This morning, after reading quietly, exchanging books in the media center, or practicing keyboarding, the students participated in the wonderful Mad Science, in-house field trip. The students participated in numerous experiments about heat. The grand finale was using heat to change the properties of matter turning sugar into a liquid and then back to a solid, thus creating cotton candy. Check out Twitter for some pictures (@runnerdana)!!
After the field trip, we returned to the classroom and began our math rotations. During the small group, teacher-led instruction, the students used fraction strips to identify and generate equivalent fractions. During math with a partner, the students continued identifying equivalent fractions as they played the game Contraction Fractions. Of course, math discourse was expected!! Finally, during the technology rotation, the students finished watching Learn Zillions lessons about equivalent fractions from Monday and then watched a Learn Zillion lesson about identifying equivalent fractions using fraction strips.
For HOMEWORK there is an assignment on Google Classroom, homework page.
Following lunch and indoor recess we reviewed the student's independent work task for today's literacy block. Students will begin with an independent guided reading group assignment and then complete a word work activity. After that, they will finish planning the plot of their realistic fiction picture book, complete their map of North America and work on the fake "Facebook" page representing their famous African American.
As they worked, I met with guided reading groups.
Tigers: We reviewed last night's header sort and then continued reading chapter 1. Independently they completed a speed sort using their word work words. For HOMEWORK the children need to reread chapter 1 and complete rainbow words using their word work words.
Leopards: Independently the students reread chapter XX and, in their RRJ, listed challenges the children have faced since their dad left for Virginia. They also completed a meaning check using 10 of their word work words. In group we reviewed and shared their lists of challenges and then reviewed theme as being the big idea or lesson that the author wants readers to infer from the book. I explained that the way a main character deals with their challenges will often help us identify the theme. Then, as a group, we decided the theme of the book is to never give up or persevere. Finally, we shared examples from the book that support this theme. For HOMEWORK the students need to read chapter XXI and complete rainbow words using their new word work words.
Lions: Independently the students reread chapter 20 and, in their RRJ, described the challenge in the chapter. They also completed a meaning check using 10 of their word work words. In group we began by discussing the challenges in this chapter. Then I explained that the way a main character deals with the problems in the book often relates to the theme. So, we discussed the main character, Peter, the problem, getting the gold out of the country, and how Peter met this very dangerous task. From this discussion we arrived at a few themes for this book. For HOMEWORK the students need to use their word work words to complete rainbow words and they need to read chapter 21.
Panthers: Independently the students read chapter 5 and listed unknown words on a sticky note. They also did a speed sort with their word work words. In group we reviewed their lists of unknown words. Then we worked, as a group, to write a written response to a comprehension question. This group is struggling to write well worded, coherent answers. So, we are going to focus on that in group. For HOMEWORK the children need to reread chapter 5 and do rainbow words using their word work words.
The children ended their day in PE with Mr. Benco.
Wednesday, February 25, 2015
Tuesday, February 24, 2015
Terrific Tuesday--Practicing for PARCC
This morning, after reading quietly, exchanging books in the media center, or practicing keyboarding, we participated in a practice session for the PARCC assessment. The purpose of this activity was to familiarize the students with the actual test. Students were encouraged to play around with the navigational tools and explore the types of questions they will encounter.
For more information about the PARCC, and to view sample questions, click here.
After the students completed the practice session, we gathered on the carpet and I modeled how I would use the navigational tools to answer questions.
Then we took a Go Noodle brain break.
After that we reviewed the list of independent work tasks for today's literacy block.
Today all groups will complete an independent guided reading group assignment. Then they will cut apart and put their initials on the back of the new word work words. After that, they will finish planning out the plot, events leading from the problem to the solution, for their realistic fiction picture book. Next they will work on the map of North America and then finish the fake "Facebook" page representing their assigned African American.
Following lunch and indoor recess the students worked on their independent work while I met with guided reading groups.
