In math we reviewed the entire review packet for unit 5. The assessment will begin on Monday. Please have your child study the review packet this weekend!
In reading we discussed what it means to infer. The we read The Great Kapok Tree and identified how we can use the author's words and the pictures to infer the author's message. Next, we began discussing the use of dialogue in our writing. We will do more with this on Monday, hopefully!
Following going to the media center, lunch and recess the students will continue working on their first realistic fiction piece.
Tigers: Will read and discuss chapter 5.
Bears: will reread The Shoeshine Man working on fluency and inflection.
Lions: Will work on a vocabulary and comprehension packet for chapter 2.
Before enjoying Fun Friday (well, those who earned it!), the students will read to find out what culture is!
Friday, April 30, 2010
Thursday, April 29, 2010
Thursday
In math we began working on a review packet for the unit 5 assessment. While the students worked independently, with a little help from Mrs. Starkey, I met with a few small groups. One worked on identifying fractions and mixed numbers on a number line. Another practiced solving for unknowns in equations. Finally, I worked with a group on identifying the value of a fraction of a set.
Tonight the students should finish the review packet. However, please note, the last couple of pages are challenge problems...the students might not know how to handle these. No worries!
Tomorrow we will go over the entire review packet in class. The students will be expected to correct any mistakes. They should come home with a completed (and correct) review packet tomorrow night. Please use this to study for the assessment on Monday!
In reading we read a book called The Paperbag Princess. We identified structural parts of the story and discussed the author's message. Then we shared the character sketches that the students completed in class yesterday afternoon.
Following music, lunch and recess the students will work on their story planning sheets, their character sketches and writing their rough draft. They will also work on assignments from reading groups. I will meet with reading groups and maybe (fingers crossed!) conference with some children on their writing pieces.
Tigers: We reviewed their -ed charts from homework. Then we read and discussed chapter 4. Tonight they need to reread chapter 4...practicing reading with fluency!
Bears: WE took some time to go over each student's planning sheet for their realistic fiction piece. I wanted to make sure that the problems and solutions matched. Then we read The Shoeshine Man. Tonight they need to reread the entire chapter...working on fluency!
Lions: Discussed the idea of a cliffhanger and used the ending of chapter 1 as an example. They also completed comprehension questions for chapter 1, independently Tonight they need to read chapter 2 and be prepared to discuss what mama was afraid of.
We will end the day by reading about taxes and the services they provide.
Tonight the students should finish the review packet. However, please note, the last couple of pages are challenge problems...the students might not know how to handle these. No worries!
Tomorrow we will go over the entire review packet in class. The students will be expected to correct any mistakes. They should come home with a completed (and correct) review packet tomorrow night. Please use this to study for the assessment on Monday!
In reading we read a book called The Paperbag Princess. We identified structural parts of the story and discussed the author's message. Then we shared the character sketches that the students completed in class yesterday afternoon.
Following music, lunch and recess the students will work on their story planning sheets, their character sketches and writing their rough draft. They will also work on assignments from reading groups. I will meet with reading groups and maybe (fingers crossed!) conference with some children on their writing pieces.
Tigers: We reviewed their -ed charts from homework. Then we read and discussed chapter 4. Tonight they need to reread chapter 4...practicing reading with fluency!
Bears: WE took some time to go over each student's planning sheet for their realistic fiction piece. I wanted to make sure that the problems and solutions matched. Then we read The Shoeshine Man. Tonight they need to reread the entire chapter...working on fluency!
Lions: Discussed the idea of a cliffhanger and used the ending of chapter 1 as an example. They also completed comprehension questions for chapter 1, independently Tonight they need to read chapter 2 and be prepared to discuss what mama was afraid of.
We will end the day by reading about taxes and the services they provide.
Wednesday, April 28, 2010
Hump Day
This morning in math we investigated patterns in multiplication and division. (ex. 2 x 3 = 6, 20 x 3 = 60 and 200 x 3 = 600) We also returned to the computer lab for FASTT math. There will be a worksheet for homework. Tomorrow we will begin reviewing for the unit 5 assessment by working on a review packet. We will go over the entire packet on Friday, in class. Students will bring home the packet, completed with the correct answers this weekend. They should use it to study for the assessment on Monday.
