Friday, October 28, 2011
TGIF - Halloween Celebration
Before I forget, I want to thank Mrs. R. for planning our Halloween celebration. Although I am typing this before the parade and party, I know she has put a lot of hard work into the event and that the children will have a BLAST! THANK YOU!
This morning, during our reading block, the students organized their desks and went through their unfinished work folders with me. I showed them which papers needed to carry over into the second marking period (which begins Tuesday) and which papers they were allowed to recycle. So, our slate is clear and we are reading to march into the second quarter.
After that, the students got into small group to create a Halloween story on the iPads using Toontastic, an iPad app. I hope you enjoy the pictures I have included!!
In math we split into two groups, again. One group practiced their basic facts using an iPad app while the other group worked on using rulers to calculate linear measurement (in inches and centimeters) with me. Then the groups switched.
Following a visit to the media center the students enjoyed lunch and outdoor recess. We ended the day with a parade and party celebrating Halloween.
This morning, during our reading block, the students organized their desks and went through their unfinished work folders with me. I showed them which papers needed to carry over into the second marking period (which begins Tuesday) and which papers they were allowed to recycle. So, our slate is clear and we are reading to march into the second quarter.
After that, the students got into small group to create a Halloween story on the iPads using Toontastic, an iPad app. I hope you enjoy the pictures I have included!!
In math we split into two groups, again. One group practiced their basic facts using an iPad app while the other group worked on using rulers to calculate linear measurement (in inches and centimeters) with me. Then the groups switched.
Following a visit to the media center the students enjoyed lunch and outdoor recess. We ended the day with a parade and party celebrating Halloween.
Thursday, October 27, 2011
Rainy Thursday
Today, in honor of Red Ribbon Week, the students wore pajamas in order to remember to "Follow their Dreams". Tomorrow is a school spirit day. Students should wear their Damascus ES gear. In the afternoon we will celebrate Halloween with a parade and party. Students should bring their costumes to school in a bag marked with their names. NO MAKE UP OR WEAPONS should be brought to school...PLEASE!!!!!!!!!
During reading, the students worked in their table groups to chart examples of cause and effect from assigned pages in Race to the South Pole. We began sharing these charts, and adding to them, as a whole class. We will continue this tomorrow.
While I met with reading groups the students worked on individual group assignments, completed a a/an activity and practiced writing H, X and K in cursive.
Crabs: We met first and finished reading and discussing chapter 7, the final chapter in the book. They will reread chapter 7 and chart the beginning, middle and end in their RRJ, later this afternoon.
Cheetahs: In group, the students reread page 6 and wrote one example of cause and effect on a sticky note. WE discussed the two examples that were on this page. The students are still struggling with separating which is the cause and which is the effect.
In math we began our second unit which focuses on linear measurement. This unit seems to be "easy" but in the past, students really struggle with it! Hopefully, this will not be the case this year!
Today, I reviewed how to measure in inches using a ruler. Then the students broke into two groups. One group used the iPads to practice their basic facts. The other group met with me to use rulers to measure objects in the classroom. Then the groups switched.
Following art, lunch and indoor recess the students will brainstorm topics they know a lot about and list these topics, in their writing journal, for use in pieces when we write to inform. They will also continue independent work from this morning.
Lions: We will reread the chapter called "A Letter" and discuss who wrote the letter and what it said.
Bears: We will reread chapter 13 and quiz each other with the questions the students wrote earlier in the day.
We will end the day by identifying examples of supply and demand.
During reading, the students worked in their table groups to chart examples of cause and effect from assigned pages in Race to the South Pole. We began sharing these charts, and adding to them, as a whole class. We will continue this tomorrow.
While I met with reading groups the students worked on individual group assignments, completed a a/an activity and practiced writing H, X and K in cursive.
Crabs: We met first and finished reading and discussing chapter 7, the final chapter in the book. They will reread chapter 7 and chart the beginning, middle and end in their RRJ, later this afternoon.
Cheetahs: In group, the students reread page 6 and wrote one example of cause and effect on a sticky note. WE discussed the two examples that were on this page. The students are still struggling with separating which is the cause and which is the effect.
In math we began our second unit which focuses on linear measurement. This unit seems to be "easy" but in the past, students really struggle with it! Hopefully, this will not be the case this year!
