Wow, this building is alive with energy!! Students are so excited for our Halloween parade and party this afternoon. However, until then, there is learning to be done!!
After reading quietly or practicing keyboarding skills we jumped into tour math rotations.
When working in small group with me, we continued drawing pictures and writing equations, using a variable for the unknown, to solve word problems. Today we focused on beginning with a known and unknown chart and visualizing the problem in our minds.
During math with a partner the children finished the two tasks from this week. First they identified the best combination of vehicles to get 24 students to a field trip and defended their answer. Then they created a monster and wrote multiplication sentences showing the number of body parts for 5 monsters.
Finally during the technology portion, students went to our math page in Google Classroom and used the posted link to visit a Halloween math site. They used this site to practice basic facts fluency.
After math we began our literacy block. Today, the push was to finish publishing the inquiry project and the Powtoon presentations. Once those two tasks were done, the students listened to reading using One More Story or Storyline Online, or practiced Read to Self, free choice.
Today, I met with groups in a different order to give some students more time to complete their inquiry project.
Lions: We met and discussed what happened to the Chumash and then the students shared what they enjoyed about the book. Finally, I collected the books.
Leopards: We met and shared/discussed our ideas of what happened to the dinosaurs. Then, I collected their books.
Following lunch and outdoor recess, we shared our Powtoon presentations and debriefed from our first quarter inquiry project. We also packed up so that we could really enjoy our Halloween celebrations.
We ended the day by celebrating Halloween with a aparade and party.
Thursday, October 30, 2014
Wednesday, October 29, 2014
Wonderful Wednesday
This morning, the students read quietly, exchanged books in the media center or practiced keyboarding skills.
After that, we began our math rotations. When working in small group, with me, the students continued drawing pictures and writing equations, using a variable, for the unknown, to solve word problems.
During math with a partner, the students first completed the word problem indicating the best combination of vehicles to get to a field trip and defending their decision on Google Classroom. Then, they watched the video for Where the Wild Things Are and drew a picture of a monster. After that, they wrote multiplication equations (to practice basic facts) indicating the number of body parts 5 monsters would have. So, if their monster has 3 eyes, then the equation for eyes would be 3 x 5 = 15 eyes.
Finally, at the technology rotation, the students used Interactive Multifacts to practice basic facts with a factor of 0, 2, 5, or 10. They wrote the facts in their math journals. This, again, was to practice fluency with the basic multiplication facts.
For HOMEWORK the students need to visit the Google Classroom HOMEWORK page and, using the posted link and the directions I listed, the students will practice their facts for at least 5 minutes.
There will not be a quiz tomorrow.
Following lunch and indoor recess the students focused on completing their independent tasks for the first marking period. In general, this meant publishing their inquiry project and sharing it with me, and finishing their Powtoon presentations. Additionally, students completed a main idea activity and compared the Roam Republic's government to that of our current US government.
I met with students to work on their writing, a couple of reading groups and some individuals to conduct informal reading assessments to assess growth thus far.
Panthers: We met and read a nonfiction text about the grasshopper's life cycle. Then the students, independently, identified the main idea and three supporting details from the text. For HOMEWORK the students need to read for 15 minutes, free choice.
Tigers: We took a break from the Polar Bears book to complete a main idea activity. First we reviewed how to determine the main idea in text. Then we read a selection of text focusing on the topic sentence of each paragraph. Students were also given individual, informal reading assessment to assess progress. For HOMEWORK the students need to read pages 14 and 15 in their Polar Bears book.
Leopards: The students completed a main idea task independently. In group we reviewed the adjectives they identified for homework and talked about words being different parts of speech. Then we revisited pages 17 and 18 and discussed how to find the main idea, in a section of text, when there doesn't appear to be one. WE talked about how to find a common thread that relates to the heading AND how to revise your thinking when you realize your initial thought was incorrect. For HOMEWORK the students need to read page 19 and write, on a sticky, what they think happened to the dinosaurs.
Lions: The students completed a main idea task independently. In group we reviewed the adjectives they identified for homework and talked about words being different parts of speech. For HOMEWORK the students need to read pages 14 and 15 and explain what happened to the Chumash.
The students ended their day in PE with Mr. Benco.
PLEASE remember to send in your child's Halloween costumes in a bag marked with his/her name. No scary masks, guns, knives, or make up.
After that, we began our math rotations. When working in small group, with me, the students continued drawing pictures and writing equations, using a variable, for the unknown, to solve word problems.
