The students began their day in art.
When they returned to class we had a discussion about focusing and responsibility. While it is important for me for the students to feel comfortable making (and learning from ) mistakes, I think some are beginning to use that as a crutch. I am seeing signs of carelessness where children aren't answering the questions asked or using the strategies we practice to complete assignments.
After that, we visited Edmodo and, again, I reviewed how to check new notifications and how to correctly complete and turn in an assignment.
Next, we finished reading Anna, Grandpa and the Big Storm and we identified how getting stuck on the El forced Anna and Grandpa to spend time together, leading them to an understanding of one another. This, in turn, led to Anna's change in her point of view about Grandpa's visit...she now wants him to stay longer.
While I meet with reading groups the students will complete their change matrix for this novel. They will also finish their character trait web from yesterday. Finally, they will work on individual reading group assignments.
Sharks: We met and shared the character traits, along with the support from their book, that they chose for Tony (main character). As we did this, we noticed that the trait of helpful had the longest list of support from the book. So, we decided that, in our opinion, Tony was helpful. Independently, the students will write a 3-5 sentence paragraph stating their opinion and explaining the problem in the story.
In math we practiced counting by quarters and then measuring to the nearest quarter inch. While the students completed a worksheet independently, I worked with a small group on this task. There is a worksheet for homework and we will have a quiz tomorrow.
Following lunch and outdoor recess, the students continued their independent work, while I met with more small groups.
Cheetahs: The students read the final chapter in the book and explained the title of the BOOK in their RRJ. IN group we discussed character traits that led the main character (the girl) from the problem (stealing the pencil sharpener) to the solution (returning the pencil sharpener). The students struggled with this. So, after discussing the traits and evidence in the book to support those traits, they went back tot heir seats to reread the book.
Yellow Jackets: The students read the final chapter in the book and wrote about the theme in their RRJ. In group they shared the character traits they identified for the main character and the evidence from the book that supported it. We also had a great discussion about which problem was the main problem.
Snakes: Independently they reread their book and drew a picture of the beginning, middle and end in their RRJ. Then, in group, we discussed the main character and the problem. We identified a character trait that described the main character (angry) and found evidence in the book to support the trait.
At the end of the day, I handed out report cards. We also worked on solving a problem that Mr. McGee posted to Edmodo.
There is a reading assignment for homework tonight that is posted on Edmodo.
Thursday, January 31, 2013
Wednesday, January 30, 2013
Wonderful Wednesday
This morning the students began their day in the media center. When they returned to class, we reviewed Edmodo. I pointed out the notification section, in the upper right corner, and explained that students need to check this area each time they log in. Then I told the students that YOU, their parents, can get on our Edmodo page but creating an account using the class code listed right below the notification section.
After that, we continued reading Anna, Grandpa and the Big Storm, discussing changes in points of view and relationships.
Then the students received two hand-outs about character traits. One defined and explained the concept of a character trait. The other listed examples of positive character traits on one side, and negative on the other. Both of these documents are to be stored in the reading section of their binder, to be referenced in the future. Next, I modeled using the character trait list to choose three that describe Anna and identify examples from the story to support each one.
While I meet with small groups, the students will complete individual reading group assignments. They will also begin preparing for the character analysis writing piece by identifying the main character in their reading group book, choosing three character traits to describe him/her and identifying an example, from the book, for each.
Sharks: We met and reviewed the main character, the problem, and the changes in his point of view about being tall. I explained to the group that they will begin a new book tomorrow but will be writing the character analysis using this book. I hope it doesn't get too confusing!
In math we learned the difference between a fraction and a mixed number. You can view the lesson here. There is a worksheet for homework. ALL students must identify the mixed number on the line provided for the answer. Students have the option to challenge themselves by writing a fraction (equal to the mixed number) for each problem.
Following lunch and outdoor recess the students continued their independent work while I met with reading groups.
Cheetahs: The students read chapter 3 and wrote about the title of that chapter in their RRJ. In group we discussed the title and then decided which was worse; telling her mom she stole the pencil sharpener or facing Mrs. Jessop.
Yellow Jackets: The students read chapters 4 & 5. In their RRJ they identified which action in chapter 4 led to events in chapter 5. In group we discussed how Stewart joining the swim team (ch.4) led to him walking home from practice when Prince needed help saving Rachel (ch.5).