Today, I reviewed how to measure in inches using a ruler. Then the students broke into two groups. One group used the iPads to practice their basic facts. The other group met with me to use rulers to measure objects in the classroom. Then the groups switched.
Following art, lunch and indoor recess the students will brainstorm topics they know a lot about and list these topics, in their writing journal, for use in pieces when we write to inform. They will also continue independent work from this morning.
Lions: We will reread the chapter called "A Letter" and discuss who wrote the letter and what it said.
Bears: We will reread chapter 13 and quiz each other with the questions the students wrote earlier in the day.
We will end the day by identifying examples of supply and demand.
Wednesday, October 26, 2011
Hat Day
As we continue celebrating Red Ribbon week the students wore hats today in order to remember to "Put a Cap on Drugs". Tomorrow is pajama day. Students are reminded to Follow their Dreams by staying away from drugs.
This morning we continued reading Race to the South Pole and identifying example of cause and effect. Then the students worked on individual reading group assignments, choosing the correct article (a, an or the) and writing M, N and W in cursive, while I met with reading groups.
Cheetahs: We previewed our new book, Ostriches, and identified text features. Then we began reading the text and orally answering comprehension questions.
In math we took the unit 1 assessment. I can't wait to grade these (really!) because I know the children are going to do well!!!!
Before lunch and recess we visited the computer lab. We began with a whole group lesson, reviewing how to save work and how to identify what you have open by looking at the bar on the bottom of the computer screen. Then the students finished publishing their pieces and practiced their keyboarding skills using Type to Learn.
After lunch and recess more students shared their published writing pieces with the class. Then we discussed our next writing focus; writing to inform. We talk about what makes us expert in certain topics. This was in preparation for tomorrow's lesson where students will list topics in which they are experts.
While the students continued their independent work, I met with reading groups.
Bears: We identified vocabulary words in text and read the sentences to figure out the meaning of the words. Then we discussed that many words in our language have multiple meanings and when we look them up in the dictionary we need to choose the meaning that fits the text.
Crabs: This morning the students wrote a summary of chapter 6 in the RRJ. This afternoon we began reading chapter 7 and discussed the embarrassment that Judy faced due to her bragging.
Lions: We discussed how many students in our group jumped to conclusions about Kicker while reading Across the Railroad Tracks. WE identified how Kicker had changed and wanted to help Sarah Ida.
We are ending the day with a short class meeting.
This morning we continued reading Race to the South Pole and identifying example of cause and effect. Then the students worked on individual reading group assignments, choosing the correct article (a, an or the) and writing M, N and W in cursive, while I met with reading groups.
Cheetahs: We previewed our new book, Ostriches, and identified text features. Then we began reading the text and orally answering comprehension questions.
In math we took the unit 1 assessment. I can't wait to grade these (really!) because I know the children are going to do well!!!!
Before lunch and recess we visited the computer lab. We began with a whole group lesson, reviewing how to save work and how to identify what you have open by looking at the bar on the bottom of the computer screen. Then the students finished publishing their pieces and practiced their keyboarding skills using Type to Learn.
After lunch and recess more students shared their published writing pieces with the class. Then we discussed our next writing focus; writing to inform. We talk about what makes us expert in certain topics. This was in preparation for tomorrow's lesson where students will list topics in which they are experts.
While the students continued their independent work, I met with reading groups.
Bears: We identified vocabulary words in text and read the sentences to figure out the meaning of the words. Then we discussed that many words in our language have multiple meanings and when we look them up in the dictionary we need to choose the meaning that fits the text.
Crabs: This morning the students wrote a summary of chapter 6 in the RRJ. This afternoon we began reading chapter 7 and discussed the embarrassment that Judy faced due to her bragging.
Lions: We discussed how many students in our group jumped to conclusions about Kicker while reading Across the Railroad Tracks. WE identified how Kicker had changed and wanted to help Sarah Ida.
We are ending the day with a short class meeting.
Tuesday, October 25, 2011
Terrific Tuesday
We continue celebrating Red Ribbon Week to remind students to say NO to drugs and alcohol. Today the students were asked to wear jeans. Tomorrow they are asked to wear hats in order to remember to "Put a CAP on Drugs".
In reading we began reading Race to the South Pole, a non-fiction book about two explorers, back in the early 1900s, who were determined to be the first to get to the South Pole. We identified examples of cause and effect to help us comprehend the text.