Tigers: First we did a word wort with our new word work words. This lesson focuses on the long u and short u sounds and spelling patters. After that I introduced our next book, Freckle Juice. Then, after the children did a quick preview of the book, we read pages 11 and 12 out loud. For HOMEWORK the students need to do a header sort with their new word work words. They also need to reread pages 11 and 12.
Panthers: Independently the students read chapter 4 and, in their RRJ, identified a character trait to describe Ivy. Then they used two examples of her word and/r actions to support their choice. In group we began by sorting our new word work words. This cycle is focusing on the long I and short I sounds. Then we briefly discussed chapter 4. For HOMEWORK the students need to do a header sort with their new word work words and reread chapter 4.
Leopards: Independently the students read chapter XIX and, in their RRJ, explained the mood in this chapter using 2 examples from the text to explain it. In group we sorted their new words work words and then began discussing chapter XIX. Once again, there was some confusion. So, we revisited the chapter and reread it together. For HOMEWORK the students will read chapter XX, and list unknown words, and do a header sort with their new word work words.
Lions: Independently the students read chapter 19 and explained the problem, and how it was solved, in their RRJ. In group we began by doing a sort with their new word work words. Then we discussed the problem in chapter 19. Finally, we briefly discussed the concept of a concentration camp. For HOMEWORK the students need to read chapter 20 and list unknown words. They also need to do a header sort with their new word work words.
Our day ended with an impromptu "chat" about expectations during independent work time. There have been too many students not completing their work and entirely too many interruptions during my guided reading groups. I spent time clarifying my expectations and providing the class a chance to express frustrations and ask questions. Hopefully, a little refresher is all that was needed! :-)
There is no math homework this evening.
For more information about the PARCC, and to view sample questions, click here.
After the students completed the practice session, we gathered on the carpet and I modeled how I would use the navigational tools to answer questions.
Then we took a Go Noodle brain break.
After that we reviewed the list of independent work tasks for today's literacy block.
Today all groups will complete an independent guided reading group assignment. Then they will cut apart and put their initials on the back of the new word work words. After that, they will finish planning out the plot, events leading from the problem to the solution, for their realistic fiction picture book. Next they will work on the map of North America and then finish the fake "Facebook" page representing their assigned African American.
Following lunch and indoor recess the students worked on their independent work while I met with guided reading groups.
Tigers: First we did a word wort with our new word work words. This lesson focuses on the long u and short u sounds and spelling patters. After that I introduced our next book, Freckle Juice. Then, after the children did a quick preview of the book, we read pages 11 and 12 out loud. For HOMEWORK the students need to do a header sort with their new word work words. They also need to reread pages 11 and 12.
Panthers: Independently the students read chapter 4 and, in their RRJ, identified a character trait to describe Ivy. Then they used two examples of her word and/r actions to support their choice. In group we began by sorting our new word work words. This cycle is focusing on the long I and short I sounds. Then we briefly discussed chapter 4. For HOMEWORK the students need to do a header sort with their new word work words and reread chapter 4.
Leopards: Independently the students read chapter XIX and, in their RRJ, explained the mood in this chapter using 2 examples from the text to explain it. In group we sorted their new words work words and then began discussing chapter XIX. Once again, there was some confusion. So, we revisited the chapter and reread it together. For HOMEWORK the students will read chapter XX, and list unknown words, and do a header sort with their new word work words.
Lions: Independently the students read chapter 19 and explained the problem, and how it was solved, in their RRJ. In group we began by doing a sort with their new word work words. Then we discussed the problem in chapter 19. Finally, we briefly discussed the concept of a concentration camp. For HOMEWORK the students need to read chapter 20 and list unknown words. They also need to do a header sort with their new word work words.
Our day ended with an impromptu "chat" about expectations during independent work time. There have been too many students not completing their work and entirely too many interruptions during my guided reading groups. I spent time clarifying my expectations and providing the class a chance to express frustrations and ask questions. Hopefully, a little refresher is all that was needed! :-)
There is no math homework this evening.