Snakes: The students reread pages 8-12 and wrote about the main character and the problem in their RRJ. In group we reread pages 8-12and then finished reading the book. After that we identified the beginning, middle and end of the story, focusing on the problem and solution.
We ended the day by comparing two maps of Maryland, one created in 1606 by John Smith and labeled Virginia, and one from present day. We also identified major cities in the United States on a map of North America.
After that, we continued reading Anna, Grandpa and the Big Storm, discussing changes in points of view and relationships.
Then the students received two hand-outs about character traits. One defined and explained the concept of a character trait. The other listed examples of positive character traits on one side, and negative on the other. Both of these documents are to be stored in the reading section of their binder, to be referenced in the future. Next, I modeled using the character trait list to choose three that describe Anna and identify examples from the story to support each one.
While I meet with small groups, the students will complete individual reading group assignments. They will also begin preparing for the character analysis writing piece by identifying the main character in their reading group book, choosing three character traits to describe him/her and identifying an example, from the book, for each.
Sharks: We met and reviewed the main character, the problem, and the changes in his point of view about being tall. I explained to the group that they will begin a new book tomorrow but will be writing the character analysis using this book. I hope it doesn't get too confusing!
In math we learned the difference between a fraction and a mixed number. You can view the lesson here. There is a worksheet for homework. ALL students must identify the mixed number on the line provided for the answer. Students have the option to challenge themselves by writing a fraction (equal to the mixed number) for each problem.
Following lunch and outdoor recess the students continued their independent work while I met with reading groups.
Cheetahs: The students read chapter 3 and wrote about the title of that chapter in their RRJ. In group we discussed the title and then decided which was worse; telling her mom she stole the pencil sharpener or facing Mrs. Jessop.
Yellow Jackets: The students read chapters 4 & 5. In their RRJ they identified which action in chapter 4 led to events in chapter 5. In group we discussed how Stewart joining the swim team (ch.4) led to him walking home from practice when Prince needed help saving Rachel (ch.5).
Snakes: The students reread pages 8-12 and wrote about the main character and the problem in their RRJ. In group we reread pages 8-12and then finished reading the book. After that we identified the beginning, middle and end of the story, focusing on the problem and solution.
We ended the day by comparing two maps of Maryland, one created in 1606 by John Smith and labeled Virginia, and one from present day. We also identified major cities in the United States on a map of North America.
Tuesday, January 29, 2013
Terrific Tuesday
For homework tonight, the children are to visit Edmodo and do the assignment I have posted. They will click on the words, "Forms of Energy", to read the article that is attached. Then they will post a reply to the assignment stating one type of electrical energy and one type of kinetic energy. Finally, and this is easy to forget, they need to click the "Turn In" button that is towards the top of the assignment.
On to our day...
The students started their day in PE.
When they returned to class we reviewed how to complete assignments on Edmodo. Then I showed the students tonight's science homework.
Next, we reviewed point of view; first person - a character in the story is telling the story, and third person - a narrator (someone not involved in the story) is telling the story. Then we read chapter 5 of Anna, Grandpa and the Big Storm, and identified that a narrator is telling the story. Additionally, I modeled how some of the text would change if Anna or Grandpa was telling the story. After that, we discussed the change in Anna and Grandpa's relationship and related that to the point of view.
Then we moved onto writing. Our writing lesson focused on identifying the theme in text. We viewed and discussed a Power Point presentation identifying the difference between main idea and theme. In short, the theme of a text is a lesson the author wants to teach readers. It is RARELY stated in the text.
While I meet with small groups the students will complete individual reading groups assignments, they will create a cartoon for our WOW word, blunder (a silly or careless mistake) and they will practice writing I and J in cursive.
Sharks: We met and reviewed the main character and the problem in the story. Then we read the rest of the book. After that, we discussed how Tony's feelings about being tall had changed and why. Independently they will answer the three questions in the back of their book, in their RRJ.
In math we practiced measuring to the nearest half inch. The lesson can be viewed here. The students worked on two activities (counting by halves and measuring to the nearest half inch) while we met with small groups. Mrs. Benson pulled a group to practice counting by halves. I pulled a group to practice partitioning rectangles into equal groups. There is a measurement worksheet for homework.
Following lunch and outdoor recess the students continued working independently while I met with small groups.
Cheetahs: They read chapter 2 and wrote about the main characters actions in chapter 1 leading to the events in chapter 2. In group we discussed this and I modeled writing a complete response.
