We are definitely ready for Winter Break....we have one more day to go!!!
This morning the students went to music with Ms. Thomson. When they returned, we watched the morning announcements.
Then we switched for math and took a Go Noodle brain break. After that we reviewed last night's homework to prepare for today's quiz. NExt the children took the formative. These have been graded and returned to students. Look for them in home folders this evening.
After the quiz, I pulled a small group to continue practicing using place value, multiplication and long division to solve 2- digit by 1-digit division problems. While I worked with some of the children, the rest practiced their division skills using selected web sites, posted on GC - math, or by playing board games, that we played in math earlier in the week.
Following math, the students enjoyed lunch and outdoor recess.
When they returned to class, they worked collaboratively to finish designing, and then building, a water collection tool to collect run-off water. They created some cool contraptions! I can't wait to test them in January.
After that, we cleaned the classroom, including their baskets.
Then, we enjoyed playing board and card games during our Dojo reward of Game Afternoon.
I sincerely wish each and everyone one of you a HAPPY and HEALTHY holiday!
See you next year!
Friday, December 23, 2016
Thursday, December 22, 2016
Thrilling Thursday
This morning, before the announcements, the students worked on our Thursday Bamboozle puzzles and then played a synonym/antonym identification online game. After the announcements, we began our science lesson.
Today the children worked collaboratively, using the elementary engineering design process, to plan and design a collection tool to capture run-off water.
After science, we switched for math and took a Go Noodle brain break. Then we did an error analysis warm up and began our math rotations.
During the small group rotation we practiced using place value, and long division, to solve division problems with remainders. During math with a partner, the students played Division Bump, to engage in math discourse and increase basic division fact fluency. During the technology rotation the students used a web site to practice solving division problems using long division.
There is a worksheet for HOMEWORK that we began in class. It is also is also on GC - Holman's Homework.
We will have a math formative tomorrow where the children will solve one division problem involving a remainder.
After math, the children enjoyed lunch and outdoor recess.
When they returned to class, we began our literacy block. I did have to duck out of the classroom for an in-house meeting. So, while I was gone, the children worked independently on the following tasks. First, they completed the organizer for their business proposal. Then, they read an article about Christopher Columbus's Voyage, identifying questions they wondered about as they read, on a chart. Then, they made inferences, using their background knowledge and the text, to answer their questions, also on the same chart. Finally, the children created synonym and antonym continuum, identifying words with varying "shades".
During this time, the para-educator covering for me, administered the WTW quizzes. These have been graded and returned to students. Look for them in home folders tonight.
When I returned to class, I began meeting with reading groups.
Pink: I didn't want to start a new text before break. So, we practiced their site word flashcards. For HOMEWORK they need to read for 15 minutes and practice reading their site words.
Blue: We reviewed chapter 7, page by page, using the notes they wrote for homework. Then we orally rehearsed a summary using, "Somebody Wanted But So Then". After that, the children independently wrote a summary in their journals. For HOMEWORK the students need to read chapter 8 but they do not need to take notes.
Orange: We took a comprehension quiz, in group, covering chapters 13 and 14. For HOMEWORK the students need to read the final chapter, chapter 15. They do not have to take notes.
Green: We shared out titles for chapter 17 and 18 and discussed the most important part of each chapter. For HOMEWORK the students need to read chapters 19 and 20.
Today the children worked collaboratively, using the elementary engineering design process, to plan and design a collection tool to capture run-off water.
After science, we switched for math and took a Go Noodle brain break. Then we did an error analysis warm up and began our math rotations.
During the small group rotation we practiced using place value, and long division, to solve division problems with remainders. During math with a partner, the students played Division Bump, to engage in math discourse and increase basic division fact fluency. During the technology rotation the students used a web site to practice solving division problems using long division.
There is a worksheet for HOMEWORK that we began in class. It is also is also on GC - Holman's Homework.
We will have a math formative tomorrow where the children will solve one division problem involving a remainder.
After math, the children enjoyed lunch and outdoor recess.