Monday, February 23, 2015
Marvelous Monday--another 2 hr. delay
Due to the 2 hour delay, students came in, and either read quietly or practiced keyboarding, and then went straight to lunch.
When they returned to class, we took a moment to discuss the upcoming PARCC assessment and to run an update on our class Chrome Books. Our practice session, for the PARCC, will take place tomorrow morning.
After that, we began math rotations. Generally, when we have a 2 hour delay, we miss math and jump right into our literacy block, but because of the PARCC practice tomorrow, and our in-house field trip on Wednesday, I didn't want to miss math today.
This week, in math, we will be identifying and generating equivalent fractions. So, during the small group, teach-led instruction, we used pattern blocks to begin identifying equivalent fractions.
During math with a partner, the students reviewed fractions using an activity called Fraction Avenue. Of course, discourse was expected.
Finally, during the technology rotation, the students watched, and took notes on, 2 Learn Zillion lessons. One lesson addressed identifying equivalent fractions using area models. The other explained identifying equivalent fractions using number lines.
For HOMEWORK there is an assignment on Google Classroom, homework page.
After math, we had a very short period of time before going to music. So, instead of having our regular literacy block, we took time to focus on planning the plot of our realistic fiction picture books. First, I modeled planning 3 events (2 failed and 1 successful) to get from the problem to the solution. Then, a couple of children took risks to share their problems, solutions, and events. Finally, the students returned to their seats to identify the events, on index cards, for their own story.
After our writing lesson, the students ended their day in music with Ms. Guerra.
Tonight's homework:
Writing - entry due Friday
Math - Google Classroom assignment
Reading - read for 10 minutes, free choice
When they returned to class, we took a moment to discuss the upcoming PARCC assessment and to run an update on our class Chrome Books. Our practice session, for the PARCC, will take place tomorrow morning.
After that, we began math rotations. Generally, when we have a 2 hour delay, we miss math and jump right into our literacy block, but because of the PARCC practice tomorrow, and our in-house field trip on Wednesday, I didn't want to miss math today.
This week, in math, we will be identifying and generating equivalent fractions. So, during the small group, teach-led instruction, we used pattern blocks to begin identifying equivalent fractions.
During math with a partner, the students reviewed fractions using an activity called Fraction Avenue. Of course, discourse was expected.
Finally, during the technology rotation, the students watched, and took notes on, 2 Learn Zillion lessons. One lesson addressed identifying equivalent fractions using area models. The other explained identifying equivalent fractions using number lines.
For HOMEWORK there is an assignment on Google Classroom, homework page.
After math, we had a very short period of time before going to music. So, instead of having our regular literacy block, we took time to focus on planning the plot of our realistic fiction picture books. First, I modeled planning 3 events (2 failed and 1 successful) to get from the problem to the solution. Then, a couple of children took risks to share their problems, solutions, and events. Finally, the students returned to their seats to identify the events, on index cards, for their own story.
After our writing lesson, the students ended their day in music with Ms. Guerra.
Tonight's homework:
Writing - entry due Friday
Math - Google Classroom assignment
Reading - read for 10 minutes, free choice
Friday, February 20, 2015
Brrrr...Freezing Friday!
This morning, due to the two hour delay of school, the students came in and headed right to lunch.
When they returned to the classroom, we reviewed and shared last night's math homework. Then I explained the independent work for today's literacy block.
***We did not do the practice for the PARCC assessment. That has been postponed to next Tuesday.***
Today the children will complete independent guided reading assignments. Then they will finish unfinished work from the week. This includes planning the main character, setting, problem and solution for their realistic fiction picture book. Additionally, they will watch a Brain Pop Jr. lesson about continents and oceans. Then they will complete a map of North America. Finally, they create a fake "Facebook" page representing their assigned African American.
While the students work on these assignments, I will meet with guided reading groups.