Yellow Jackets: The children read chapters 2 and 3 and wrote about the changes in Rachel's feelings in the first three chapters. We discussed this in group.
Snakes: They reread pages 2-6 and listed words with the long e sound. In group we sorted the long e words according to the way the long e sound was spelled. Then we read pages 8-12.
We ended the day by reading an online book about heat and light energy.
On to our day...
The students started their day in PE.
When they returned to class we reviewed how to complete assignments on Edmodo. Then I showed the students tonight's science homework.
Next, we reviewed point of view; first person - a character in the story is telling the story, and third person - a narrator (someone not involved in the story) is telling the story. Then we read chapter 5 of Anna, Grandpa and the Big Storm, and identified that a narrator is telling the story. Additionally, I modeled how some of the text would change if Anna or Grandpa was telling the story. After that, we discussed the change in Anna and Grandpa's relationship and related that to the point of view.
Then we moved onto writing. Our writing lesson focused on identifying the theme in text. We viewed and discussed a Power Point presentation identifying the difference between main idea and theme. In short, the theme of a text is a lesson the author wants to teach readers. It is RARELY stated in the text.
While I meet with small groups the students will complete individual reading groups assignments, they will create a cartoon for our WOW word, blunder (a silly or careless mistake) and they will practice writing I and J in cursive.
Sharks: We met and reviewed the main character and the problem in the story. Then we read the rest of the book. After that, we discussed how Tony's feelings about being tall had changed and why. Independently they will answer the three questions in the back of their book, in their RRJ.
In math we practiced measuring to the nearest half inch. The lesson can be viewed here. The students worked on two activities (counting by halves and measuring to the nearest half inch) while we met with small groups. Mrs. Benson pulled a group to practice counting by halves. I pulled a group to practice partitioning rectangles into equal groups. There is a measurement worksheet for homework.
Following lunch and outdoor recess the students continued working independently while I met with small groups.
Cheetahs: They read chapter 2 and wrote about the main characters actions in chapter 1 leading to the events in chapter 2. In group we discussed this and I modeled writing a complete response.
Yellow Jackets: The children read chapters 2 and 3 and wrote about the changes in Rachel's feelings in the first three chapters. We discussed this in group.
Snakes: They reread pages 2-6 and listed words with the long e sound. In group we sorted the long e words according to the way the long e sound was spelled. Then we read pages 8-12.
We ended the day by reading an online book about heat and light energy.
Monday, January 28, 2013
Another 2 hr. delay..Happy Monday!
This morning we began our day with the students getting Edmodo accounts (those who didn't over the weekend) and then exploring the site and the apps. Parents, I encourage you to check out your child's account from home. You can use the parent code (on the right hand side) to set up your own account!
After the students had a chance to explore, I introduced the Fractions app to the class and had them work on it independently. For homework tonight, the children should return to the Fractions app on Edmodo and spend at least ten minutes playing it. Also, they need to reply to my homework question, which will be posted on the site.
Those who are absent and have not set up an account, you can visit www.edmodo.com and enter the class code, 2n7lw2, this is a NEW class code!!!
After eating lunch, the students returned to class and I handed out a sheet explaining the characteristics of historical fiction text. As we read down the list of descriptors, we identified aspects of Anna, Grandpa and the Big Storm that qualified for each. The students are expected to keep this sheet in the reading section of their binder.
Next, we read chapter 3 and 4 of the novel.
Then each student was given a copy of a change matrix, which will be stored in the reading section of their binder. We completed parts of the change matrix for Anna, Grandpa and the Big Storm.
Next, we completed the character analysis for Brave Irene. Then I showed the students a model paper for a character analysis of Brave Irene. The childrens' next writing piece will be a character analysis for the main character in their reading group book. So, after reading the model paper to the class, we went through and broke it down, by paragraph, identifying what the author included in each section.
We ended the day by unpacking our new science kit and identifying objects that give off both light and heat.
After the students had a chance to explore, I introduced the Fractions app to the class and had them work on it independently. For homework tonight, the children should return to the Fractions app on Edmodo and spend at least ten minutes playing it. Also, they need to reply to my homework question, which will be posted on the site.
Those who are absent and have not set up an account, you can visit www.edmodo.com and enter the class code, 2n7lw2, this is a NEW class code!!!