When they returned to class, we began our literacy block. I did have to duck out of the classroom for an in-house meeting. So, while I was gone, the children worked independently on the following tasks. First, they completed the organizer for their business proposal. Then, they read an article about Christopher Columbus's Voyage, identifying questions they wondered about as they read, on a chart. Then, they made inferences, using their background knowledge and the text, to answer their questions, also on the same chart. Finally, the children created synonym and antonym continuum, identifying words with varying "shades".
During this time, the para-educator covering for me, administered the WTW quizzes. These have been graded and returned to students. Look for them in home folders tonight.
When I returned to class, I began meeting with reading groups.
Pink: I didn't want to start a new text before break. So, we practiced their site word flashcards. For HOMEWORK they need to read for 15 minutes and practice reading their site words.
Blue: We reviewed chapter 7, page by page, using the notes they wrote for homework. Then we orally rehearsed a summary using, "Somebody Wanted But So Then". After that, the children independently wrote a summary in their journals. For HOMEWORK the students need to read chapter 8 but they do not need to take notes.
Orange: We took a comprehension quiz, in group, covering chapters 13 and 14. For HOMEWORK the students need to read the final chapter, chapter 15. They do not have to take notes.
Green: We shared out titles for chapter 17 and 18 and discussed the most important part of each chapter. For HOMEWORK the students need to read chapters 19 and 20.
Wednesday, December 21, 2016
Wonderful WEdnesday
This morning, before the announcements, the students worked on their root word worksheets, from last week, and a language review warm up. After the announcements, we went over the language review sheet. Then we began our science lesson.
Today the students read about acid rain and took notes on a capture sheet. Then, we orally answered the questions: What is acid rain and how can we reduce it?
After that, we switched for math and took a Go Noodle brain break. Next, we continued our warm up from yesterday. We still didn't find a solution that matched the criteria for success. So, I challenged the students to work on it when they find extra time. Then, we began our math rotations.
During the small group lesson, we practiced using place value and multiplication facts to solve 2-digit by 1-digit division problems. During math with a partner, the children played a board game that worked on division fact fluency. Finally, during the technology rotation, the students used multiplication and addition to practice division with remainders, using an online game.
For HOMEWORK, students should use the link on GC - Holman's Homework, Division Drag Race, to work on division fact fluency. They are expected to play for at least 10 minutes.
After math, the students enjoyed lunch and outdoor recess. When they returned to class, we begna our literacy block.
First, students had a chance to share the business they are planning to propose for Clarksburg and their 3 reasons, or opinions. Then I modeled how to take their 3 opinions and support it with facts from their research. I showed them how we could use the numerical statistics to defend their opinions.
WHile I met with guided reading groups, the children continued working on their business proposal, focusing on identifying facts to support their opinions. After that, they created a synonym continuum, using thesauru
Pink: We reviewed the most important event on each page of chapter 9. Then we discussed the chapter and completed the Somebody, Wanted, But, So, Then, summary organizer in our writing journals. I collected their books. For HOMEWORK the students needs to read for 15 minutes - free choice.
After the pink group, we took a break to have our last art class with Mrs. Vanech. Then, after art, we returned to our literacy block.
Blue: We reviewed chapter 6, using their notes from homework, and then practiced summarizing it using, "Somebody Wanted But So Then". Then we previewed chapter 7. For HOMEWORK the children need to read chapter 7 and paraphrase the main events on each page.
Orange: We reviewed the beginning, middle, and end of chapters 11 and 12. For HOMEWORK the students need to read chapters 13 and 14 and either paraphrase the main events on each page or identify the beginning, middle, and end for each chapter.
Green: We discussed the awkward interaction between Harvey and his father. For HOMEWORK the students need to read chapters 17 and 18 and write a 1-2 word title for each chapter.
Today the students read about acid rain and took notes on a capture sheet. Then, we orally answered the questions: What is acid rain and how can we reduce it?
After that, we switched for math and took a Go Noodle brain break. Next, we continued our warm up from yesterday. We still didn't find a solution that matched the criteria for success. So, I challenged the students to work on it when they find extra time. Then, we began our math rotations.
