What an exciting and busy day!
Our day began with math rotations. Students working with me practiced using a bar model to solve multiplication and division word problems. We continued to emphasize what is known and unknown and drawing pictures and writing equations.
During guided practice the students worked collaboratively in groups. Each group was given word problems and they had to use the wording of the problem to determine whether they were grouping or sharing. Then they had to draw a picture and write an equation to solve each one.
At the technology rotation, students watched a Learn Zillion lesson relating division to the real world. Then they completed the guided practice lesson, with the video, in their math journal.
Next, the class went to music.
After music, the entire third grade went to the media center where we shared each of the multimedia presentations. They were outstanding!!!
Finally, the students enjoyed lunch and recess.
Then, the day ended with a fabulous parade and party to celebrate Halloween!! Thanks to all of the parents to helped! We appreciated it!!!!
Remember, no school, for students, tomorrow. It's a teacher work day.
We will see everyone Monday for the first day of the second marking period.
Thursday, October 31, 2013
Wednesday, October 30, 2013
Wonderful Wednesday - Picture Day!
We began our day by getting our individual pictures taken. If you forgot to send in money, no worries--this year you can order the pictures after the proofs come home.
After that we had our weekly class meeting. First, each child had the chance to share something that bothers him/her. Then we shared compliments and thank yous. After that we discussed challenges that the students have noticed.
I've got to say that this class is such a great group--we had many compliments and thank yous and the challenges were very simple (pushing in chairs, hanging up coats, etc.). It's truly an honor to be able to work with this group. They motivate me to be on my "A" game each and every day! :-)
Next we jumped into our daily math rotations. The group working with me used an enVision animated video to draw a picture and write an equation, using a variable, to solve a word problem. We discussed what the numbers represented and the relationship between them. We also shared various strategies that we used to find the answer.
During the guided practice rotation, students worked with partners to determine the question, write an equation and solve a word problem. They were given questions to use as part of the discourse with each other.
Finally, students visited the Active Multi Facts site, again, but today they concentrated on equations including a factor of 4 or 10.
For HOMEWORK there is a word problem worksheet. Students must draw a picture and write an equation for each.
Due to counseling and the celebration of Mrs. Starkey's retirement, we only had the morning portion of our reading block. So, the students continued the independent work from yesterday while I met with a couple of reading groups.
Sharks: We reread pages 8-11 and discussed whether the journey was hard or easy. I pointed out that the students were right, it was hard, and encourages them to find where the text said so. They couldn't. I explained that they had used what the text said to make an inference in order to answer my question. Then we went back to identify specific details that supported their answer. For HOMEWORK the students need to write their focus words 2 times each in a fun way. They also need to read pages 14-17 and write 3 problems the pioneers face (I am hoping one of the problems is inferred--but it doesn't have to be), in their RRJ.
Pandas: We shared and discussed the two facts they wrote after reading the National Geographic article for homework last night. Then the students presented what they learned about a world record, related to speed. For HOMEWORK they need to read for 20 minutes--free choice! :-)
Following lunch and outdoor recess, Mrs. Howard visited to wrap up Red Ribbon Week. First she showed the students pictures of candy and a drug that looks similar and had the students guess which was the candy and which was the drug. Then the students identified what healthy options then could turn to when they said NO to drugs!
We ended the day with a school wide assembly in honor of Mrs. Starkey's retirement. It was a nice send off for a special lady who has worked here for the past 26 years! We will miss her a lot!
After that we had our weekly class meeting. First, each child had the chance to share something that bothers him/her. Then we shared compliments and thank yous. After that we discussed challenges that the students have noticed.
I've got to say that this class is such a great group--we had many compliments and thank yous and the challenges were very simple (pushing in chairs, hanging up coats, etc.). It's truly an honor to be able to work with this group. They motivate me to be on my "A" game each and every day! :-)
Next we jumped into our daily math rotations. The group working with me used an enVision animated video to draw a picture and write an equation, using a variable, to solve a word problem. We discussed what the numbers represented and the relationship between them. We also shared various strategies that we used to find the answer.
During the guided practice rotation, students worked with partners to determine the question, write an equation and solve a word problem. They were given questions to use as part of the discourse with each other.