After eating lunch, the students returned to class and I handed out a sheet explaining the characteristics of historical fiction text. As we read down the list of descriptors, we identified aspects of Anna, Grandpa and the Big Storm that qualified for each. The students are expected to keep this sheet in the reading section of their binder.
Next, we read chapter 3 and 4 of the novel.
Then each student was given a copy of a change matrix, which will be stored in the reading section of their binder. We completed parts of the change matrix for Anna, Grandpa and the Big Storm.
Next, we completed the character analysis for Brave Irene. Then I showed the students a model paper for a character analysis of Brave Irene. The childrens' next writing piece will be a character analysis for the main character in their reading group book. So, after reading the model paper to the class, we went through and broke it down, by paragraph, identifying what the author included in each section.
We ended the day by unpacking our new science kit and identifying objects that give off both light and heat.
Friday, January 25, 2013
The craziness continues!
Well, shortly into our day, we received news that we would have an early dismissal. Another break in our routine!!!
That's ok...because we know how to go with the flow!!
The students began their day in music.
Upon returning to the classroom, knowing that we would have another shortened day, I decided to introduce the children to Edmodo. The following explanation is taken right from their web site.
That's ok...because we know how to go with the flow!!
The students began their day in music.
Upon returning to the classroom, knowing that we would have another shortened day, I decided to introduce the children to Edmodo. The following explanation is taken right from their web site.
Edmodo is a free and secure
learning network for teachers, students, and schools. It provides a safe way for us to connect,
share content, access homework, participate in discussions and receive class
information.
Seeing the excitement this generated in class, I decided to set up accounts for the children. Unfortunately, our attempt failed.
However, each child has a letter for their parent(s) in their home folder today. The letter explains Edmodo and how to set up an account for your child. Please read over the letter and help your child set up their account. If you are unable to do so, we will do it at school. If your child sets up an account, have them leave me a note! :-)
After our explorations with Edmodo, we took our math quiz. They have been scored and returned to the students. The quizzes should be kept in the math section of your child's binder.
Finally, we ate lunch and packed up for home!
Thursday, January 24, 2013
Be careful what you wish for...2 hour delay!
So...this morning, when I got out of bed and heard there was a two hour delay, I was exited to go back to bed...I can't lie...it's true! HOWEVER, looking back, it feels like our routine has been anything but, for so long, that it would have been nice to have a regular day!
Moving forward, though, we have had a busy, productive day!
We started our day with math. We reviewed yesterday's lesson which was labeling fractions of a whole on a number line. The students completed a practice worksheet, independently, then worked with two fractions apps on the iPad. Mrs. Head worked with a couple of students using manipulatives to solve problems. I pulled individual students to review errors on their independent work. There is a fraction worksheet for homework and we will have a quiz tomorrow. The quiz will look just like last week's...only the numbers will be changed!
Next up was lunch!
After lunch, the children revised their reading group assignments from yesterday, with feedback from me. Then they fixed pink words and read silently.
Next we read the second chapter of Anna, Grandpa and the Big Storm. We identified how Anna's action (wanting to go to school for the spelling bee) led to the next event (Grandpa leaving the house to take her to school).
After that, we retold the story Brave Irene and I began modeling how to complete a character analysis chart. Next week, the children will complete a character analysis chart for the main character in their reading group book. I said this MULTIPLE times to drive home the importance of focusing on my lesson and asking questions if they were confused.
On the chart, I identified the problem and solution in Brave Irene and made sure to explain how the solution had to match the problem. Then I recounted Irene's action leading from the problem to the solution and noted why she did each.
We ended the day by revisiting the map of North America and making a mental map by visualizing it in our heads. Then the students returned to their seats to sketch a map of North America in their social studies journals. I was quite impressed...they did a great job!
Moving forward, though, we have had a busy, productive day!
We started our day with math. We reviewed yesterday's lesson which was labeling fractions of a whole on a number line. The students completed a practice worksheet, independently, then worked with two fractions apps on the iPad. Mrs. Head worked with a couple of students using manipulatives to solve problems. I pulled individual students to review errors on their independent work. There is a fraction worksheet for homework and we will have a quiz tomorrow. The quiz will look just like last week's...only the numbers will be changed!
Next up was lunch!
After lunch, the children revised their reading group assignments from yesterday, with feedback from me. Then they fixed pink words and read silently.
