Halloween Party

This morning, in math, we practiced converting inches to feet, feet to yards, etc. I also worked with a small group using rulers to measure in inches and centimeters.

WE began reading by sharing the rest of our paper bag book reports. Then the students worked on a Halloween themed packet.

Following lunch and outdoor recess the children will change into their costumes. Then we will celebrate Halloween with a parade and party.

Have a wonderful 4 day weekend! The children will not return to school until Wednesday, November 3...to begin the second marking period!

Parent Conference Letters

Students i my reading class will be bringing home a parent conference confirmation letter today. Please sign and return the bottom portion tomorrow!

In math we continued measuring using rulers. Today we introduced centimeters. We also learned about the metric system being a base ten system. While students worked independently measuring in both inches and centimeters, I met with a couple of small groups practicing that same skill. There is a worksheet for homework and there will NOT be a quiz tomorrow.

Since we are behind in our book report presentations, we began reading with some presentations. Then, after a fire drill, the students worked independently on a main idea and cursive (capital M, N and W)worksheets, I met with two reading groups.

Blue: Worked on reading text and finding answers to oral questions in the text.

Green: Worked on reading text and finding answers to oral questions in the text.

Then we continued with more book report presentations.

Following lunch and outdoor recess the students will visit the media center. Then the students will illustrate and write about a geographic characteristic they would add to their community. They will explain why they would add it and who it would benefit.

Hump Day

This morning, in math, the students practiced measuring to the inch and half inch using non standard (strips of paper) and standard (rulers) tools. While they worked independently I met with each student and observed them measure using a ruler. I will use this data to organize future small group instruction. There is a half sheet worksheet for homework that focuses on choosing the appropriate unit for measurement.

In reading we used sticky notes to identify key words in the article Kaboom. Then we used these key words to construct a sentence stating the main idea. The students are still struggling with this concept. Therefore, we will continue working on it.

While I met with one reading group, the other students continued working on their descriptive paragraphs, a main idea worksheet and reading an article and marking key words with sticky notes.

Red reading group: worked on writing and reading words with ce and ci...and learned the rule, "i before e except after c". Then we read sections of text in their book and identified the main idea, orally. We also answered comprehension questions, orally, and located the portion of the text that included the answer.

After that, more students shared their paper bag book reports. We will continue sharing tomorrow.

Following lunch and indoor recess the students will go to PE. After that, we will use our observations from yesterday to identify human and physical geographic characteristics in our community.

There is no reading homework tonight...it might be a good night to work on the spelling homework that is due next Friday,November 5.

Book Report Due Day - Tuesday

This morning, in math, we began unit 2 which covers linear measurement. The students began by looking over a variety of different rulers. The purpose was to notice that some rulers begin at the edge of the ruler, while others have a zero hash mark. I also wanted the students to notice that inches are larger than centimeters and that some rules label the metric side using millimeters instead of centimeters. Tonight there is a worksheet that practices converting inches to feet and comparing measurements in inches to feet.

In reading we used sticky notes to identify the 5 most important key words in a National Geographic magazine article. The purpose was for the students to practice picking out important words in text to prepare us for stating the main idea. After that the children worked independently on their descriptive costume paragraph, a main idea worksheet and writing the upper case letters I and J in cursive. I met with two reading groups.

***PLEASE note: due to book reports, I will be unable to meet with all reading groups each day. I am trying my best to balance the continuation of academic instruction with the presentation of book reports. I failed today! :-( Only 1 person presented their book report!***

Reading Groups:
Blue: Practiced reading and writing high frequency words on white boards. Read the first section of their book and verbally identified the main idea.

Green: Practiced high frequency words on white boards. Read the first page of their book and verbally practiced identifying the main idea.

ALL reading students have a main idea worksheet to complete for homework.

Additionally, all reading group students received a new spelling worksheet...it is due Friday, November 5.

Following lunch and recess the students went to the computer lab and practiced their typing skills using Type to Learn.

When we return to class we will observe the outside of the front of the building and list everything we see. We will use this list to categorize the physical and human characteristics in our community.

Red Ribbon Week Begins!