Finally, students visited the Active Multi Facts site, again, but today they concentrated on equations including a factor of 4 or 10.
For HOMEWORK there is a word problem worksheet. Students must draw a picture and write an equation for each.
Due to counseling and the celebration of Mrs. Starkey's retirement, we only had the morning portion of our reading block. So, the students continued the independent work from yesterday while I met with a couple of reading groups.
Sharks: We reread pages 8-11 and discussed whether the journey was hard or easy. I pointed out that the students were right, it was hard, and encourages them to find where the text said so. They couldn't. I explained that they had used what the text said to make an inference in order to answer my question. Then we went back to identify specific details that supported their answer. For HOMEWORK the students need to write their focus words 2 times each in a fun way. They also need to read pages 14-17 and write 3 problems the pioneers face (I am hoping one of the problems is inferred--but it doesn't have to be), in their RRJ.
Pandas: We shared and discussed the two facts they wrote after reading the National Geographic article for homework last night. Then the students presented what they learned about a world record, related to speed. For HOMEWORK they need to read for 20 minutes--free choice! :-)
Following lunch and outdoor recess, Mrs. Howard visited to wrap up Red Ribbon Week. First she showed the students pictures of candy and a drug that looks similar and had the students guess which was the candy and which was the drug. Then the students identified what healthy options then could turn to when they said NO to drugs!
We ended the day with a school wide assembly in honor of Mrs. Starkey's retirement. It was a nice send off for a special lady who has worked here for the past 26 years! We will miss her a lot!
Tuesday, October 29, 2013
SO much to do....so little time!
We are in the "end of the marking period" crunch!!! There is a lot to finish before closing out our grades on Friday! I will get into the specifics shortly! :-)
First, the students began their day in art.
When they returned to class we got started on our math rotations. While working with me, students practiced using visualization to identify the knowns and unknowns and write an equation that represents a word problem. At the technology rotation, students visited the Interactive Multi Facts site memorize the basic multiplication facts involving a factor of 0, 1, 2 and 5. The guided practice rotation had students work with a partner to discuss, identify knowns and unknowns, write an equation and solve 3 carnival word problems.
For HOMEWORK there is a carnival word problem worksheet. Students must show their thinking by drawing some sort of picture representation, write an equation and solve it, for each problem. They do not have to explain what they noticed on the back. We went over all of this in class, too.
Now to the CRUNCH! At the beginning of the reading and writing block we reviewed everything that needs to be completed before our Halloween party on Thursday...and it's a lot!
Here's the run down...
The pandas need to complete, and share, their information about the speed world record that they researched.
All students will be creating an advertisement about a good used in the city of Pompeii, long ago.
All students will make a retirement card for Mrs. Starkey, whose last day is Thursday.
The children need to finish and present the multimedia portion of the quarter 1 inquiry project.
I think, that may be all....but it is A LOT!
After reviewing our workload, we read and discussed portions of the text, Pompeii, the Lost City. Then we listed goods that were mentioned, or inferred, in the text and used in Pompeii. We also looked at several different advertisements online to help determine what one looks like.
Next, we discussed the parts of a letter and created a class word bank for Mrs. Starkey's retirement cards.
Finally, the students got down to work, with a break for lunch and outdoor recess in between! :-)
Dolphins: We practiced reading and writing our focus words. Then we retold up to page 6. After that we read pages 8-10. For homework the students need to write their focus words 3 times each in their RRJ and reread pages 8-10 working on fluency.
Cheetahs: We read pages 6-10 to locate answers to specific questions. We practiced answering these questions using our own words, not reading entire sentences from the book. For HOMEWORK the students need to reread pages 6-10.
Pandas: The students worked on their world record projects that were assigned yesterday. We will share their results tomorrow. For HOMEWORK the students need to read pages 2-9 in the October issue of National Geographic. They are expected to write 2 facts they learned from reading the article.
Sharks: In group I read pages 8-11 to the students. We discussed the section of the text. For HOMEWORK the children need to reread (or read) pages 8-11) and write their focus words 3 times each in their RRJ.
First, the students began their day in art.
