Today marks the beginning of the second marking period!
After the morning announcements, we began our literacy block.
I did a brief lesson about the function and use of verbs and how the verb tenses identify time.
As I met with guided reading groups the students worked on the following tasks. First they wrote each of their word study words and, using thesaurus.com, identified a synonym and antonym for each. After that they watched two Learn Zillion lessons about the function and use of verbs, and verb tenses. Then they completed an activity putting their new knowledge to work. Next they practiced writing the letters a, d, and g, in cursive. Finally, they explored Powtoon.com .
Orange: First we reviewed the vowels and the two sounds each makes. Then we reviewed the word study patterns for the long and short /a/ sounds. Next we identified verbs in sentence from our book, Healthy Eating. After that, we read an article called, "Kids Get Healthy" and identified the main idea of the first two paragraphs. For HOMEWORK the students need to reread pages 12-19 in Healthy Eating.
Pink: First we identified the two types of verbs, action and state of being. Then we revisited the text, Monster Machines, to find verbs in different sentences. After that, we listed strategies that help us determine the main idea in text. Next we read an article called, Kids Get Healthy, and highlighted the main idea of the first two paragraphs. For HOMEWORK the students needs to read pages 22 and 24. Then they need to identify the main idea of page 22 on the sticky note I provided.
Green: First we identified the two types of verbs, action and state of being. Then we revisited the text, Whales, to find verbs in different sentences. Next we reviewed the strategies for identifying the main idea in text. Then students read an article called, "Healthy Kids" and highlighted the main idea of the first two paragraphs. For HOMEWORK the children will read pages 6 and 7 and identify the main idea on a sticky note.
Blue: First we reviewed the two typed of verbs and identified verbs on pages 10 and 11 of The Life and Times of Peanuts. After that we listed the strategies for determining the main idea of text. Then the children read the article, "Kids Get Healthy" and highlighted the main idea sentence in all four paragraphs. For HOMEWORK the children need to read pages 12 and 13 and identify the main idea on the sticky note I provided.
After our literacy block the students enjoyed outdoor recess and lunch.
When they returned to class we began our math block. I explained and modeled both the math with a partner and technology rotations.
During math with a partner, students will read division situations and sort them according to whether they are examples of grouping or sharing. Then they will solve the problem. Students will engage in math discourse, with their partner, as they work through each division word problem.
During the technology rotation the students visited the Thinking Blocks web site to practice visualizing and solving multiplication and division word problems.
During the small group, teacher-led, instruction we practiced solving word problems involving both multiplication and division. Today we focused on using a known and unknown chart, identifying our knowns and unknowns as either a part or a while, and representing the unknown using a variable (letter).
For HOMEWORK the students should use the three links, on the Google Classroom announcement, to memorize (increase fluency) with the 0, 1, 2, and 3 multiplication facts.
After math we passed out a ton of papers (or so it seemed) and then had science. Students worked on constructing, testing, and revising their Rube Goldberg machines.
Tuesday, November 3, 2015
Friday, October 30, 2015
Friday - A Day of Celebrations!!
This morning students had the chance to work on unfinished assignments or get help from me before our math quiz this afternoon.
Then, after the announcements, we celebrated Halloween with a fabulous parade and party.
After the party, the students, once again, had time to complete unfinished work and get help from me in preparation for the math quiz.
Next the children enjoyed outdoor recess and lunch.
When we returned to class, they took a math quiz covering division.
The quizzes have been graded and returned to students. PLEASE look these over...especially the second word problem. MANY students had the correct equation but their picture was not drawn according to the word problem...I made note of this on the quiz. Today, they could still earn a P if the equation was correct, even if the picture was not. Next time, however, the picture will have to accurately depict the wording in the problem.
After the quiz, students shared their homework writing journal entries.
Then we had our class Dojo reward, a camp out! The children enjoyed smores and watched a movie.
Reminders:
Check the weekly newsletter for the field trip permission slip.
NO school for students this Monday. It's a teacher work day.
Then, after the announcements, we celebrated Halloween with a fabulous parade and party.