This week is our annual Red Ribbon Week which emphasizes a healthy lifestyle by telling students to say NO to drugs and alcohol. We had a guest speaker, Officer Dixon, begin our week. Therefore, our math block was shortened.

During our math block the students were given time to complete the unit 1 assessment which they began on Friday. There is NO math homework tonight!

We began reading by continuing our shared reading of From Father to Son and listing the key words. Today we broadened our focus from individual sentences to paragraphs.

For independent work the students searched for 5 words with the -ie pattern and 5 words with the -ei pattern. This will be our next spelling focus. The children will receive their spelling homework sheet tomorrow.

Additionally, the students had to write a descriptive paragraph, using lots of sensory images, about their Halloween costume for this year, or a past costume. I stressed to the students that this will be their final writing score for this year, so they needed to put effort into it. This piece will NOT go through the formal writing process. It is the children's chance to get one more writing grade and to show what they have learned. Students will turn it in during the week but it must be turned in by the end of the day Thursday.

I met with all three reading groups today and did the same lesson with each, using their group's book. With each group we reviewed their chart of contractions and unknown words from class on Friday. With the contractions we also reviewed that not all words that use apostrophes are contractions, some show possession. Regarding the unknown words, we practiced using the glossary and context clues (as a group) to determine the meanings, when appropriate.

The ONLY homework, from my class, tonight is to finish their book report. It is due tomorrow!

Following lunch and recess the children will go to art. After that, we will list what we know and what we want to learn about geography. From there we will move onto the difference between physical and human characteristics of geography, which we have touched on before.

TGIF

The children have had a brain draining morning!

They began by taking the unit 1 assessment in math. About half of the class completed it today. Those who didn't will be given the chance to finish it on Monday.

Then, in reading, the students took a spelling/written dictation test. After that I explained to the children that we have been working on identifying important information in text and that we will be moving on to identifying the main idea in text. From there, in a couple of weeks, we will begin to summarize text.

With that in mind, we began reading a book called From Father to Son and listing the "key words" on chart paper. We will finish this on Monday. Then we will look at the words and use them to formulate the main idea of the book.

Since the students were clearly drained by this point, there only new piece of independent work was to preview their new reading groups books and to chart, in their RRJ, a list of unknown words and a list of contractions. After that they needed to complete ALL unfinished work (including their personal narrative) and correct their spelling.

I didn't meet with individual reading groups for the sole reason that the students were SPENT!!!! I did meet with several students individually to conference on writing or other pieces of work.

Following lunch and recess the students will go to music. I had planned to finish the day with a social studies assessment...we'll see how that goes!!

Have a great weekend!

Thursday

In math we went over the entire review packet problem by problem. The students were encouraged to stop my teaching and ask questions about anything they didn't understand. They will bring home the review packet, completed with the correct answers, tonight. They are expected to use it to prepare for the assessment tomorrow. Two suggestions...have them explain how they solved each problem and/or ask them which problems were a challenge and create new problems, just like the ones in the packet, using different numbers.

We began reading by finishing the book George Washington's Breakfast. As a follow up activity, the students read the article Kaboom in their October National Geographic and completed a determining importance chart, in their RRJ, with the purpose of discovering what it is like to live in the shadow of an active volcano. Then we reviewed action verbs. The students also had a follow up worksheet for verbs. Completing their independent work today was practicing writing the capital letters C, E and G in cursive.

Reading Groups:
Red: Reread book silently to determine the problem and solution. We discussed the problem and the solution and they got it!!! WOO HOO! Then the students returned to their seats to write about the plot in their RRJ.

Blue: The students read over the feedback in their RRJs from the plot assignment yesterday. We discussed the need to improve their written response to reading. I then modeled the proper way to construct a response. Finally, the students returned to their seats to redo the assignment.

Green: The students reviewed their feedback on the RRJ assignment from yesterday. Then I modeled writing a "good" response. After that, we reflected on the example shared what we noticed and discussed questions we had.

Following lunch and recess the students will visit the media center. Then Mrs. Howard will do a lesson about citizenship.

What a Day!