When they returned to class we got started on our math rotations. While working with me, students practiced using visualization to identify the knowns and unknowns and write an equation that represents a word problem. At the technology rotation, students visited the Interactive Multi Facts site memorize the basic multiplication facts involving a factor of 0, 1, 2 and 5. The guided practice rotation had students work with a partner to discuss, identify knowns and unknowns, write an equation and solve 3 carnival word problems.
For HOMEWORK there is a carnival word problem worksheet. Students must show their thinking by drawing some sort of picture representation, write an equation and solve it, for each problem. They do not have to explain what they noticed on the back. We went over all of this in class, too.
Now to the CRUNCH! At the beginning of the reading and writing block we reviewed everything that needs to be completed before our Halloween party on Thursday...and it's a lot!
Here's the run down...
The pandas need to complete, and share, their information about the speed world record that they researched.
All students will be creating an advertisement about a good used in the city of Pompeii, long ago.
All students will make a retirement card for Mrs. Starkey, whose last day is Thursday.
The children need to finish and present the multimedia portion of the quarter 1 inquiry project.
I think, that may be all....but it is A LOT!
After reviewing our workload, we read and discussed portions of the text, Pompeii, the Lost City. Then we listed goods that were mentioned, or inferred, in the text and used in Pompeii. We also looked at several different advertisements online to help determine what one looks like.
Next, we discussed the parts of a letter and created a class word bank for Mrs. Starkey's retirement cards.
Finally, the students got down to work, with a break for lunch and outdoor recess in between! :-)
Dolphins: We practiced reading and writing our focus words. Then we retold up to page 6. After that we read pages 8-10. For homework the students need to write their focus words 3 times each in their RRJ and reread pages 8-10 working on fluency.
Cheetahs: We read pages 6-10 to locate answers to specific questions. We practiced answering these questions using our own words, not reading entire sentences from the book. For HOMEWORK the students need to reread pages 6-10.
Pandas: The students worked on their world record projects that were assigned yesterday. We will share their results tomorrow. For HOMEWORK the students need to read pages 2-9 in the October issue of National Geographic. They are expected to write 2 facts they learned from reading the article.
Sharks: In group I read pages 8-11 to the students. We discussed the section of the text. For HOMEWORK the children need to reread (or read) pages 8-11) and write their focus words 3 times each in their RRJ.
Monday, October 28, 2013
Marvelous Monday
The students began their day in the media center working on the multimedia presentation for the quarter 1 inquiry project.
When they returned to class, we started math rotations. Students working with me used number lines and a multiplication table to discover that when a factor is 0 the product will be 0 and when a factor is 1 the product will be the other factor. For example, 543x0=0 and 567 x 1= 567.
The guided practice rotation had students practicing this idea using a Clip and Cover partner game.
At the technology rotation, students watched a Learn Zillion lesson teaching how to use visualization to solve a division problem. Then they followed the Learn Zillion guided practice link to apply what they learned in the lesson.
There is a multiplication facts 0 and 1 worksheet for homework.
At the beginning of the reading and writing block, I explained to the class that I had graded their inquiry paragraphs over the weekend (those that were finished and handed in). They received 4 grades; one for opinion writing for the first paragraph, two for informational writing for the background paragraph and the taking action paragraph and one for language usage. Additionally, I provided feedback for each paragraph. Students were encouraged to review my feedback. They were also told they could revise their writing and turn in new paragraphs to be regraded.
While I met with reading groups the students worked on individual reading group assignments, completed their inquiry paragraphs (if they haven't done so yet), worked on the multimedia presentation for the inquiry project and read Pompeii, the Lost City and completed a 3-2-1 summarizer. They were quite busy!
Pandas: We met first for a change!! I explained their next assignment. They will visit the Guinness Records site and find a world record that is linked to speed/time. They will read about it and write about it in their RRJ. Then they will prepare to present the information to the group...they get to pick how to do it. Some of my suggestions included a poster, an informative paragraph, a skit or a Key Note presentation. I'm really looking forward to seeing their results! Stay tuned!! For HOMEWORK the children need to read for 20 minutes.