During math with a partner, the students first completed the word problem indicating the best combination of vehicles to get to a field trip and defending their decision on Google Classroom. Then, they watched the video for Where the Wild Things Are and drew a picture of a monster. After that, they wrote multiplication equations (to practice basic facts) indicating the number of body parts 5 monsters would have. So, if their monster has 3 eyes, then the equation for eyes would be 3 x 5 = 15 eyes.
Finally, at the technology rotation, the students used Interactive Multifacts to practice basic facts with a factor of 0, 2, 5, or 10. They wrote the facts in their math journals. This, again, was to practice fluency with the basic multiplication facts.
For HOMEWORK the students need to visit the Google Classroom HOMEWORK page and, using the posted link and the directions I listed, the students will practice their facts for at least 5 minutes.
There will not be a quiz tomorrow.
Following lunch and indoor recess the students focused on completing their independent tasks for the first marking period. In general, this meant publishing their inquiry project and sharing it with me, and finishing their Powtoon presentations. Additionally, students completed a main idea activity and compared the Roam Republic's government to that of our current US government.
I met with students to work on their writing, a couple of reading groups and some individuals to conduct informal reading assessments to assess growth thus far.
Panthers: We met and read a nonfiction text about the grasshopper's life cycle. Then the students, independently, identified the main idea and three supporting details from the text. For HOMEWORK the students need to read for 15 minutes, free choice.
Tigers: We took a break from the Polar Bears book to complete a main idea activity. First we reviewed how to determine the main idea in text. Then we read a selection of text focusing on the topic sentence of each paragraph. Students were also given individual, informal reading assessment to assess progress. For HOMEWORK the students need to read pages 14 and 15 in their Polar Bears book.
Leopards: The students completed a main idea task independently. In group we reviewed the adjectives they identified for homework and talked about words being different parts of speech. Then we revisited pages 17 and 18 and discussed how to find the main idea, in a section of text, when there doesn't appear to be one. WE talked about how to find a common thread that relates to the heading AND how to revise your thinking when you realize your initial thought was incorrect. For HOMEWORK the students need to read page 19 and write, on a sticky, what they think happened to the dinosaurs.
Lions: The students completed a main idea task independently. In group we reviewed the adjectives they identified for homework and talked about words being different parts of speech. For HOMEWORK the students need to read pages 14 and 15 and explain what happened to the Chumash.
The students ended their day in PE with Mr. Benco.
PLEASE remember to send in your child's Halloween costumes in a bag marked with his/her name. No scary masks, guns, knives, or make up.
Tuesday, October 28, 2014
Terrific Tuesday
The day after a Monday night win against the Cowboys is always GREAT!!!!!!!!!
This morning after reading quietly, exchanging books in the media center or practicing keyboarding skills, we jumped right into our math rotations.
The small group instruction worked on two things...first we practiced multiplication facts with either a 0 or a 1 as a factor. Next, we practiced visualizing, drawing and writing equations to solve multiplication and division situations.
During math with a partner, the students revisited the 3 transportation combinations they identified last week and, using criteria we agreed upon in class (gas money, traffic, environmental issues), they decided which combination was the best. Then they went onto the math group in Google Classroom (they had to join first) and posted the combination they thought was best and used the criteria to defend their choice.
Finally, during the technology rotation the students watched a Learn Zillion lesson about using visualization to solve division word problems. After that, they went onto the math group on Google Classroom and solved a word problem, using visualization, and posted an equation in the comment section.
For HOMEWORK there is a word problem posted in the HOMEWORK section of Google Classroom.
During math we had a lock down and a fire drill. Therefore, we spent the entire morning in math block. No worries, though, since we don't have a special on Tuesdays, we will get our entire literacy block in this afternoon. :-)
Following lunch and recess the students worked n independent literacy tasks while I met with small guided reading groups and a few individual students to conference on their writing.
Independent tasks today included reading group assignments, publishing their inquiry project, completing a Powtoon presentation for their inquiry project and watching video clips to use in comparing the government of the Roman republic to our current day government.
Panthers: Students read pages 18 and 19. Then we reviewed how to identify the main idea of text. We talked about how some are explicitly written in the text while others had to be inferred. Students then wrote a main idea statement for their book, Fabrics Around the World, in their RRJ. For HOMEWORK the students need to read for 15 minutes, free choice. I collected their books at the end of group today.
