Wow! Time is FLYING! It is so hard to believe that the final marking period begins today!!!
The students began their day in the media center. When they returned to class we began our math rotations.
This week we will focus on solving 2 step word problems and memorizing the basic multiplication facts.
During the teacher led lesson we used a chart identifying Lana's income for the month of April to help solve 2 step word problems. Before we began, though, we reviewed the concepts of a budget, income, savings and expenses. As we solved the word problems, we used a t-chart to identify our knowns and unknowns. We also assigned different variables to each unknown.
The students have a worksheet for HOMEWORK that mirrors our small group lesson. I expect for some to struggle. PLEASE have your child do the best that he/she can and then stop if, and when, they reach frustration. I just want to see what they retained from group. Homework is NEVER graded. :-)
During guided practice and the technology rounds the students focused on memorizing basic multiplication facts. At guided practice they created a multiplication sentence by rolling two dice. Then they identified the product and wrote the 3 remaining number sentences for the fact family.
The iPads were used during the technology rotation so students could practice their basic facts while playing Invasion of the Moon Monkeys.
After math we launched into our reading and writing block. As it is the beginning of a new marking period, I had a lot to present to the students.
We will be studying the literary genre of Traditional Tales. The students viewed a Power Point explaining traditional tales as stories passed down from generation to generation that began as spoken language. They also received a chart identifying the characteristics of folktales, myths, legends and fables. This resource should be kept in the reading section of their binder and referred to as necessary.
I also introduced the quarter 4 issues inquiry project. Students will be choosing an issue with two obvious sides. They will first research both sides of the issue and write informative paragraphs to share their findings. Then they will choose a side and write an opinion paragraph explaining why they feel as they do.
Students were given a planning packet today. This packet and resources the students will use in the near future can be found on the third grade web site on the Inquiry Project page.
Independent work assignments included vocabulary entries for some reading groups. Students also chose their issue for the inquiry project and listed an background knowledge they had. Finally, the students listed questions they had before watching the folk tale, Jack and the Giant Barbeque.
Cheetahs: We met first so I could handout and review the new vocabulary chart I've shared with other groups. Then the students completed an entry for the word clever.
Following lunch and outdoor recess, the students had a brief period of time to continue their independent work. Then we were treated to an assembly.
The assembly was a biologist visiting with some of his animals, including, 2 bats, an owl and a sloth! You can see the sloth if you follow me on Twitter (@runnerdana).
Monday, March 31, 2014
Thursday, March 27, 2014
Thursday...End of the 3rd Marking Period
While it is hard to believe the end of the third marking period has arrived, I am glad it has! I am looking forward to nine weeks of instruction with few interruptions!! :-)
Needless to say, today was a finish up kind of day! But before getting to the assignments that needed to be completed and turned in, the children enjoyed two specials, back to back. First they visited the media center. This was a make up lesson due to missing class on Monday for testing. Then they went to their regular music class.
When they returned to class, the students focused on completing their realistic fiction picture book, their hand map and the science experiment packet. Additionally, students participated in PARCC testing (yes, the glitches were finally fixed), in small groups.
I met with individual students who needed assistance with the above mentioned tasks.
Following lunch and outdoor recess the students continued their push to finishing up all assignments while I met with individual students and the Panda reading group.
Pandas: The students read chapter 30, the final one, independently. In group we discussed the internal struggled Peter faced as he sailed to America. Then we identified the theme of the novel using support from the text.
We ended the day with a gallery walk so students could get a close up view of their peers' Culture Posters.
NO school for students tomorrow.
Quarter 4 begins Monday!
Needless to say, today was a finish up kind of day! But before getting to the assignments that needed to be completed and turned in, the children enjoyed two specials, back to back. First they visited the media center. This was a make up lesson due to missing class on Monday for testing. Then they went to their regular music class.
When they returned to class, the students focused on completing their realistic fiction picture book, their hand map and the science experiment packet. Additionally, students participated in PARCC testing (yes, the glitches were finally fixed), in small groups.
I met with individual students who needed assistance with the above mentioned tasks.
Following lunch and outdoor recess the students continued their push to finishing up all assignments while I met with individual students and the Panda reading group.
Pandas: The students read chapter 30, the final one, independently. In group we discussed the internal struggled Peter faced as he sailed to America. Then we identified the theme of the novel using support from the text.
We ended the day with a gallery walk so students could get a close up view of their peers' Culture Posters.
NO school for students tomorrow.
Quarter 4 begins Monday!