Sharks: First we practiced reading and writing this week's focus words: heavy, very journey, enough and through. Then we previewed their new book, The Oregon Trail and I gave a brief talk about it's history. We also located Oregon on a map of the US and compared its location to that of Maryland. We practiced turning the topics in the table of contents into questions using the 5 Ws. Then we looked at the photograph on pages 4 and 5 and inferred how the pioneers moved west to Oregon. Finally we whisper read pages 3-7. For HOMEWORK the students need to reread pages 3-7 and write their focus words 3 times each in their RRJ.
Following lunch and outdoor recess the students continued working while I met with more groups.
Dolphins: We practiced reading and writing our focus words for this week; heavy, already, family, enough and through. Then I gave a book talk about their new story, The Family Tree and we discussed the concept of a family tree. After that, the children whisper read pages 2-6 while I listened in. For HOMEWORK the students need to reread pages 2-6 and write their focus words 3 times each in their RRJ.
Cheetahs: The students received a new book called Forecasting the Weather. Independently, the used the heading on pages 3 and 4 to write a W question about the text in the respective section. We shared these questions at the beginning of group and then whisper read (as I listened in) to find the answers to our questions. For HOMEWORK the children need to reread pages 3-5.
We ended the day by finishing our wheel coverings and then testing them to see which car travels the fastest.
When they returned to class, we started math rotations. Students working with me used number lines and a multiplication table to discover that when a factor is 0 the product will be 0 and when a factor is 1 the product will be the other factor. For example, 543x0=0 and 567 x 1= 567.
The guided practice rotation had students practicing this idea using a Clip and Cover partner game.
At the technology rotation, students watched a Learn Zillion lesson teaching how to use visualization to solve a division problem. Then they followed the Learn Zillion guided practice link to apply what they learned in the lesson.
There is a multiplication facts 0 and 1 worksheet for homework.
At the beginning of the reading and writing block, I explained to the class that I had graded their inquiry paragraphs over the weekend (those that were finished and handed in). They received 4 grades; one for opinion writing for the first paragraph, two for informational writing for the background paragraph and the taking action paragraph and one for language usage. Additionally, I provided feedback for each paragraph. Students were encouraged to review my feedback. They were also told they could revise their writing and turn in new paragraphs to be regraded.
While I met with reading groups the students worked on individual reading group assignments, completed their inquiry paragraphs (if they haven't done so yet), worked on the multimedia presentation for the inquiry project and read Pompeii, the Lost City and completed a 3-2-1 summarizer. They were quite busy!
Pandas: We met first for a change!! I explained their next assignment. They will visit the Guinness Records site and find a world record that is linked to speed/time. They will read about it and write about it in their RRJ. Then they will prepare to present the information to the group...they get to pick how to do it. Some of my suggestions included a poster, an informative paragraph, a skit or a Key Note presentation. I'm really looking forward to seeing their results! Stay tuned!! For HOMEWORK the children need to read for 20 minutes.
Sharks: First we practiced reading and writing this week's focus words: heavy, very journey, enough and through. Then we previewed their new book, The Oregon Trail and I gave a brief talk about it's history. We also located Oregon on a map of the US and compared its location to that of Maryland. We practiced turning the topics in the table of contents into questions using the 5 Ws. Then we looked at the photograph on pages 4 and 5 and inferred how the pioneers moved west to Oregon. Finally we whisper read pages 3-7. For HOMEWORK the students need to reread pages 3-7 and write their focus words 3 times each in their RRJ.
Following lunch and outdoor recess the students continued working while I met with more groups.
Dolphins: We practiced reading and writing our focus words for this week; heavy, already, family, enough and through. Then I gave a book talk about their new story, The Family Tree and we discussed the concept of a family tree. After that, the children whisper read pages 2-6 while I listened in. For HOMEWORK the students need to reread pages 2-6 and write their focus words 3 times each in their RRJ.
Cheetahs: The students received a new book called Forecasting the Weather. Independently, the used the heading on pages 3 and 4 to write a W question about the text in the respective section. We shared these questions at the beginning of group and then whisper read (as I listened in) to find the answers to our questions. For HOMEWORK the children need to reread pages 3-5.
We ended the day by finishing our wheel coverings and then testing them to see which car travels the fastest.
Friday, October 25, 2013
Fabulous Friday!
The students began their day in PE with Mr. Lee.