Leopards: The children reread pages 14-16 and used inferencing to identify the main idea of the section. When we met we reviewed the idea that some main ideas are explicitly written while others need to be inferred. Then we looked at the topic sentence in the section on pages 14-16 to see if there is an explicitly stated main idea. Once we realized it would be inferred, we used the heading to help us determine the key idea tying the whole section together. Then, in their RRJs, the students drew a line of learning below the main idea sentence they wrote and we wrote a new one, together. For HOMEWORK the students need to read pages 17 and 18 and identify 3 adjectives on a sticky note.
Lions: The students read pages 9 and 10 and wrote a main idea statement for each in their RRJ. In group we shared and discussed their main idea statements. Those who needed to, drew a line of learning and wrote a revised sentence. We focused on recognizing whether the main idea was explicitly stated in the text or needed to be inferred. For HOMEWORK the students will read pages 11 and 12 and list 3 adjectives on a sticky note.
Tigers: We didn't have time to meet as a group due to the fire drill and their other reading group. For HOMEWORK they need to read page 12, twice, and think about the main idea.
At the end of the day we had an informal, impromptu class meeting to talk about being nice and kind to one another.
This morning after reading quietly, exchanging books in the media center or practicing keyboarding skills, we jumped right into our math rotations.
The small group instruction worked on two things...first we practiced multiplication facts with either a 0 or a 1 as a factor. Next, we practiced visualizing, drawing and writing equations to solve multiplication and division situations.
During math with a partner, the students revisited the 3 transportation combinations they identified last week and, using criteria we agreed upon in class (gas money, traffic, environmental issues), they decided which combination was the best. Then they went onto the math group in Google Classroom (they had to join first) and posted the combination they thought was best and used the criteria to defend their choice.
Finally, during the technology rotation the students watched a Learn Zillion lesson about using visualization to solve division word problems. After that, they went onto the math group on Google Classroom and solved a word problem, using visualization, and posted an equation in the comment section.
For HOMEWORK there is a word problem posted in the HOMEWORK section of Google Classroom.
During math we had a lock down and a fire drill. Therefore, we spent the entire morning in math block. No worries, though, since we don't have a special on Tuesdays, we will get our entire literacy block in this afternoon. :-)
Following lunch and recess the students worked n independent literacy tasks while I met with small guided reading groups and a few individual students to conference on their writing.
Independent tasks today included reading group assignments, publishing their inquiry project, completing a Powtoon presentation for their inquiry project and watching video clips to use in comparing the government of the Roman republic to our current day government.
Panthers: Students read pages 18 and 19. Then we reviewed how to identify the main idea of text. We talked about how some are explicitly written in the text while others had to be inferred. Students then wrote a main idea statement for their book, Fabrics Around the World, in their RRJ. For HOMEWORK the students need to read for 15 minutes, free choice. I collected their books at the end of group today.
Leopards: The children reread pages 14-16 and used inferencing to identify the main idea of the section. When we met we reviewed the idea that some main ideas are explicitly written while others need to be inferred. Then we looked at the topic sentence in the section on pages 14-16 to see if there is an explicitly stated main idea. Once we realized it would be inferred, we used the heading to help us determine the key idea tying the whole section together. Then, in their RRJs, the students drew a line of learning below the main idea sentence they wrote and we wrote a new one, together. For HOMEWORK the students need to read pages 17 and 18 and identify 3 adjectives on a sticky note.
Lions: The students read pages 9 and 10 and wrote a main idea statement for each in their RRJ. In group we shared and discussed their main idea statements. Those who needed to, drew a line of learning and wrote a revised sentence. We focused on recognizing whether the main idea was explicitly stated in the text or needed to be inferred. For HOMEWORK the students will read pages 11 and 12 and list 3 adjectives on a sticky note.
Tigers: We didn't have time to meet as a group due to the fire drill and their other reading group. For HOMEWORK they need to read page 12, twice, and think about the main idea.
At the end of the day we had an informal, impromptu class meeting to talk about being nice and kind to one another.
Friday, October 24, 2014
TIGF
This morning, after reading quietly, exchanging books in the media center or practicing keyboarding skills, the students took their math quiz (formative). The children did very well on this quiz!! They have been scored and will be returned to the children before the end of the day. Look for it in your child's home folder this evening.
After the quiz the children finished identifying three different ways for 24 students to travel on a field trip. This was the word problem we began yesterday. During this time I snuck in some writing conferences.