After the party, the students, once again, had time to complete unfinished work and get help from me in preparation for the math quiz.
Next the children enjoyed outdoor recess and lunch.
When we returned to class, they took a math quiz covering division.
The quizzes have been graded and returned to students. PLEASE look these over...especially the second word problem. MANY students had the correct equation but their picture was not drawn according to the word problem...I made note of this on the quiz. Today, they could still earn a P if the equation was correct, even if the picture was not. Next time, however, the picture will have to accurately depict the wording in the problem.
After the quiz, students shared their homework writing journal entries.
Then we had our class Dojo reward, a camp out! The children enjoyed smores and watched a movie.
Reminders:
Check the weekly newsletter for the field trip permission slip.
NO school for students this Monday. It's a teacher work day.
Thursday, October 29, 2015
Thrilling Thursday
This morning I was attending an in-house planning meeting. So, the children worked with a substitute during their literacy block.
All students practiced their word work words and completed a informal assessment using context clues to identify the correct meaning of a word with multiple definitions and using identified key details to determine the main idea of text. Then they completed the Google Slides presentation demonstrating their knowledge of goods and services provided by the government and businesses.
When I returned to class, after outdoor recess and lunch, we had an end of the marking period chat...in short, I explained that students need to demonstrate their understanding of topics and skills to me so that I Can grade them. When they do not complete activities, they are not showing me their knowledge and then I can only give them an "N".
After our talk, we began our math block.
During the small group, teacher-led, instruction we continued to interpret and represent division situations. Today, though, we worked with problems that told us how many were in each group, but didn't tell us the number of groups.
During math with a partner, the students used math vocabulary to explain how to represent and solve division situations.
Finally, during the technology rotation, the students worked on division fluency with the 2, 3, and 5 facts, using Dr. Kai's Mixup Gas.
We WILL have a quiz on division tomorrow.
Homework tonight is posted on Google Classroom, per our usual routine. A writing journal entry is due tomorrow and there is a math word problem. Reading, however, is free choice...read whatever for however long you want. :-)
In the middle of our math rotations the students went to math with Mrs. Daniell.
After math we passed out papers and got ready for dismissal. Please check home folders--there are a lot of goodies in there this evening!!
All students practiced their word work words and completed a informal assessment using context clues to identify the correct meaning of a word with multiple definitions and using identified key details to determine the main idea of text. Then they completed the Google Slides presentation demonstrating their knowledge of goods and services provided by the government and businesses.
When I returned to class, after outdoor recess and lunch, we had an end of the marking period chat...in short, I explained that students need to demonstrate their understanding of topics and skills to me so that I Can grade them. When they do not complete activities, they are not showing me their knowledge and then I can only give them an "N".
After our talk, we began our math block.
During the small group, teacher-led, instruction we continued to interpret and represent division situations. Today, though, we worked with problems that told us how many were in each group, but didn't tell us the number of groups.
During math with a partner, the students used math vocabulary to explain how to represent and solve division situations.
Finally, during the technology rotation, the students worked on division fluency with the 2, 3, and 5 facts, using Dr. Kai's Mixup Gas.
We WILL have a quiz on division tomorrow.
Homework tonight is posted on Google Classroom, per our usual routine. A writing journal entry is due tomorrow and there is a math word problem. Reading, however, is free choice...read whatever for however long you want. :-)
In the middle of our math rotations the students went to math with Mrs. Daniell.
After math we passed out papers and got ready for dismissal. Please check home folders--there are a lot of goodies in there this evening!!
Wednesday, October 28, 2015
Wonderful, Wet, Wednesday
Today the children wore their pajamas as a reminder to "Follow your Dreams, Make Healthy Choices". Tomorrow students are encouraged to wear a super hero shirt or a cape to remember to "Be Strong" and say NO to drugs and other bad things.
Prior to the morning announcements I worked with students to represent and interpret division situations. There was also a group who caught up on some unfinished work.
After the announcements we began our literacy block. While I met with reading groups the students worked independently on the following tasks.
