What could possibly go wrong on a Monday after the Skins beat Dallas in their BACKYARD!!!!
Today was an early release day...I only have a brief period of time to update you before I have to go to a meeting. Here goes...
In math, we began studying data analysis. We created a pictograph of our math classes birthdays. Then we interpreted a pictograph from a worksheet. One point that I stressed was to be aware of the key.
For reading we visited the media center. This week we will be going to the media center for 45 minutes each day to participate in an author study of Cynthia Rylant. Mrs. Rose, the media specialist, will do these lessons.
Following reading we went to art and then ate lunch. Then it was time to pack up and go home!
No homework!!
Monday, September 29, 2008
Friday, September 26, 2008
TGIF!
We have worked hard this week! I am ready for the weekend!!
This morning I was involved in a regularly scheduled meeting where a team of professionals, from our school, look over student data and discuss areas in which certain students display needs AND where others show they are ready to be challenged. From that meeting, different interventions and groups are planned so that we reach the needs of EVERY child. I LOVE these meetings!!!! Over the past couple of years I have seen children progress as a direct effect of these meetings!
In math we had our weekly quiz. The last page was a challenge section. I was impressed with the progress demonstrated by the class on this quiz!
In reading we read and discussed the cover story for another issue of Time for Kids. We also practiced a previewing strategy of identifying unknown words.
Following music, lunch and PE we will visit the computer lab. Students will begin working on Type to Learn. This is a program that teaches children to type properly. We will also make cards using Publisher.
We will end the day with a social studies lesson. We will review goods and services and identify resources needed for production.
Have a wonderful weekend!
This morning I was involved in a regularly scheduled meeting where a team of professionals, from our school, look over student data and discuss areas in which certain students display needs AND where others show they are ready to be challenged. From that meeting, different interventions and groups are planned so that we reach the needs of EVERY child. I LOVE these meetings!!!! Over the past couple of years I have seen children progress as a direct effect of these meetings!
In math we had our weekly quiz. The last page was a challenge section. I was impressed with the progress demonstrated by the class on this quiz!
In reading we read and discussed the cover story for another issue of Time for Kids. We also practiced a previewing strategy of identifying unknown words.
Following music, lunch and PE we will visit the computer lab. Students will begin working on Type to Learn. This is a program that teaches children to type properly. We will also make cards using Publisher.
We will end the day with a social studies lesson. We will review goods and services and identify resources needed for production.
Have a wonderful weekend!
Thursday, September 25, 2008
SGA Day
In math today we reviewed and praacticed using estimation to solve word problems and solving three digit word problems. While children worked independently, I met with groups of three students, at a time, to assess their abilities to compute three digit subtraction and addition problems. I also took the opportunity to clrify any issues as I saw them arise.
For homework, some children need to finish their classwork (BTW...there was PLENTY of time during class). All children have a problem solving worksheet to complete.
During reading we sorted /ea/ words according to the sound the /ea/ makes in the word and compiled a class list...that might explain a couple of the words on the list!! Students then chose 7 words from the class the class list and three mispelled words from their writer's notebook. These will be their words to practice from today until NEXT Friday. Next Friday I will dictate sentences using the three distinct sounds that /ea/ makes in a word. These may or may not be words on your child's list.
After that the children read an issue opf Time for Kids and completed a two sided follow up worksheet. Some will need to complete this for homework. I managed to meet with two reading groups.
Dragons: Read and discussed chapter 2 including specific vocabulary words.
Frogs: Discussed problem and solution in Cat and Canary. Also, identified character traits for Cat and located evidence in the text that supports the trait.
This afternoon we will be listening to speeches from classmates and chooisng two SGA representatives from our class. Then we will listen to speeches from 4th and 5th grade students and electing SGA officers.
If time allows, I will be doing a mini lesson on the correct useage of capital letters. The student's writing indicates that this is a definite need!
Look for a dictionary skill worksheet for homework, as well!
For homework, some children need to finish their classwork (BTW...there was PLENTY of time during class). All children have a problem solving worksheet to complete.
During reading we sorted /ea/ words according to the sound the /ea/ makes in the word and compiled a class list...that might explain a couple of the words on the list!! Students then chose 7 words from the class the class list and three mispelled words from their writer's notebook. These will be their words to practice from today until NEXT Friday. Next Friday I will dictate sentences using the three distinct sounds that /ea/ makes in a word. These may or may not be words on your child's list.
After that the children read an issue opf Time for Kids and completed a two sided follow up worksheet. Some will need to complete this for homework. I managed to meet with two reading groups.
Dragons: Read and discussed chapter 2 including specific vocabulary words.
Frogs: Discussed problem and solution in Cat and Canary. Also, identified character traits for Cat and located evidence in the text that supports the trait.
This afternoon we will be listening to speeches from classmates and chooisng two SGA representatives from our class. Then we will listen to speeches from 4th and 5th grade students and electing SGA officers.
If time allows, I will be doing a mini lesson on the correct useage of capital letters. The student's writing indicates that this is a definite need!
Look for a dictionary skill worksheet for homework, as well!
Wednesday, September 24, 2008
Hump Day!
Thank you to all who attended the meeting last night. Please know that I am always here to answer any questions you have. If I don't know the exact answer, I can point you in the right direction!
I wanted to address the homework issue...I received a bunch of e-mails today from parents of children who were not able to finish last night's homework. THANK YOU for the e-mails. That is information I need to (and want to) know!! Personally, I am not a huge homework fan but it is a requirement. When homework exceeds 30 minutes, please cut your child off and send me a note.
On to today...
In math we practiced solving subtraction problems that required regrouping more than once. We also worked on solving word problems by focusing on what the question is asking and identifying key words (total = add, how many more = subtract, about = estimate). There is a problem solving worksheet for homework.
During reading I took the opportunity to review dictionary skills. It was apparent during reading yesterday that children were unable to locate words in the dictionary. We examined a page in the dictionary discussing guide words, and looking at the bountiful information that each entry provides. Then the children practiced using guide words via a worksheet. I noticed some improvement but much confusion still exists.