Following math we took a GO Noodle brain break and then began our literacy block.
Today students will complete independent reading group assignments, identify adjectives in their writing, and work on their inquiry project (final draft and/or Powtoon presentation).
Tigers: First we reviewed their lists of unknown words fro last night's homework. Then we learned that c when followed by an e or an i usually makes the s sound. The children then identified words in their text with the -ce or -ci pattern. Next the children whisper read pages 10 and 11 to find out what mother bears do to care for their cubs.
Following lunch and outdoor recess the students continued working on their independent tasks while I met with several students to conference on their writing and met with guided reading groups.
Panthers: Independently the students revisited their guided reading text and created a list of adjectives used in the book. In group we defined an adjective as a word that describes a noun and then identified adjectives in their text. Then we discussed unknown words from their homework last night. After that I explained that sometimes the main idea of text is explicitly stated and other times we have to infer it. The students then reread pages 12-17 and attempted to infer the main idea. Finally, I shared my main idea sentence and explained how I inferred it.
Leopards: Independently the students reread pages 14-16 and identified an inference they could make about recent discoveries. In group we shared and discussed their questions they wrote for homework last night. Then we shared the inferences they made in class today. Finally, I explained to them that sometimes the main idea is explicitly written in text and other times we have to infer it. We will practice the latter next week.
Lions: Independently the students revisited pages 6 and 7 and identified an inference they could make about the Chumash. In group we shared their main idea statements from homework last night. After some discussion the children drew a line of learning in their RRJ and wrote an improved main idea statement. From there, I explained that sometimes the main idea is explicitly stated in text, while other times we have to infer it. We revisited page 6 and determined that the main idea in this section is stated in the topic sentence. Then we read page 8 and realized the main idea of that portion needs to be inferred. So, the students reread that page and wrote a main idea statement that they inferred from the author's words.
After our literacy block we reviewed some of the characteristics of how we select our government officials. We had learned about this earlier in the year but next week we will be comparing our government to that of the Roman Republic. So, I wanted to make sure the information was fresh.
Finally we ended our day with a class meeting and popcorn party for earning class Dojos. Our meeting was brief. We shared one thing we felt like talking about and then exchanged thank yous and compliments. Through the free choice group share, we learned a little about the holiday of Diwali. To those celebrating, Happy Diwali!
After the quiz the children finished identifying three different ways for 24 students to travel on a field trip. This was the word problem we began yesterday. During this time I snuck in some writing conferences.
Following math we took a GO Noodle brain break and then began our literacy block.
Today students will complete independent reading group assignments, identify adjectives in their writing, and work on their inquiry project (final draft and/or Powtoon presentation).
Tigers: First we reviewed their lists of unknown words fro last night's homework. Then we learned that c when followed by an e or an i usually makes the s sound. The children then identified words in their text with the -ce or -ci pattern. Next the children whisper read pages 10 and 11 to find out what mother bears do to care for their cubs.
Following lunch and outdoor recess the students continued working on their independent tasks while I met with several students to conference on their writing and met with guided reading groups.
Panthers: Independently the students revisited their guided reading text and created a list of adjectives used in the book. In group we defined an adjective as a word that describes a noun and then identified adjectives in their text. Then we discussed unknown words from their homework last night. After that I explained that sometimes the main idea of text is explicitly stated and other times we have to infer it. The students then reread pages 12-17 and attempted to infer the main idea. Finally, I shared my main idea sentence and explained how I inferred it.
Leopards: Independently the students reread pages 14-16 and identified an inference they could make about recent discoveries. In group we shared and discussed their questions they wrote for homework last night. Then we shared the inferences they made in class today. Finally, I explained to them that sometimes the main idea is explicitly written in text and other times we have to infer it. We will practice the latter next week.
Lions: Independently the students revisited pages 6 and 7 and identified an inference they could make about the Chumash. In group we shared their main idea statements from homework last night. After some discussion the children drew a line of learning in their RRJ and wrote an improved main idea statement. From there, I explained that sometimes the main idea is explicitly stated in text, while other times we have to infer it. We revisited page 6 and determined that the main idea in this section is stated in the topic sentence. Then we read page 8 and realized the main idea of that portion needs to be inferred. So, the students reread that page and wrote a main idea statement that they inferred from the author's words.