First they practiced their word work words using Look, Say, Cover, Write, Check. Then they identified synonyms for overused words to improve word choice. Next they completed their Google Slides presentation for goods and services provided by the government and businesses. After that they practiced writing the letters f, j, and p, in cursive. If they finished early, they could write letters to friends and family who attend Wims ES using the Wee Deliver programs, read silently, or practice keyboarding.
Orange: First we shared the main idea of page 18 which the students were supposed to write for homework last night. Then we reviewed the main idea of each paragraph of Unhappy Penguins and used them to infer the main idea of the entire page. After that we reviewed the patterns in their current word study and synonyms. For HOMEWORK the students need to read page 19 and identify the main idea on a sticky note.
Pink: We began by reviewing the main idea of page 19. Then we used the main idea statements from each paragraph of Unhappy Penguins to infer the main idea for the entire page. Then we reviewed their current word sort and synonyms for the word unhappy. For HOMEWORK the children need to identify the main idea of page 20 on a sticky note.
Green: First we shared the main idea statements that the students wrote for pages 2 and 3 last night. Then I modeled, by thinking out loud, how I would have figured out the main idea for these two pages. After that we used the main idea for each paragraph on Unhappy Penguins to determine and infer the main idea for the entire page. For HOMEWORK the students need to read page 4 and identify the main idea on a sticky note.
Blue: First we reviewed their main idea statements for page 6. This led to an interesting discussion...we had 3 different main ideas but they all seemed to correctly identify what the page was mostly about. After that we used the main idea statements for each paragraph of Unhappy Penguins to infer the main idea of the entire page. For HOMEWORK the students need to read pages 8 and 9 and identify the main idea on a sticky note.
After our literacy block the students enjoyed indoor recess and lunch.
After lunch we took care of a few odds and ends...organizing baskets, handing out papers, etc. Students were also given 10 minutes to complete assignments that needed to be turned in ASAP. Then we began our math block.
Today, during the small group, teacher-led, instruction we continued to represent and interpret division situations. Part of the instruction included turning a division sentence into a multiplication equation and then using skip counting to find the unknown number. We also practiced using the strategy of identifying the knowns and unknowns before drawing a picture and writing an equation.
During math with a partner the students played a toss and talk game focusing on division situations and engaged in math discourse using vocabulary from our word splash.
Finally, during the technology rotation the students played a game called Dr. Kai's Mixup Gas to practice finding the quotient of a division equation.
For HOMEWORK there is a division word problem on Google Classroom.
After math the students ended their day in music with Mrs. Graf.
Prior to the morning announcements I worked with students to represent and interpret division situations. There was also a group who caught up on some unfinished work.
After the announcements we began our literacy block. While I met with reading groups the students worked independently on the following tasks.
First they practiced their word work words using Look, Say, Cover, Write, Check. Then they identified synonyms for overused words to improve word choice. Next they completed their Google Slides presentation for goods and services provided by the government and businesses. After that they practiced writing the letters f, j, and p, in cursive. If they finished early, they could write letters to friends and family who attend Wims ES using the Wee Deliver programs, read silently, or practice keyboarding.
Orange: First we shared the main idea of page 18 which the students were supposed to write for homework last night. Then we reviewed the main idea of each paragraph of Unhappy Penguins and used them to infer the main idea of the entire page. After that we reviewed the patterns in their current word study and synonyms. For HOMEWORK the students need to read page 19 and identify the main idea on a sticky note.
Pink: We began by reviewing the main idea of page 19. Then we used the main idea statements from each paragraph of Unhappy Penguins to infer the main idea for the entire page. Then we reviewed their current word sort and synonyms for the word unhappy. For HOMEWORK the children need to identify the main idea of page 20 on a sticky note.
Green: First we shared the main idea statements that the students wrote for pages 2 and 3 last night. Then I modeled, by thinking out loud, how I would have figured out the main idea for these two pages. After that we used the main idea for each paragraph on Unhappy Penguins to determine and infer the main idea for the entire page. For HOMEWORK the students need to read page 4 and identify the main idea on a sticky note.