While I met with reading groups, the students worked on individual reading group assignments, reading and responding to a non fiction article about Jack-O-Lanterns and writing a cartoon using our new WOW, wallop (to hit hard).
Cheetahs: Met with Mrs. Jeyasunder (I was in a meeting at the time) and read and retold an article about Jack-O-Lanterns.
We spent our math block reviewing and correcting every problem in the Unit 1 Review Packet. These are coming home this evening. The students are expected to use them to prepare for the assessment tomorrow.
Following PE, lunch and recess we had a fire drill. After that, some students shared their published writing pieces with the class.
Then the students continued their independent work while I met with more reading groups.
Reading Groups:
Bears: This morning they charted the beginning. middle and end of chapter 11 in the RRJ. We shard these in group and then they returned to their seats to write a summary of the chapter.
Lions: Today they read the rest of the chapter called The Accident to discover what Sarah Ida did after Al gave her the key to lock up the shoeshine stand. They had predicted yesterday, in group, what she would do. Today, in group, we discussed what she actually did and how she had changed since the beginning of the story. When they returned to their seats the students completed a somebody/wanted/but/so/then chart in their RRJ, for this chapter.
Crabs: Earlier today they charted, in their RRJ, the beginning, middle and end of chapter 6. We discussed this in group.
We ended the day by discussing the concepts of supply and demand.
In reading we began reading Race to the South Pole, a non-fiction book about two explorers, back in the early 1900s, who were determined to be the first to get to the South Pole. We identified examples of cause and effect to help us comprehend the text.
While I met with reading groups, the students worked on individual reading group assignments, reading and responding to a non fiction article about Jack-O-Lanterns and writing a cartoon using our new WOW, wallop (to hit hard).
Cheetahs: Met with Mrs. Jeyasunder (I was in a meeting at the time) and read and retold an article about Jack-O-Lanterns.
We spent our math block reviewing and correcting every problem in the Unit 1 Review Packet. These are coming home this evening. The students are expected to use them to prepare for the assessment tomorrow.
Following PE, lunch and recess we had a fire drill. After that, some students shared their published writing pieces with the class.
Then the students continued their independent work while I met with more reading groups.
Reading Groups:
Bears: This morning they charted the beginning. middle and end of chapter 11 in the RRJ. We shard these in group and then they returned to their seats to write a summary of the chapter.
Lions: Today they read the rest of the chapter called The Accident to discover what Sarah Ida did after Al gave her the key to lock up the shoeshine stand. They had predicted yesterday, in group, what she would do. Today, in group, we discussed what she actually did and how she had changed since the beginning of the story. When they returned to their seats the students completed a somebody/wanted/but/so/then chart in their RRJ, for this chapter.
Crabs: Earlier today they charted, in their RRJ, the beginning, middle and end of chapter 6. We discussed this in group.
We ended the day by discussing the concepts of supply and demand.
Monday, October 24, 2011
Red Ribbon Week
Today is the first day of Red Ribbon Week...an effort to teach our children to say no to drugs and alcohol. To get the week started off right, Officer Dixon visited our class to speak with the students about the effects of making bad choices. Tomorrow the students are asked to wear jeans to remember to stay away from drugs.
After Officer Dixon left, I spoke to the class about their science activity from Thursday. Many students did not seem to put effort into this assignment. I found it disappointing. These have been graded and returned to students but they have been told that they can explain their answers (in writing, of course, and turn it back in by Friday, in order to get a higher score.
Next, we went to math. In my math class the students spent the entire block working on a review packet for the unit 1 assessment. Most students worked independently while I worked with a small group. Tomorrow we will review each problem in the packet and the students will bring the CORRECTED packet home to use to prepare for the assessment on Wednesday. There is no homework tonight.
After math the children went to music and then enjoyed lunch and recess. During recess they participated in the Homeless Walk.
We began the afternoon by identifying examples of cause and effect. The children worked on a follow up worksheet and practiced writing I and J in cursive while I met with one reading groups.
Lions: We began reading the chapter called The Accident. WE stopped halfway through the chapter so that the students could write a prediction as to what Sarah Ida will do after AL gives her the key and goes to the hospital by ambulance. Tomorrow they will finish reading the chapter to check their prediction.
We are ending the day in the computer lab. Most students will continue publishing their writing piece while those who are finished will practice their typing skills using Type to Learn.