In math we began reviewing for the unit 1 assessment. The students worked on a review packet, in class. If they did not complete it, they need to do so for homework. We will correct the review packet together, in class, tomorrow.

In reading we began reading the story George Washington's Birthday with the purpose of finding out what George Washington ate for breakfast. With this in mind, the students worked on a chart listing important information and interesting facts. Then the students worked independently on reading group assignments, their personal narratives, writing the capital letters A, D and O in cursive, a punctuation worksheet and other unfinished work. I met with reading groups...this is where the frustration began.

Parents--PLEASE, please help me out! review your child's assignments in their home folder, their binder and their RRJ...many students are continuing to make the same errors. Discuss the importance of using the feedback I provide to improve.

Also, please encourage your children to bring their materials to school everyday. I have students coming to class without reading books and RRJs and then not doing assignments. If they come to class without their materials, they need to let me know...I will make sure they can still complete their work. There is no excuse for being here and not getting work done.

Red: The students wrote about the surprise in the Wednesday Surprise prior to coming to group. When we got to group, we reread the story and then discussed the surprise. While this group is strong in decoding text, we are still working on comprehension. None of the children realized the surprise was grandma learning to read.

Green: Reread Charlie's Great Race and marked the problem and solution with sticky notes. Then they went back to their seats and wrote about the plot in their RRJ.

Blue: The students were supposed to write about the plot of A Second Chance in their RRJ prior to coming to group. We discussed this in group.

Following lunch, recess and PE the students will conduct a chromatography experiment using Skittles.

Remember that spelling is due Friday and the book report is due Tuesday...that is why I didn't give reading group assignment for homework tonight.

Tuesday

This morning, in math, the students worked on a line plot activity while I met with students who needed practice solving subtraction with regrouping problems. For homework there is a numeric pattern worksheet...I know that yesterday I said the homework would be a line plot worksheet but there was a glitch with my plans! Tomorrow we will begin working on a review packet for the unit 1 assessment. We will take the assessment, in class, on Friday.

Today's whole group reading lesson centered around determining important information (versus interesting facts) in our reading. The purpose for our reading is what decides what information is important. For example, today we read a book about whales. Our purpose was to find out how whales breathe and what whales eat. So, the fact that whales breathe through blowholes on the top of their bodies was important information. When we read that whales used to roam the earth and have arms and legs, that was listed as an interesting fact because it did not address our purpose for reading.

After that we reviewed the use of apostrophes, especially in contractions. Yesterday's independent work demonstrated that the entire class is struggling with contractions. We began reviewing this in our reading groups today.

While I met with reading groups the students completed their writing pieces, worked on identifying unknown words and contractions in their new reading books, completed a WOW worksheet for the word utter (to speak) and practiced writing the lower case letters, x, y and z in cursive.

Reading Groups:
Blue: Reviewed words that include ce and ci...and the rule that when c is followed by an e or i it makes the s sound. Reviewed contractions. Homework tonight: the students need to read their new book and find 4 new contractions to add to their RRJ...there is a model in the RRJ of what to do. Ex. didn't = did + not

Red: Set a purpose for reading the Wednesday Surprise and that is to find out what is the surprise. Reviewed contractions. Homework: students need to read the book and find 5 contractions to add to their RRJ. There is an example in their RRJ and see the model above.

Green: Reviewed contractions. For homework the children need to read their book and add 4 contractions to their RRJ. There is a model in their RRJ and you can find one above.

Following lunch and outdoor recess we will review the results of our chromatography experiment from yesterday. We tried to separate the pigments of different colors of ink and it worked!!! One student brought me their results which had separated to yellow and blue and I asked if their marker was green and they said YES!!! It was such fun to see that our predictions were right!!

After that we will go to a cultural arts assembly called The Strong Man.

Marvelous Monday

This morning, in math, we began learning some fourth grade statistics. We took data and plotted it on a line plot. Then we used the data to identify information we could gain from the line plot and to calculate the mode (most common data point), the median (middle data point) and the range (highest data point - lowest data point). For homework the students have a subtraction worksheet. Tomorrow they will practice plotting data on line plots and calculating the mode, median and range in class. After that, they will be ready to work on it at home! :-)

We began reading by discussing the fact that good readers typically have questions in their minds, as they read, that help them to focus on and comprehend non fiction text. Then we practiced identifying the questions we had i our minds before, during and after reading the book called Polar Bears. We charted our questions in our RRJ.