Wednesday, March 26, 2014
Adventures in Testing - AKA Wednesday
So...day 3, the final day, of PARCC testing and our entire area lost Internet connection. Therefore, we did not test. :-)
I had learned my lesson from yesterday and I was well prepared.
We began the day with our weekly class meeting. There have been a lot of friendship issues lately, so that became the basis of our meeting. During the group share each student named characteristics they look for in a friend. the, after exchanging compliments and thank yous, we began discussing friendship challenges and possible solutions. Finally, we ended the meeting with each child stating what they will do, personally, to be a better friend.
After that we moved on to math rotations. Our focus this week is on moving towards the memorization of the basic multiplication facts. During the teacher lesson, we reviewed the relationship between multiplication and division. Then the students paired up to play a game, called Four in a Row, that depended on the children's knowledge of basic multiplication /division facts. As they played they were to write the facts they didn't know automatically in their math journal. Additionally, I leaned in to suggest strategies and question their choices to hear their thinking.
During guided practice the students played multiplication war. The winner of each round was the first to identify the correct product.
Finally, during the technology rotation, students play Invasion of the Moon Monkeys on the iPad. This reinforced their memorization of the basic multiplication facts.
There is a multiplication worksheet for homework.
We began our reading and writing block using various realistic fiction books, written by Eve Bunting, to examine the items included on the font and back covers, the title page and the dedication page. Asa group we listed these items on a page in our daily flip chart. While I met with students and small groups the children finished publishing their picture book and then created a front and back cover, a title page and, if they chose to, a dedication page. They also completed their hand maps.
Some groups have finished their books. All groups will get new books on Monday.
The PANDA group read chapter 29 independently in the morning.
Following lunch and indoor recess, I called the PANDAS to the back to meet with them. I got THE BEST TREAT EVER! By the time I got to the group, they were seated and engaged in a self-started discussion about the text they had read. It was AWESOME. They were talking about inferences and referring to pages in the chapter. I LOVED it and let them know it. Once I joined the students we continued the discussion and debated how Uncle Victor found out Peter had been captured and how Peter felt at the end of the chapter. We will finish the book tomorrow.
The day ended with the group testing the containers they built in science that were supposed to solve the problem of keeping a Popsicle frozen for 30 minutes. Each group recorded observations at time intervals they chose for a total time of 25 minutes. They also reflected on how well their container kept the cold energy in and what they would change if they were to construct a new container.
Tomorrow is the last day of the third marking period. There is NO school for the children on Friday. It is a professional development day.
Tomorrow is a school spirit day. Students are encouraged to wear their Redskins jerseys for Jersey Day. ;-)
I had learned my lesson from yesterday and I was well prepared.
We began the day with our weekly class meeting. There have been a lot of friendship issues lately, so that became the basis of our meeting. During the group share each student named characteristics they look for in a friend. the, after exchanging compliments and thank yous, we began discussing friendship challenges and possible solutions. Finally, we ended the meeting with each child stating what they will do, personally, to be a better friend.
After that we moved on to math rotations. Our focus this week is on moving towards the memorization of the basic multiplication facts. During the teacher lesson, we reviewed the relationship between multiplication and division. Then the students paired up to play a game, called Four in a Row, that depended on the children's knowledge of basic multiplication /division facts. As they played they were to write the facts they didn't know automatically in their math journal. Additionally, I leaned in to suggest strategies and question their choices to hear their thinking.
During guided practice the students played multiplication war. The winner of each round was the first to identify the correct product.
Finally, during the technology rotation, students play Invasion of the Moon Monkeys on the iPad. This reinforced their memorization of the basic multiplication facts.
There is a multiplication worksheet for homework.
We began our reading and writing block using various realistic fiction books, written by Eve Bunting, to examine the items included on the font and back covers, the title page and the dedication page. Asa group we listed these items on a page in our daily flip chart. While I met with students and small groups the children finished publishing their picture book and then created a front and back cover, a title page and, if they chose to, a dedication page. They also completed their hand maps.
Some groups have finished their books. All groups will get new books on Monday.
The PANDA group read chapter 29 independently in the morning.
Following lunch and indoor recess, I called the PANDAS to the back to meet with them. I got THE BEST TREAT EVER! By the time I got to the group, they were seated and engaged in a self-started discussion about the text they had read. It was AWESOME. They were talking about inferences and referring to pages in the chapter. I LOVED it and let them know it. Once I joined the students we continued the discussion and debated how Uncle Victor found out Peter had been captured and how Peter felt at the end of the chapter. We will finish the book tomorrow.
