WE made it!!! Today marks the last day before Spring Break!!
This morning the entire school participated in a bus evacuation practice. After that, my reading class read and discussed a historical fiction book titles, Baseball Saved Us. This book is about a young boy named Short whose family was forced into an internment camp following the bombing of Pearl harbor. It was a great story that sparked A LOT of discussion.
Although I said we weren't having a quiz in math, I still needed to get a few grades...so, I had to give a brief assessment activity (sorry!). Please look for this "activity" in your child's home folder. It covered equivalent fractions and probability.
Following art, lunch and outdoor recess my reading class organized their desks and their folders to get ready for the new marking period. Then, students who still had independent work to completed did so. The class watched pieces of footage, on United Streaming, about the bombing of Pearl harbor and the Japanese internment class. This was a follow up to this morning's read aloud.
We ended the day by hosting the kindergarten students and Mrs. Brawner's class for a gallery walk of our sound projects.
Have a wonderful Spring Break!
Thursday, March 29, 2012
Wednesday, March 28, 2012
This morning, in reading, we continued our study of historical fiction. We began with a discussion identifying the characteristics of historical fiction and then compared and contrasted historical fiction to realistic fiction.
After that we read a historical fiction book called Mirette on the High Wire and identified the parts that were historical fact, as well as, the parts that were fiction.
In math we reviewed naming and identifying equivalent fractions. Today we learned that if you multiply the numerator and the denominator by the same number you will get an equivalent fraction. I met with two small groups. Both groups worked on identifying equivalent fractions. One group focused on using manipulatives. The other practiced using the multiplication strategy. There is a worksheet for homework but no quiz tomorrow.
After math, each student had a chance to share (present) their instrument to the class. Their projects were given two scores; one for the instrument itself and the other for the understanding of how sound is produced and how to change the pitch.
Following lunch and recess the students worked on the final draft of their persuasive writing piece while I met with reading groups.
Bears: We will begin a new book after Spring Break. We did not meet today and will not meet tomorrow.
Lions: We read and discussed chapter 10.
Crabs: We read and discussed chapter 8. We also reviewed suffixes using vocabulary from the chapter.
We ended the day with a gallery walk. Mrs. Homayouni's students and the entire 4th and 5th grades came to view our instruments.
After that we read a historical fiction book called Mirette on the High Wire and identified the parts that were historical fact, as well as, the parts that were fiction.
In math we reviewed naming and identifying equivalent fractions. Today we learned that if you multiply the numerator and the denominator by the same number you will get an equivalent fraction. I met with two small groups. Both groups worked on identifying equivalent fractions. One group focused on using manipulatives. The other practiced using the multiplication strategy. There is a worksheet for homework but no quiz tomorrow.
After math, each student had a chance to share (present) their instrument to the class. Their projects were given two scores; one for the instrument itself and the other for the understanding of how sound is produced and how to change the pitch.
Following lunch and recess the students worked on the final draft of their persuasive writing piece while I met with reading groups.
Bears: We will begin a new book after Spring Break. We did not meet today and will not meet tomorrow.
Lions: We read and discussed chapter 10.
Crabs: We read and discussed chapter 8. We also reviewed suffixes using vocabulary from the chapter.
We ended the day with a gallery walk. Mrs. Homayouni's students and the entire 4th and 5th grades came to view our instruments.
Tuesday, March 27, 2012
Terrific Tuesday
It's been a busy Tuesday!! In reading we reviewed the characteristics of historical fiction. Then we read the book, Mailing May, and identified examples of historical fact and fiction. After that, the children had a chance to work on editing and revising their persuasive rough draft and complete the chart, in their RRJ, for Mr. Lincoln's Whiskers.
In math the students continued working to identify equivalent fractions. Today they needed to identify the amount of pizza to color and name the fraction. There is an equivalent fraction worksheet for homework.
Next, the students went to PE. Then they enjoyed lunch and outdoor recess.
After recess, Mrs. Howard came by to do a lesson about tattling versus telling with the students. After Mrs. Howard left, the students compelted a follow-up activity. Finally, the students shared their work with eachother.
Reminder...the sound project is due TOMORROW!!
Also, please note, the format for my blog has changed...I am experiencing some challenges with the format and spell check...please understand that this post might not meet my expectations.
Monday, March 26, 2012
Marvelous Monday!!
It was so much fun seeing so many of you at Bingo Night!!!
This morning, in reading, we began identifying the characteristics of historical fiction as we read the book Mr. Lincoln's Whiskers. Historical fiction involves stories that are made up (fiction) but include aspects of facts from history.
The students had so much fun discussing the story and identifying examples of historical fact and fiction. The lesson ran a bit long...therefore, I did my writing lesson this morning and will meet with all three reading groups this afternoon.
For writing I introduced a checklist that the students will use, this afternoon, in order to edit and revise their persuasive rough drafts.
In math, we reviewed placing fractions and mixed numbers on a number line. Then we began identifying and naming equivalent fractions. Students worked on an independent follow up worksheet and went to anchor activities while I worked with a small group. This group practiced labeling fractions on a number line. There is a equivalent fraction worksheet for homework.