Following PE, lunch and recess I will try to clarify some of the issues from this mornings worksheet. Then we will continue reading Amelia's Notebook. Finally, we will compile a list of possible and appropriate entries for the children's writer's notebooks.
We will end the day with Mrs. Howard visiting us to conduct an "I am special!" lesson.
I wanted to address the homework issue...I received a bunch of e-mails today from parents of children who were not able to finish last night's homework. THANK YOU for the e-mails. That is information I need to (and want to) know!! Personally, I am not a huge homework fan but it is a requirement. When homework exceeds 30 minutes, please cut your child off and send me a note.
On to today...
In math we practiced solving subtraction problems that required regrouping more than once. We also worked on solving word problems by focusing on what the question is asking and identifying key words (total = add, how many more = subtract, about = estimate). There is a problem solving worksheet for homework.
During reading I took the opportunity to review dictionary skills. It was apparent during reading yesterday that children were unable to locate words in the dictionary. We examined a page in the dictionary discussing guide words, and looking at the bountiful information that each entry provides. Then the children practiced using guide words via a worksheet. I noticed some improvement but much confusion still exists.
Following PE, lunch and recess I will try to clarify some of the issues from this mornings worksheet. Then we will continue reading Amelia's Notebook. Finally, we will compile a list of possible and appropriate entries for the children's writer's notebooks.
We will end the day with Mrs. Howard visiting us to conduct an "I am special!" lesson.
Tuesday, September 23, 2008
IMPORTANT!
There is an important meeting tonight for parents of children in first, second and third grades. Miss Jones will be going over the new grading system and the new report card. PLEASE make every effort to attend. With that in mind, every child in third grade will bring home an interim progress report tonight! Look for it!!!
On to today...we worked hard this morning!!
In math, the children worked on three digit subtraction with regrouping. I worked with a small group. After looking over their work it is apparent that they children need some instruction on solving problems that require regrouping more than once. We will go over that concept tomorrow. Every child has a worksheet for homework. AS couple, only a couple, have to finish their classwork, too!
In reading we read Strega Nona and reviewed the story elements. Then I introduced using a concept map to acquire a new vocabulary word. We did a concept map for the work barricade, together. Then the children went back to their seats and chose a different word from Strega Nona to use in a concept map they were to complete independently. `I was planning to meet with small groups while they worked in independently but there were many who needed help!
Following lunch and recess, I plan to meet with small groups while the children continue to work independently. However, before they we do that, I will read a story called Amelia's Notebook and begin a list of ideas for entries in their writer's notebook.
WE will end the day by completing a science investigation that we started a couple of weeks ago! OOPS! A student had to remind me that we never finished it...do I get credit for admitting publicly that I am not perfect?!?!?!
Homework: List 8 community workers in their social studies journal and write the good or service that each produces.
On to today...we worked hard this morning!!
In math, the children worked on three digit subtraction with regrouping. I worked with a small group. After looking over their work it is apparent that they children need some instruction on solving problems that require regrouping more than once. We will go over that concept tomorrow. Every child has a worksheet for homework. AS couple, only a couple, have to finish their classwork, too!
In reading we read Strega Nona and reviewed the story elements. Then I introduced using a concept map to acquire a new vocabulary word. We did a concept map for the work barricade, together. Then the children went back to their seats and chose a different word from Strega Nona to use in a concept map they were to complete independently. `I was planning to meet with small groups while they worked in independently but there were many who needed help!
Following lunch and recess, I plan to meet with small groups while the children continue to work independently. However, before they we do that, I will read a story called Amelia's Notebook and begin a list of ideas for entries in their writer's notebook.
WE will end the day by completing a science investigation that we started a couple of weeks ago! OOPS! A student had to remind me that we never finished it...do I get credit for admitting publicly that I am not perfect?!?!?!
Homework: List 8 community workers in their social studies journal and write the good or service that each produces.
Monday, September 22, 2008
Busy, busy Monday!
It is so much easier to come back to work after a Redskin victory! The world is just such a nicer place, don't you think??
In math, we reviewed patterns and place value during the warm up. Then, using white boards, we practiced solving three digit subtraction problems with and without regrouping AND when you need to regroup twice. WE also discussed parts and whole; addition is part plus part equals whole, subtraction is whole minus part equals part. I used this as groundwork to introduce the idea of using addition to check your subtraction.
Then the children went to their seats to complete page 60 # 2-20 in their math text. Many found alternative ways to spend their time. :-( These children will need to finish heir classwork (as well as the planned worksheet) for homework.
While the children worked, I met with two small groups. One group worked on using estimation to solve subtraction problems. The other group worked on regrouping while solving subtraction problems.
Following math, we read the morning message and began a new spelling unit. PLEASE read the next section CAREFULLY...
I did NOT give a spelling test on Friday. I have decided NOT to give a spelling test for the past unit. Here's why...
The goal of our spelling instruction is for children to learn a rule (whether it is the various spellings of a particular sound or the various sounds a specific spelling pattern makes). We all know that the way spelling has been assessed in the past allows children to memorize the spelling of specific words and truly doesn't address the rule that was investiagted.
SO, this year students will investigate a rule, choose words that fit the rule from a class list but at the end of the two week cycle, I will dictate sentences that include words that use the "focus rule" to the entire class. This will assess whether the children are able to apply the rule that was taught. Basically, students may or may not have these words on their personal spelling lists.
Not quite having my hear wrapped around this, I did not make sure that the students picked a word, for their personal lists, from each of the possible spellings of the long /e/ sound during the lasst unit. Therefore, a spelling test based would not have been fair to all.
I hope this makes sense...but if not, PLEASE contact me through the blog, via e-mail or by phone call!
Following art, lunch and recess the children will return to class and work on identifying goods and services in The Big Green Pocketbook. If time allows, we will begin investigating what resources are required for production of specific goods and services.
At 2:00, the class will attend the Back to Rock assembly and then hear about the school's new reading incentive program. WE will end the day with a book exchange in the media center!