During the small group lesson, we practiced using place value and multiplication facts to solve 2-digit by 1-digit division problems. During math with a partner, the children played a board game that worked on division fact fluency. Finally, during the technology rotation, the students used multiplication and addition to practice division with remainders, using an online game.
For HOMEWORK, students should use the link on GC - Holman's Homework, Division Drag Race, to work on division fact fluency. They are expected to play for at least 10 minutes.
After math, the students enjoyed lunch and outdoor recess. When they returned to class, we begna our literacy block.
First, students had a chance to share the business they are planning to propose for Clarksburg and their 3 reasons, or opinions. Then I modeled how to take their 3 opinions and support it with facts from their research. I showed them how we could use the numerical statistics to defend their opinions.
WHile I met with guided reading groups, the children continued working on their business proposal, focusing on identifying facts to support their opinions. After that, they created a synonym continuum, using thesauru
Pink: We reviewed the most important event on each page of chapter 9. Then we discussed the chapter and completed the Somebody, Wanted, But, So, Then, summary organizer in our writing journals. I collected their books. For HOMEWORK the students needs to read for 15 minutes - free choice.
After the pink group, we took a break to have our last art class with Mrs. Vanech. Then, after art, we returned to our literacy block.
Blue: We reviewed chapter 6, using their notes from homework, and then practiced summarizing it using, "Somebody Wanted But So Then". Then we previewed chapter 7. For HOMEWORK the children need to read chapter 7 and paraphrase the main events on each page.
Orange: We reviewed the beginning, middle, and end of chapters 11 and 12. For HOMEWORK the students need to read chapters 13 and 14 and either paraphrase the main events on each page or identify the beginning, middle, and end for each chapter.
Green: We discussed the awkward interaction between Harvey and his father. For HOMEWORK the students need to read chapters 17 and 18 and write a 1-2 word title for each chapter.
Tuesday, December 20, 2016
Terrific Tuesday
This morning, before the announcements, the students worked on their keyboarding skills, using Typing Club. After the announcements, we had a quick class meeting which focused on following directions. I have had students leaving class without permission and chewing gum, again, without permission. I made it very clear, that from here on out, these actions will result in an email home or a reflection sheet.
Next, the children read a book about the European Explorers, and working with a partner, paraphrased the goal of several explorers on a capture sheet. While they worked, I met with individual students to conduct more of my December reading assessments.
After social studies we switched for math and took a Go Noodle brain break. Then we did a math warm up and began out rotations.
During the small group lesson we used arrays and place value to divide 2 digit by 1 digit numbers involving remainders.
During math with a partner, the children played a board game to increase division fact fluency and engage the children in math discourse.
Finally, during the technology rotation, the students watched a Khan Academy lesson about dividing with remainders. Then they completed an online worksheet and practice activity, through Khan Academy. Those who finished early worked on their fact fluency using Xtra Math.
For HOMEWORK the students need to use the link on GC - Holman's Homework to work on their division fact fluency. They should practice for at least 10 minutes.
After math the students enjoyed lunch and outdoor recess. Then they went to PE with Mr. Smith.
When we returned to class, we began our literacy block.
Pink: We practiced rereading chapter 9 and paraphrasing what happened on each page. For HOMEWORK the children need to reread the chapter again and practice their site words cards.
Blue: We reviewed chapter 4 and 5. Then we previewed chapter 6. For HOMEWORK the students need to read chapter 6 and paraphrase the main events on each page, on a sticky note.
Orange: We retold chapters 9 and 10. For HOMEWORK the students need to read chapter 11 and 12, and identify the beginning, middle, and end of each chapter, on a sticky note.
Green: We attempted to discuss chapter 15 but the group wasn't silent. For HOMEWORK tonight the students MUST read chapters 15 and 16 and be prepared to DISCUSS what type of person Carlie is (and why they think that) AND why Harvey's dad won't talk about his mother.
There will be a WTW quiz on THURSDAY!!
We will have a game afternoon (Dojo reward) on Friday.