After our literacy block we reviewed some of the characteristics of how we select our government officials. We had learned about this earlier in the year but next week we will be comparing our government to that of the Roman Republic. So, I wanted to make sure the information was fresh.
Finally we ended our day with a class meeting and popcorn party for earning class Dojos. Our meeting was brief. We shared one thing we felt like talking about and then exchanged thank yous and compliments. Through the free choice group share, we learned a little about the holiday of Diwali. To those celebrating, Happy Diwali!
Thursday, October 23, 2014
Thrilling Thursday
Students cam in and read quietly, exchanged books in the media center or practice keyboarding skills. After the announcements we reviewed a problem solving activity and identified strategies for working through it and for showing our results. Then the children began their math rotations.
During the small group, teach led instruction, we practiced drawing models and writing equations using a variable to represent and solve a division situation. Then we identified what each number represents and how understanding that helps us to identify unknowns.
During math with a partner, the students worked collaboratively to find 3 different combinations of vehicles (given certain capacity information on a data table) to get 24 students to a museum on a school field trip.
Finally, during the technology rotation the students visited the Camel Times Table site to work on basic facts fluency.
For homework the students should visit Google Classroom and complete the posted word problem. There will be a formative (quiz) tomorrow.
After taking a quick Go Noodle break, we reviewed today's literacy block tasks and then the students got to work while I met with reading groups. Today the students needed to finish watching the adjective lesson and complete the 3-2-1 in their writing journal. Then they needed to either identify two adjectives in their opinion paragraph or add two adjectives to it. After that, students were to begin publishing their inquiry project and work on their Powtoon final presentation. If they got to a point where they had nothing to work on they were to listen to reading or practice read to self.
Tigers: We reviewed their list of unknown words from homework last night. Then we identified, through rereading pages 8 and 9, what happens in the spring to the polar bear cubs. We inferred, through our reading, that the cubs walk outside for the first time. For HOMEWORK the students need to read pages 10 and 11 and list unknown words.
Following lunch and outdoor recess the students continued their independent work while I met with more guided reading groups.
Panthers: First we reviewed the pronunciation and meaning of words they listed as unknown for homework last night. Then we identified the main idea in pages 8-11. After that, we reviewed the pronunciation of the word Appalachian. We also found the Appalachian trail on a map and discovered that it is over 2, 000 miles long! For HOMEWORK the students need to read pages 12-17 and list unknown words on a sticky.
Leopards: First the students shared their questions that they wrote for homework last night. We rephrased some questions to make them "thick" and then located answers in the text. After that we read pages 12-13 and practiced making an inference (paleontologists needed to enjoy school). For HOMEWORK the students need to read pages 14-16 and write a thick question to ask the group tomorrow.
Lions: First we shared and discussed the main idea statements they wrote for homework last night. After some discussion, we drew a line of learning and wrote a new statement together. Next we reviewed the idea of an inference being an understanding we gain by using what the author says and blending it with our background knowledge. Then we practiced making inferences using photographs (just to strengthen our understanding of what an inference is). For HOMEWORK the students need to read pages 6 and 7 and write a main idea statement in their RRJ.
After literacy, we identified goods and services that businesses provide. We also discussed services provided by our government through tax dollars. Then the students brainstormed businesses that provided both gods and services. Finally, we viewed a picture of an ancient Roman bakery and inferred goods and services that it night have provided long ago.
The students ended their day in art with Mrs. Daniell.
During the small group, teach led instruction, we practiced drawing models and writing equations using a variable to represent and solve a division situation. Then we identified what each number represents and how understanding that helps us to identify unknowns.
During math with a partner, the students worked collaboratively to find 3 different combinations of vehicles (given certain capacity information on a data table) to get 24 students to a museum on a school field trip.
Finally, during the technology rotation the students visited the Camel Times Table site to work on basic facts fluency.
For homework the students should visit Google Classroom and complete the posted word problem. There will be a formative (quiz) tomorrow.
After taking a quick Go Noodle break, we reviewed today's literacy block tasks and then the students got to work while I met with reading groups. Today the students needed to finish watching the adjective lesson and complete the 3-2-1 in their writing journal. Then they needed to either identify two adjectives in their opinion paragraph or add two adjectives to it. After that, students were to begin publishing their inquiry project and work on their Powtoon final presentation. If they got to a point where they had nothing to work on they were to listen to reading or practice read to self.