We began reading by reading The Wump World by Bill Peet. We discussed both the setting and the believable aspects of this fantasy picture book. After that, we discussed how to build characters in our own writing. I explained that the characters in their stories should be "real" to them, as the authors. They should know their characters names, physical descriptions, likes/dislikes, motives, etc. Even if these aspects aren't in their actual writing piece, the ideas should be in their heads as that will help the students, as authors, decide how the character act and what they say.
Following PE, lunch and recess, the students will complete their planning sheet for their first realistic writing piece. Then they will create a character sketch for one or two of their characters in their story. They will also work on independent reading group activities. I will meet with small groups.
Tigers: We will practice high frequency words. We will also review their written responses from their independent follow up yesterday...I was a bit disappointed!!! Hopefully, we will have time to read chapter 3, as well. Tonight they need to reread chapter three and identify all words that end in -ed (in that chapter). They will need to chart these words in their RRJ according to the sound that the -ed makes.
Bears: We will practice writing high frequency words. Then we will review "On the Avenue". Finally, the students will work independently on a follow up comprehension worksheet. Tonight they need to reread On the Avenue...working on fluency!!
Lions: We are starting a new book!!!! The students will begin by reading about Times Square and highlighting three interesting facts. Then we will begin reading chapter 1 of A Cricket in Times Square. Tonight they need to finish reading chapter 1 to find out what Tucker hears.
We will end the day with a lesson by Mrs. Howard. She will be finishing up her friendship unit.
We began reading by reading The Wump World by Bill Peet. We discussed both the setting and the believable aspects of this fantasy picture book. After that, we discussed how to build characters in our own writing. I explained that the characters in their stories should be "real" to them, as the authors. They should know their characters names, physical descriptions, likes/dislikes, motives, etc. Even if these aspects aren't in their actual writing piece, the ideas should be in their heads as that will help the students, as authors, decide how the character act and what they say.
Following PE, lunch and recess, the students will complete their planning sheet for their first realistic writing piece. Then they will create a character sketch for one or two of their characters in their story. They will also work on independent reading group activities. I will meet with small groups.
Tigers: We will practice high frequency words. We will also review their written responses from their independent follow up yesterday...I was a bit disappointed!!! Hopefully, we will have time to read chapter 3, as well. Tonight they need to reread chapter three and identify all words that end in -ed (in that chapter). They will need to chart these words in their RRJ according to the sound that the -ed makes.
Bears: We will practice writing high frequency words. Then we will review "On the Avenue". Finally, the students will work independently on a follow up comprehension worksheet. Tonight they need to reread On the Avenue...working on fluency!!
Lions: We are starting a new book!!!! The students will begin by reading about Times Square and highlighting three interesting facts. Then we will begin reading chapter 1 of A Cricket in Times Square. Tonight they need to finish reading chapter 1 to find out what Tucker hears.
We will end the day with a lesson by Mrs. Howard. She will be finishing up her friendship unit.
Tuesday, April 27, 2010
Tuesday
Wow! What a difference the sunshine makes!?!?!
This morning in math we were shut out of the computer lab, again...so, no FASTT math! Bummer! We spent our extra time working on word problems involving money. Then the class worked independently on two worksheets while I met with small groups. One group practiced counting and solving problems involving money. The other worked on long division. Tonight for homework the children need to complete the division homework that they began in class.
In reading we reviewed the characteristics of fantasy and read a book called The Mysterious Tadpole. Then we began reviewing the characteristics of realistic fiction in preparation for our next writing unit. After that we began creating topic lists for realistic fiction using events we have experienced in our own lives. Finally, we set up a planning sheet for our first piece of realistic fiction.
Following lunch and recess the students will work on completing the planning sheet for their first realistic fiction piece and they will search for -ear words. They will also work on reading group assignments. I will meet with reading groups.