Next, the children read a book about the European Explorers, and working with a partner, paraphrased the goal of several explorers on a capture sheet. While they worked, I met with individual students to conduct more of my December reading assessments.
After social studies we switched for math and took a Go Noodle brain break. Then we did a math warm up and began out rotations.
During the small group lesson we used arrays and place value to divide 2 digit by 1 digit numbers involving remainders.
During math with a partner, the children played a board game to increase division fact fluency and engage the children in math discourse.
Finally, during the technology rotation, the students watched a Khan Academy lesson about dividing with remainders. Then they completed an online worksheet and practice activity, through Khan Academy. Those who finished early worked on their fact fluency using Xtra Math.
For HOMEWORK the students need to use the link on GC - Holman's Homework to work on their division fact fluency. They should practice for at least 10 minutes.
After math the students enjoyed lunch and outdoor recess. Then they went to PE with Mr. Smith.
When we returned to class, we began our literacy block.
Pink: We practiced rereading chapter 9 and paraphrasing what happened on each page. For HOMEWORK the children need to reread the chapter again and practice their site words cards.
Blue: We reviewed chapter 4 and 5. Then we previewed chapter 6. For HOMEWORK the students need to read chapter 6 and paraphrase the main events on each page, on a sticky note.
Orange: We retold chapters 9 and 10. For HOMEWORK the students need to read chapter 11 and 12, and identify the beginning, middle, and end of each chapter, on a sticky note.
Green: We attempted to discuss chapter 15 but the group wasn't silent. For HOMEWORK tonight the students MUST read chapters 15 and 16 and be prepared to DISCUSS what type of person Carlie is (and why they think that) AND why Harvey's dad won't talk about his mother.
There will be a WTW quiz on THURSDAY!!
We will have a game afternoon (Dojo reward) on Friday.
Monday, December 19, 2016
Marvelous Monday
This morning, before the announcements, the students completed a language review sheet. Then, after the announcements, we went over it. Then, we reviewed 7 different types of punctuation and their uses. These are listed on a chart that is now hanging in the classroom. Students are responsible for using them correctly in all writing assignments.
Next, Ms. Snyder came in to do a lesson with us about being kind and filling each other's "buckets".
After she left, we took a look at a map of the world and began discussing the European explorers who discovered what we now know as the United States.
Next, we switched for math, took a Go Noodle brain break, and began our math rotations.
During the small group rotation we represented division facts using arrays and learned that any "leftovers" are called remainders.
During math with a partner the children worked on their multiplication fact fluency by playing multiplication card games.
During the technology rotation, the students watched 2 Learn Zillion lessons, one about representing division equations with arrays, and the other about remainders, then they used an assigned web site to practice their division facts.
For HOMEWORK the students should work on their basic division facts, for at least 10 minutes, using the site posted on Holman's Homework.
After math, the students enjoyed lunch and outdoor recess. When they returned to class, we began our literacy block.
I began by explaining the next part of their inquiry project, the business proposal. Basically, they will analyze the data they collected about Clarksburg and decide upon a business that should be added to the community.
While I continued meeting with individual students to conduct my December testing, the students worked with partners to list businesses that are presently located in Clarksburg. They they analysed their lists with their partner and decided upon a business that is needed in Clarksburg. After that, the students revised the 4 paragraphs that are part of their Clarksburg Community Profile for spelling, capitalization and punctuation. Finally, they completed the roots vocabulary activity.
We ended the day by enjoying the Wims Winter Concert. What a treat!
Next, Ms. Snyder came in to do a lesson with us about being kind and filling each other's "buckets".
After she left, we took a look at a map of the world and began discussing the European explorers who discovered what we now know as the United States.
Next, we switched for math, took a Go Noodle brain break, and began our math rotations.
During the small group rotation we represented division facts using arrays and learned that any "leftovers" are called remainders.
During math with a partner the children worked on their multiplication fact fluency by playing multiplication card games.
During the technology rotation, the students watched 2 Learn Zillion lessons, one about representing division equations with arrays, and the other about remainders, then they used an assigned web site to practice their division facts.