Tigers: We began with a mini spelling test of their word work words. They will get new words on Monday. I had planned to begin their new book today but, due to the delayed start, our group was interrupted by another specialist in the building. So...Monday will bring new word work words and a new book. :-)
In the middle of our literacy block we visited Mrs. Allaire, in the media center. She read a realistic fiction picture book, Knuffle Bunny 3, to us and used it to explain how illustrations add details to the story. Additionally, she taught us about paging in books.
When we returned to class, the children resumed their independent work and I met with more groups.
Panthers: Independently the children reread chapter 3 and identified a character trait for Uncle Max, along with 2 examples from the book supporting it. In group we discussed chapter 3 and took a mini word work quiz.
Leopards: Independently the children reread chapter 18 and in their RRJ they explained how the children felt at the end of the chapter and why. In group we discussed how the children felt in chapter XVIII and why. There was some confusion so we revisited the chapter and broke it down, piece by piece, until we agreed that the children were frustrated and not happy. Then the students took a mini word work quiz.
Lions: Independently the students reread chapter 18 and, in their RRJ, explained why Peter is trying to find Uncle Victor. In group we took a mini word work quiz and briefly discussed Peter's motivation to find Uncle Victor.
After our literacy block we shared homework writing journal entries.
Finally, we ended the day with a class meeting. During our group share, we identified our favorite type of car (a student picked this one!). Then we exchanged thank yous and compliments. Finally, the students discussed some of their challenges. One challenge was students misbehaving behind my back and another was students interrupting during guided reading groups. We brainstormed ideas to resolve these frustrations and will revisit them at a future class meeting.
When they returned to the classroom, we reviewed and shared last night's math homework. Then I explained the independent work for today's literacy block.
***We did not do the practice for the PARCC assessment. That has been postponed to next Tuesday.***
Today the children will complete independent guided reading assignments. Then they will finish unfinished work from the week. This includes planning the main character, setting, problem and solution for their realistic fiction picture book. Additionally, they will watch a Brain Pop Jr. lesson about continents and oceans. Then they will complete a map of North America. Finally, they create a fake "Facebook" page representing their assigned African American.
While the students work on these assignments, I will meet with guided reading groups.
Tigers: We began with a mini spelling test of their word work words. They will get new words on Monday. I had planned to begin their new book today but, due to the delayed start, our group was interrupted by another specialist in the building. So...Monday will bring new word work words and a new book. :-)
In the middle of our literacy block we visited Mrs. Allaire, in the media center. She read a realistic fiction picture book, Knuffle Bunny 3, to us and used it to explain how illustrations add details to the story. Additionally, she taught us about paging in books.
When we returned to class, the children resumed their independent work and I met with more groups.
Panthers: Independently the children reread chapter 3 and identified a character trait for Uncle Max, along with 2 examples from the book supporting it. In group we discussed chapter 3 and took a mini word work quiz.
Leopards: Independently the children reread chapter 18 and in their RRJ they explained how the children felt at the end of the chapter and why. In group we discussed how the children felt in chapter XVIII and why. There was some confusion so we revisited the chapter and broke it down, piece by piece, until we agreed that the children were frustrated and not happy. Then the students took a mini word work quiz.
Lions: Independently the students reread chapter 18 and, in their RRJ, explained why Peter is trying to find Uncle Victor. In group we took a mini word work quiz and briefly discussed Peter's motivation to find Uncle Victor.
After our literacy block we shared homework writing journal entries.
Finally, we ended the day with a class meeting. During our group share, we identified our favorite type of car (a student picked this one!). Then we exchanged thank yous and compliments. Finally, the students discussed some of their challenges. One challenge was students misbehaving behind my back and another was students interrupting during guided reading groups. We brainstormed ideas to resolve these frustrations and will revisit them at a future class meeting.
Thursday, February 19, 2015
Thriving Thursday
This morning, after reading quietly or practicing keyboarding, we began our math rotations.
During the small group, teacher-led instruction, students practiced locating and labeling improper fractions and mixed numbers on a number line.
During math with a partner the children generated data by using a spinner with winter items on it. They represented the data using a bar graph and a line plot. Finally, they answered questions based on the data. Math discourse was expected throughout the task.
