This morning, in math, we began tackling the concept of equivalent fractions. This is a challenging concept for third graders! Today we used cuisenaire rods to visually identify equivalent fractions. Even with hands on manipulatives, the students were still frustrated! Tonight's homework is a worksheet that just has the students identify fractions.
We began reading by charting text features we noticed in an article and the information we gained from these chart features. We did this together. We identified that good readers do this naturally in order to prepare their brain for what they are about to read. Next, I distributed new spelling words to the class and reminded them of our new spelling process. Finally, we reviewed the peer conferencing expectations.
While I met with reading groups, the students copied their spelling words into their planner, completed 2 BCRs for the article we previewed in whole group, conferenced with a peer on their popcorn party piece and completed any other unfinished work.
Reading Groups:
Snow tigers: We read and discussed the rest of chapter 12. For homework they need to read chapter 13 and predict what will happen in chapter 14.
Hornets: Began reading chapter 5. For homework they need to finish reading chapter 5 and identify how grandfather feels about children.
Hyenas: We did not meet today...
Following lunch and indoor recess the students will go to art. After art, they will retunr to the classroom and we will make models of an eardrum.
Monday, February 28, 2011
Friday, February 25, 2011
TGIF
This morning in math we watched a United Streaming video about fractions. This video gives the students a great foundation for the skills we will be practicing next week.
We took a bit of a break from our normal routine, in reading, today. Yesterday we reviewed strategies for answering BCRs. Then the students had BCRs to answer as part of their independent work. Unfortunately, the students' work was NOT good...at all! SO...today I xeroxed some student work, without names, of course, and we worked in small groups to identify what was missing (or wrong) with the response AND to rewrite the response using the given strategies. We stopped at various points to engage in discussions as to what was included and omitted from the small groups work. By the end of the reading block, I was hearing students talking about their work using vocabulary I use...I am hoping they are starting to "get it".
We did take a short break during reading to visit the music room and listen to the 4th graders perform a song, on their recorders, with 3 musicians from the BSO. They were awesome!
Following lunch and outdoor recess we will go to music. Then, MRs. Howar and Mr. Romer will visit us again, to continue their friendship lessons. This is a make-up lesson from January.
We took a bit of a break from our normal routine, in reading, today. Yesterday we reviewed strategies for answering BCRs. Then the students had BCRs to answer as part of their independent work. Unfortunately, the students' work was NOT good...at all! SO...today I xeroxed some student work, without names, of course, and we worked in small groups to identify what was missing (or wrong) with the response AND to rewrite the response using the given strategies. We stopped at various points to engage in discussions as to what was included and omitted from the small groups work. By the end of the reading block, I was hearing students talking about their work using vocabulary I use...I am hoping they are starting to "get it".
We did take a short break during reading to visit the music room and listen to the 4th graders perform a song, on their recorders, with 3 musicians from the BSO. They were awesome!
Following lunch and outdoor recess we will go to music. Then, MRs. Howar and Mr. Romer will visit us again, to continue their friendship lessons. This is a make-up lesson from January.
Thursday, February 24, 2011
Science Fair Thursday
The science fair is tonight, in the gym, beginning at 6:00. Many of our students participated!!! WOO HOO!!!
In math we began unit 5 by naming fractions. We discussed that the denominator names how many parts are in the whole and I told them to remember that denominator and down start with a "d"...so that should help them remember which number is the numerator and which is the denominator. Then we identified the numerator as the number that describes the parts. Students worked on two worksheets while small groups were pulled to practice solving addition and subtraction problems with regrouping. There is a worksheet for homework tonight.
We began reading by identifying and discussing strategies for answering BCR (short answer) questions. This worksheet should be in the reading section of your child's binder. They are expected to refer to it!
For independent work the students completed their popcorn party paragraph (rough draft), a worksheet where the students are expected to use the strategies discussed in class to answer 3 BCRs that go with a flyer on dietary guidelines and a multiple choice worksheet! Lots to do today!!
Reading Groups:
Hornets: They predicted who John is and what Jacob thought happened to him. Then they read chapter 4 to determine if their prediction was accurate. There is no reading group homework tonight!!
Snow Tigers: We discussed Ben's sneakiness and began reading chapter 12. There is no homework tonight.
Hyenas: We discussed the many positive ways Sarah Ida has changed in the book. We will begin a new novel after MSA testing.
Following lunch and outdoor recess the students will visit the science fair and go to the media center. When they return to class, Mrs. Howard will do a friendship lesson with them.
In math we began unit 5 by naming fractions. We discussed that the denominator names how many parts are in the whole and I told them to remember that denominator and down start with a "d"...so that should help them remember which number is the numerator and which is the denominator. Then we identified the numerator as the number that describes the parts. Students worked on two worksheets while small groups were pulled to practice solving addition and subtraction problems with regrouping. There is a worksheet for homework tonight.