The day ended with the group testing the containers they built in science that were supposed to solve the problem of keeping a Popsicle frozen for 30 minutes. Each group recorded observations at time intervals they chose for a total time of 25 minutes. They also reflected on how well their container kept the cold energy in and what they would change if they were to construct a new container.
Tomorrow is the last day of the third marking period. There is NO school for the children on Friday. It is a professional development day.
Tomorrow is a school spirit day. Students are encouraged to wear their Redskins jerseys for Jersey Day. ;-)
Tuesday, March 25, 2014
Trying Tuesday
So the day began with the class going to the computer lab to take the second session of the reading PARCC. Most students tried to log in several times and continually got kicked out by the computer software.
After a few attempts with different groupings and log-in processes, we returned to class.
With some "found" time we took full advantage!!! The rest of the morning was spent publishing the realistic fiction picture books and completing hand maps. I worked with several individual students on revisions and publishing.
Following lunch and indoor recess, the students continued their efforts towards finishing the two tasks from above. I met with the Panda reading group.
Pandas: The children had read chapter 27 yesterday. In group we identified the problem and how Peter saved the gold. Then we discussed whether or not we would have brave enough to throw a snowball at the commandant. Then we read and discussed chapter 28.
Due to the testing schedule the children ended their day in art.
There is NO HOMEWORK tonight.
Class pictures are tomorrow.
After a few attempts with different groupings and log-in processes, we returned to class.
With some "found" time we took full advantage!!! The rest of the morning was spent publishing the realistic fiction picture books and completing hand maps. I worked with several individual students on revisions and publishing.
Following lunch and indoor recess, the students continued their efforts towards finishing the two tasks from above. I met with the Panda reading group.
Pandas: The children had read chapter 27 yesterday. In group we identified the problem and how Peter saved the gold. Then we discussed whether or not we would have brave enough to throw a snowball at the commandant. Then we read and discussed chapter 28.
Due to the testing schedule the children ended their day in art.
There is NO HOMEWORK tonight.
Class pictures are tomorrow.
Monday, March 24, 2014
Marvelous Monday
This morning our class began taking the PARCC reading assessment. As this is new to MCPS, there were a few challenges along the way. I was SO very proud of our children. They were persistent and tenacious. They didn't give up or complain even though they spent a lot of time sitting and waiting quietly. In fact, most of the students got kicked out of the assessment (by the computer) repeatedly, so they never finished it. NO worries about that, though, MCPS is aware! :-)
What is important is that the children were AWESOME!
When we finally got back to class, the students shared their culture project. I can honestly say they all did an excellent job!!!
Following lunch and indoor recess the students worked on publishing their realistic fiction picture books and completing their hand maps.
Pandas: The children read chapter 27.
Sharks: I met with a couple of students to informally assess their reading. The child read aloud and then silently. Finally, they answered a few oral comprehension questions.
Dolphins: The children reread Elephant and Tiger. Then we discussed character traits. I gave them a list of traits to keep in their binder. Then each child selected a character from the book and picked a trait from the list that matched. Orally we discussed two examples from the text that supported the trait. Finally, the students used a framework we developed together so that they could write about the character trait and two supporting details from the book, in their RRJ.
At the end of the day the children continued building the containers to keep the ice cube (Popsicle) from melting. Some groups began testing and observing the results. There is a picture on twitter!!
NO HOMEWORK tonight!!
Class picture day is Wednesday.
What is important is that the children were AWESOME!
When we finally got back to class, the students shared their culture project. I can honestly say they all did an excellent job!!!
Following lunch and indoor recess the students worked on publishing their realistic fiction picture books and completing their hand maps.
Pandas: The children read chapter 27.
Sharks: I met with a couple of students to informally assess their reading. The child read aloud and then silently. Finally, they answered a few oral comprehension questions.
Dolphins: The children reread Elephant and Tiger. Then we discussed character traits. I gave them a list of traits to keep in their binder. Then each child selected a character from the book and picked a trait from the list that matched. Orally we discussed two examples from the text that supported the trait. Finally, the students used a framework we developed together so that they could write about the character trait and two supporting details from the book, in their RRJ.
At the end of the day the children continued building the containers to keep the ice cube (Popsicle) from melting. Some groups began testing and observing the results. There is a picture on twitter!!
NO HOMEWORK tonight!!
Class picture day is Wednesday.
Friday, March 21, 2014
Fantastic Friday
The children began their day in PE with Mr. Lee.
When they returned to class they took a quiz on fractions. These have been scored and returned to students. It is expected to be stored in the math section of the binder. Please look it over.