During the technology rotation, the students played Battleship Number line to practice locating fractions on a number line.
For HOMEWORK there is an assignment on Google Classroom, homework page. Additionally, I sent an email blast explaining my expectations. There will not be a quiz tomorrow...we will be doing a practice session for the PARCC assessment.
Following lunch and indoor recess I reviewed the list of independent work for today's literacy block. Students will begin with an independent guided reading assignment. Then they will complete a buddy check using their word work words.
Next they will begin planning their realistic fiction story. I modeled doing this. I began brainstorming a problem that actually happened to me and then started wondering what might happen if the events were tweaked a bit, until I arrived at a problem and solution that felt right. Then I explained to the class that we will be using index cards to help us plan our story. Today, we will use three index cards. One index card will identify the main character and setting. The second will name the problem, and the third will state the solution.
After completing the three index cards, the students will view a Brain Pop Jr lesson about continents and oceans. Then they will complete a map of North America using a link on the third grade web site. Finally, the students will work on the fake "Facebook" page representing their assigned African American.
As students worked independently, I met with guided reading groups.
Tigers: In group we completed a buddy check using our word work words. This is our second week with these words and the children struggled with many of them. For HOMEWORK the children need to complete look, say, cover, write, check, using their word work words and then read for ten minutes, free choice. We will begin our new book tomorrow.
Leopards: Independently the children reread chapter XVI and XVII and then, in their RRJ, explained why the people on the ship were afraid of the island. In group we began by sharing their mnemonic sentences...these were SUPER but I feel so badly that the children spent so much time writing them. Next we shared the student's RRJ responses. Once again, their answers were correct but were awkwardly worded. So, we drew a line of learning in their RRJ, and crafted a well constructed response. For HOMEWORK the students will practice their word work words, free choice, and read chapter XVIII.
Lions: Independently the children reread chapter 17 and, in their RRJ, explained how Dr. Aker helped to keep the schools closed and the Germans from examining the patients. They also did a buddy check with their word work words. In group, we shared the pictures they created with their word work words for homework last night. We also discussed how Dr. Aker helped to keep the schools closed and the risk he took by tricking the German soldiers into being too scared to examine the patients. For HOMEWORK the students need to read chapter 18 and define the word "curfew" on a sticky note. They also need to practice their word work words, free choice.
Panthers: Independently the students reread chapter 2 and identified a character trait to describe Uncle Max. They also did a buddy check with their word work words. In group we discussed how the mood of the chapter changed from chapter 1 and why. We revisited the text to identify words the author used to describe the changes. For HOMEWORK the students need to read chapter 3 and list unknown words on a sticky note. They also need to complete look, say, cover, write, check, with their word work words.
The children ended their day in art.
During the small group, teacher-led instruction, students practiced locating and labeling improper fractions and mixed numbers on a number line.
During math with a partner the children generated data by using a spinner with winter items on it. They represented the data using a bar graph and a line plot. Finally, they answered questions based on the data. Math discourse was expected throughout the task.
During the technology rotation, the students played Battleship Number line to practice locating fractions on a number line.
For HOMEWORK there is an assignment on Google Classroom, homework page. Additionally, I sent an email blast explaining my expectations. There will not be a quiz tomorrow...we will be doing a practice session for the PARCC assessment.
Following lunch and indoor recess I reviewed the list of independent work for today's literacy block. Students will begin with an independent guided reading assignment. Then they will complete a buddy check using their word work words.
Next they will begin planning their realistic fiction story. I modeled doing this. I began brainstorming a problem that actually happened to me and then started wondering what might happen if the events were tweaked a bit, until I arrived at a problem and solution that felt right. Then I explained to the class that we will be using index cards to help us plan our story. Today, we will use three index cards. One index card will identify the main character and setting. The second will name the problem, and the third will state the solution.