Blue: First we reviewed their main idea statements for page 6. This led to an interesting discussion...we had 3 different main ideas but they all seemed to correctly identify what the page was mostly about. After that we used the main idea statements for each paragraph of Unhappy Penguins to infer the main idea of the entire page. For HOMEWORK the students need to read pages 8 and 9 and identify the main idea on a sticky note.
After our literacy block the students enjoyed indoor recess and lunch.
After lunch we took care of a few odds and ends...organizing baskets, handing out papers, etc. Students were also given 10 minutes to complete assignments that needed to be turned in ASAP. Then we began our math block.
Today, during the small group, teacher-led, instruction we continued to represent and interpret division situations. Part of the instruction included turning a division sentence into a multiplication equation and then using skip counting to find the unknown number. We also practiced using the strategy of identifying the knowns and unknowns before drawing a picture and writing an equation.
During math with a partner the students played a toss and talk game focusing on division situations and engaged in math discourse using vocabulary from our word splash.
Finally, during the technology rotation the students played a game called Dr. Kai's Mixup Gas to practice finding the quotient of a division equation.
For HOMEWORK there is a division word problem on Google Classroom.
After math the students ended their day in music with Mrs. Graf.
Tuesday, October 27, 2015
Terrific Tuesday - Red Ribbon Week continues...
Today students wore team jerseys or sweats to school to remember that "Healthy Living is no Sweat" for Red Ribbon week. Tomorrow students are encouraged to wear their pajamas to school to remember to "Follow your dreams and make healthy choices."
Before the morning announcements I helped several students complete unfinished work.
After the announcements we began our literacy block. Before getting to independent work, we reviewed synonyms as words meaning almost the same thing and then identified how using words with more meaning can improve our writing.
While I met with reading groups the students completed their opinion paragraphs and turned them in. Then they finished their thank you letters to Mr. Leggett. After that they completed a written header sort using their new word work words. Next they identified synonyms for the over-used words happy and think. Then the students worked on their goods and services Google Slides presentation. Finally they practiced writing the letters f, j, and p, in cursive.
Orange: Unfortunately, the children didn't do their reading homework last night, so I gave them some time at the beginning of group. Then we reviewed strategies for identifying the main idea in text (looking at the first and last sentence and thinking about what the paragraph is mostly about). Next we identified the main idea of page 17. After that, we practiced sorting our word work words, reviewing the patterns for the long/a/ and short /a/ sound. Then we read a section of text, about penguins, and practiced identifying the main idea of the paragraph. For HOMEWORK the children need to read page 18 and identify the main idea on a sticky note.
Pink: We began group by reviewing the main idea of page 18, which they did for homework last night. Then we practiced using the first and last sentence to identify the main idea in text. After that we reviewed the focus of our word sort. For HOMEWORK the children need to read page 19 and identify the main idea on a sticky note.
Green: We began by reviewing and identifying the main idea of page 15 from homework last night. Then I collected their books. After that we continued to practice using the first and last sentence to identify the main idea of a section of text. Then I passed out their new book, Whales. For HOMEWORK the students need to read pages 2 and 3 and use the first and last sentences AND the heading to help determine the main idea of this section of text.
Blue: We began group by sharing the main idea of page 21 from last night's homework. I collected their books and handed out a new book, The Life and Times of Peanuts. After that, we practiced identifying the main idea of a section of text by looking at the first and last sentences and thinking about what the paragraph was mostly about. For HOMEWORK the students need to read pages 4, 5, and 6, and identify the main idea for page 6 only.
After our literacy block the students enjoyed outdoor recess and lunch.
When we returned to class we changed classroom jobs, finally, and began our math block.
During the small group, teacher-led, instruction the students interpreted division situations and represented them with a model and an equation. During math with a partner the students engaged in math discourse as they played multiplication bump using the basic 3s facts. Finally, during the technology rotation, the children visited Camel Times Table to practice skip counting and relating it to multiplication facts.
There are two games (and a repeated lesson) posted on Google Classroom to practice solving division problems.
After math the children worked in their small groups to construct and test their Rube Goldberg machines.