For HOMEWORK the students should work on their basic division facts, for at least 10 minutes, using the site posted on Holman's Homework.
After math, the students enjoyed lunch and outdoor recess. When they returned to class, we began our literacy block.
I began by explaining the next part of their inquiry project, the business proposal. Basically, they will analyze the data they collected about Clarksburg and decide upon a business that should be added to the community.
While I continued meeting with individual students to conduct my December testing, the students worked with partners to list businesses that are presently located in Clarksburg. They they analysed their lists with their partner and decided upon a business that is needed in Clarksburg. After that, the students revised the 4 paragraphs that are part of their Clarksburg Community Profile for spelling, capitalization and punctuation. Finally, they completed the roots vocabulary activity.
We ended the day by enjoying the Wims Winter Concert. What a treat!
Friday, December 16, 2016
Fabulous Friday
This morning, before going to music, the students watched a Brain Pop lesson about identifying the theme of a text and then completed a follow up, online, activity. After that, if they had time, they completed any unfinished work. After music, we watched the morning announcements and went over yesterday's puzzles.
Next, we switched for math and took a Go Noodle brain break. Then we reviewed last night's homework and did an "Eliminate One" warm up. After that, the students took the week 4 math formative. These have been graded and returned. Look for them in home folders this evening.
After the formative, the students worked on improving their multiplication fact fluency using either selected web sites or playing one of two card games.
The students enjoyed lunch and indoor recess after math. Then we began our literacy block.
I began by showing the children the week 4 reading formative, explaining the directions, and providing a framework for their responses. I also reminded them to revisit the text and told them they could use the chart we created together, in class, yesterday.
As I met with small groups and individual students, to continue my informal monthly reading assessments, the children completed the week 4 reading formative and the community profile for Clarksburg. They also identified the meaning of words with similar roots.
Green: We met to review tricky vocabulary and confusing parts of the text, "The Good Liar" to help prepare them for my monthly reading testing. Then I met with individual students to conduct the assessments.
We ended the day with our weekly class meeting. First we shared our favorite meals...which was not the best idea because we all ended up hungry! LOL! Then we exchanged thank yous and compliments. Finally, we watched a Class Dojo lesson about persistence.
Next, we switched for math and took a Go Noodle brain break. Then we reviewed last night's homework and did an "Eliminate One" warm up. After that, the students took the week 4 math formative. These have been graded and returned. Look for them in home folders this evening.
After the formative, the students worked on improving their multiplication fact fluency using either selected web sites or playing one of two card games.
The students enjoyed lunch and indoor recess after math. Then we began our literacy block.
I began by showing the children the week 4 reading formative, explaining the directions, and providing a framework for their responses. I also reminded them to revisit the text and told them they could use the chart we created together, in class, yesterday.
As I met with small groups and individual students, to continue my informal monthly reading assessments, the children completed the week 4 reading formative and the community profile for Clarksburg. They also identified the meaning of words with similar roots.
Green: We met to review tricky vocabulary and confusing parts of the text, "The Good Liar" to help prepare them for my monthly reading testing. Then I met with individual students to conduct the assessments.
We ended the day with our weekly class meeting. First we shared our favorite meals...which was not the best idea because we all ended up hungry! LOL! Then we exchanged thank yous and compliments. Finally, we watched a Class Dojo lesson about persistence.
Thursday, December 15, 2016
Thrilling Thursday - Interims
Wow...it is cold outside!!!! Good thing our classroom is nice and warm.
Before the announcements, the children work on solving our Thursday puzzles and practiced identifying the meaning of words using the definition of their roots using this site.
After the announcements we began our science lesson. We reviewed water run-off and the effects of fertilizer on the environment. Then we read and discussed an article about road salts and the impact its usage has on the environment. After that, the children reread the article, independently, and took notes on a capture sheet.
Next, we switched for math and took a Go Noodle brain break. Then we reviewed last night's homework and completed an error analysis warm up. After that, we began our math rotations.
