Whew...we made it! It has been a crazy week...early dismissal, day off, etc. I am looking forward to a five day week, next week, so we can get back to our routine!
This morning, during our reading language arts block, the students completed any and all unfinished work from the week.
During math we created a class pictograph that displayed student birthdays from our math class. Then the children completed a follow up worksheet while I met with a small group to check-in on their subtraction with regrouping skills. I am proud and excited to share that the entire group successfully solved two challenging problems. WOO HOO!
After math, the students visited the media center and enjoyed lunch and recess. When they return, Mrs. Howard will stop by to do a counseling lesson. We will end the day by identifying examples from the tree types of resources (natural, human and capital) that are needed to grow corn on a farm. If time allows, we will also identify the difference between wants and needs.
Friday, September 30, 2011
Wednesday, September 28, 2011
Early Dismissal Wednesday
This morning the students were told which assignments they were missing in reading and were given a chance to catch up while I met with my afternoon reading groups.
Lions: We discussed the Palmville chapter and began reading the Rossi chapter. Then the students finished reading the Rossi chapter independently to find out who Sarah Ida took advantage of and what she did.
Crabs: We identified why The Lunchroom is not a realistic fiction book. WE then discussed/identified the problem and solution in the story.
In math we reviewed using rounding to estimate the solution to word problems. Then the students worked independently on a word problem worksheet a 2 regroupings subtraction worksheet. Mrs. Benson worked with a small group solving subtraction with regrouping problems. I worked with two small groups. My first focused on solving subtraction with regrouping problems. The second group identified the rules of patterns and then used the rule to extend the pattern.
Following lunch, the students prepared for dismissal.
There is NO homework and no school tomorrow due to a religious holiday. WE do have school on Friday!
Lions: We discussed the Palmville chapter and began reading the Rossi chapter. Then the students finished reading the Rossi chapter independently to find out who Sarah Ida took advantage of and what she did.
Crabs: We identified why The Lunchroom is not a realistic fiction book. WE then discussed/identified the problem and solution in the story.
In math we reviewed using rounding to estimate the solution to word problems. Then the students worked independently on a word problem worksheet a 2 regroupings subtraction worksheet. Mrs. Benson worked with a small group solving subtraction with regrouping problems. I worked with two small groups. My first focused on solving subtraction with regrouping problems. The second group identified the rules of patterns and then used the rule to extend the pattern.
Following lunch, the students prepared for dismissal.
There is NO homework and no school tomorrow due to a religious holiday. WE do have school on Friday!
Tuesday, September 27, 2011
Rainy Tuesday
This morning the students listened to the story Hot Air Henry and identified the plot. During independent work time they completed reading group related tasks, identified words that make up contractions and completed the final copy of their personal narrative.
Reading Groups:
Cheetahs: Reviewed the events from pages 4-7 and read and discussed pages 8-13. For homework tonight they need to reread pages 8-13 and get a parent signature in their planner.
Bears: Some students shared their RRJ entry about their personal "dragon" (challenge. Then they began reading and discussing chapter 1. For homework they need to reread chapter 1 and get a parent signature in their planner.
In math we reviewed using estimation to solve word problems. We redid the worksheet from yesterday's class work together. Then the students worked independently on a new one. I worked with a small group to practice solving 3 digit subtraction problems. There is a word problem worksheet for homework.
Following PE, the students enjoyed lunch and recess. After that we selected a star student that best exempliphies the trait of trustworthiness. Then the students continued working on their independent work while I attended a meeting in the building. The students ended the day by watching the rest of the economics video and identifying the 3 types of resources and an example of each.
Reading Groups:
Cheetahs: Reviewed the events from pages 4-7 and read and discussed pages 8-13. For homework tonight they need to reread pages 8-13 and get a parent signature in their planner.
Bears: Some students shared their RRJ entry about their personal "dragon" (challenge. Then they began reading and discussing chapter 1. For homework they need to reread chapter 1 and get a parent signature in their planner.
In math we reviewed using estimation to solve word problems. We redid the worksheet from yesterday's class work together. Then the students worked independently on a new one. I worked with a small group to practice solving 3 digit subtraction problems. There is a word problem worksheet for homework.
Following PE, the students enjoyed lunch and recess. After that we selected a star student that best exempliphies the trait of trustworthiness. Then the students continued working on their independent work while I attended a meeting in the building. The students ended the day by watching the rest of the economics video and identifying the 3 types of resources and an example of each.
Monday, September 26, 2011
Monday
This morning in our reading block we learned about a new weekly activity called Word of the Week (WOW, from here on out). We will focus on a new word each week to help build our reading and speaking vocabulary. Students will complete a cartoon worksheet each week and periodically they will be quizzed on our WOW words. This week's WOW is strive; to try really hard.
Also, during our reading block we learned about new reading groups. Based on data from the MAP-R (computerized reading test we took a couple of weeks ago) and observations made during reading group meetings, I have made a few changes.
While I met with my morning reading groups, the students identified common and proper nouns, practiced writing h and k in cursive and worked on the WOW cartoon for strive.