When they returned to class they took their math quiz. After the quiz, I went over a few common errors, such as trying to subtract three numbers at a time and not lining up their columns when adding three numbers at a time. These quizzes have been scored and should be kept in the math section of the binder.
After that, Mrs. Bartel showed the children how to use Kurzweill 3000. This is a software package that reads text, on the computers or laptops, to the students. It will help the children independently access books that are more challenging.
Before independent work time, I reviewed the expectations for the multi media presentation the students will create , using Key Note on the iPad, in small groups.
Then the students worked to finish writing their informative paragraphs. Those who are already done, began working on their Key Note presentations.
I met with reading groups and individuals who needed extra support with their writing.
Sharks: I collected their Communities books and we chose a new book, which they will get next week. Also, we took a mini quiz on this week's focus words and a pretest for next week's.
Following lunch and outdoor recess the students continued their independent work while I met with more groups and individual students.
Dolphins: We took a mini quiz on this week's focus words. Then we reviewed the concept of a main idea and used our notes from the Learn Zillion lesson to remember how to identify it. We discussed the main idea and support for the book Hippos. Then we wrote a main idea sentence and a support sentence, using specific details from the text, in our RRJ.
Cheetahs: We met and reviewed the main idea and support from How Paper is Made. One student read their RRJ entry from yesterday as a model.
Pandas: We read the final page in their books and discussed the weird speed records. As we chatted, I saw their interest and decided that on Monday they will research a weird speed related record, write an informative paragraph about it and share it with the group. The children seemed super excited to get started on this assignment!
We ended the day by viewing pictures and making inferences as to the goods and services provided by our government through tax dollars.
When they returned to class they took their math quiz. After the quiz, I went over a few common errors, such as trying to subtract three numbers at a time and not lining up their columns when adding three numbers at a time. These quizzes have been scored and should be kept in the math section of the binder.
After that, Mrs. Bartel showed the children how to use Kurzweill 3000. This is a software package that reads text, on the computers or laptops, to the students. It will help the children independently access books that are more challenging.
Before independent work time, I reviewed the expectations for the multi media presentation the students will create , using Key Note on the iPad, in small groups.
Then the students worked to finish writing their informative paragraphs. Those who are already done, began working on their Key Note presentations.
I met with reading groups and individuals who needed extra support with their writing.
Sharks: I collected their Communities books and we chose a new book, which they will get next week. Also, we took a mini quiz on this week's focus words and a pretest for next week's.
Following lunch and outdoor recess the students continued their independent work while I met with more groups and individual students.
Dolphins: We took a mini quiz on this week's focus words. Then we reviewed the concept of a main idea and used our notes from the Learn Zillion lesson to remember how to identify it. We discussed the main idea and support for the book Hippos. Then we wrote a main idea sentence and a support sentence, using specific details from the text, in our RRJ.
Cheetahs: We met and reviewed the main idea and support from How Paper is Made. One student read their RRJ entry from yesterday as a model.
Pandas: We read the final page in their books and discussed the weird speed records. As we chatted, I saw their interest and decided that on Monday they will research a weird speed related record, write an informative paragraph about it and share it with the group. The children seemed super excited to get started on this assignment!
We ended the day by viewing pictures and making inferences as to the goods and services provided by our government through tax dollars.
Thursday, October 24, 2013
Thriving Thursday!
Our day began with a special visitor. Officer Dixon came to speak to the entire third grade about Halloween safety and saying NO to drugs.
After he left, it was time to go to music.
When the students returned to class we shared the zoos they created in math a few weeks ago....better late then never, right?!?! LOL!
We will have a math quiz tomorrow. Use last week's quiz to prepare and review the division homework from this week, too.
I began our reading and writing block by presenting how the students will create their multi media presentation for the quarter 1 inquiry project. I introduced the app Key Note on the iPad and demonstrated how to set up slides, add pictures, use transitions and a few other things.
After that, the students worked on individual reading groups assignments and completed their informative paragraphs.
Sharks: We practiced reading and writing their focus words. Then we used text features (table of contents, title, etc) and repeated wrods (community) to determine the main idea of the book. I was SUPER excited because the children were able to do this!!!
Following lunch and outdoor recess the students, I was at a planning meeting, but the children continued working on their independent work and meeting in small groups with our substitute.