During the small group instruction we solved problems involving the conversions of measurements. During math with a partner, the children continued solving problems involving measurement conversions, with Mrs. Byrne. Finally, during the technology rotation, the students completed an assignment on Ten Marks and then worked on their basic fact fluency using Xtra Math.
There is a worksheet linked to GC - Holman's Homework for the children to do tonight. We WILL have a formative, tomorrow, covering measurements conversions.
After math, the students enjoyed lunch and indoor recess.
Then we began our literacy block. First we revisited the play, "Wali Dad", the poem, "Drop a Pebble in Water, " and the story, "Prot and Krot". From each piece of literature, we identified evidence from the text that supported the theme of generosity. After that, I explained that knowing the meaning of common word roots and affixes can help us determine the meaning of unknown words.
While I met with small groups and individual students, the children worked on writing their Clarksburg Community Profile.
Pink: We red and discussed an excerpt from the story, 26 Fairmont Avenue, by Tomie DePaola. Then the children reread it independently. Finally, each child read part of the story to me and answered some comprehension questions for our informal, monthly reading assessment. For HOMEWORK the children should reread chapter 9 of The Chalkbox Kid.
Blue: The students read the story, "Justin and the Best Biscuits in the Wold", independently and then as a group. After that, we met and read and discussed the text. Then I met with individual students to conduct my monthly informal reading assessment. For HOMEWORK the children need to reread chapter 4 of Jake Drake, Know-It-All.
Orange: The children reread chapter 8 and wrote a summary using "Somebody Wanted But So Then. For HOMEWORK they need to read chapter 9 and paraphrase the main event for each page.
Green: The students read the story, "The Good Liar", independently and then as a group. For HOMEWORK the children need to reread chapters 14 and 15.
PLEASE look for interim progress reports in your child's home folder this evening. These are for you to keep.
Before the announcements, the children work on solving our Thursday puzzles and practiced identifying the meaning of words using the definition of their roots using this site.
After the announcements we began our science lesson. We reviewed water run-off and the effects of fertilizer on the environment. Then we read and discussed an article about road salts and the impact its usage has on the environment. After that, the children reread the article, independently, and took notes on a capture sheet.
Next, we switched for math and took a Go Noodle brain break. Then we reviewed last night's homework and completed an error analysis warm up. After that, we began our math rotations.
During the small group instruction we solved problems involving the conversions of measurements. During math with a partner, the children continued solving problems involving measurement conversions, with Mrs. Byrne. Finally, during the technology rotation, the students completed an assignment on Ten Marks and then worked on their basic fact fluency using Xtra Math.
There is a worksheet linked to GC - Holman's Homework for the children to do tonight. We WILL have a formative, tomorrow, covering measurements conversions.
After math, the students enjoyed lunch and indoor recess.
Then we began our literacy block. First we revisited the play, "Wali Dad", the poem, "Drop a Pebble in Water, " and the story, "Prot and Krot". From each piece of literature, we identified evidence from the text that supported the theme of generosity. After that, I explained that knowing the meaning of common word roots and affixes can help us determine the meaning of unknown words.
While I met with small groups and individual students, the children worked on writing their Clarksburg Community Profile.
Pink: We red and discussed an excerpt from the story, 26 Fairmont Avenue, by Tomie DePaola. Then the children reread it independently. Finally, each child read part of the story to me and answered some comprehension questions for our informal, monthly reading assessment. For HOMEWORK the children should reread chapter 9 of The Chalkbox Kid.
Blue: The students read the story, "Justin and the Best Biscuits in the Wold", independently and then as a group. After that, we met and read and discussed the text. Then I met with individual students to conduct my monthly informal reading assessment. For HOMEWORK the children need to reread chapter 4 of Jake Drake, Know-It-All.
Orange: The children reread chapter 8 and wrote a summary using "Somebody Wanted But So Then. For HOMEWORK they need to read chapter 9 and paraphrase the main event for each page.
Green: The students read the story, "The Good Liar", independently and then as a group. For HOMEWORK the children need to reread chapters 14 and 15.
PLEASE look for interim progress reports in your child's home folder this evening. These are for you to keep.
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