After completing the three index cards, the students will view a Brain Pop Jr lesson about continents and oceans. Then they will complete a map of North America using a link on the third grade web site. Finally, the students will work on the fake "Facebook" page representing their assigned African American.
As students worked independently, I met with guided reading groups.
Tigers: In group we completed a buddy check using our word work words. This is our second week with these words and the children struggled with many of them. For HOMEWORK the children need to complete look, say, cover, write, check, using their word work words and then read for ten minutes, free choice. We will begin our new book tomorrow.
Leopards: Independently the children reread chapter XVI and XVII and then, in their RRJ, explained why the people on the ship were afraid of the island. In group we began by sharing their mnemonic sentences...these were SUPER but I feel so badly that the children spent so much time writing them. Next we shared the student's RRJ responses. Once again, their answers were correct but were awkwardly worded. So, we drew a line of learning in their RRJ, and crafted a well constructed response. For HOMEWORK the students will practice their word work words, free choice, and read chapter XVIII.
Lions: Independently the children reread chapter 17 and, in their RRJ, explained how Dr. Aker helped to keep the schools closed and the Germans from examining the patients. They also did a buddy check with their word work words. In group, we shared the pictures they created with their word work words for homework last night. We also discussed how Dr. Aker helped to keep the schools closed and the risk he took by tricking the German soldiers into being too scared to examine the patients. For HOMEWORK the students need to read chapter 18 and define the word "curfew" on a sticky note. They also need to practice their word work words, free choice.
Panthers: Independently the students reread chapter 2 and identified a character trait to describe Uncle Max. They also did a buddy check with their word work words. In group we discussed how the mood of the chapter changed from chapter 1 and why. We revisited the text to identify words the author used to describe the changes. For HOMEWORK the students need to read chapter 3 and list unknown words on a sticky note. They also need to complete look, say, cover, write, check, with their word work words.
The children ended their day in art.
Wednesday, February 18, 2015
Wonderful Wednesday
This morning after reading quietly, exchanging books in the media center, or practicing keyboarding, we began our math rotations.
During the small group, teacher led instruction, the students practiced naming fractions, and mixed numbers, on a number line, greater than one.
During math with a partner, the students generated data by rolling a die, and then represented it on a line plot. After that, they interpreted the line plot by answering questions about it. Of course, math discourse was expected!!
Finally, during the technology rotation, the students visited Fraction Number Line to practice locating and labeling fractions on a number line.
For HOMEWORK there is an assignment on Google Classroom, the homework page.
After math we began our literacy block by reviewing today's independent work tasks. All students had guided reading and word work assignments. After that they were expected to complete the story map representing the elements from Too Many Tamales. Finally, they continued researching their assigned African American and creating a fake "Facebook" page representing that person.
Tigers: The children used context clues to identify synonyms for vocabulary from their book. They also completed a speed sort using their word work words. In group we discussed the problem in the book and what Kate Shelley did to solve the problem and WHY she did it...her point of view. For HOMEWORK the students need to read for at least 10 minutes (free choice) and do a header sort using their word work words. I have collected the Kate Shelley books and we will begin a new one tomorrow.
Following lunch and indoor recess the students continued working independently while I met with more guided reading groups.
Leopards: Independently the children read chapter XV and wrote about the problem in this chapter, in their RRJ. They also used 10 of their word work words in "Give Me a Clue". In group we shared their RRJ responses. Then I had each child draw a line of learning below their response and we crafted a model answer together. As we did this, we discussed the need for the support from the text to explain the topic sentence and using transition words correctly. For HOMEWORK they students need to read chapters XVI and XVII. They also need to use 5 of their word work words in mnemonic sentences (#19 on new chart). We did an example of a mnemonic sentence, together, in group.
Lions: Independently the students reread chapter 16 and, in their RRJ, explained why this epidemic could be a good thing. Additionally, they used 10 more of their word work words in "Give Me a Clue". In group we shared the children's RRJ responses and discussed why an epidemic would be good (it would keep the kids out of school and allow them to continue sledding the gold to the snake) and why Peter's mom silenced him (not knowing who was on their side and if he was in on the secret). For HOMEWORK the students need to read chapter 17 and go on Google Classroom, literacy page, to explain the meaning of the word quarantine, in their own words. Additionally, they need to hide ten of their word work words in a picture, #16 on the newer activity chart.