We began reading by identifying and discussing strategies for answering BCR (short answer) questions. This worksheet should be in the reading section of your child's binder. They are expected to refer to it!
For independent work the students completed their popcorn party paragraph (rough draft), a worksheet where the students are expected to use the strategies discussed in class to answer 3 BCRs that go with a flyer on dietary guidelines and a multiple choice worksheet! Lots to do today!!
Reading Groups:
Hornets: They predicted who John is and what Jacob thought happened to him. Then they read chapter 4 to determine if their prediction was accurate. There is no reading group homework tonight!!
Snow Tigers: We discussed Ben's sneakiness and began reading chapter 12. There is no homework tonight.
Hyenas: We discussed the many positive ways Sarah Ida has changed in the book. We will begin a new novel after MSA testing.
Following lunch and outdoor recess the students will visit the science fair and go to the media center. When they return to class, Mrs. Howard will do a friendship lesson with them.
Wednesday, February 23, 2011
Hump Day
This morning, my math class took the unit 4 assessment. Tomorrow we will begin unit 5, fractions and probability.
In reading our focus has shifted back to informational text. Our lens this time will be on test taking strategies. Today we read a set of directions and identified the important steps, as well as, ways we could improve the directions. After that, I distributed a set of strategies for answering multiple choice questions. We read through the steps and discussed each one. Next, I modeled taking our writing planning sheets from Friday and turning it into a paragraph by adding details and transition words.
While I meet with reading groups the students will complete a worksheet that supports the multiple choice strategies. They will also complete a multiple choice worksheet that goes with the seed tape directions. Finally, they will use their planning sheets to write a rough draft.
Snow Tigers: We began reading chapter 11. For homework the students need to read chapter 11 and identify what Ben does that is sneaky.
Hornets: We began reading chapter 3. For homework the students need to read chapter 3 and predict how Jacob will react to John.
Hyenas: We began reading The Package. For homework the students need to read the chapter called The Package and name and explain 1 way that Sarah Ida has changed since the beginning of the book.
Following lunch and outdoor recess the students will go to PE. When they return we will discuss the impact of tension and weight of the string on the volume and pitch of sound. Then we will make a model of an eardrum.
In reading our focus has shifted back to informational text. Our lens this time will be on test taking strategies. Today we read a set of directions and identified the important steps, as well as, ways we could improve the directions. After that, I distributed a set of strategies for answering multiple choice questions. We read through the steps and discussed each one. Next, I modeled taking our writing planning sheets from Friday and turning it into a paragraph by adding details and transition words.
While I meet with reading groups the students will complete a worksheet that supports the multiple choice strategies. They will also complete a multiple choice worksheet that goes with the seed tape directions. Finally, they will use their planning sheets to write a rough draft.
Snow Tigers: We began reading chapter 11. For homework the students need to read chapter 11 and identify what Ben does that is sneaky.
Hornets: We began reading chapter 3. For homework the students need to read chapter 3 and predict how Jacob will react to John.
Hyenas: We began reading The Package. For homework the students need to read the chapter called The Package and name and explain 1 way that Sarah Ida has changed since the beginning of the book.
Following lunch and outdoor recess the students will go to PE. When they return we will discuss the impact of tension and weight of the string on the volume and pitch of sound. Then we will make a model of an eardrum.
Tuesday, February 22, 2011
Two Hour Delay Tuesday
Well, this has been a crazy start to the week...I hope it is not an indicator of the things to come! :-)
This morning we chose to have math instead of reading, due to the delayed opening of school. In my math class the students completed a review packet for the unit 4 assessment. Then they corrected and discussed each item in the packet. The students are expected to use this packet to prepare for the assessment tomorrow.
After math they went to lunch.
Following lunch we will have a class meeting and once again focus on the idea that good character means you do the right thing even when nobody else is around. We will also discuss the fact that make good choices leads to empowering yourself.
Next we will listen to a book about sound. Finally, we will add more strings to our harp and identify how tension and string size affect the volume and pitch of the sound produced.
This morning we chose to have math instead of reading, due to the delayed opening of school. In my math class the students completed a review packet for the unit 4 assessment. Then they corrected and discussed each item in the packet. The students are expected to use this packet to prepare for the assessment tomorrow.
After math they went to lunch.
Following lunch we will have a class meeting and once again focus on the idea that good character means you do the right thing even when nobody else is around. We will also discuss the fact that make good choices leads to empowering yourself.
Next we will listen to a book about sound. Finally, we will add more strings to our harp and identify how tension and string size affect the volume and pitch of the sound produced.
Friday, February 18, 2011
TGIF!
In math we took our second and final quiz for unit 4. After the quiz, we reviewed each problem and the correct answers. We will complete a review packet for unit 4 on Tuesday and then take the assessment on Wednesday.