Next we read the second chapter of Anna, Grandpa and the Big Storm. We identified how Anna's action (wanting to go to school for the spelling bee) led to the next event (Grandpa leaving the house to take her to school).
After that, we retold the story Brave Irene and I began modeling how to complete a character analysis chart. Next week, the children will complete a character analysis chart for the main character in their reading group book. I said this MULTIPLE times to drive home the importance of focusing on my lesson and asking questions if they were confused.
On the chart, I identified the problem and solution in Brave Irene and made sure to explain how the solution had to match the problem. Then I recounted Irene's action leading from the problem to the solution and noted why she did each.
We ended the day by revisiting the map of North America and making a mental map by visualizing it in our heads. Then the students returned to their seats to sketch a map of North America in their social studies journals. I was quite impressed...they did a great job!
Wednesday, January 23, 2013
Welcome to the THIRD Marking Period!!
Wow! It's so hard to believe that we are halfway through the school year. Yesterday, I had the chance to work from home and really get into the curriculum for the next nine weeks. I feel really good about where we are going and am super excited about upcoming lessons and assignments! So, here we go...
After visiting the media center, the students returned to class and we began laying the ground work for the new marking period.
Our reading lesson began with exploring the concept of change. We identified examples of change that fit certain generalizations, such as, change that is natural, change that is random, change that is positive/negative, etc. This was a lesson taken from the William and Mary center for gifted education program.
After that, we viewed some pictures and identified a concept that tied them all together.
Next, I introduced the historical fiction novel, Anna, Grandpa and the Big Storm, which is set during the blizzard of 1888 that crippled New York City. Finally, we read the first chapter of the book and identified changes mention in the chapter, the characters and the setting.
Whew...we had already accomplished a lot and we still had our whole group writing lesson to do!!
In writing we read the book Brave Irene and spent time identifying the problem and solution, along with the events leading from the problem to the solution. This book will serve as the basis for a writing assignment I will be modeling for the children. Over the next three weeks, I will model and they will write an opinion paper where they will state an opinion about a character's actions and use events from the story to support their opinion.
As you can imagine, this took our entire morning reading and writing block. So, next up was math!
We began math by reviewing Friday's quiz. These have been scored and returned to the students. It should be stored in the math section of your child's binder. After that we learned about identifying fractions on a number line. You can view the lesson here. These is a practice worksheet for homework. If your child gets stuck, view the online lesson for help!
Following lunch and indoor recess the students worked on independent reading group assignments while I met with small groups.
Snakes: The students received a new book called The Bear and the Bees and used highlighter tape to highlight ch/sh digraphs in one color and ed/ing endings in another color. In group we reviewed the sh, ch, ing and ed sounds. We also discussed suffixes and root words. Then we read and discussed pages 2-6. For homework they need to reread pages 2-6.
Sharks: The students read up to page 12 in The Tallest Boy in the Class and identified the main character and the problem in their RRJ. Students who did not complete their assignment in class should do so for homework.
Cheetahs: The students read chapter 1 in A Second Chance and then completed vocabulary entries for mane and crossly and wrote about the main character and the problem in their RRJ. IN group we reviewed the format of a vocabulary entry and discussed chapter 1. Students who didn't finish their assignments in class must do so for homework.
Yellow Jackets: The students read chapter 1 in The Junkyard Dog and completed vocabulary entries for savagely and timidly and wrote about the main characters and the problem in their RRJ. IN group we reviewed suffixes and base words. We also discussed chapter 1. Students who did not complete their assignments in class must do so for homework.
We ended the day by identifying our 2 learning skills that we are focusing on this marking period; originality (creating new ideas) and intellectual risk taking (taking risks...even when you are unsure...asking questions during instruction).
Then we looked at some political maps of the world, North America and the United States. We listed and discussed various map elements including color, compass rose, scale, date, title and the key/legend. We also discussed the locations of various parts of the continent of North America.
After visiting the media center, the students returned to class and we began laying the ground work for the new marking period.
Our reading lesson began with exploring the concept of change. We identified examples of change that fit certain generalizations, such as, change that is natural, change that is random, change that is positive/negative, etc. This was a lesson taken from the William and Mary center for gifted education program.
After that, we viewed some pictures and identified a concept that tied them all together.
Next, I introduced the historical fiction novel, Anna, Grandpa and the Big Storm, which is set during the blizzard of 1888 that crippled New York City. Finally, we read the first chapter of the book and identified changes mention in the chapter, the characters and the setting.