Dolphins: Practiced reading and writing focus words.
Cheetahs: Students reread How is Paper Made and identified the main idea, using specific examples from the text to elaborate. They wrote this in their RRJ and discussed it in group.
Pandas: The students viewed the pictures on pages 22-27. They created a t-chart in their RRJ and on one side listed 3 questions they were thinking as they previewed this section. Then they used the photos to make inferences in answer to their questions. After that they read pages 22-27 to check their inferences. In group they discussed the main idea of this section and share their questions and inferences.
At the end of the day the students identified businesses and the goods and services each provide. Then they listed business in our community and discussed the goods and services provided by each. Finally, they chose one business from our community, drew a picture of it and listed the goods and services it provides, in their social studies journal.
After he left, it was time to go to music.
When the students returned to class we shared the zoos they created in math a few weeks ago....better late then never, right?!?! LOL!
We will have a math quiz tomorrow. Use last week's quiz to prepare and review the division homework from this week, too.
I began our reading and writing block by presenting how the students will create their multi media presentation for the quarter 1 inquiry project. I introduced the app Key Note on the iPad and demonstrated how to set up slides, add pictures, use transitions and a few other things.
After that, the students worked on individual reading groups assignments and completed their informative paragraphs.
Sharks: We practiced reading and writing their focus words. Then we used text features (table of contents, title, etc) and repeated wrods (community) to determine the main idea of the book. I was SUPER excited because the children were able to do this!!!
Following lunch and outdoor recess the students, I was at a planning meeting, but the children continued working on their independent work and meeting in small groups with our substitute.
Dolphins: Practiced reading and writing focus words.
Cheetahs: Students reread How is Paper Made and identified the main idea, using specific examples from the text to elaborate. They wrote this in their RRJ and discussed it in group.
Pandas: The students viewed the pictures on pages 22-27. They created a t-chart in their RRJ and on one side listed 3 questions they were thinking as they previewed this section. Then they used the photos to make inferences in answer to their questions. After that they read pages 22-27 to check their inferences. In group they discussed the main idea of this section and share their questions and inferences.
At the end of the day the students identified businesses and the goods and services each provide. Then they listed business in our community and discussed the goods and services provided by each. Finally, they chose one business from our community, drew a picture of it and listed the goods and services it provides, in their social studies journal.
Wednesday, October 23, 2013
Wonderful Wednesday
WOW! Today got off to a wonderful start...I woke up tired and lethargic...just one of those days...and YOUR children turned it around! They are so sweet and thoughtful...they filled my morning with compliments! Love these kiddos!
We began our day with our weekly class meeting. Students began by sharing things for which they are grateful. These ranged from homes to electricity to family and good friends. Not one item that was materialistic was mentioned!
Next, we share compliments and thank yous. As one student noted, more people shared during this time, than ever before! :-)
After that, I opened the floor to the students to share challenges. For the most part, the children shared frustrations with people leaving or stepping on personal belongings on the floor. So we had a short discussion about being aware of your surroundings. All in all, it was a fabulous start to our day!!
After our meeting we jumped right into math rotations. The teacher group focused on solving for unknown in division word problems by creating a chart of what is known and unknown. The guided practice rotation had students watch a Learn Zillions lesson about solving 2 step word problems. Then they solved a word problem by viewing a guided practice Learn Zillion activity where the students were guided through the required steps to find the answer. Both of these lessons can be found on the third grade web site. Finally, the technology rotation had students working on the memorization of the basic multiplication facts by playing the app, on the iPad, called Multiplication.
There is a division worksheet for HOMEWORK.
We began our reading and writing block by viewing an Educreations lesson about the Taking Action paragraph for our inquiry project. Then we discussed and shared what we had learned from it.
While I meet with small groups the students will work on reading group assignments. They will also complete the background paragraph and begin the taking action paragraph for the inquiry project.
Sharks: We practiced read and writing their focus words. Then we asked questions and made inferences using the photographs in the Urban section on pages 10-13. After that, we read to find out if our answers were correct. For HOMEWORK the students need to practice writing their words in a fun way--for this, anything goes...all I care about it that they practice spelling the words correctly. They can type their words, cut letters our of newspapers, write in markers, write in bubble letters...anything! They also need to reread pages 10-13.