After Officer Dixon left, I spoke to the class about their science activity from Thursday. Many students did not seem to put effort into this assignment. I found it disappointing. These have been graded and returned to students but they have been told that they can explain their answers (in writing, of course, and turn it back in by Friday, in order to get a higher score.
Next, we went to math. In my math class the students spent the entire block working on a review packet for the unit 1 assessment. Most students worked independently while I worked with a small group. Tomorrow we will review each problem in the packet and the students will bring the CORRECTED packet home to use to prepare for the assessment on Wednesday. There is no homework tonight.
After math the children went to music and then enjoyed lunch and recess. During recess they participated in the Homeless Walk.
We began the afternoon by identifying examples of cause and effect. The children worked on a follow up worksheet and practiced writing I and J in cursive while I met with one reading groups.
Lions: We began reading the chapter called The Accident. WE stopped halfway through the chapter so that the students could write a prediction as to what Sarah Ida will do after AL gives her the key and goes to the hospital by ambulance. Tomorrow they will finish reading the chapter to check their prediction.
We are ending the day in the computer lab. Most students will continue publishing their writing piece while those who are finished will practice their typing skills using Type to Learn.
Thursday, October 20, 2011
Wonderful Thursday
There is no school tomorrow...so this Thursday is kind of like a Friday!
We began the day by taking our spelling test and correcting/reviewing the prefix pages in our spelling packet. After that the students were given independent reading group assignments and a non fiction article about Trick-or-Treating to read and use to answer a comprehension worksheet.
Reading Groups:
Cheetahs: We finished reading Christina Katerina. As we read each page we paused to silently reread before retelling what happened on that page.
In math I introduced line graphs. The students finished constructing a lone graph and then responded to questions about the graph. Two small groups met. One worked on writing numbers in expanded and standard form. The other worked on constructing bar graphs.
Following art, lunch and outdoor recess, the students will be working with a substitute. I have to attned my son's parent conference!
In writing they will review how to edit for conventions such as, spelling, punctuation, capitalization, grammar and useage. Then they will continue their independent work while the teacher meets with reading groups.
Crabs: They will review the list of unknow words they created when reading chapter 6, independently, this morning. Then they will begin to read the chapter aloud in group.
Lions: Will write a summary of The Medal using our discussion and their BME chart.
Bears: Will review the list of unknown words they created while reading chapter 11, independently, this morning. Then they will check their comprehension by sharing the questions they wrote about the chapter.
The students will end the day with a science lesson. THey will use the fingerprints they identified from the safe, earlier this week, to determine the robber of the safe. Then they will compare and contract their fingerprint to another fingerprint, and write about it, to reflect upon their knowledge of fingerprint patterns.
Next week is Red Ribbon Week...students should wear red on Monday in honor of it!
We began the day by taking our spelling test and correcting/reviewing the prefix pages in our spelling packet. After that the students were given independent reading group assignments and a non fiction article about Trick-or-Treating to read and use to answer a comprehension worksheet.
Reading Groups:
Cheetahs: We finished reading Christina Katerina. As we read each page we paused to silently reread before retelling what happened on that page.
In math I introduced line graphs. The students finished constructing a lone graph and then responded to questions about the graph. Two small groups met. One worked on writing numbers in expanded and standard form. The other worked on constructing bar graphs.
Following art, lunch and outdoor recess, the students will be working with a substitute. I have to attned my son's parent conference!
In writing they will review how to edit for conventions such as, spelling, punctuation, capitalization, grammar and useage. Then they will continue their independent work while the teacher meets with reading groups.
Crabs: They will review the list of unknow words they created when reading chapter 6, independently, this morning. Then they will begin to read the chapter aloud in group.
Lions: Will write a summary of The Medal using our discussion and their BME chart.
Bears: Will review the list of unknown words they created while reading chapter 11, independently, this morning. Then they will check their comprehension by sharing the questions they wrote about the chapter.
The students will end the day with a science lesson. THey will use the fingerprints they identified from the safe, earlier this week, to determine the robber of the safe. Then they will compare and contract their fingerprint to another fingerprint, and write about it, to reflect upon their knowledge of fingerprint patterns.
Next week is Red Ribbon Week...students should wear red on Monday in honor of it!
Subscribe to:
Comments (Atom)