Tigers: Practiced writing high frequency words. Then read and discussed chapter 2. Afterwards they completed a follow up worksheet independently. Tonight they need to reread chapter 2.
Bears: Practiced writing high frequency words. Then read and discussed On the Avenue....Tonight they need to reread this chapter for homework.
Lions: Wrote a diamante poem comparing Morning Girl to Star Boy. Then we finished reading and discussing the book in group. Tonight they need to complete a worksheet explaining the changes in Morning Girl and Star Boy during the course of the book.
We will end the day by observing our plants and staking them.
This morning in math we were shut out of the computer lab, again...so, no FASTT math! Bummer! We spent our extra time working on word problems involving money. Then the class worked independently on two worksheets while I met with small groups. One group practiced counting and solving problems involving money. The other worked on long division. Tonight for homework the children need to complete the division homework that they began in class.
In reading we reviewed the characteristics of fantasy and read a book called The Mysterious Tadpole. Then we began reviewing the characteristics of realistic fiction in preparation for our next writing unit. After that we began creating topic lists for realistic fiction using events we have experienced in our own lives. Finally, we set up a planning sheet for our first piece of realistic fiction.
Following lunch and recess the students will work on completing the planning sheet for their first realistic fiction piece and they will search for -ear words. They will also work on reading group assignments. I will meet with reading groups.
Tigers: Practiced writing high frequency words. Then read and discussed chapter 2. Afterwards they completed a follow up worksheet independently. Tonight they need to reread chapter 2.
Bears: Practiced writing high frequency words. Then read and discussed On the Avenue....Tonight they need to reread this chapter for homework.
Lions: Wrote a diamante poem comparing Morning Girl to Star Boy. Then we finished reading and discussing the book in group. Tonight they need to complete a worksheet explaining the changes in Morning Girl and Star Boy during the course of the book.
We will end the day by observing our plants and staking them.
Monday, April 26, 2010
Monday
This morning we spent more time reviewing and practicing the use of long division to find quotients. After practicing, using white boards, as a class, the students worked independently while I met with some small groups. Two of the small groups worked on long division, another group practiced solving word problems involving money and the final group identified the proper symbol required to make an equation true. There is a packet of mixed review for homework. Our assessment will be NEXT Monday. Look for a review packet on Friday.
WE began reading by reviewing the proper format of a Diamante poem. Many students did not follow the appropriate rules when writing theirs on Friday. Then we began discussing fantasy as a literary genre. As an example of a fantasy book, we read Big Bad Bruce and discussed the "fantastic" aspects of the story, as well as the realistic parts.
Following art, lunch and indoor recess the students will work independently on reading groups assignments, writing diamante and cinquain poetry, making a cartoon for the new vocabulary word (baffle) and searching for -ear words. I will meet with reading groups.
Tigers: Practiced writing high frequency words. Then read chapter 1 to find out what was surprising. Tonight they need to reread chapter 1 of their new book.
Bears: Practiced writing high frequency words. Then reread A Game, chapter 3. Tonight they need to reread the same chapter...working on fluency.
Lions: Continued reading the final chapter. Tonight in their RRJ, they need to complete a chart for Morning Girl and Star Boy listing 5 adjectives and 5 verbs for each. They should skim and scan their book to come up with GREAT words!
We will end the day by observing our plants and writing about how transportation links communities and people.
WE began reading by reviewing the proper format of a Diamante poem. Many students did not follow the appropriate rules when writing theirs on Friday. Then we began discussing fantasy as a literary genre. As an example of a fantasy book, we read Big Bad Bruce and discussed the "fantastic" aspects of the story, as well as the realistic parts.
Following art, lunch and indoor recess the students will work independently on reading groups assignments, writing diamante and cinquain poetry, making a cartoon for the new vocabulary word (baffle) and searching for -ear words. I will meet with reading groups.
Tigers: Practiced writing high frequency words. Then read chapter 1 to find out what was surprising. Tonight they need to reread chapter 1 of their new book.
Bears: Practiced writing high frequency words. Then reread A Game, chapter 3. Tonight they need to reread the same chapter...working on fluency.