Following music, lunch and outdoor recess the students worked independently on identifying examples of historical fact and fiction from Mr. Lincoln's Whiskers and using the checklist to revise and edit their rough drafts. I pulled two reading groups.
Lions: We discussed the possible meaning of chapter 9 and then read and discussed the chapter.
Crabs: We reread and discussed chapters 6 and 7 in group.
We ended the day with a very special treat! Mrs. Jeyasunder's son Pat came in and played four songs on his guitar. The students truly enjoyed listening to sound being produced!
Remember the sound projects are due WEDNESDAY. Also, there is a canned food drive all week!
This morning, in reading, we began identifying the characteristics of historical fiction as we read the book Mr. Lincoln's Whiskers. Historical fiction involves stories that are made up (fiction) but include aspects of facts from history.
The students had so much fun discussing the story and identifying examples of historical fact and fiction. The lesson ran a bit long...therefore, I did my writing lesson this morning and will meet with all three reading groups this afternoon.
For writing I introduced a checklist that the students will use, this afternoon, in order to edit and revise their persuasive rough drafts.
In math, we reviewed placing fractions and mixed numbers on a number line. Then we began identifying and naming equivalent fractions. Students worked on an independent follow up worksheet and went to anchor activities while I worked with a small group. This group practiced labeling fractions on a number line. There is a equivalent fraction worksheet for homework.
Following music, lunch and outdoor recess the students worked independently on identifying examples of historical fact and fiction from Mr. Lincoln's Whiskers and using the checklist to revise and edit their rough drafts. I pulled two reading groups.
Lions: We discussed the possible meaning of chapter 9 and then read and discussed the chapter.
Crabs: We reread and discussed chapters 6 and 7 in group.
We ended the day with a very special treat! Mrs. Jeyasunder's son Pat came in and played four songs on his guitar. The students truly enjoyed listening to sound being produced!
Remember the sound projects are due WEDNESDAY. Also, there is a canned food drive all week!
Friday, March 23, 2012
TGIF
I was at a doctor's appointment this morning and didn't return to school until lunchtime. Therefore, my synopsis of the day will be quite brief!
In reading the students finished reading the article, "Super Survivors", identifying the main idea in each section. Then they completed a follow up worksheet and any unfinished work from the week.
In math the students took a quiz and went to anchor activities. At this point, I have not had time to score the quiz. It will most likely come home on Monday instead of today. My apologies.
After math the children went to the computer lab with Mrs. Rose to vote for the Black Eyed Susan book of their choice. Then they went to the media center to check out new books.
After lunch and outdoor recess, my class worked on independent reading group assignments. The block was shortened slightly due to a fire drill.
Bears: We met and finished reading and discussing Winner Takes All. Part of our discussion centered around the author's message.
Lions: They met with a buddy and reread chapter 8.
Crabs: They met with a buddy and read chapters 6 and 7.
We will end the day by learning about SGA's canned food drive and answering questions about the sound project which is due NEXT Wednesday, March 28.
Hope to see many of you tonight at Bingo Night!!
In reading the students finished reading the article, "Super Survivors", identifying the main idea in each section. Then they completed a follow up worksheet and any unfinished work from the week.
In math the students took a quiz and went to anchor activities. At this point, I have not had time to score the quiz. It will most likely come home on Monday instead of today. My apologies.
After math the children went to the computer lab with Mrs. Rose to vote for the Black Eyed Susan book of their choice. Then they went to the media center to check out new books.
After lunch and outdoor recess, my class worked on independent reading group assignments. The block was shortened slightly due to a fire drill.
Bears: We met and finished reading and discussing Winner Takes All. Part of our discussion centered around the author's message.
Lions: They met with a buddy and reread chapter 8.
Crabs: They met with a buddy and read chapters 6 and 7.
We will end the day by learning about SGA's canned food drive and answering questions about the sound project which is due NEXT Wednesday, March 28.
Hope to see many of you tonight at Bingo Night!!
Thursday, March 22, 2012
Foggy Thursday
This morning, in our reading block, we began a new article in the National Geographic called, "Super Survivors". We are working on identifying the main idea AND asking questions as we read to help us focus on and comprehend the text.
After reading the first two pages, the students worked independently while I pulled a reading group. Independent work included completing the two paragraphs for the persuasive rough draft, finishing the summary for reason animals use their poison, and completing a WOW worksheet for our new word, murmur (to whisper or talk quietly).
Reading Groups:
Crabs: In group, the students read chapters 4 and 5 independently. Then we discussed how Brady was acting and why he was acting that way. We also talked about why Oatmeal was having trouble settling into the new home.
After our math warm up, I gave every student an "exit-card" (a 2 problem half sheet) to gauge where their understanding of placing factions and mixed numbers on number lines stood. 15 out of 20 students were unable to answer the two questions correctly. SO, instead of the equivalent fraction lesson I had planned, we spent time reviewing how to place fractions and mixed numbers on a number line. There is no homework tonight...this is the last day I "owe" them from MSA. :-) There will be a quiz tomorrow, though.