Panthers: Independently the students reread chapter 1 and, in their RRJ, they explained why this birthday turned out to be the best one ever. Additionally, they did a meaning check using 10 of their word work words. In group we discussed why this was the best birthday ever for Gregory (he finally gets his own bedroom) and the reason his family had to move. For HOMEWORK the children need to read chapter 2 and list unknown words. They also need to write each of their word work words three times.
After our literacy block, we defined the concept of culture, using the Encyclopedia Britannica Online, and the students shared some personal examples.
The students ended their day in PE with Mr. Benco.
During the small group, teacher led instruction, the students practiced naming fractions, and mixed numbers, on a number line, greater than one.
During math with a partner, the students generated data by rolling a die, and then represented it on a line plot. After that, they interpreted the line plot by answering questions about it. Of course, math discourse was expected!!
Finally, during the technology rotation, the students visited Fraction Number Line to practice locating and labeling fractions on a number line.
For HOMEWORK there is an assignment on Google Classroom, the homework page.
After math we began our literacy block by reviewing today's independent work tasks. All students had guided reading and word work assignments. After that they were expected to complete the story map representing the elements from Too Many Tamales. Finally, they continued researching their assigned African American and creating a fake "Facebook" page representing that person.
Tigers: The children used context clues to identify synonyms for vocabulary from their book. They also completed a speed sort using their word work words. In group we discussed the problem in the book and what Kate Shelley did to solve the problem and WHY she did it...her point of view. For HOMEWORK the students need to read for at least 10 minutes (free choice) and do a header sort using their word work words. I have collected the Kate Shelley books and we will begin a new one tomorrow.
Following lunch and indoor recess the students continued working independently while I met with more guided reading groups.
Leopards: Independently the children read chapter XV and wrote about the problem in this chapter, in their RRJ. They also used 10 of their word work words in "Give Me a Clue". In group we shared their RRJ responses. Then I had each child draw a line of learning below their response and we crafted a model answer together. As we did this, we discussed the need for the support from the text to explain the topic sentence and using transition words correctly. For HOMEWORK they students need to read chapters XVI and XVII. They also need to use 5 of their word work words in mnemonic sentences (#19 on new chart). We did an example of a mnemonic sentence, together, in group.
Lions: Independently the students reread chapter 16 and, in their RRJ, explained why this epidemic could be a good thing. Additionally, they used 10 more of their word work words in "Give Me a Clue". In group we shared the children's RRJ responses and discussed why an epidemic would be good (it would keep the kids out of school and allow them to continue sledding the gold to the snake) and why Peter's mom silenced him (not knowing who was on their side and if he was in on the secret). For HOMEWORK the students need to read chapter 17 and go on Google Classroom, literacy page, to explain the meaning of the word quarantine, in their own words. Additionally, they need to hide ten of their word work words in a picture, #16 on the newer activity chart.
Panthers: Independently the students reread chapter 1 and, in their RRJ, they explained why this birthday turned out to be the best one ever. Additionally, they did a meaning check using 10 of their word work words. In group we discussed why this was the best birthday ever for Gregory (he finally gets his own bedroom) and the reason his family had to move. For HOMEWORK the children need to read chapter 2 and list unknown words. They also need to write each of their word work words three times.
After our literacy block, we defined the concept of culture, using the Encyclopedia Britannica Online, and the students shared some personal examples.
The students ended their day in PE with Mr. Benco.
Friday, February 13, 2015
Valentine's Day...well, almost :-)
We did a lot of celebrating today!! Read on to find out.
After reading quietly, exchanging books in the media center, or practicing keyboarding skills, we began our math block.