Lions: Continued reading the final chapter. Tonight in their RRJ, they need to complete a chart for Morning Girl and Star Boy listing 5 adjectives and 5 verbs for each. They should skim and scan their book to come up with GREAT words!
We will end the day by observing our plants and writing about how transportation links communities and people.
Friday, April 23, 2010
TGIF
I am so glad to have my class back!!!!
Due to MSA science testing we did not have FASTT math this morning. Therefore, after completing our warm up and reviewing the homework, we practiced solving math problems on white boards to prepare for today's quiz. Then we took our quiz! Look for it in your child's binder...in the math section, of course!! :-)
In reading we read and wrote diamante poems. Diamante poetry is seven lines that compares two subjects. Here is the organization:
Line 1 noun subject #1
Line 2 2 adjectives describing subject #1
Line 3 3 action words related to subject #1
Line 4 a 4 word phrase describing a feeling about both subjects #1 and #2
Line 5 3 action words related to subject #2
Line 6 2 adjectives describing subject #2
Line 7 noun subject #2
Following going to the media center, lunch and recess the students will work on writing at least one diamante poem. They will also complete any other unfinished work from the week, including writing a couplet, writing a cinquain and completing the National Geographic worksheet. I will meet with small groups.
Tigers: Reread chapter 6 and discussed the change in the relationship between Lucy and Simon. Then the students worked independently on a follow up worksheet.
Bears: Read and discussed chapter 3 (A Game?)
Lions: Began reading and discussing chapter 9...once again the inferential and figurative language presented some challenges!!!
We will end the day by discussing how transportation links communities and people. Then those who earned it will enjoy Fun Friday!
Due to MSA science testing we did not have FASTT math this morning. Therefore, after completing our warm up and reviewing the homework, we practiced solving math problems on white boards to prepare for today's quiz. Then we took our quiz! Look for it in your child's binder...in the math section, of course!! :-)
In reading we read and wrote diamante poems. Diamante poetry is seven lines that compares two subjects. Here is the organization:
Line 1 noun subject #1
Line 2 2 adjectives describing subject #1
Line 3 3 action words related to subject #1
Line 4 a 4 word phrase describing a feeling about both subjects #1 and #2
Line 5 3 action words related to subject #2
Line 6 2 adjectives describing subject #2
Line 7 noun subject #2
Following going to the media center, lunch and recess the students will work on writing at least one diamante poem. They will also complete any other unfinished work from the week, including writing a couplet, writing a cinquain and completing the National Geographic worksheet. I will meet with small groups.
Tigers: Reread chapter 6 and discussed the change in the relationship between Lucy and Simon. Then the students worked independently on a follow up worksheet.
Bears: Read and discussed chapter 3 (A Game?)
Lions: Began reading and discussing chapter 9...once again the inferential and figurative language presented some challenges!!!
We will end the day by discussing how transportation links communities and people. Then those who earned it will enjoy Fun Friday!
Thursday, April 22, 2010
Take Your Child to Work Day
Today we have 11 children, out of 23, in class. Believe it or not, it makes for a challenging day...
In math we used white boards to practice solving for unknowns in equations and long division. We also went to the computer lab for FASTT math. There is no new homework but we will review last night's homework in class tomorrow. We will also have a quiz tomorrow.
In reading we reviewed the structure of a Bio Poem and then the students (all 8 of them!) wrote a Bio Poem for themselves.
Following music, lunch and recess we are budding reading. Then we will watch a United Streaming video about Earth Day. Finally, in conjunction with our science unit, we will go out to the butterfly garden and begin weeding it.
In math we used white boards to practice solving for unknowns in equations and long division. We also went to the computer lab for FASTT math. There is no new homework but we will review last night's homework in class tomorrow. We will also have a quiz tomorrow.
In reading we reviewed the structure of a Bio Poem and then the students (all 8 of them!) wrote a Bio Poem for themselves.
Following music, lunch and recess we are budding reading. Then we will watch a United Streaming video about Earth Day. Finally, in conjunction with our science unit, we will go out to the butterfly garden and begin weeding it.
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