Then, Ms. Snyder, our guidance counselor, came by to do a lesson about put downs and put ups, how words can make a person feel good...or not so good.
Before the morning announcements I helped several students complete unfinished work.
After the announcements we began our literacy block. Before getting to independent work, we reviewed synonyms as words meaning almost the same thing and then identified how using words with more meaning can improve our writing.
While I met with reading groups the students completed their opinion paragraphs and turned them in. Then they finished their thank you letters to Mr. Leggett. After that they completed a written header sort using their new word work words. Next they identified synonyms for the over-used words happy and think. Then the students worked on their goods and services Google Slides presentation. Finally they practiced writing the letters f, j, and p, in cursive.
Orange: Unfortunately, the children didn't do their reading homework last night, so I gave them some time at the beginning of group. Then we reviewed strategies for identifying the main idea in text (looking at the first and last sentence and thinking about what the paragraph is mostly about). Next we identified the main idea of page 17. After that, we practiced sorting our word work words, reviewing the patterns for the long/a/ and short /a/ sound. Then we read a section of text, about penguins, and practiced identifying the main idea of the paragraph. For HOMEWORK the children need to read page 18 and identify the main idea on a sticky note.
Pink: We began group by reviewing the main idea of page 18, which they did for homework last night. Then we practiced using the first and last sentence to identify the main idea in text. After that we reviewed the focus of our word sort. For HOMEWORK the children need to read page 19 and identify the main idea on a sticky note.
Green: We began by reviewing and identifying the main idea of page 15 from homework last night. Then I collected their books. After that we continued to practice using the first and last sentence to identify the main idea of a section of text. Then I passed out their new book, Whales. For HOMEWORK the students need to read pages 2 and 3 and use the first and last sentences AND the heading to help determine the main idea of this section of text.
Blue: We began group by sharing the main idea of page 21 from last night's homework. I collected their books and handed out a new book, The Life and Times of Peanuts. After that, we practiced identifying the main idea of a section of text by looking at the first and last sentences and thinking about what the paragraph was mostly about. For HOMEWORK the students need to read pages 4, 5, and 6, and identify the main idea for page 6 only.
After our literacy block the students enjoyed outdoor recess and lunch.
When we returned to class we changed classroom jobs, finally, and began our math block.
During the small group, teacher-led, instruction the students interpreted division situations and represented them with a model and an equation. During math with a partner the students engaged in math discourse as they played multiplication bump using the basic 3s facts. Finally, during the technology rotation, the children visited Camel Times Table to practice skip counting and relating it to multiplication facts.
There are two games (and a repeated lesson) posted on Google Classroom to practice solving division problems.
After math the children worked in their small groups to construct and test their Rube Goldberg machines.
Then, Ms. Snyder, our guidance counselor, came by to do a lesson about put downs and put ups, how words can make a person feel good...or not so good.
Monday, October 26, 2015
Marvelous Monday - Red Ribbon Week
Red Ribbon Week is this week. We will have daily reminder for the students to say NO to drugs! Today students were encouraged to wear red. Tomorrow they are asked to wear sweats.
After the morning announcements we began our literacy block.
Today the students red their opinion paragraphs to a friend, made changes, and turned it in (online). Then they cut apart their new word work words, wrote their initials on the back of each, and completed a header sort. After that, they worked on the Goods and Services Google Slides presentations. Next they wrote thank you notes to Mr. Leggett for his visit with us last week. Finally, they practiced writing the letters f, p, and j, in cursive.
As they worked, I met with guided reading groups.
Orange: We began with our new word work sort focusing on the long /a/ sound spelled a - consonant-e and -ai and the short /a/ sound. After that we continued identifying the main idea of a paragraph using the fist and last sentences to help us. For HOMEWORK the children need to read page 17 in their book and identify the main idea on a sticky note.
Pink: We began group with our new word work sort which focuses on adding -ing to the end of a base word. If the word ends in an -e, you drop the -e before adding -ing...if it doesn't end in -e, you do nothing, just add the -ing. Next we continued identifying the main idea of a paragraph by looking at the first and last sentence and thinking about what the section of text is "mostly about". For HOMEWORK the children need to read page 18, in their guided reading book, and identify the main idea on a sticky note.