Tigers: We reviewed their list of unknown words from homework last night. Then we identified, through rereading pages 8 and 9, what happens in the spring to the polar bear cubs. We inferred, through our reading, that the cubs walk outside for the first time. For HOMEWORK the students need to read pages 10 and 11 and list unknown words.
Following lunch and outdoor recess the students continued their independent work while I met with more guided reading groups.
Panthers: First we reviewed the pronunciation and meaning of words they listed as unknown for homework last night. Then we identified the main idea in pages 8-11. After that, we reviewed the pronunciation of the word Appalachian. We also found the Appalachian trail on a map and discovered that it is over 2, 000 miles long! For HOMEWORK the students need to read pages 12-17 and list unknown words on a sticky.
Leopards: First the students shared their questions that they wrote for homework last night. We rephrased some questions to make them "thick" and then located answers in the text. After that we read pages 12-13 and practiced making an inference (paleontologists needed to enjoy school). For HOMEWORK the students need to read pages 14-16 and write a thick question to ask the group tomorrow.
Lions: First we shared and discussed the main idea statements they wrote for homework last night. After some discussion, we drew a line of learning and wrote a new statement together. Next we reviewed the idea of an inference being an understanding we gain by using what the author says and blending it with our background knowledge. Then we practiced making inferences using photographs (just to strengthen our understanding of what an inference is). For HOMEWORK the students need to read pages 6 and 7 and write a main idea statement in their RRJ.
After literacy, we identified goods and services that businesses provide. We also discussed services provided by our government through tax dollars. Then the students brainstormed businesses that provided both gods and services. Finally, we viewed a picture of an ancient Roman bakery and inferred goods and services that it night have provided long ago.
The students ended their day in art with Mrs. Daniell.
Wednesday, October 22, 2014
I'm Back!
I apologize for the lack of blog post yesterday but I began my day, in a staff meeting, at 7:30 am and didn't finish my day until 4:30. I wanted to prepare for today, therefore, I didn't blog.
With that said--
It is SO good to be back in the classroom with the children today...that is where my passion lies! The planning, yesterday, was quite valuable and will benefit the entire class, but I do prefer working directly with students. :-)
This morning, after reading quietly, exchanging books in the media center, or practicing keyboarding skills, we began our math rotations.
While working in small group with me, the students drew models and wrote equations, using a variable to represent the unknown, in order to represent and solve division situations. I told the children they are growing up in the math world...instead of using a box or line to stand for the unknown, they will now use a letter, or variable.
During math with a partner, the students played a Toss and Talk math game where they had to explain how to solve a division situation in order to win a spot. The winner was the first one to win four connecting spaces.
Finally, during the technology portion of math, the children visited Thinking Blocks on the Internet. This is a cool site that focuses on solving word problems. It breaks down math situations into sequential steps , providing students with feedback along the way.
For HOMEWORK students will visit Google Classroom and solve 5 problems using the Thinking Blocks web site.
After math we took an extremely quick Go Noodle break and then reviewed the list of independent literacy tasks for today.
Today the students will visit an inferencing riddle site to practice making inferences. Then they will listen to a lesson about adjectives and take notes , in their writing journal using a 3-2-1 format. After that, they will identify two adjectives in their opinion paragraph OR add 2 to their writing. Finally, they will listen to reading or read to themselves (free choice).
Tigers: We reviewed the sound y makes at the end of a word and then practiced naming the 2 sounds each vowel makes. After that, we discussed what we had learned about polar bears from our reading yesterday. Then i reviewed an inference as being an understanding we gain from reading what the author says and applying our background knowledge. Then I explained how I could infer, from yesterday's reading, that the mother cub focused on her cubs for 3 months after birth. Finally, we reviewed two words; enough and through. For HOMEWORK the children need to read pages 8 and 9 and list any unknown words on a sticky note.
Following lunch and indoor recess we visited Mrs. Allaire in the media center. Today she showed us how to use a cool app called Powtoon. We will be using this to present the information we learned during our research for our inquiry project. After we had some time to explore the app, we returned to the classroom and continued with our literacy block.
Students will focus on watching the Learn Zillion adjective lesson and taking notes using the 3-2-1. Then they will find or add adjectives to their opinion paragraph. After that, then they can begin working on the Powtoon presentation for their inquiry project.
Leopards: First we reviewed the concept of an inference using pictures. Then we revisited page 8 and identified an inference using what the author wrote and our background knowledge. For HOMEWORK the children need to read page 10 and write a comprehension question to ask their group, in class, tomorrow.