After math we moved on to our reading and writing block. The focus, until the end of the marking period, is completing the realistic fiction picture book. Today, I demonstrated, and typed up direction for, how to created a picture using Pixie and import it into the text of the book in Word.
While students worked on reading group assignments and their realistic fiction picture books, I conferenced with individual students on their writing pieces and met with reading groups.
Sharks: We met and quickly reviewed the concept of cause and effect. Then we began reading and identified an example of cause and effect from chapter 7. We added it to the chart in our RRJ that we created yesterday. We will continue with this on Monday
Following lunch and indoor recess the students continued working while I met with more students and groups.
Pandas: We met for a while! :-) The students read chapter 25 and were prepared to discuss why the children had built snowmen (so they stood out in the dark when Uncle Victor wanted to find the hidden gold). Then we read chapter 26 in group and spent time using context clues to figure out unknown words and explain the meaning of figurative language in this section. Finally, we began discussing the theme.
I had intended to stop the reading and writing block in order to complete our hand island maps that we started yesterday but the students were working so intently, I didn't have the heart to do so. Well, actually, I did explain this to the class and let them vote.
So, we decided the map will be added to independent work during the reading and writing block and the students continued working on their picture books for the remainder of the day.
A few reminders:
Our class will be taking the PARCC reading assessment Monday, Tuesday and Wednesday morning next week.
The social studies culture projects are DUE on Monday.
Class picture day is Wednesday.
No school next Friday. It is a grading and reporting teacher work day.
About the social studies project--students were given some time in class to work on this but it was primarily a HOMEWORK assignment. The students only need to turn in a poster. The questions on the worksheet were meant as a guide or organizer to help them create their poster. It should not be handed in.
When they returned to class they took a quiz on fractions. These have been scored and returned to students. It is expected to be stored in the math section of the binder. Please look it over.
After math we moved on to our reading and writing block. The focus, until the end of the marking period, is completing the realistic fiction picture book. Today, I demonstrated, and typed up direction for, how to created a picture using Pixie and import it into the text of the book in Word.
While students worked on reading group assignments and their realistic fiction picture books, I conferenced with individual students on their writing pieces and met with reading groups.
Sharks: We met and quickly reviewed the concept of cause and effect. Then we began reading and identified an example of cause and effect from chapter 7. We added it to the chart in our RRJ that we created yesterday. We will continue with this on Monday
Following lunch and indoor recess the students continued working while I met with more students and groups.
Pandas: We met for a while! :-) The students read chapter 25 and were prepared to discuss why the children had built snowmen (so they stood out in the dark when Uncle Victor wanted to find the hidden gold). Then we read chapter 26 in group and spent time using context clues to figure out unknown words and explain the meaning of figurative language in this section. Finally, we began discussing the theme.
I had intended to stop the reading and writing block in order to complete our hand island maps that we started yesterday but the students were working so intently, I didn't have the heart to do so. Well, actually, I did explain this to the class and let them vote.
So, we decided the map will be added to independent work during the reading and writing block and the students continued working on their picture books for the remainder of the day.
A few reminders:
Our class will be taking the PARCC reading assessment Monday, Tuesday and Wednesday morning next week.
The social studies culture projects are DUE on Monday.
Class picture day is Wednesday.
No school next Friday. It is a grading and reporting teacher work day.
About the social studies project--students were given some time in class to work on this but it was primarily a HOMEWORK assignment. The students only need to turn in a poster. The questions on the worksheet were meant as a guide or organizer to help them create their poster. It should not be handed in.
Thursday, March 20, 2014
Happy Spring!
Ahhh...the sun is shining and spring is in the air...what a great way to start the day!
It is flip flop day so we began with math rotations.
Students worked with partners to correctly place 10 digit cards on 10 fraction comparison sentences during the teacher rotation. I spent time questioning the group's reasoning for their placement of the digits. It was a great opportunity for me to listen to their math discourse and dive into their logical thinking skills. During guided practice the students rolled a die 4 times to create two fractions. Then they drew circle models of the fractions to compare them. Finally, at the technology rotation, due to a mistake on my part, the students had free choice. They were able to choose any fraction game from the third grade web site. :-)
There is a two sided worksheet (for some the back is optional) for HOMEWORK and we will have a QUIZ, covering fractions, tomorrow.
After math the class went to music.
When they returned we went over the options and directions for publishing the final copy of the realistic fiction picture book. All students received a copy of the direction we typed up together. Basically the children can choose to hand write the text or type it on a lap top using Microsoft Word. Then they can decide to draw the illustrations by hand or use the software package, Pixie, to create pictures.
