a trait and acted it out.  Then we read the story, The Golden Touch, and discussed the character trait of greed.  For HOMEWORK the students need to reread the myth and mark places with a G where King Midas is demonstrating the trait of greed.

Orange:  Independently, the children read the myth, The Golden Touch, and listed unknown words.  In group we reviewed the concept of character traits and then played a quick game of charades in which students chose a trait and acted it out.  Then we reviewed unknown words they listed as they read the myth.or HOMEWORK the students need to reread the myth and mark places with a G where King Midas is demonstrating the trait of greed.

Green: Independently, the children read the myth, The Golden Touch, and listed unknown words.  In group we reviewed the concept of character traits and then played a quick game of charades in which students chose a trait and acted it out.  Then we reviewed unknown words they listed as they read the myth.or HOMEWORK the students need to reread the myth and mark places with a G where King Midas is demonstrating the trait of greed.

Marvelous Monday

This morning the students worked on a language review activity.  After the announcements we went over the correct answers and began our science lesson.

First we discussed what we know about weather and what data is observed to describe seasonal weather conditions.  After that we watched a video about weather and shared new understandings we gained from it.  Finally, the students read an article explaining how clouds and precipitation form.  Then they answered a few questions on a Google Form.

Next, we switched for math and took a Go Noodle brain break.  After that we did an eliminate one warm up to review fractions.  Then we began our rotations.

During the small group instruction, we generated fractions equivalent to 1/2 and then used that knowledge to place 5/12 on a number line.  During math with a partner, the children played the Factors Partner Game, to provide practice with identifying factors of a multiple.  Finally, during the technology rotation, the children watched a Learn Zillion lesson about generating equivalent fractions and took notes in their math journals.  Those who finished early played Fraction Shoot to practice identifying equivalent fractions.

For HOMEWORK there is a Study Jam linked to GC-Holman's Homework.

After math, the children enjoyed lunch and outdoor recess.

When the students returned to class, we began our literacy block.

We spent time going over last week's assignments and determining which items needed more time.  Then I reviewed the social studies exit card and gave them criteria to help them complete it successfully.

After that, the children had time to redo the social studies exit card from Friday.  Then they watched and completed their new WTW word sort.  Next, the students worked on their extreme weather research, gathering more facts and details, as well as, identifying and defining 3-5 words specific to their topic.  Finally, the students watched a Disney version of the myth, King Midas and the Golden Touch and completed a story map representing it.

Pink:  We met and  identified -ow and -ou as two spelling patterns making the /ou/ sound.  Then I distributed their new book, The Golden Touch, and we reviewed some vocabulary.  I collected the books and will pass them back out tomorrow.  Finally, we reviewed their site word flash cards.

Blue:  We met and  identified -ow and -ou as two spelling patterns making the /ou/ sound.  Then I distributed their new book, The Golden Touch, and we reviewed some vocabulary.  I collected the books and will pass them back out tomorrow.

HOMEWORK is posted on GC-Holman's Homework.

Thrilling Thursday

Today was a thrilling Thursday!  After the morning announcements, we were treated to an awesome assembly.  Mr. Chrisstylez Bacon, a Grammy nominated beatboxer, visited us.

When we returned to class, we switched for math and took a Go Noodle brain break.  After that we reviewed last night's homework and discussed tomorrow's formative.  Then we began our rotations.

During the small group rotation we continued identifying factors of multiples.  During math with a partner the children played a partner game identifying both factors and multiples of a number determined by the product of the numbers on two dice.  Finally, during the technology rotation, the children chose between two web sites, Factor Bones and Bike Racing Math Factors, to practice determining factors.

For HOMEWORK there is a worksheet, handed out in class and linked to GC-Holman's Homework.

After math, the children enjoyed lunch and outdoor recess.

When they returned to class we began our literacy block.  First we reviewed the need to stay focused and on task.  I expressed my disappointment in the amount of missing work this week.  After that, I modeled how to take a researchable question about weather, use the resources provided in the Live Binder, and gather and chart information and details, on a graphic organizer.

While I met with small groups the students completed their theme assignment, from yesterday, for Demeter & Persephone.  Then they worked with their weather group to identify researchable questions (again, from yesterday) and gather information and details that answers their sub topic, or question.  Those who finished early, worked on a practice activity forming the progressive past, present, and future tense of verbs.

Pink and Blue:  First we orally summarized the myth using "Somebody, Wanted, But, So, Then".  Then we shared examples from the text where the setting affected the characters.  After that, we reviewed cause and effect and identified two examples in the myth.  For HOMEWORK the children need to reread Demeter & Persephone and mark 2 more examples of cause and effect.

Orange:  We shared and discussed examples they marked in the myth where the setting affected the characters.  Then we discussed the theme of good versus evil and I modeled marking examples of each in the text.  For HOMEWORK the children need to reread the myth and mark examples of good and evil.

Green:  We shared and discussed examples they marked in the myth where the setting affected the characters.  Then we discussed the theme of good versus evil and I modeled marking examples of each in the text.  For HOMEWORK the children need to reread the myth and mark examples of good and evil.

There will not be a blog post tomorrow as I will be out taking my son to the doctor.  :-)

Wonderful Wednesday

This morning, before the announcements, the children had time to catch up on unfinished work from our literacy block yesterday and continue working on their Writing Wednesday stories.  After the announcements we began our social studies block.

Today the children continued reading two pieces of non-fiction text to learn about the Spanish settlement of St. Augustine.  They captured important facts using a graphic organizer provided online.  Before working independently we discussed using text features such as, headings, captions, and bold print, to help identify relevant sections of text.  We also determined what information each section of the organizer required.

Next we switched for math and took a Go Noodle brain break.  Then we did a warm up and began our rotations.

During the small group rotation the children continued identifying the factors of numbers and whether or not it is prime or composite.  Some groups also played an online Soduko game which required their use of factors.  During math with a partner, the students engaged in math discourse as they played a game called, Factor Roll.  The students rolled two dice to create a 2 digit number.  Then they worked together to identify factors of that number and determined whether it was prime or composite.  Finally, during the technology rotation, the students practiced identifying factors of numbers using two online math games.

For HOMEWORK the students have to identify the factors for 49, 33, 17, 31, 16, 20, and 4.

After math, the students enjoyed lunch and outdoor recess.

When the students returned to class we began our literacy block.  First, we reviewed the idea of a theme being a message that can be applied to everyday like situations.  Then I modeled writing a frame for a written response identifying the theme, and evidence, of a myth.  After that, the children were told which weather "expert" group they would be working with to create a newsletter.  I then modeled how to write researchable questions using headings in the articles they will be using.

While I worked with small groups, the children reread their guided reading group's Persephone myth and wrote a response identifying the theme and using evidence to support it.  Then they worked int heir expert groups to write 4 researchable questions for their newsletter.

Pink and Blue:  I met with both groups together.  We reviewed their lists of unknown words from last night's reading homework.  After that we discussed possible theme of Persephone.  For HOMEWORK the children need to reread Persephone and mark places with an S where the setting affects the characters.

In the middle of our literacy block we took a break to enjoy art class.  After art we got back to work!

Orange:  We reviewed the concept of theme and retold the myth, Demeter & Persephone.  After that, we discussed possible themes for the myth.  For HOMEWORK the children need to reread Demeter & Persephone and mark places with an S where the setting affects the characters.

Green:  We reviewed the concept of theme and retold the myth, Demeter & Persephone.  After that, we discussed possible themes for the myth.  For HOMEWORK the children need to reread Demeter & Persephone and mark places with an S where the setting affects the characters.