We begin reading with a discussion about the challenges the class, overall, has experienced with persuasive writing. Then I introduced ANOTHER planning sheet...this one more basic and straight forward...to the class. Once again, we discussed our opinion, how to word it strongly, who our audience is, and how to name and explain our reasons. Hopefully, the students have a better understanding and it will show in their work!
Next we read a realistic fiction book called Mirette on the High Wire. We discussed the characteristics of the book that make it realistic fiction. Additionally, we reviewed the story elements.
While I meet with reading groups, the students will complete a planning sheet for the popcorn party and a story map for Mirette on the High Wire.
Reading Groups:
Hornets: We read and discussed chapter 2.
Snow Tigers: Unfortunately, we were short on time and I was unable to meet with this group.
Hyenas: We read and discussed the chapter titled, The Letter.
Following lunch and outdoor recess the students will go to music. When they return we will watch a movie about African American Heritage in honor of African American History Month.
We begin reading with a discussion about the challenges the class, overall, has experienced with persuasive writing. Then I introduced ANOTHER planning sheet...this one more basic and straight forward...to the class. Once again, we discussed our opinion, how to word it strongly, who our audience is, and how to name and explain our reasons. Hopefully, the students have a better understanding and it will show in their work!
Next we read a realistic fiction book called Mirette on the High Wire. We discussed the characteristics of the book that make it realistic fiction. Additionally, we reviewed the story elements.
While I meet with reading groups, the students will complete a planning sheet for the popcorn party and a story map for Mirette on the High Wire.
Reading Groups:
Hornets: We read and discussed chapter 2.
Snow Tigers: Unfortunately, we were short on time and I was unable to meet with this group.
Hyenas: We read and discussed the chapter titled, The Letter.
Following lunch and outdoor recess the students will go to music. When they return we will watch a movie about African American Heritage in honor of African American History Month.
Thursday, February 17, 2011
Thursday
This morning, in math, the students used rulers and compasses to construct polygons and circles with specific dimensions. Small groups were pulled, by Mrs. Mutiga and myself, focusing on issues noted on yesterday's "exit card". There is a worksheet for homework and we will have a quiz tomorrow.
In reading we read the book Mailing May and identified aspects of historical fact, as well as, situations that were fictionalized. Then, we discussed challenges we are having, across the class, with writing to persuade. We then scrapped our plans from yesterday and began a new piece TOGETHER...we will all be writing a paragraph to persuade Mr. McGee and the PTA to use our school's popcorn machine. Today we focused on identifying good reasons that would match our audience.
While the students completed a story map for Mailing May and a planning sheet for our popcorn piece, I met with reading groups.
Reading Groups:
Hornets: We started a new book called Caleb's Story. This book is written by the same author of the last book we read and includes the same main characters. Tonight the students need to read chapter 1 and identify why Anna gives Caleb a journal.
Snow Tigers: We reviewed the answer to last night's homework...the students SHOULD have written something about Ben being proud of commanding Gully to lie down. Then we began reading chapter 10. Tonight the students need to read chapter 10 and identify the problem in this chpater...hint...it's at the end!
Hyenas: We were short on time so we briefly discussed the answer to last night's homework...the problem was there was a gang at the railroad tracks who would have taken Sarah Ida's money that she was bringing to Al's wife if Kicker hadn't intervened. There is NO homework for this group tonight!
Following lunch and outdoor recess the class will go to the media center. When they return, Mrs. Howard will do a friendship lesson with them.
In reading we read the book Mailing May and identified aspects of historical fact, as well as, situations that were fictionalized. Then, we discussed challenges we are having, across the class, with writing to persuade. We then scrapped our plans from yesterday and began a new piece TOGETHER...we will all be writing a paragraph to persuade Mr. McGee and the PTA to use our school's popcorn machine. Today we focused on identifying good reasons that would match our audience.
While the students completed a story map for Mailing May and a planning sheet for our popcorn piece, I met with reading groups.
Reading Groups:
Hornets: We started a new book called Caleb's Story. This book is written by the same author of the last book we read and includes the same main characters. Tonight the students need to read chapter 1 and identify why Anna gives Caleb a journal.
Snow Tigers: We reviewed the answer to last night's homework...the students SHOULD have written something about Ben being proud of commanding Gully to lie down. Then we began reading chapter 10. Tonight the students need to read chapter 10 and identify the problem in this chpater...hint...it's at the end!
Hyenas: We were short on time so we briefly discussed the answer to last night's homework...the problem was there was a gang at the railroad tracks who would have taken Sarah Ida's money that she was bringing to Al's wife if Kicker hadn't intervened. There is NO homework for this group tonight!
Following lunch and outdoor recess the class will go to the media center. When they return, Mrs. Howard will do a friendship lesson with them.
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