Reading Groups
Cheetahs: We practiced reading and writing words from our new book called The Bee Puzzle. Then we read and discussed pages 4-7 in the book. For homework they need to reread pages 4-7.
Bears: We read and discussed the book introduction and author acknowledgements in our new book Different Dragons. Then we talked about the concept of a dragon being a challenge we may face. For example, the author, Jean Little is blind...this is her dragon that she faces as an author. This afternoon, the students will write about a dragon they face, in their RRJ...this will become homework if they do not finish in class.
In math we used rounding to estimate the answers to word problems. We completed a worksheet, together, in class, and it SHOULD be in your child's math section in their binder. We circled key vocabulary words (such as, about = round, how many more = subtract) and noted there mathematical meaning right on the worksheet. I am encouraging students to use this as a tool when they get stuck.
While students worked independently on a similar worksheet, I met with a small group to practice solving 3 digit with regrouping subtraction problems using base ten blocks and white boards.
There is a pattern worksheet for homework.
Following music, lunch and outdoor recess we reviewed the next spelling packet. This packet focuses on the /ea/ spelling pattern and contractions. The packet is due NEXT Friday, October 7.
While the students continued working on independent work, I met with my other two reading groups and we had a fire drill.
Crabs: We reviewed their list of unknown words from earlier today. Then we began reading The Lunchroom, stopping to list events on the board. Tonight they need to read the story and get a parent signature int heir planner.
Lions: We reviewed their lists of unknown words and began reading the chapter called Palmville. As we read we discussed inferences about Sarah Ida's attitude/demeanor. Tonight they need to read the entire chapter and get a parent's signature n their planner.
We ended the day by watching a video about economics. Students learned that economics is the study of how people uses resources to obtain their wants and needs. We began learning about resources, as well.
Also, during our reading block we learned about new reading groups. Based on data from the MAP-R (computerized reading test we took a couple of weeks ago) and observations made during reading group meetings, I have made a few changes.
While I met with my morning reading groups, the students identified common and proper nouns, practiced writing h and k in cursive and worked on the WOW cartoon for strive.
Reading Groups
Cheetahs: We practiced reading and writing words from our new book called The Bee Puzzle. Then we read and discussed pages 4-7 in the book. For homework they need to reread pages 4-7.
Bears: We read and discussed the book introduction and author acknowledgements in our new book Different Dragons. Then we talked about the concept of a dragon being a challenge we may face. For example, the author, Jean Little is blind...this is her dragon that she faces as an author. This afternoon, the students will write about a dragon they face, in their RRJ...this will become homework if they do not finish in class.
In math we used rounding to estimate the answers to word problems. We completed a worksheet, together, in class, and it SHOULD be in your child's math section in their binder. We circled key vocabulary words (such as, about = round, how many more = subtract) and noted there mathematical meaning right on the worksheet. I am encouraging students to use this as a tool when they get stuck.
While students worked independently on a similar worksheet, I met with a small group to practice solving 3 digit with regrouping subtraction problems using base ten blocks and white boards.
There is a pattern worksheet for homework.
Following music, lunch and outdoor recess we reviewed the next spelling packet. This packet focuses on the /ea/ spelling pattern and contractions. The packet is due NEXT Friday, October 7.
While the students continued working on independent work, I met with my other two reading groups and we had a fire drill.
Crabs: We reviewed their list of unknown words from earlier today. Then we began reading The Lunchroom, stopping to list events on the board. Tonight they need to read the story and get a parent signature int heir planner.
Lions: We reviewed their lists of unknown words and began reading the chapter called Palmville. As we read we discussed inferences about Sarah Ida's attitude/demeanor. Tonight they need to read the entire chapter and get a parent's signature n their planner.
We ended the day by watching a video about economics. Students learned that economics is the study of how people uses resources to obtain their wants and needs. We began learning about resources, as well.
Friday, September 23, 2011
TGIF!!!!!!!!!!!!!
Today is officially "finish up Friday"! That was the rule of the day!!
In reading we took our first spelling test. I explained to the students that they need to study all 20 words but I will only choose 10 to use on the test. These have been scored and will be coming home today!
After that, we reviewed the compound word packets. Students checked their own papers and were encouraged to ask questions.
Next students had time to complete any unfinished work from the week.
After our math warm up the students took a quiz. The quizzes have been scored and will be coming home today in home folders.
Following a visit to the media center and the children enjoyed lunch and recess.
Next, we went to the all purpose room to listen to the speeches from the students in fourth and fifth grades who were running for an SGA office. When we returned to class we completed ballots to vote for our next SGA officers. Then we listened to the speeches from our classmates who were running to be class representatives for the SGA. Of course, after listening to the speeches, we voted.
In reading we took our first spelling test. I explained to the students that they need to study all 20 words but I will only choose 10 to use on the test. These have been scored and will be coming home today!
After that, we reviewed the compound word packets. Students checked their own papers and were encouraged to ask questions.
Next students had time to complete any unfinished work from the week.
After our math warm up the students took a quiz. The quizzes have been scored and will be coming home today in home folders.