In math, we reviewed patterns and place value during the warm up. Then, using white boards, we practiced solving three digit subtraction problems with and without regrouping AND when you need to regroup twice. WE also discussed parts and whole; addition is part plus part equals whole, subtraction is whole minus part equals part. I used this as groundwork to introduce the idea of using addition to check your subtraction.
Then the children went to their seats to complete page 60 # 2-20 in their math text. Many found alternative ways to spend their time. :-( These children will need to finish heir classwork (as well as the planned worksheet) for homework.
While the children worked, I met with two small groups. One group worked on using estimation to solve subtraction problems. The other group worked on regrouping while solving subtraction problems.
Following math, we read the morning message and began a new spelling unit. PLEASE read the next section CAREFULLY...
I did NOT give a spelling test on Friday. I have decided NOT to give a spelling test for the past unit. Here's why...
The goal of our spelling instruction is for children to learn a rule (whether it is the various spellings of a particular sound or the various sounds a specific spelling pattern makes). We all know that the way spelling has been assessed in the past allows children to memorize the spelling of specific words and truly doesn't address the rule that was investiagted.
SO, this year students will investigate a rule, choose words that fit the rule from a class list but at the end of the two week cycle, I will dictate sentences that include words that use the "focus rule" to the entire class. This will assess whether the children are able to apply the rule that was taught. Basically, students may or may not have these words on their personal spelling lists.
Not quite having my hear wrapped around this, I did not make sure that the students picked a word, for their personal lists, from each of the possible spellings of the long /e/ sound during the lasst unit. Therefore, a spelling test based would not have been fair to all.
I hope this makes sense...but if not, PLEASE contact me through the blog, via e-mail or by phone call!
Following art, lunch and recess the children will return to class and work on identifying goods and services in The Big Green Pocketbook. If time allows, we will begin investigating what resources are required for production of specific goods and services.
At 2:00, the class will attend the Back to Rock assembly and then hear about the school's new reading incentive program. WE will end the day with a book exchange in the media center!
Friday, September 19, 2008
TGIF
I'm looking forward to another win for the 'Skins this weekend with temperatures more comfortable than last week! It was HOT, HOT, HOT at Fed Ex Field!
While you are out and about this weekend, please keep our Class Basket for the Octoberfest in mind. Our theme is "Quiet Time". Ideas include books, puzzles, art supplies, etc.
On to today...
In math we took our third quiz. I am very pleased with the progress that most children are making!
During reading, the children had time to catch up on unfinished work. There are a number of students with missing assignments (classwork). I met with two reading groups.
Dragons: The children brought vocabulary from chapter 1 that they wanted to review. We did that and discussed the character traits of the teacher Mr. Cohen.
Frogs: We worked on word chains using white boards. I said a word (beach). They wrote it on their white board. then I said another word that only changed one sound (such as reach) and they wrote that word below the first word on their board. This provides practice with manipulating sounds and letters and identifying different words that have similar spelling patterns.
Following music, lunch and recess we visited the computer lab. The children used Publisher to make cards for wounded soldiers. Doing this provided practice with changing the font, changing alignment, inserting text boxes, inserting pictures and many other skills.
We ended the day by identifying goods and services provided in The Big Green Pocketbook. Yesterday we did this as a class. Today they will demonstrate their knowledge independently.
While you are out and about this weekend, please keep our Class Basket for the Octoberfest in mind. Our theme is "Quiet Time". Ideas include books, puzzles, art supplies, etc.
On to today...
In math we took our third quiz. I am very pleased with the progress that most children are making!
During reading, the children had time to catch up on unfinished work. There are a number of students with missing assignments (classwork). I met with two reading groups.
Dragons: The children brought vocabulary from chapter 1 that they wanted to review. We did that and discussed the character traits of the teacher Mr. Cohen.
Frogs: We worked on word chains using white boards. I said a word (beach). They wrote it on their white board. then I said another word that only changed one sound (such as reach) and they wrote that word below the first word on their board. This provides practice with manipulating sounds and letters and identifying different words that have similar spelling patterns.
Following music, lunch and recess we visited the computer lab. The children used Publisher to make cards for wounded soldiers. Doing this provided practice with changing the font, changing alignment, inserting text boxes, inserting pictures and many other skills.
We ended the day by identifying goods and services provided in The Big Green Pocketbook. Yesterday we did this as a class. Today they will demonstrate their knowledge independently.
Thursday, September 18, 2008
Thursday
Octoberfest...
The Octoberfest is just around the corner. Our class basket, to be auctioned at the festival, is "Quiet Time". We are collecting items that can occupy students, such as, books, crossword puzzles, markers, sudeko, coloring books, crayons, etc. We would greatly appreciate donations of NEW items ASAP but no later than September 26.
During math we used our rounding skills to estimate the sums of addition problems. I worked with a small group on rounding numbers while the majority of the class worked independently. Some children didn't focus on the task at hand and they have classwork to finish for homework. The entire class has a half sheet of addition and subtraction problems to solve (NOT ESTIMATE) for homework.
We began reading by discussing the plot of a story. The plot involves the action, the problem, events leading to the solution and the solution. We read Brave Irene and identified the plot. While students worked independently, I met with small groups.
JGB: Discussed reading using the directed notes strategy. There are papers explaining this in the reading section of their binder. Then they began their directed notes reading. They were to reread The Master Cat marking areas (with a post-it) with an "S" if they found it surprising, a "F" is they found it funny and a "?" if they were confused or have a question. These markings will help guide our discussion tomorrow or Monday.
Dragons: Received the novel Amber Brown is not a Crayon. They were to independently read chapter 1 and note any words that were tricky on a post-it note.
Frogs: Met with me and discussed character traits for King Shabazz. When a trait was mentioned, they located evidence in the text to support the trait and we discussed how to explain why the evidence supported the trait.
Following lunch and recess we will use sensory images for touch to discuss an object in out desk. Then we will continue writing personal narratives focusing on using sensory images and writing well organized paragraphs.
We will end the day with social studies. We will read The Big Green Pocketbook and identify various goods and services within the text.
The Octoberfest is just around the corner. Our class basket, to be auctioned at the festival, is "Quiet Time". We are collecting items that can occupy students, such as, books, crossword puzzles, markers, sudeko, coloring books, crayons, etc. We would greatly appreciate donations of NEW items ASAP but no later than September 26.