Reviewing the expectations and steps for publishing the text took a while. So, we will go over the same type of information, for the illustrations, tomorrow.
While I met with students to conference on their writing and small groups to conduct reading lessons, the students completed independent reading group assignments and worked on their picture books.
Sharks: We reviewed the concept of cause (how or why) and effect(what happened) and created a chart in the RRJ. Then we began reading chapter 7. We ran out of time. :-( So tomorrow we will finish reading chapter 7 and add examples of cause and effect to the chart.
Following lunch and outdoor recess I distributed a couple of resources for the students to use, and store in their writing section of their notebook. This included a list of transition (temporal) words and phrases and directions for publishing the text of the picture book.
Then the students continued working independently and I met with more students and groups.
Dolphins: The children reread Elephant and Tiger and added an example of cause and effect, from their book, to the chart in their RRJ. In group we whisper read the book and discussed the positive and negative traits of both characters. We also identified how each improved upon their less than ideal characteristics.
Cheetahs: The students used their novel to identify an example of cause and effect in their RRJ. IN group we discussed, for the last time, the main idea and theme of the book. I stressed that I wanted them to think of this book and the theme (more importantly that the theme is a lesson NOT explicitly written in the text) when they are required to identify theme in future assignments. Then I collected their books.
Pandas: The students read chapter 24 and prepared to discuss how the Germans treated Poland. In group we revisited the chapter focusing on how the Germans captured, and gained the help of, young Polish males. We also discussed the request of Jan, the Polish captive. During our discussion I compared a chapter in a novel to a paragraph, explaining that, often, the important events are at the beginning and end of the chapter.
Before the day ended we reviewed the required elements of a map, such as a title, compass rose, borders, a key or legend and symbols. Then the students began working on a hand map island including these elements and at least 2 human made and 2 natural physical features.
It is flip flop day so we began with math rotations.
Students worked with partners to correctly place 10 digit cards on 10 fraction comparison sentences during the teacher rotation. I spent time questioning the group's reasoning for their placement of the digits. It was a great opportunity for me to listen to their math discourse and dive into their logical thinking skills. During guided practice the students rolled a die 4 times to create two fractions. Then they drew circle models of the fractions to compare them. Finally, at the technology rotation, due to a mistake on my part, the students had free choice. They were able to choose any fraction game from the third grade web site. :-)
There is a two sided worksheet (for some the back is optional) for HOMEWORK and we will have a QUIZ, covering fractions, tomorrow.
After math the class went to music.
When they returned we went over the options and directions for publishing the final copy of the realistic fiction picture book. All students received a copy of the direction we typed up together. Basically the children can choose to hand write the text or type it on a lap top using Microsoft Word. Then they can decide to draw the illustrations by hand or use the software package, Pixie, to create pictures.
Reviewing the expectations and steps for publishing the text took a while. So, we will go over the same type of information, for the illustrations, tomorrow.
While I met with students to conference on their writing and small groups to conduct reading lessons, the students completed independent reading group assignments and worked on their picture books.
Sharks: We reviewed the concept of cause (how or why) and effect(what happened) and created a chart in the RRJ. Then we began reading chapter 7. We ran out of time. :-( So tomorrow we will finish reading chapter 7 and add examples of cause and effect to the chart.
Following lunch and outdoor recess I distributed a couple of resources for the students to use, and store in their writing section of their notebook. This included a list of transition (temporal) words and phrases and directions for publishing the text of the picture book.
Then the students continued working independently and I met with more students and groups.
Dolphins: The children reread Elephant and Tiger and added an example of cause and effect, from their book, to the chart in their RRJ. In group we whisper read the book and discussed the positive and negative traits of both characters. We also identified how each improved upon their less than ideal characteristics.
Cheetahs: The students used their novel to identify an example of cause and effect in their RRJ. IN group we discussed, for the last time, the main idea and theme of the book. I stressed that I wanted them to think of this book and the theme (more importantly that the theme is a lesson NOT explicitly written in the text) when they are required to identify theme in future assignments. Then I collected their books.
Pandas: The students read chapter 24 and prepared to discuss how the Germans treated Poland. In group we revisited the chapter focusing on how the Germans captured, and gained the help of, young Polish males. We also discussed the request of Jan, the Polish captive. During our discussion I compared a chapter in a novel to a paragraph, explaining that, often, the important events are at the beginning and end of the chapter.
Before the day ended we reviewed the required elements of a map, such as a title, compass rose, borders, a key or legend and symbols. Then the students began working on a hand map island including these elements and at least 2 human made and 2 natural physical features.
Subscribe to:
Posts (Atom)