After that we discussed the uses of apostrophes...specifically, using them to show possession. We spent time determining which nouns were plural and which were possessive, when examples were provided.

Then I finished conferencing with individual students on their writing pieces while the rest of the class continued identifying questions during and after their reading of Polar Bears. They also continued working on their writing pieces and using apostrophes in contractions and to show possession. We will resume reading groups tomorrow with new books for each group.

PLEASE review the work that comes home regularly. I have several students who continuously "finish early" because they do not complete the entire assignment or fail to follow the directions.

Following lunch and recess the students will go to art. When they return we will conduct chromatography experiments using different ink colors.

Thursday

This morning, in math, we took our fifth and final quiz for unit one. We will review for the unit assessment next week and take it at the end of the week.

We began our reading block by reviewing using commas in a series. I saw a lot of similar errors on our worksheet yesterday, so I took this opportunity to correct the misconceptions. After that we reviewed the parts of a sentence. The subject is who or what the sentence is about and the predicate begins with the verb and is the rest of the sentence. At least, that is the third grade, basic, explanation. This led to our understanding of the organization and structure of a paragraph. I drew a picture of a hamburger and helped the students understand that a paragraph should be constructed like a hamburger...it needs a top and bottom bun to hold the juicy details together...these are the topic and concluding sentences. Then, the middle is the BEST part...the yummy burger, cheese, lettuce, etc. Well, the middle of their story/paragraph should be the best and biggest part with juicy details!

After that, the students reviewed their rough drafts and marked the beginning, middle and end with a B, M and E. Then they peer conferenced and edited their pieces. Finally, they began conferencing with me. Therefore, we did not meet in reading groups!

While waiting to conference, the students worked on a noun capitalization paper and a compare and contrast paper.

Following lunch and indoor recess the children will visit the media center. When they return to class we will discuss our results from yesterdays chromatography experiment.

Remember, there is NO school tomorrow!

Have a great weekend!

Hump Day

In math today we used data tables (charts) to answer questions. There is a worksheet that is similar to the classwork for homework. We will have a quiz tomorrow since there isn't school on Friday. My small group today worked on using base ten blocks and white boards to solve 3 digit with regrouping addition problems.

In reading we returned to the book Race to the South Pole and used a Venn Diagram to identify similarities and differences between the two explorers in the book. Then I modeled how to write a good paragraph comparing and contrasting two subjects, in this case, the explorers. After that we discussed and identified the correct usage of commas in the date, an address and lists in a sentence.

While I met with reading groups the students wrote a paragraph comparing and contrasting frogs and toads (based on text provided for them), practiced using commas in a series and practiced writing n, m and v in cursive. If they finished early they did the usual; worked on unfinished work, corrected spelling in their writing and added words to their Words to Learn list and read.

Reading Groups:

Red: We discussed the problem and solution in their story based on their homework. Then the students wrote about the problem and solution in their RRJ, independently.

Blue: We practiced writing high frequency words on white boards and reread their book.

Green: We reviewed their homework from last night. Then we discussed the author's message, whether the title was appropriate and what we thought the character might do in the future.

I did not assign any groups reading homework for this evening. I wanted to give the children time to work on their spelling homework and their book report.

Following lunch, the homeless walk, and recess, the students went to PE. After that, we will use a process called chromatography to separate the pigments in ink pens.

Terrific Tuesday

This morning, in math, we constructed a double bar graph and used it to answer questions. Then the students worked independently on a double bar graph worksheet and constructing a single bar graph when the scale needed to be something other than counting by ones. I worked with a small group reviewing addition with regrouping using base ten blocks and whiteboards. There is a graphing worksheet for homework.

We spent a long time at the beginning of reading setting up our first spelling exploration. There is a lengthy explanation that I posted yesterday on the blog if you or your child has any questions. After the spelling expectations were established we reviewed common and proper nouns.