During math we used our rounding skills to estimate the sums of addition problems. I worked with a small group on rounding numbers while the majority of the class worked independently. Some children didn't focus on the task at hand and they have classwork to finish for homework. The entire class has a half sheet of addition and subtraction problems to solve (NOT ESTIMATE) for homework.
We began reading by discussing the plot of a story. The plot involves the action, the problem, events leading to the solution and the solution. We read Brave Irene and identified the plot. While students worked independently, I met with small groups.
JGB: Discussed reading using the directed notes strategy. There are papers explaining this in the reading section of their binder. Then they began their directed notes reading. They were to reread The Master Cat marking areas (with a post-it) with an "S" if they found it surprising, a "F" is they found it funny and a "?" if they were confused or have a question. These markings will help guide our discussion tomorrow or Monday.
Dragons: Received the novel Amber Brown is not a Crayon. They were to independently read chapter 1 and note any words that were tricky on a post-it note.
Frogs: Met with me and discussed character traits for King Shabazz. When a trait was mentioned, they located evidence in the text to support the trait and we discussed how to explain why the evidence supported the trait.
Following lunch and recess we will use sensory images for touch to discuss an object in out desk. Then we will continue writing personal narratives focusing on using sensory images and writing well organized paragraphs.
We will end the day with social studies. We will read The Big Green Pocketbook and identify various goods and services within the text.
Wednesday, September 17, 2008
OOPS! One more thing...
I have started to score and hand back the revised personal narratives from Tuesday. Not all students have received theirs back. Ask your child if they did. It would be in their reading/language arts section of their binder. PLEASE look at it and KEEP it there!!!
Hump Day
This morning in math we reviewed rounding numbers to the nearest ten and hundred. I introduced the idea of drawing a picture of a number line to help. We also practiced solving subtraction problems with and without regrouping. After that, we took a formative. I only scored one side. The other side I provided feedback but did not score. The children have homework in their math journals this evening. Just in case, I will provide the problems below:
Round to the nearest 10:
29, 673
Round to the nearest 100:
889, 967
Solve:
602-181=
817-342=
We began reading with the morning message and then I read The Empty Pot aloud to the class. As we read we discussed character traits for the main character Ping and the importance of the setting. We also identified the problem and solution in the story and the events leading from the problem to the solution.
While I met with reading groups, the children wrote in their reading response logs and worked on other unfinished assignments.
Following PE, lunch and recess, I did a writing mini lesson with the children. I introduced the "hamburger" model for organizing a piece of writing...in short, thinking about the topic and concluding sentences as a bun of a hamburger...they are similar (made of the same ingredients) yet different (shaped differently). Well, topic and concluding sentences say almost the same thing in a different way. WE also discussed that a personal narrative needs to be about ONE topic...not a trip to Hershey Park but a ride on a roller coaster...the trip to Hershey Park is too broad.
I also took the time to share a student's piece of writing since it was on a specific topic, had a topic and concluding sentence and included GREAT sensory images!!!
Following the lesson, the children returned to their seats and worked on the reading assignment from the morning and then began a new personal narrative in their Writer's Notebook, trying to incorporate the teaching points from my mini lesson.
Then I met with reading groups.
Frog: We began reading The Boy Who Didn't Believe in Spring. For homework the children should finish reading it AND in their reading log they should write a character trait for King Shabazz and use information from the story to explain why they chose the trait.
JGB: Began answering and discussing the Animal or Human worksheet. For homework they are to finish the worksheet AND write one explanation for each item.
Dragon: Homework - reread Bread and Jam for Frances. In their reading log they are to write one character trait for Frances and use ideas from the story to explain why they chose the trait.
We ended the day with Mrs. Howard doing a lesson about respect.
Tomorrow is the LAST day to turn in book club orders.
Food for thought...
How many times do you have to repeat a direction to your child? (such as, put your jammies on, brush your teeth, take your shoes to your room, etc., etc.)
I am discovering that directions need to repeated more than 3 times on a REGULAR BASIS in here. This is just not a good use of our time!
Round to the nearest 10:
29, 673
Round to the nearest 100:
889, 967
Solve:
602-181=
817-342=
We began reading with the morning message and then I read The Empty Pot aloud to the class. As we read we discussed character traits for the main character Ping and the importance of the setting. We also identified the problem and solution in the story and the events leading from the problem to the solution.
While I met with reading groups, the children wrote in their reading response logs and worked on other unfinished assignments.
Following PE, lunch and recess, I did a writing mini lesson with the children. I introduced the "hamburger" model for organizing a piece of writing...in short, thinking about the topic and concluding sentences as a bun of a hamburger...they are similar (made of the same ingredients) yet different (shaped differently). Well, topic and concluding sentences say almost the same thing in a different way. WE also discussed that a personal narrative needs to be about ONE topic...not a trip to Hershey Park but a ride on a roller coaster...the trip to Hershey Park is too broad.
I also took the time to share a student's piece of writing since it was on a specific topic, had a topic and concluding sentence and included GREAT sensory images!!!
Following the lesson, the children returned to their seats and worked on the reading assignment from the morning and then began a new personal narrative in their Writer's Notebook, trying to incorporate the teaching points from my mini lesson.
Then I met with reading groups.
Frog: We began reading The Boy Who Didn't Believe in Spring. For homework the children should finish reading it AND in their reading log they should write a character trait for King Shabazz and use information from the story to explain why they chose the trait.
JGB: Began answering and discussing the Animal or Human worksheet. For homework they are to finish the worksheet AND write one explanation for each item.
Dragon: Homework - reread Bread and Jam for Frances. In their reading log they are to write one character trait for Frances and use ideas from the story to explain why they chose the trait.
We ended the day with Mrs. Howard doing a lesson about respect.
Tomorrow is the LAST day to turn in book club orders.
Food for thought...
How many times do you have to repeat a direction to your child? (such as, put your jammies on, brush your teeth, take your shoes to your room, etc., etc.)