Lions: We met and shared and discussed their main idea statements for page 4, from homework last night. This is an area which requires more practice. :-) For HOMEWORK the children will reread page 5 and write a main idea statement, with out using the words "how" and "about", in their RRJ.
Panthers: Unfortunately, due to our lesson in the media center we were unable to meet. BUT they DO have HOMEWORK. Tonight they need to read pages 8-11 and list unknown words on a sticky note.
The students ended their day in PE with Mr. Benco.
With that said--
It is SO good to be back in the classroom with the children today...that is where my passion lies! The planning, yesterday, was quite valuable and will benefit the entire class, but I do prefer working directly with students. :-)
This morning, after reading quietly, exchanging books in the media center, or practicing keyboarding skills, we began our math rotations.
While working in small group with me, the students drew models and wrote equations, using a variable to represent the unknown, in order to represent and solve division situations. I told the children they are growing up in the math world...instead of using a box or line to stand for the unknown, they will now use a letter, or variable.
During math with a partner, the students played a Toss and Talk math game where they had to explain how to solve a division situation in order to win a spot. The winner was the first one to win four connecting spaces.
Finally, during the technology portion of math, the children visited Thinking Blocks on the Internet. This is a cool site that focuses on solving word problems. It breaks down math situations into sequential steps , providing students with feedback along the way.
For HOMEWORK students will visit Google Classroom and solve 5 problems using the Thinking Blocks web site.
After math we took an extremely quick Go Noodle break and then reviewed the list of independent literacy tasks for today.
Today the students will visit an inferencing riddle site to practice making inferences. Then they will listen to a lesson about adjectives and take notes , in their writing journal using a 3-2-1 format. After that, they will identify two adjectives in their opinion paragraph OR add 2 to their writing. Finally, they will listen to reading or read to themselves (free choice).
Tigers: We reviewed the sound y makes at the end of a word and then practiced naming the 2 sounds each vowel makes. After that, we discussed what we had learned about polar bears from our reading yesterday. Then i reviewed an inference as being an understanding we gain from reading what the author says and applying our background knowledge. Then I explained how I could infer, from yesterday's reading, that the mother cub focused on her cubs for 3 months after birth. Finally, we reviewed two words; enough and through. For HOMEWORK the children need to read pages 8 and 9 and list any unknown words on a sticky note.
Following lunch and indoor recess we visited Mrs. Allaire in the media center. Today she showed us how to use a cool app called Powtoon. We will be using this to present the information we learned during our research for our inquiry project. After we had some time to explore the app, we returned to the classroom and continued with our literacy block.
Students will focus on watching the Learn Zillion adjective lesson and taking notes using the 3-2-1. Then they will find or add adjectives to their opinion paragraph. After that, then they can begin working on the Powtoon presentation for their inquiry project.
Leopards: First we reviewed the concept of an inference using pictures. Then we revisited page 8 and identified an inference using what the author wrote and our background knowledge. For HOMEWORK the children need to read page 10 and write a comprehension question to ask their group, in class, tomorrow.
Lions: We met and shared and discussed their main idea statements for page 4, from homework last night. This is an area which requires more practice. :-) For HOMEWORK the children will reread page 5 and write a main idea statement, with out using the words "how" and "about", in their RRJ.
Panthers: Unfortunately, due to our lesson in the media center we were unable to meet. BUT they DO have HOMEWORK. Tonight they need to read pages 8-11 and list unknown words on a sticky note.
The students ended their day in PE with Mr. Benco.
Monday, October 20, 2014
Marvelous Monday
After reading quietly, exchanging books in the media center or practicing keyboarding skills, we began our math rotations.
Today we turned our focus to division. In small group we used manipulatives to model and solve a division situation. We discussed what we started with and how we got our answer. Finally, we wrote an equation and identified what each number, in the equation, represented.
During math with a partner, the students used the picture array cards, from last week, to write multiplication word problems. They began by providing information based on the array cards. Then they asked a question. Finally, they wrote an equation that matched their word problem.
Last, but not least, the students watched a Learn Zillion lesson about finding a missing quotient. After that, they practiced identifying quotients using Sumdog.
Students were only able to get through 2 rotations since we were treated to an assembly provided by the PTA at 10am. The assembly was a puppet show teaching about conservation. It was a great treat!!
After the assembly, the students enjoyed lunch and outdoor recess.