While I met with reading groups, students worked on a compare/contrast worksheet, a noun worksheet and writing a rough draft using their story board from last week.

Reading Groups:
Green: We practiced writing words that follow the ce/ci rule. Then we shared their lists of unknown words. We also read chapter 1 and identified the main idea. For homework they need to reread the entire book and identify the main idea for each chapter in their RRJ...they can make a chart or write a paragraph...whatever makes the most sense to them!

Blue: We practiced writing high frequency words on white boards. Then we reviewed the problem and solution in the book using the sticky notes from homework to guide our discussion. For homework they need to write a paragraph about the problem and solution in their RRJ.

Red: We reviewed their list of unknown words and began reading the book. For homework they need to reread the entire book and mark the problem and solution with the sticky notes that were provided in class.

This afternoon we will watch a video about economics and review the various kinds of markets. We will also attempt to play a career guessing game where the clues will involve using economics terms.

Monday

This morning was the annual MCPS parent visitation day. It was so nice to see so many parents!

In math we identified ways to determine the scale on a bar graph. After seeing it modeled. the students had a chance to practice creating a bar graph, with a different scale, independently. I met with two small groups. One group worked on subtraction with regrouping. The other group practiced identifying the rule for a numeric pattern and using the rule to extend it. There is a graphing worksheet for homework.

We began reading by comparing and contrasting adults and children using a Venn Diagram. Then we reviewed our new spelling program (see entry below). Finally we reviewed using punctuation at the end of sentences and the three types of sentences; statement, question and exclamation.

While I met with reading groups the students worked on compiling a list of Words to Learn and completing a punctuation worksheet. When they were finished they worked on unfinished work, and read their National Geographic.

Reading Groups:

Red: Reviewed the rule -ge rule (when a g is followed by an e, the g sounds like a j). Then we wrote words that follow this rule from our book. For homework they need to read Charlie's Great Race and list unknown words on a sticky note.

Blue: Practiced writing and reading high frequency words on white boars. Then read the book My Two Families. For homework they need to reread the book and identify the problem and solution by placing the appropriate sticky notes in the book.

Green: We reviewed the rule that when a c is followed by an e or an i, the c sounds like an s. Tonight, for homework, they need to read the book and list unknown words on a sticky note.

Following lunch and recess the students went to art. When they return we will define producers, consumers and scarcity.

Spelling

This entry is an explanation of a new spelling system that we will be starting this week.

Beginning tomorrow...

Each student will have a WORDS TO LEARN worksheet in the writing section of their binder. This sheet is expected to be the FIRST page in the writing section. Students will be responsible, during class, for making sure any word that is spelled incorrectly in their RRJ or their writing, be corrected and then added to this list. This should be an ongoing list that grows throughout the year. Students can obtain new, blank sheets from me. It is the students responsibility to get new sheets when the old ones are filled up.

Additionally, we will be starting a new, two week spelling cycle. On the first day of the cycle (usually a Monday but sometimes, like this week, a Tuesday) the students will get a two sided worksheet that includes their spelling words and homework assignments. The words will include 8 that are pre-printed on the worksheet and fit the focus of the spelling cycle. Additionally, the students will add two class words that have been provided, to the entire class, by me. Finally, each student will add two words from their own WORDS TO LEARN list. The children need to learn how to spell all 12 words and will be tested, in class, on the Friday that the homework sheet is due.

Homework sheet/Activities: Students need to write the 8 pre-printed words and the 2 class words (not their individual words) in ABC order. They also need to use each of the pre-printed words in a sentence, in the sentences portion of the worksheet (this is on the front and back). In the BONUS section they need to use their 2 MY WORDS words in a sentence, each. In the middle section, on the back, the students need to write the pre-printed words on the line that has the correct spelling pattern.

TGIF

This morning we took our fourth quiz in math. They are scored in the math section of your child's binder. We will be taking the unit assessment in two weeks.