I am discovering that directions need to repeated more than 3 times on a REGULAR BASIS in here. This is just not a good use of our time!
Tuesday, September 16, 2008
Terrific Tuesday
Sorry about the lack of post yesterday. I was at home with two sick boys. They both had pink eye!
But today I am back!
In math, we began with a warm up and by reviewing their homework. Both tasks involved rounding numbers to the nearest ten and hundred. Based on questions during warm up and the homework, I suspected there was much confusion. So, I gave the children a quick "exit card" assessment.
Basically, I gave them 4 problems to solve on an index card. Then I sort the cards into piles of "who gets it" and "who doesn't". I will use this information to form small groups to either reteach the concept or provide more challenging concepts. It's a form of dipsticking!
The students worked independently while I met with small groups based on the information in the above paragraph. There is a worksheet for homework tonight and I will give a formative assessment tomorrow covering place value and subtraction. There is NO rounding on it!!
After reading the morning message, I read the story Sachiko Means Happiness to the class. We discussed the importance of the setting to the story and then the children wrote about it in their reading response journals. While they worked independently, I met with reading groups.
Bread and Jam for Frances: Read and discussed the book in a small group with Miss Diane. For homework, they are to reread the story and answer the questions, "When did you know Frances was changing her mind? Explain using details from the story." in their RRJ.
JGB: Listened to a first reading of The Master Cat. For homework they are to reread the story.
Frog and Toad: Read The Story in reading group and discussed character traits for Frog. Homework is to read for 15 minutes...free choice.
Following lunch and recess the children will come in and select a personal narrative, from their writer's notebook, to revise for a score. My mini lesson will include a modeling of the items I will be looking for in their personal narrative (topic and concluding sentences, sensory images, etc.)
Finally, we will end the day with Science. Mr. Vogel found a cool performance task that will allow the children to "dust for fingerprints" using cocoa powder!
I would love to hear from all of you...how often are you reading? Is the blog helpful? Can I improve it? How???? Either e-mail me at dana_c_holman@mcpsmd.org or post here!
But today I am back!
In math, we began with a warm up and by reviewing their homework. Both tasks involved rounding numbers to the nearest ten and hundred. Based on questions during warm up and the homework, I suspected there was much confusion. So, I gave the children a quick "exit card" assessment.
Basically, I gave them 4 problems to solve on an index card. Then I sort the cards into piles of "who gets it" and "who doesn't". I will use this information to form small groups to either reteach the concept or provide more challenging concepts. It's a form of dipsticking!
The students worked independently while I met with small groups based on the information in the above paragraph. There is a worksheet for homework tonight and I will give a formative assessment tomorrow covering place value and subtraction. There is NO rounding on it!!
After reading the morning message, I read the story Sachiko Means Happiness to the class. We discussed the importance of the setting to the story and then the children wrote about it in their reading response journals. While they worked independently, I met with reading groups.
Bread and Jam for Frances: Read and discussed the book in a small group with Miss Diane. For homework, they are to reread the story and answer the questions, "When did you know Frances was changing her mind? Explain using details from the story." in their RRJ.
JGB: Listened to a first reading of The Master Cat. For homework they are to reread the story.
Frog and Toad: Read The Story in reading group and discussed character traits for Frog. Homework is to read for 15 minutes...free choice.
Following lunch and recess the children will come in and select a personal narrative, from their writer's notebook, to revise for a score. My mini lesson will include a modeling of the items I will be looking for in their personal narrative (topic and concluding sentences, sensory images, etc.)
Finally, we will end the day with Science. Mr. Vogel found a cool performance task that will allow the children to "dust for fingerprints" using cocoa powder!
I would love to hear from all of you...how often are you reading? Is the blog helpful? Can I improve it? How???? Either e-mail me at dana_c_holman@mcpsmd.org or post here!
Friday, September 12, 2008
TGIF
In math we took a quiz that will be coming home today. THis quiz covered four different measurement topics. There is a two sided page attached to the quiz that has a rubric for each of the measurement topics covered on the quiz. After the quiz, we played a place value riddle game as a class.
I want to share a piece of good news...
MANY (possibly all) of the students who worked with me in small group yesterday, during math, utilized the strategies we practiced SUCCESSFULLY!!!! Boy, for a teacher, that makes it ALL worth it! :-)
During reading, we read and discussed our first issue of Time for Kids. We identified text features, defined importnat vocabulary words and asnwered verbal questions to ensure that we understood the cover story.
Following music, lunch and indoor recess, we went to the computer lab where the children were introduced to MicroSoft Publisher. The class spent time exploring the program, which included, insert text boxes, inserting pictures, changing the size of fonts and pictures, moving items around on the virtual sheet of paper, etc., etc.
When we return to the classroom we will use sensory sight images to describe an item from our desk.
Have a great weekend! Go Skins!
I want to share a piece of good news...
MANY (possibly all) of the students who worked with me in small group yesterday, during math, utilized the strategies we practiced SUCCESSFULLY!!!! Boy, for a teacher, that makes it ALL worth it! :-)
During reading, we read and discussed our first issue of Time for Kids. We identified text features, defined importnat vocabulary words and asnwered verbal questions to ensure that we understood the cover story.
Following music, lunch and indoor recess, we went to the computer lab where the children were introduced to MicroSoft Publisher. The class spent time exploring the program, which included, insert text boxes, inserting pictures, changing the size of fonts and pictures, moving items around on the virtual sheet of paper, etc., etc.
When we return to the classroom we will use sensory sight images to describe an item from our desk.
Have a great weekend! Go Skins!
Thursday, September 11, 2008
Book Orders
One more thing...
Today I sent home the first book and computer club order forms. I made a point of making sure the students understand that you do NOT have to order anything.
But...
if you choose to order, please make sure you write a CHECK payable to Scholastic and have your child return it no later than Wednesday, September 17.
Today I sent home the first book and computer club order forms. I made a point of making sure the students understand that you do NOT have to order anything.
But...
if you choose to order, please make sure you write a CHECK payable to Scholastic and have your child return it no later than Wednesday, September 17.
Thursday...