Following a visit to the media center and the children enjoyed lunch and recess.
Next, we went to the all purpose room to listen to the speeches from the students in fourth and fifth grades who were running for an SGA office. When we returned to class we completed ballots to vote for our next SGA officers. Then we listened to the speeches from our classmates who were running to be class representatives for the SGA. Of course, after listening to the speeches, we voted.
Thursday, September 22, 2011
Thursday
This morning we read the story Library Lil and identified the plot. AS part of their independent work, the students completed a story map for the book. They also practiced writing the letters l and b in cursive.
Reading Groups:
Cheetahs: We did some word work. We practiced writing some high frequency words on white boards and then took a mini quiz on the words.
Crabs: We finally finished reading Rosie's Story in group and identified the problem and solution in the story. This afternoon they will write about the problem and solution, independently, in their RRJ.
In math we completed an "exit card" so that I could gather data regarding the student's progress in solving subtraction with regrouping problems. Based on that data, I worked with a small group of students who needed more practice.
We also practiced identifying the rule and extending decreasing numeric patterns. Students practiced this skill independently while I met with the small group. There is a pattern worksheet forhomework and we will have a quiz tomorrow.
Following art, lunch and recess students had an opportunity to share their writing, using the ELMO, with the rest of the class. Together, we identified positives aspects of the pieces. Aditionally, I offered advice for revisions.
Reading Groups:
Lions: COmpleted a vocabulary sheet for their reading book. WE will begin new books on Monday.
Bears: We met, briefly, and discussed beginning a new book on Monday.
We will end the day by identifying patterns in the fingerprints we make from our right hand.
Reading Groups:
Cheetahs: We did some word work. We practiced writing some high frequency words on white boards and then took a mini quiz on the words.
Crabs: We finally finished reading Rosie's Story in group and identified the problem and solution in the story. This afternoon they will write about the problem and solution, independently, in their RRJ.
In math we completed an "exit card" so that I could gather data regarding the student's progress in solving subtraction with regrouping problems. Based on that data, I worked with a small group of students who needed more practice.
We also practiced identifying the rule and extending decreasing numeric patterns. Students practiced this skill independently while I met with the small group. There is a pattern worksheet forhomework and we will have a quiz tomorrow.
Following art, lunch and recess students had an opportunity to share their writing, using the ELMO, with the rest of the class. Together, we identified positives aspects of the pieces. Aditionally, I offered advice for revisions.
Reading Groups:
Lions: COmpleted a vocabulary sheet for their reading book. WE will begin new books on Monday.
Bears: We met, briefly, and discussed beginning a new book on Monday.
We will end the day by identifying patterns in the fingerprints we make from our right hand.
Wednesday, September 21, 2011
OOPS!
Before I get into our day, I want to apologize. It appears I skipped an entire table when handing out math homework last night. I am so sorry for any undue stress this created! :-)
We began our reading block by reviewing the definition of the plot of a story. Then we read Brave Irene and identified the plot. The students then worked independently on a story map for Brave Irene and identifying complete sentences in our language arts book while I met with a small group.
Cheetahs: We reread Molly's Hard Bargain. We discussed the problem and solution. Then the students wrote about the problem and solution, independently, in their RRJ.
In math we reviewed subtraction with regrouping. SOme students worked independently; others worked in a small group with me. There is a worksheet forhomework.
After math we had a class meeting. We discussed what we should do about students who aren't following directions or completing independent work (due to a lack of effort). The students decided that these children should write notes home to their parents explaining the situation. So, we will be trying this strategy. Let's hope it works!
Following lunch and recess I explained the importnace of having well organized writing. WE discussed and identified in my writing piece, a good beginning, transitions in the middle and a nice ending. Then the students identified these aspects in their own writing pieces by underling and circling using specific colors.
While I worked with a reading group the class worked inpdependently. We had to end eearly so that we could meet with Mrs. Howard and learn about SGA class elections. We finished the day in the computer lab by learning how to import clip art into Word documents.
We began our reading block by reviewing the definition of the plot of a story. Then we read Brave Irene and identified the plot. The students then worked independently on a story map for Brave Irene and identifying complete sentences in our language arts book while I met with a small group.
Cheetahs: We reread Molly's Hard Bargain. We discussed the problem and solution. Then the students wrote about the problem and solution, independently, in their RRJ.
In math we reviewed subtraction with regrouping. SOme students worked independently; others worked in a small group with me. There is a worksheet forhomework.
After math we had a class meeting. We discussed what we should do about students who aren't following directions or completing independent work (due to a lack of effort). The students decided that these children should write notes home to their parents explaining the situation. So, we will be trying this strategy. Let's hope it works!
Following lunch and recess I explained the importnace of having well organized writing. WE discussed and identified in my writing piece, a good beginning, transitions in the middle and a nice ending. Then the students identified these aspects in their own writing pieces by underling and circling using specific colors.
While I worked with a reading group the class worked inpdependently. We had to end eearly so that we could meet with Mrs. Howard and learn about SGA class elections. We finished the day in the computer lab by learning how to import clip art into Word documents.
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