We began reading by reviewing cause and effect using the book Can Kids Save the Earth? Then the students worked in small groups to write a paragraph describing a scene. Each group was given a picture. They were instructed to pretend they were in the picture and to write about what they saw, felt, heard, tasted and smelled. They were quite excited ton work on this activity and the results provided some great teachable moments!!

While I met with reading groups, the students identified examples of cause and effect from Can Kids Save the Earth (in their RRJ) and then completed unfinished work from the week.

Reading Groups:

Blue: reviewed unknown words from their homework and discussed the concepts of being adopted from an orphanage.

Green: shared the problem and solution of Tornado.

Red: Reviewed their plot homework assignment and then discussed the strengths and weaknesses of this actual reading group. We will turn our focus to shorter stories (with rich ideas and vocabulary) in an attempt to gain a stronger understanding of inference in text.

Following lunch and recess the students will go to music. When they return to class they will apply their knowledge of fingerprints to a BCR (brief constructed response--ie. essay question) about fingerprints.

Sunshine! YES!

So nice to have a sunny day!

In math we took our data from the class pictograph and showed it on a bar graph. Then the students constructed a bar graph using the data we gathered about favorite ice cream flavors. While they worked independently I met with two groups. One group practice solving subtraction with regrouping problems. The other worked on numeric patterns and using hundreds blocks to solve addition with regrouping problems. There is a bar graph worksheet for homework and we will have a quiz tomorrow.

In reading we continued using the book Race to the South Pole to identify examples of cause and effect in non-fiction text. The we used sentences and fragments from the book to identify the difference between a complete and an incomplete sentence.

While I met with reading groups the students completed their planning sheet for their next personal narrative. They also read three pages in Race to the South Pole and identified two examples, from those pages, of cause and effect on a worksheet. Then they completed any unfinished work, corrected spelling in their RRJ and read silently.

Reading Groups:

Red: We tried to discuss the plot of Talk About a Family and the author's message. While the group did a fine job decoding this book and responding to literal questions, the inferential was a challenge. SO, after our conversation faltered, I told them about the plot and author's message. Tonight they need to write about the plot in their RRJ.

Green: We practiced high frequency words on white boards. Then we read and discussed Tornadoes. Tonight they need to reread the book and mark the problem and solution with sticky notes (they were given these in group).

Blue: They were given a new book called My Two Families. For homework they need to preview the book and list unknown words on the sticky note.

Following lunch and recess the children will visit the media center. Then we will review the concept of interdependence. Finally, the students will choose a community worker and make a web illustrating the worker's interdependence.

Hump Day!

In math we reviewed the essential elements of a good graph (title, labels, scale, key, etc.). Then the students created a pictograph of the class' favorite ice cream flavors using data we gathered in class. While they worked on their graphs I met with two small groups. One group practiced identifying the rule to a numeric pattern and using that rule to extend the pattern. The other group used base ten blocks to understand the regrouping that is necessary to solve some subtraction problems. There is a word problem worksheet for homework.

We began reading by reviewing cause and effect using the homework worksheet from last night. Then we started to read the non-fiction text Race to the South Pole and identify examples of cause and effect from the text. After that we shared examples of experiences we had that involved a lively scene...examples included Toys R Us, Bowling, Magic Quest, Snowboarding...the students will use this to choose a topic for their next personal narrative.

While I worked with reading groups the students worked independently on choosing a new topic and planning out a new writing piece. They also practiced writing the letters, o, q and c in cursive. If they finished early, they worked on any additional unfinished work, corrected spelling in their RRJ and read quietly.

Reading Groups:

Blue: Practiced writing and reading high frequency words on white boards. Then read the book called Snorkeling, working on fluency. For homework they need to read the entire book and get a signature in their planner.

Green: We reviewed their lists of unknown words from homework and began reading Tornadoes. For homework they need to read the entire book and get a parent signature in their planner.

Red: Due to a "talk" from Mrs. Howard about next weeks Homeless Walk, we did not meet.

Following lunch and recess the class will go to art. We will end the day by identifying examples of interdependence using community workers from The Big Green Pocketbook.