Green: We began group with our new word work sort which focuses on the long /o/ sound in the first or second syllable. After that we continued using the first and last sentence , in a section of text, to identify the main idea. For HOMEWORK the children need to read page 15 and identify the main idea of the page on a sticky note.
Blue: We began group with our new word work sort which focuses on the prefixes in-, re-, ex, and de-. After that we continued using the first and last sentence , in a section of text, to identify the main idea. For HOMEWORK the children need to read page 21 and identify the main idea of the page on a sticky note.
After our literacy block the children enjoyed outdoor recess and lunch.
When they returned to class we reviewed some of our emergency procedures to prepare for our scenario drill this afternoon. This included what to do in the event of an earthquake, a tornado, a code blue, a code red, or a building evacuation.
After reviewing and practicing some of these scenarios, we began our math block.
This week we are focusing on representing and interpreting division situations. So, in small group today we practiced modeling and representing division situations. We also identified what each number in the equation represented.
During math with a partner the children played Multiplication Bump to increase their fluency with the 3's facts.
During the technology rotation the students played Camel Times Table, accessing it via the Third Grade Web Site, to practice skip counting.
For HOMEWORK the children will view a Khan Academy lesson and practice the skill using two links on Google Classroom.
Due to our scenario drill preparation, we did not get to science. We will tomorrow! :-)
After the morning announcements we began our literacy block.
Today the students red their opinion paragraphs to a friend, made changes, and turned it in (online). Then they cut apart their new word work words, wrote their initials on the back of each, and completed a header sort. After that, they worked on the Goods and Services Google Slides presentations. Next they wrote thank you notes to Mr. Leggett for his visit with us last week. Finally, they practiced writing the letters f, p, and j, in cursive.
As they worked, I met with guided reading groups.
Orange: We began with our new word work sort focusing on the long /a/ sound spelled a - consonant-e and -ai and the short /a/ sound. After that we continued identifying the main idea of a paragraph using the fist and last sentences to help us. For HOMEWORK the children need to read page 17 in their book and identify the main idea on a sticky note.
Pink: We began group with our new word work sort which focuses on adding -ing to the end of a base word. If the word ends in an -e, you drop the -e before adding -ing...if it doesn't end in -e, you do nothing, just add the -ing. Next we continued identifying the main idea of a paragraph by looking at the first and last sentence and thinking about what the section of text is "mostly about". For HOMEWORK the children need to read page 18, in their guided reading book, and identify the main idea on a sticky note.
Green: We began group with our new word work sort which focuses on the long /o/ sound in the first or second syllable. After that we continued using the first and last sentence , in a section of text, to identify the main idea. For HOMEWORK the children need to read page 15 and identify the main idea of the page on a sticky note.
Blue: We began group with our new word work sort which focuses on the prefixes in-, re-, ex, and de-. After that we continued using the first and last sentence , in a section of text, to identify the main idea. For HOMEWORK the children need to read page 21 and identify the main idea of the page on a sticky note.
After our literacy block the children enjoyed outdoor recess and lunch.
When they returned to class we reviewed some of our emergency procedures to prepare for our scenario drill this afternoon. This included what to do in the event of an earthquake, a tornado, a code blue, a code red, or a building evacuation.
After reviewing and practicing some of these scenarios, we began our math block.
This week we are focusing on representing and interpreting division situations. So, in small group today we practiced modeling and representing division situations. We also identified what each number in the equation represented.
During math with a partner the children played Multiplication Bump to increase their fluency with the 3's facts.
During the technology rotation the students played Camel Times Table, accessing it via the Third Grade Web Site, to practice skip counting.
For HOMEWORK the children will view a Khan Academy lesson and practice the skill using two links on Google Classroom.
Due to our scenario drill preparation, we did not get to science. We will tomorrow! :-)
Friday, October 23, 2015
Fabulous Friday
This morning, after the announcements, we began our literacy block.