After math, the students went to art (they worked with clay!), and enjoyed lunch and recess.
Following recess, I modeled how to add a 2-3 sentence concluding paragraph to the rough draft. Then, while I met with my last two reading groups, the students added a conclusion to their own rough draft and completed the independent work from earlier in the day.
Reading Groups:
Bears: We tried to finish reading the section about Christy Matthewson but great discussion bogged us down once again!!! We WILL finish this tomorrow and begin a new book tomorrow!!!
Lions: We reread parts of chapter 8 and discussed the effects of the storm and what the author meant by saying that Kona's body was bruised and her spirit's battered.
We ended the day by discussing the connections between rights and responsibilities.
After reading the first two pages, the students worked independently while I pulled a reading group. Independent work included completing the two paragraphs for the persuasive rough draft, finishing the summary for reason animals use their poison, and completing a WOW worksheet for our new word, murmur (to whisper or talk quietly).
Reading Groups:
Crabs: In group, the students read chapters 4 and 5 independently. Then we discussed how Brady was acting and why he was acting that way. We also talked about why Oatmeal was having trouble settling into the new home.
After our math warm up, I gave every student an "exit-card" (a 2 problem half sheet) to gauge where their understanding of placing factions and mixed numbers on number lines stood. 15 out of 20 students were unable to answer the two questions correctly. SO, instead of the equivalent fraction lesson I had planned, we spent time reviewing how to place fractions and mixed numbers on a number line. There is no homework tonight...this is the last day I "owe" them from MSA. :-) There will be a quiz tomorrow, though.
After math, the students went to art (they worked with clay!), and enjoyed lunch and recess.
Following recess, I modeled how to add a 2-3 sentence concluding paragraph to the rough draft. Then, while I met with my last two reading groups, the students added a conclusion to their own rough draft and completed the independent work from earlier in the day.
Reading Groups:
Bears: We tried to finish reading the section about Christy Matthewson but great discussion bogged us down once again!!! We WILL finish this tomorrow and begin a new book tomorrow!!!
Lions: We reread parts of chapter 8 and discussed the effects of the storm and what the author meant by saying that Kona's body was bruised and her spirit's battered.
We ended the day by discussing the connections between rights and responsibilities.
Wednesday, March 21, 2012
Wednesday...no wackiness here!
Ahhhhhhh...we are back to our normal routine!! :-)
In reading we continued reading "Got Poison?" in the current National Geographic and practiced identifying the main idea. While I met with a reading group the students worked independently. Independent work included completing the first two paragraphs for their persuasive writing rough drafts and summarizing the reasons animals use poison (in their RRJS, using the "Got Poison?" article).
Reading Group:
Bears: We began reading the epilogue of Winner's Take All. It's a short biographical sections about Christy Matthewson, one of baseball's original hall of famers.
In math we continued where we left off yesterday by placing improper fractions and mixed numbers on number lines. I worked with a small group to reinforce this skill. As promised, there is no homework.
After math, the students got into their assigned groups from social studies yesterday and began working on presentations, using the iPad, about the responsibilities that go along with the rights of citizens. For example, one had freedom of expression. SO their group will present, to the class, the responsibilities that go along with that right; such as telling the truth, being aware of others feelings, etc.
Following lunch and outdoor recess the students continued their independent work while I met with reading groups.
Lions: We reviewed the characters in the book Gooseberry Park and then read and discussed chapter 8.
Crabs: We reviewed the characters in the book and discussed receiving letters in the mail. Then we read and discussed chapter 3.
We ended the day with a class meeting. We began with a group share where each child shared, "One thing I like about our classroom..." and then we exchanged a couple of compliments.
Science projects are due NEXT Wednesday!!!
In reading we continued reading "Got Poison?" in the current National Geographic and practiced identifying the main idea. While I met with a reading group the students worked independently. Independent work included completing the first two paragraphs for their persuasive writing rough drafts and summarizing the reasons animals use poison (in their RRJS, using the "Got Poison?" article).
Reading Group:
Bears: We began reading the epilogue of Winner's Take All. It's a short biographical sections about Christy Matthewson, one of baseball's original hall of famers.
In math we continued where we left off yesterday by placing improper fractions and mixed numbers on number lines. I worked with a small group to reinforce this skill. As promised, there is no homework.
After math, the students got into their assigned groups from social studies yesterday and began working on presentations, using the iPad, about the responsibilities that go along with the rights of citizens. For example, one had freedom of expression. SO their group will present, to the class, the responsibilities that go along with that right; such as telling the truth, being aware of others feelings, etc.
Following lunch and outdoor recess the students continued their independent work while I met with reading groups.
Lions: We reviewed the characters in the book Gooseberry Park and then read and discussed chapter 8.
Crabs: We reviewed the characters in the book and discussed receiving letters in the mail. Then we read and discussed chapter 3.
We ended the day with a class meeting. We began with a group share where each child shared, "One thing I like about our classroom..." and then we exchanged a couple of compliments.
Science projects are due NEXT Wednesday!!!
Subscribe to:
Posts (Atom)