This morning, during math, we worked on rounding numbers to the nearest ten. This is a strategy we worked on using:
24
20 30
Imagine arrows pointing from the 24 to the 20 and then from the 24 to the thirty. They are to identify the two tens that 24 is between and then circle the ten that 24 rounds to. I hope this makes sense!
I met with two small groups to work on identifying the rules for numeric patters.
WE do have a quiz tomorrow BUT rounding will NOT be on it...It will cover p[lace value and numeric patterns. Everyone has a worksheet, that reviews place value, for homework. Some children have classwork to complete (page 29, #7-26) also. They only need to round to the nearest ten NOT the nearest 100 as some of the directions state.
Following math, my homeroom went to the computer lab to take the MAP-R. It is a computerized reading assessment that students in third, fourth and fifth grad take three times a year. It is another data point to help drive instruction. The test self-adjusts to the student's answers. Meaning it gets more difficult or less challenging depending on the answers the student chooses.
Following lunch and recess we will continue to work on writing personal narratives. I will provide a mini lesson about adding sight sensory images (vividly describing what the writer sees to his/her reader) to the children's writing. I am hoping to squeeze in some reading groups during this time!
WE will end the day with a social studies lesson. We will begin to investigate goods and services and resources required to provide them.
Homework: math, spelling (4 assignments due next Friday), read for 20 minutes
24
20 30
Imagine arrows pointing from the 24 to the 20 and then from the 24 to the thirty. They are to identify the two tens that 24 is between and then circle the ten that 24 rounds to. I hope this makes sense!
I met with two small groups to work on identifying the rules for numeric patters.
WE do have a quiz tomorrow BUT rounding will NOT be on it...It will cover p[lace value and numeric patterns. Everyone has a worksheet, that reviews place value, for homework. Some children have classwork to complete (page 29, #7-26) also. They only need to round to the nearest ten NOT the nearest 100 as some of the directions state.
Following math, my homeroom went to the computer lab to take the MAP-R. It is a computerized reading assessment that students in third, fourth and fifth grad take three times a year. It is another data point to help drive instruction. The test self-adjusts to the student's answers. Meaning it gets more difficult or less challenging depending on the answers the student chooses.
Following lunch and recess we will continue to work on writing personal narratives. I will provide a mini lesson about adding sight sensory images (vividly describing what the writer sees to his/her reader) to the children's writing. I am hoping to squeeze in some reading groups during this time!
WE will end the day with a social studies lesson. We will begin to investigate goods and services and resources required to provide them.
Homework: math, spelling (4 assignments due next Friday), read for 20 minutes
Wednesday, September 10, 2008
Hump Day!
This morning, in math, we reviewed identifying the rules for numeric patterns and then using the rule to extend the pattern. Then we reviewed and practiced solving three digit subtraction problems with and without regrouping. After going over the homework for this evening (a pattern worksheet) the children took a formative assessment that covered patterns.
After reading the morning message, we sorted /ee/ words according to the letters used to spell the sound. We also compiled a class list.
Following PE, lunch and recess, the children will choose 7 spelling words from our class list and I will help them choose 3 words from their writer's notebook. The will write their personal lists in their spelling journal AND in their planner. Please look for it this evening. Additionally, the spelling unit explanation sheet and the spelling homework choice sheet will be glued onto the front and back cover of their spelling journal. PLEASE try to have all spelling homework completed IN their spelling journal. It should be turned in on the last Friday of the spelling unit cycle...next Friday...not on a daily basis.
After we finish spelling, we will return to the computer lab to complete our Web Quest from yesterday.
Homework tonight: Math worksheet, begin spelling homework, read for 15 minutes
After reading the morning message, we sorted /ee/ words according to the letters used to spell the sound. We also compiled a class list.
Following PE, lunch and recess, the children will choose 7 spelling words from our class list and I will help them choose 3 words from their writer's notebook. The will write their personal lists in their spelling journal AND in their planner. Please look for it this evening. Additionally, the spelling unit explanation sheet and the spelling homework choice sheet will be glued onto the front and back cover of their spelling journal. PLEASE try to have all spelling homework completed IN their spelling journal. It should be turned in on the last Friday of the spelling unit cycle...next Friday...not on a daily basis.
After we finish spelling, we will return to the computer lab to complete our Web Quest from yesterday.
Homework tonight: Math worksheet, begin spelling homework, read for 15 minutes
Tuesday, September 9, 2008
Terrific Tuesday!!
I've got to tell you...it is the beginning of the third week of school and I am already meeting with reading groups. I am so proud of myself!!! WooHoo! Okay, I only got to two of the three groups but we are on our way!
I had a meeting during math but I left the class in the extremely capable hands of Mrs. Benson. Together they continued working on numeric patterns and even got some practice identifying and extending geometric patterns. They also went over last nights homework and clarified the confusions! :-) There is a worksheet for homework tonight. I believe that it is more straight forward. Some children also have some classwork to finish at home tonight...there was a lot of socializing during math.
Onto reading...did I mention I was able to meet with two groups?!?! LOL! We read Miss Rumphius and spent time identifying character traits for Miss Rumphius and finding evidence in the text to support these traits. While I met with reading groups the children worked independently on a character trait chart in their RRJ. They also practiced writing the letter "B" in cursive and collected more /ee/ words.
Reading groups:
Junior Great Books (JGB)
We met and discussed the expectations of the group. We also read a poem called The Cat of Cats and discussed and wrote about the meaning of the poem.
Frog and Toad
We met and practice writing some familiar words from the text on white boards. Then the children read the first chapter with partners and discussed connections they made to the text.
Following lunch and indoor recess we will continue reading Frindle. Then we will read The Listening Walk and notice how the author writes in a way that clearly describes the sounds that are heard during the walk. We will continue writing personal narratives trying to add sound descriptions to our writing.
We will end the day with a WebQuest in the computer lab. Mr. Vogel found a web site that provides information about fingerprinting. The children will go to the web site and complete a worksheet using information found on the site.