Last night I reviewed each student's opinion paragraph and left comments. S, today, after finishing their opinion paragraphs, the children were expected to use my comments to revise their writing. After that, they completed the text features scavenger hunt. Then students practiced writing r and s in cursive, if the haven't done so yet. Finally, the students used resources provided online, through Google Classroom, to create a Google Slide presentation identifying 5 examples of goods and services provided by businesses and the government.
As the children worked, I met with reading groups.
Orange: First we reviewed the main idea of page 15, which they identified for homework last night. Then we took a word work quiz. After that we practiced identifying the main idea in paragraphs by reading the paragraph, reviewing the first and last sentences, and deciding what the text was mostly about.
Pink: First we reviewed the main idea of page 12. Then we took our word work quiz. After that we continued identifying the main idea in text by reading the paragraph, looking at the first and last sentences and thinking about what the section was mostly about.
Green: First we reviewed the main idea on page 13. Then I modeled, by thinking out loud how I would identify the main idea (read the entire paragraph, reread first and last sentences, think about which might be what the section is mostly about, then check to see if the other sentences explain or elaborate the main idea I selected). After that we took our word work quiz.
Blue: First we reviewed the main idea for page 19. Then we took our word work quiz. After that we practiced identifying the main idea in paragraphs by reading the paragraph, reviewing the first and last sentences, and deciding what the text was mostly about.
After our literacy block the students enjoyed outdoor recess followed by lunch.
After lunch we took our math quiz. The students did very well!! Please look for the graded quizzes in your child's folder this evening.
Next the students worked collaboratively, in their groups, to finish planning and begin building their Rube Goldberg machines. The students worked well but, boy, was it loud!!!
We shared our homework writing journal entries after science. Then we ended the day with our class meeting.
First each person had the opportunity to share what was on their mind. After that we exchanged thank yous and compliments. Finally, we discussed the challenge of some of our classmates feeling left out or lonely during recess. The students brainstormed and shared ideas of what we could do to help others feel better during recess. Then I challenged the children to play with one new person during recess next week.
Last night I reviewed each student's opinion paragraph and left comments. S, today, after finishing their opinion paragraphs, the children were expected to use my comments to revise their writing. After that, they completed the text features scavenger hunt. Then students practiced writing r and s in cursive, if the haven't done so yet. Finally, the students used resources provided online, through Google Classroom, to create a Google Slide presentation identifying 5 examples of goods and services provided by businesses and the government.
As the children worked, I met with reading groups.
Orange: First we reviewed the main idea of page 15, which they identified for homework last night. Then we took a word work quiz. After that we practiced identifying the main idea in paragraphs by reading the paragraph, reviewing the first and last sentences, and deciding what the text was mostly about.
Pink: First we reviewed the main idea of page 12. Then we took our word work quiz. After that we continued identifying the main idea in text by reading the paragraph, looking at the first and last sentences and thinking about what the section was mostly about.
Green: First we reviewed the main idea on page 13. Then I modeled, by thinking out loud how I would identify the main idea (read the entire paragraph, reread first and last sentences, think about which might be what the section is mostly about, then check to see if the other sentences explain or elaborate the main idea I selected). After that we took our word work quiz.
Blue: First we reviewed the main idea for page 19. Then we took our word work quiz. After that we practiced identifying the main idea in paragraphs by reading the paragraph, reviewing the first and last sentences, and deciding what the text was mostly about.
After our literacy block the students enjoyed outdoor recess followed by lunch.
After lunch we took our math quiz. The students did very well!! Please look for the graded quizzes in your child's folder this evening.
Next the students worked collaboratively, in their groups, to finish planning and begin building their Rube Goldberg machines. The students worked well but, boy, was it loud!!!
We shared our homework writing journal entries after science. Then we ended the day with our class meeting.
First each person had the opportunity to share what was on their mind. After that we exchanged thank yous and compliments. Finally, we discussed the challenge of some of our classmates feeling left out or lonely during recess. The students brainstormed and shared ideas of what we could do to help others feel better during recess. Then I challenged the children to play with one new person during recess next week.
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