When they returned to the classroom, I reviewed the independent assignments for today's literacy block. Some groups began with reading group tasks. Then students were told they needed to finish their opinion paragraph. After that, the children wrote than you notes to the PTA for providing the puppet show. Next, the children downloaded the app, Powtoon, and spent time exploring it. As they did, they were instructed to write down any questions they had and to think about how they might use it to present their inquiry project. Finally, the students were able to listen to reading or practice read to self.
Panthers: The students shared their fact and opinion statements from homework last week. Then we did a quick thumbs up (fact) and thumbs down (opinion), using the book, determining whether statements were fact or opinion. After that, I collected their guided reading books. They didn't get a new one yet.
Leopards: Independently the students read pages 6 and 7 and identified one example of cause and effect on a sticky note. In group we shared their examples of cause and effect. Then we reviewed fact and opinion and the students shared their examples from homework last week.
Lions: The students handed in their old book and received a new book, Early Americans. Independently they read pages 2 and 3. Then they defined the word culture and determined how to pronounce the names of the well-known Indian groups. In group we shared their findings. and then discussed the idea that everyone has culture and part of learning about groups of people involves identifying aspects there culture.
HOMEWORK: There are no individual reading group homework assignments. Instead there is a math and language arts assignment on Google Classroom.
Also, students brought home a permission slip for our field trip, NEXT MONDAY, October 27 to the Baltimore Museum of Industry. Please look for it and return it to school ASAP!
Before going to music, we revisited the science experiment where the students were supposed to compare the distance two objects traveled in a set amount of time. I reviewed and emphasized that each object had to travel for the same amount of time and then the students needed to use a tape measure to determine the distance each traveled. Once again, the groups lost site of their goal. So, met as a class and identified challenges that occur when working collaboratively and ways we can alleviate these frustrations.
Finally, the students ended their day in music.
Today we turned our focus to division. In small group we used manipulatives to model and solve a division situation. We discussed what we started with and how we got our answer. Finally, we wrote an equation and identified what each number, in the equation, represented.
During math with a partner, the students used the picture array cards, from last week, to write multiplication word problems. They began by providing information based on the array cards. Then they asked a question. Finally, they wrote an equation that matched their word problem.
Last, but not least, the students watched a Learn Zillion lesson about finding a missing quotient. After that, they practiced identifying quotients using Sumdog.
Students were only able to get through 2 rotations since we were treated to an assembly provided by the PTA at 10am. The assembly was a puppet show teaching about conservation. It was a great treat!!
After the assembly, the students enjoyed lunch and outdoor recess.
When they returned to the classroom, I reviewed the independent assignments for today's literacy block. Some groups began with reading group tasks. Then students were told they needed to finish their opinion paragraph. After that, the children wrote than you notes to the PTA for providing the puppet show. Next, the children downloaded the app, Powtoon, and spent time exploring it. As they did, they were instructed to write down any questions they had and to think about how they might use it to present their inquiry project. Finally, the students were able to listen to reading or practice read to self.
Panthers: The students shared their fact and opinion statements from homework last week. Then we did a quick thumbs up (fact) and thumbs down (opinion), using the book, determining whether statements were fact or opinion. After that, I collected their guided reading books. They didn't get a new one yet.
Leopards: Independently the students read pages 6 and 7 and identified one example of cause and effect on a sticky note. In group we shared their examples of cause and effect. Then we reviewed fact and opinion and the students shared their examples from homework last week.
Lions: The students handed in their old book and received a new book, Early Americans. Independently they read pages 2 and 3. Then they defined the word culture and determined how to pronounce the names of the well-known Indian groups. In group we shared their findings. and then discussed the idea that everyone has culture and part of learning about groups of people involves identifying aspects there culture.
HOMEWORK: There are no individual reading group homework assignments. Instead there is a math and language arts assignment on Google Classroom.
Also, students brought home a permission slip for our field trip, NEXT MONDAY, October 27 to the Baltimore Museum of Industry. Please look for it and return it to school ASAP!
Before going to music, we revisited the science experiment where the students were supposed to compare the distance two objects traveled in a set amount of time. I reviewed and emphasized that each object had to travel for the same amount of time and then the students needed to use a tape measure to determine the distance each traveled. Once again, the groups lost site of their goal. So, met as a class and identified challenges that occur when working collaboratively and ways we can alleviate these frustrations.
Finally, the students ended their day in music.
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