Terrific Tuesday

In math we moved into our study of statistics. We began by making a class pictograph (a graph using pictures) of the birthdays in our math class. I took time to model the axis the scale, labels, a title and a key or legend. This took quite a bit of time. So, we were unable to meet in small groups. Tomorrow the students will create their own pictographs while I meet with small groups. There is a worksheet (pictograph) for homework.



We began reading by taking the second part of the high frequency spelling assessment. After that we reviewed cause and effect by using everyday examples. For example, I stayed up late (cause) and I was tired in the morning (effect). Then, I met with small groups (although this was a slight challenge due to a presentation on the Homeless Walk for Mr. Vogel's homeroom), while the rest of the class finished their final drafts of their personal narrative, completed a cause and effect worksheet, practiced writing the letters a, d and g in cursive and completed a WOW worksheet for our new word, heed.



Reading Groups:



Red: We reviewed their homework and discussed not suing a pronoun in the first sentence of a response. Then we finished reading the story. Tonight they need to reread pages 55-60 and think about the main idea.



Green: We handed in the plot homework assignment from last night. Then the students did a quick write (they wrote solidly for 3 minutes) about Tornadoes. Then we shared our knowledge and discussed the possible feelings we might encounter in the book. For homework the students need to preview the book and list unknown words.



HOMEWORK ALERT: The entire class must complete a cause and effect worksheet...they need to write 4 cause and effects like I modeled in class...they are to think about their lives...I didn't do my homework (cause) I had to write a note home (effect).



Following lunch and outdoor recess the students will listen to a presentation about the homeless in preparation for the upcoming Homeless Walk.



After that we will chart community workers and the goods and services which they provide in our social studies journals.

Monday

Rainy Mondays can be difficult, don't you think? Luckily, we have had a very productive day so far!



In math we continued using rounding to estimate the answers to word problems. There is a worksheet practicing this skills for homework. I was able to meet with two small groups this morning. One group practiced identifying the rule to a numeric pattern and using that rule to extend the pattern. The other group worked on solving 3 digit subtraction problems that required regrouping.



In reading we are transitioning from realistic fiction to non-fiction text. Today we used the book Life in the Coral Reef to identify the information we gain from text features. The students watched me modeling charting the text feature, information gained from it and connections we can make to our knowledge. Then they used the same book to chart 5 text features in their RRJ. They worked on this while I met with small groups. Just prior to meeting with small groups, the students took a diagnostic spelling test using high frequency words. We didn't finish today and will continue with it tomorrow. I will use the data from these tests to determine words that our class will study and learn to spell.



Reading groups:



Blue: Practiced writing and reading the words; afraid, splash, around and heard. Then we read and discussed the book Snorkeling. For homework they need to answer questions #2 and 3 in their RRJ. The questions are listed on the back cover of their book. I modeled the appropriate way to answer the question, in a complete sentence, in their RRJ.



Green: We practiced reading and writing the words; thought, except, and special. Then we discussed the problem and solution in their book...they marked this for homework, using stickies, many days ago. Tonight they need to write about the plot in their RRJ. We practiced talking about the plot in group today.



Red: We shared the fact that the father was moving in group...this was homework from several days ago. Then we continued reading the story. Tonight they need to read pages 51-55 and write, in their RRJ, about what Genny and Mr. Parker discussed.



Following lunch, indoor recess and art, we will listen to the story The Big Green Pocketbook and identify workers and the goods/services they provide.

SGA Friday

Hopefully, you are aware that today is an early dismissal day. We have also dubbed it SGA Friday...it will be obvious why as you read on!

We began the day with elections in homeroom to select an SGA class rep. I was so proud of all who had the courage to take the risk to run...and I told the class so! Dylan and Jaylah are our new class reps. Congrats to ALL!

Then we had a shortened math class. We reviewed last night's homework and the students took a quiz. It should be scored and in their binders when they arrive at home this afternoon.

Then we had a shortened reading class. The children worked on any unfinished work and I conferenced with two students on their writing pieces...look for the return of reading groups on Monday!

Next we went to the SGA general election assembly in the gym. We listened to the speeches from the 4th and 5th grade students who are running for an SGA office. After voting, we will go to lunch and then pack up to go home!