Additional homework: There will be a capitalization worksheet AND students are expected to read for at least 15 minutes EVERY night...even if I forget to remind you! :-)
I had a meeting during math but I left the class in the extremely capable hands of Mrs. Benson. Together they continued working on numeric patterns and even got some practice identifying and extending geometric patterns. They also went over last nights homework and clarified the confusions! :-) There is a worksheet for homework tonight. I believe that it is more straight forward. Some children also have some classwork to finish at home tonight...there was a lot of socializing during math.
Onto reading...did I mention I was able to meet with two groups?!?! LOL! We read Miss Rumphius and spent time identifying character traits for Miss Rumphius and finding evidence in the text to support these traits. While I met with reading groups the children worked independently on a character trait chart in their RRJ. They also practiced writing the letter "B" in cursive and collected more /ee/ words.
Reading groups:
Junior Great Books (JGB)
We met and discussed the expectations of the group. We also read a poem called The Cat of Cats and discussed and wrote about the meaning of the poem.
Frog and Toad
We met and practice writing some familiar words from the text on white boards. Then the children read the first chapter with partners and discussed connections they made to the text.
Following lunch and indoor recess we will continue reading Frindle. Then we will read The Listening Walk and notice how the author writes in a way that clearly describes the sounds that are heard during the walk. We will continue writing personal narratives trying to add sound descriptions to our writing.
We will end the day with a WebQuest in the computer lab. Mr. Vogel found a web site that provides information about fingerprinting. The children will go to the web site and complete a worksheet using information found on the site.
Additional homework: There will be a capitalization worksheet AND students are expected to read for at least 15 minutes EVERY night...even if I forget to remind you! :-)
Monday, September 8, 2008
Our first Monday!
Believe it or not, today is the first Monday of third grade!!
In math we worked on identifying the rules for a given numeric pattern and using that rule to extend the pattern. The students have a worksheet, that we began in class, to finish for homework.
During our reading block we began our first spelling unit. We read a book called Silly Sally and identified words that had the /ee/ SOUND in them. After doing this whole group, the students returned to their seats to choose their own book and search for words with the /ee/ sound. Tomorrow we will sort these words according to the letters that spell the /ee/ sound.
Following art, lunch and recess, we will have writing. I will read aloud the story Today I Feel Silly by Jamie Lee Curtis and we will discuss writing about our feelings. We will also identify the parts of a sentence (subject/predicate?. There will be a follow up worksheet for homework.
We will end the day by visiting the media center for a book exchange.
In math we worked on identifying the rules for a given numeric pattern and using that rule to extend the pattern. The students have a worksheet, that we began in class, to finish for homework.
During our reading block we began our first spelling unit. We read a book called Silly Sally and identified words that had the /ee/ SOUND in them. After doing this whole group, the students returned to their seats to choose their own book and search for words with the /ee/ sound. Tomorrow we will sort these words according to the letters that spell the /ee/ sound.
Following art, lunch and recess, we will have writing. I will read aloud the story Today I Feel Silly by Jamie Lee Curtis and we will discuss writing about our feelings. We will also identify the parts of a sentence (subject/predicate?. There will be a follow up worksheet for homework.
We will end the day by visiting the media center for a book exchange.
Friday, September 5, 2008
TGIF
I don't want to talk about the game. Too depressing!
In math we took a quiz and then the children got to practice math anchor activities.
We began reading with the morning message. Then we talked about character traits and how understanding characters helps us develop a deeper understanding of stories. Then I read chapter 1 of Ramona Quimby, Age 8 and we discussed character traits for Ramona AND evidence (from the chapter) that supports the traits we named.
Following music, lunch and recess, I will continue with my reading assessments. Mrs. Benson will take the children to the computer where they will log onto the Internet, navigate to the class blog and use some of the links on the blog.
They will end the day by reviewing the elements of a map and drawing a map of their desk.
Have a wonderful weekend!!
In math we took a quiz and then the children got to practice math anchor activities.
We began reading with the morning message. Then we talked about character traits and how understanding characters helps us develop a deeper understanding of stories. Then I read chapter 1 of Ramona Quimby, Age 8 and we discussed character traits for Ramona AND evidence (from the chapter) that supports the traits we named.
Following music, lunch and recess, I will continue with my reading assessments. Mrs. Benson will take the children to the computer where they will log onto the Internet, navigate to the class blog and use some of the links on the blog.
They will end the day by reviewing the elements of a map and drawing a map of their desk.
Have a wonderful weekend!!
Thursday, September 4, 2008
The Day After...
The day after Back to School Night is usually a "toughy"...being out later than normal typically makes it more difficult to get out of bed in the morning...this morning was different! I bounced out of bed in anticipation of the big game tonight!! Yes, I am an avid Skins fan and I have faith...they WILL win tonight!!
OK...on to school stuff...Thanks to all of you who came to Back to School Night last night. I really enjoyed sharing third grade with you!! As always, if you have any questions, don't hesitate to e-mail me!
In math we began with a warm up that is similar to the homework worksheet they were given for this evening. Then we reviewed last night's homework and clarified a few common misconceptions. After that, I introduced some math anchor activities (ways children can practice their math skills when they are finished with their work). Finally, we reviewed the topics that will be included on tomorrow's quiz...arranging 4 digit numbers from least to greatest, writing numbers in word form and expanded notation and arranging digits to create the largest possible number.
On to reading...we began with a reading of the morning message. Then we discussed the characteristics of Realistic Fiction (not true, but could be true...characters are believable, as are the setting, the problem and the solution). After that, I read Thundercake by Patricia Pollaco to the class and we discussed evidence of it being in the realistic fiction genre.
While I continued my reading assessments, the children worked independently on a chart in the RRJ. They also practiced writing the letter "a" in cursive. If they finished early, they worked on their All About Me book or chose an anchor activity.
Following lunch and recess Mrs. Benson will read a chapter or two from Frindle to the class. Then they will choose a memory, from their memory walk yesterday, to turn into a personal narrative. Finally, they will review the elements of a map and begin creating a map of their desk using (among other things) the symbol they created, for their hobby, last week.
MARK YOUR CALENDAR:
Important meeting about new grading system and new report card is Tuesday, September 23 at 7:00!!!