Today, we did not do rotations. Instead, the students partnered up and worked on a set of 20 tasks linking Valentine's Day and fractions. Obviously, discourse was expected!
Around 9:45 we went to an assembly in honor of Black History Month. We were treated to a wonderful concert performed by Terry Marshall and his band, taking us on a stroll of African American Music history.
After the concert, we returned to the classroom and reviewed the answers to the 20 Valentine's Day fraction tasks.
Then we enjoyed lunch and recess.
After recess, the students worked on watching the story, Too Many Tamales, and identifying the elements of a story by creating a story map in their writing journal. Then they continued reading about their assigned African American and creating a fake "Facebook" page representing them.
During this time I grabbed a few reading groups.
Tigers: We practiced sorting and reading our word work words. Then we reread page 45-47 and stopped at the end of each page to visualize and discuss what happened.
Panthers: We met and reviewed their lists of unknown words from last night's homework. Then we briefly discussed the main character, Gregory and why he was unhappy.
After our shortened literacy block, we celebrated Valentine's Day with a fantastic party. The children enjoyed playing games, decorating bags, eating cupcakes, and exchanging valentines. There was a photo booth, too!! Thanks to all who helped make it such a fun event!!
Finally, we ended our day by sharing our homework writing entries and having our weekly class meeting. Our class meeting began with students sharing what was on their mind (I love this one!). Some students shared their weekend plans, others craved candy, and a couple shared frustrations. Next, we exchanged compliments and thank yous. Finally, we moved on to challenges.
During the challenge section I discussed the groups behavior at dismissal yesterday. On Thursdays, I have my weekly planning at 2:45, so the students are dismissed by a para educator. Yesterday, at least 7 students, claimed they had to leave early to pick up a brother, sister, and even a cousin!! In reality NO ONE does this on a regular basis. So, we addressed this issue. Then we reviewed the list of consequences that the class brainstormed last week during our meeting.
Overall, we had a great week!
Enjoy the long weekend!
After reading quietly, exchanging books in the media center, or practicing keyboarding skills, we began our math block.
Today, we did not do rotations. Instead, the students partnered up and worked on a set of 20 tasks linking Valentine's Day and fractions. Obviously, discourse was expected!
Around 9:45 we went to an assembly in honor of Black History Month. We were treated to a wonderful concert performed by Terry Marshall and his band, taking us on a stroll of African American Music history.
After the concert, we returned to the classroom and reviewed the answers to the 20 Valentine's Day fraction tasks.
Then we enjoyed lunch and recess.
After recess, the students worked on watching the story, Too Many Tamales, and identifying the elements of a story by creating a story map in their writing journal. Then they continued reading about their assigned African American and creating a fake "Facebook" page representing them.
During this time I grabbed a few reading groups.
Tigers: We practiced sorting and reading our word work words. Then we reread page 45-47 and stopped at the end of each page to visualize and discuss what happened.
Panthers: We met and reviewed their lists of unknown words from last night's homework. Then we briefly discussed the main character, Gregory and why he was unhappy.
After our shortened literacy block, we celebrated Valentine's Day with a fantastic party. The children enjoyed playing games, decorating bags, eating cupcakes, and exchanging valentines. There was a photo booth, too!! Thanks to all who helped make it such a fun event!!
Finally, we ended our day by sharing our homework writing entries and having our weekly class meeting. Our class meeting began with students sharing what was on their mind (I love this one!). Some students shared their weekend plans, others craved candy, and a couple shared frustrations. Next, we exchanged compliments and thank yous. Finally, we moved on to challenges.
During the challenge section I discussed the groups behavior at dismissal yesterday. On Thursdays, I have my weekly planning at 2:45, so the students are dismissed by a para educator. Yesterday, at least 7 students, claimed they had to leave early to pick up a brother, sister, and even a cousin!! In reality NO ONE does this on a regular basis. So, we addressed this issue. Then we reviewed the list of consequences that the class brainstormed last week during our meeting.
Overall, we had a great week!
Enjoy the long weekend!
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