Following lunch and outdoor recess, the students continued working independently while I met with more groups.
First, I conferenced with a couple of students on their opinion paragraphs.
Dolphins: We practiced reading and writing our focus words. Then we asked questions and used photographs to make inferences to answer them. After that, we read the text to see if our inferences were accurate. For HOMEWORK the students need to practice writing their words in a fun way--for this, anything goes...all I care about it that they practice spelling the words correctly. They can type their words, cut letters our of newspapers, write in markers, write in bubble letters...anything! They also need to reread pages 14-17.
Cheetahs: The students got a new book, How Paper is Made. They took a picture walk and identified questions they had and answers to them, based on inferences they could make from the photos in the book. Then they read the book to see if their inferences were correct. In group we shared their questions and inferences and found the sections of text that addressed these. For HOMEWORK they need to reread the book.
Pandas: The students took a picture walk, on pages 16-21, and identified questions they had and answers to them, based on inferences they could make from the photos in the book. Then they read the book to see if their inferences were correct. In group we shared their questions and inferences and found the sections of text that addressed these. For HOMEWORK they need to reread pages 16-21.
We ended the day with students working in their small groups, to create covers for their tires, following the plan they developed yesterday during science.
We began our day with our weekly class meeting. Students began by sharing things for which they are grateful. These ranged from homes to electricity to family and good friends. Not one item that was materialistic was mentioned!
Next, we share compliments and thank yous. As one student noted, more people shared during this time, than ever before! :-)
After that, I opened the floor to the students to share challenges. For the most part, the children shared frustrations with people leaving or stepping on personal belongings on the floor. So we had a short discussion about being aware of your surroundings. All in all, it was a fabulous start to our day!!
After our meeting we jumped right into math rotations. The teacher group focused on solving for unknown in division word problems by creating a chart of what is known and unknown. The guided practice rotation had students watch a Learn Zillions lesson about solving 2 step word problems. Then they solved a word problem by viewing a guided practice Learn Zillion activity where the students were guided through the required steps to find the answer. Both of these lessons can be found on the third grade web site. Finally, the technology rotation had students working on the memorization of the basic multiplication facts by playing the app, on the iPad, called Multiplication.
There is a division worksheet for HOMEWORK.
We began our reading and writing block by viewing an Educreations lesson about the Taking Action paragraph for our inquiry project. Then we discussed and shared what we had learned from it.
While I meet with small groups the students will work on reading group assignments. They will also complete the background paragraph and begin the taking action paragraph for the inquiry project.
Sharks: We practiced read and writing their focus words. Then we asked questions and made inferences using the photographs in the Urban section on pages 10-13. After that, we read to find out if our answers were correct. For HOMEWORK the students need to practice writing their words in a fun way--for this, anything goes...all I care about it that they practice spelling the words correctly. They can type their words, cut letters our of newspapers, write in markers, write in bubble letters...anything! They also need to reread pages 10-13.
Following lunch and outdoor recess, the students continued working independently while I met with more groups.
First, I conferenced with a couple of students on their opinion paragraphs.
Dolphins: We practiced reading and writing our focus words. Then we asked questions and used photographs to make inferences to answer them. After that, we read the text to see if our inferences were accurate. For HOMEWORK the students need to practice writing their words in a fun way--for this, anything goes...all I care about it that they practice spelling the words correctly. They can type their words, cut letters our of newspapers, write in markers, write in bubble letters...anything! They also need to reread pages 14-17.
Cheetahs: The students got a new book, How Paper is Made. They took a picture walk and identified questions they had and answers to them, based on inferences they could make from the photos in the book. Then they read the book to see if their inferences were correct. In group we shared their questions and inferences and found the sections of text that addressed these. For HOMEWORK they need to reread the book.
Pandas: The students took a picture walk, on pages 16-21, and identified questions they had and answers to them, based on inferences they could make from the photos in the book. Then they read the book to see if their inferences were correct. In group we shared their questions and inferences and found the sections of text that addressed these. For HOMEWORK they need to reread pages 16-21.
We ended the day with students working in their small groups, to create covers for their tires, following the plan they developed yesterday during science.
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