OK...on to school stuff...Thanks to all of you who came to Back to School Night last night. I really enjoyed sharing third grade with you!! As always, if you have any questions, don't hesitate to e-mail me!
In math we began with a warm up that is similar to the homework worksheet they were given for this evening. Then we reviewed last night's homework and clarified a few common misconceptions. After that, I introduced some math anchor activities (ways children can practice their math skills when they are finished with their work). Finally, we reviewed the topics that will be included on tomorrow's quiz...arranging 4 digit numbers from least to greatest, writing numbers in word form and expanded notation and arranging digits to create the largest possible number.
On to reading...we began with a reading of the morning message. Then we discussed the characteristics of Realistic Fiction (not true, but could be true...characters are believable, as are the setting, the problem and the solution). After that, I read Thundercake by Patricia Pollaco to the class and we discussed evidence of it being in the realistic fiction genre.
While I continued my reading assessments, the children worked independently on a chart in the RRJ. They also practiced writing the letter "a" in cursive. If they finished early, they worked on their All About Me book or chose an anchor activity.
Following lunch and recess Mrs. Benson will read a chapter or two from Frindle to the class. Then they will choose a memory, from their memory walk yesterday, to turn into a personal narrative. Finally, they will review the elements of a map and begin creating a map of their desk using (among other things) the symbol they created, for their hobby, last week.
MARK YOUR CALENDAR:
Important meeting about new grading system and new report card is Tuesday, September 23 at 7:00!!!
Wednesday, September 3, 2008
Back to School Night !!!
Hopefully, I will see all of you at Back to School Night tonight. It begins at 7:00 pm.
In math we began with a warm up and then reviewed last night's homework. After that the children took a short formative assessment on place value so I could see how their comprehension is progressing. Following the formative, we embarked on a bit of fourth grade place value as we named columns up to the millions and identified periods (sets of three places...the ones period, the thousands period and the millions period). There is a worksheet on comparing numbers for homework.
We began reading with the morning message. Then I read Ira Sleeps Over and modeled the connections I made to the story and how these connections helped me understand how Ira felt. Then the children went back to their seats and wrote about a connection they made to the story and how it helped them understand the story better.
After PE, lunch and recess, the children will return to the classroom and I will continue my reading assessments. Mrs Benson will be with them once again...yesterday it was Mrs. Benson, not Mrs. Starkey as I had blogged, who was with them in the afternoon.
Once again, Mrs. Benson will read a chapter or two of Frindle. Then they will go on their memory walk from yesterday. Yesterday, due to time constraints, the children listed topics they could write about in place of their memory walk. Finally, they will end the day by identifying fingerprints to solve a fictitious crime!
Braggin' Dragon posters were due today. Many did not turn these in! :-( Also, please send in a check for $15 payable to DES if you haven't done so already!
In math we began with a warm up and then reviewed last night's homework. After that the children took a short formative assessment on place value so I could see how their comprehension is progressing. Following the formative, we embarked on a bit of fourth grade place value as we named columns up to the millions and identified periods (sets of three places...the ones period, the thousands period and the millions period). There is a worksheet on comparing numbers for homework.
We began reading with the morning message. Then I read Ira Sleeps Over and modeled the connections I made to the story and how these connections helped me understand how Ira felt. Then the children went back to their seats and wrote about a connection they made to the story and how it helped them understand the story better.
After PE, lunch and recess, the children will return to the classroom and I will continue my reading assessments. Mrs Benson will be with them once again...yesterday it was Mrs. Benson, not Mrs. Starkey as I had blogged, who was with them in the afternoon.
Once again, Mrs. Benson will read a chapter or two of Frindle. Then they will go on their memory walk from yesterday. Yesterday, due to time constraints, the children listed topics they could write about in place of their memory walk. Finally, they will end the day by identifying fingerprints to solve a fictitious crime!
Braggin' Dragon posters were due today. Many did not turn these in! :-( Also, please send in a check for $15 payable to DES if you haven't done so already!
Tuesday, September 2, 2008
What day is it?
I love adding an extra day to the weekend but the day we get back I have a difficult time remembering it is Tuesday not Monday! :-) But, it is Tuesday, that means we have PE tomorrow! Don't forget to help your child remember to wear appropriate shoes!
In math we practiced using place value to order and compare numbers. After practicing with white boars, the students worked on an assignment independently. There is a worksheet for homework, in their home folder.
Following math, we took some time to learn about my expectations for using the planner and then we wrote their assignments for tonight and some reminders in their planner. Besides math, students must complete a poster about themselves to be added to the Braggin' Dragon board in the hallway outside of our room. That took a bit longer than I had anticipated.
After that, while I continued my reading assessments, the children worked on their All About Me booklets.
Following lunch and recess, I will continue assessing students. Mrs. Starkey will spend time with the class. They will listen to another chapter (or two) of Frindle. They will also take a Memory Walk through the school and record observations in the writer's notebook. These observations can be used as topics for future personal narratives. Finally, they will review the different fingerprint patterns and classify prints according to these patterns.
Remember to send in the $15 check payable to DES for Time for Kids, the planner and the home folder. Also, don't forget that Back to School Night is tomorrow night at 7 pm.
In math we practiced using place value to order and compare numbers. After practicing with white boars, the students worked on an assignment independently. There is a worksheet for homework, in their home folder.
Following math, we took some time to learn about my expectations for using the planner and then we wrote their assignments for tonight and some reminders in their planner. Besides math, students must complete a poster about themselves to be added to the Braggin' Dragon board in the hallway outside of our room. That took a bit longer than I had anticipated.
After that, while I continued my reading assessments, the children worked on their All About Me booklets.
Following lunch and recess, I will continue assessing students. Mrs. Starkey will spend time with the class. They will listen to another chapter (or two) of Frindle. They will also take a Memory Walk through the school and record observations in the writer's notebook. These observations can be used as topics for future personal narratives. Finally, they will review the different fingerprint patterns and classify prints according to these patterns.
Remember to send in the $15 check payable to DES for Time for Kids, the planner and the home folder. Also, don't forget that Back to School Night is tomorrow night at 7 pm.
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