Whew...we had already accomplished a lot and we still had our whole group writing lesson to do!!
In writing we read the book Brave Irene and spent time identifying the problem and solution, along with the events leading from the problem to the solution. This book will serve as the basis for a writing assignment I will be modeling for the children. Over the next three weeks, I will model and they will write an opinion paper where they will state an opinion about a character's actions and use events from the story to support their opinion.
As you can imagine, this took our entire morning reading and writing block. So, next up was math!
We began math by reviewing Friday's quiz. These have been scored and returned to the students. It should be stored in the math section of your child's binder. After that we learned about identifying fractions on a number line. You can view the lesson here. These is a practice worksheet for homework. If your child gets stuck, view the online lesson for help!
Following lunch and indoor recess the students worked on independent reading group assignments while I met with small groups.
Snakes: The students received a new book called The Bear and the Bees and used highlighter tape to highlight ch/sh digraphs in one color and ed/ing endings in another color. In group we reviewed the sh, ch, ing and ed sounds. We also discussed suffixes and root words. Then we read and discussed pages 2-6. For homework they need to reread pages 2-6.
Sharks: The students read up to page 12 in The Tallest Boy in the Class and identified the main character and the problem in their RRJ. Students who did not complete their assignment in class should do so for homework.
Cheetahs: The students read chapter 1 in A Second Chance and then completed vocabulary entries for mane and crossly and wrote about the main character and the problem in their RRJ. IN group we reviewed the format of a vocabulary entry and discussed chapter 1. Students who didn't finish their assignments in class must do so for homework.
Yellow Jackets: The students read chapter 1 in The Junkyard Dog and completed vocabulary entries for savagely and timidly and wrote about the main characters and the problem in their RRJ. IN group we reviewed suffixes and base words. We also discussed chapter 1. Students who did not complete their assignments in class must do so for homework.
We ended the day by identifying our 2 learning skills that we are focusing on this marking period; originality (creating new ideas) and intellectual risk taking (taking risks...even when you are unsure...asking questions during instruction).
Then we looked at some political maps of the world, North America and the United States. We listed and discussed various map elements including color, compass rose, scale, date, title and the key/legend. We also discussed the locations of various parts of the continent of North America.
Friday, January 18, 2013
End of MP 2...WHAT?!?!?!
Can you believe that we are half way through the school year? Today marks the last day of the second marking period. When the students return on Wednesday, we will begin the third marking period!!
The children began their day by going to music.
When they returned to class they had 30 minutes to finalize their Key Note presentations for their African Desert Research projects. After that, each group shared their Key Note presentation with the class.
In math the children took a quiz covering basic multiplication and division facts (times) and fractions. The quiz will not be used for determining grades this marking period. They will be sent home early next week. I will use the data I collect from these quizzes to plan for instruction as we head into the new marking period.
Following lunch and outdoor recess the students will view a Power Point and make the connection that the images in the presentation all are sources of energy. Then they will view a brief video clip about fossil fuels...what they are and how they are used. After that, they will listen to the story The Boy Who Harnessed the Wind and discuss what motivated the boy to use the energy sources he did.
Our day will end with our class teaching Mr. Vogel's class about the African Desert, using the Key Note presentations. Then Mr. Vogel's class will teach our students about the African Savannah.
Have a wonderful long weekend...remember no school on Monday in honor of Marting Luther King, Jr.'s Birthday. Also, there is no school for students on Tuesday...it is a report card preparation day for teachers. So, yes, I do have to work. :-)
The children began their day by going to music.
When they returned to class they had 30 minutes to finalize their Key Note presentations for their African Desert Research projects. After that, each group shared their Key Note presentation with the class.
In math the children took a quiz covering basic multiplication and division facts (times) and fractions. The quiz will not be used for determining grades this marking period. They will be sent home early next week. I will use the data I collect from these quizzes to plan for instruction as we head into the new marking period.
Following lunch and outdoor recess the students will view a Power Point and make the connection that the images in the presentation all are sources of energy. Then they will view a brief video clip about fossil fuels...what they are and how they are used. After that, they will listen to the story The Boy Who Harnessed the Wind and discuss what motivated the boy to use the energy sources he did.
Our day will end with our class teaching Mr. Vogel's class about the African Desert, using the Key Note presentations. Then Mr. Vogel's class will teach our students about the African Savannah.
Have a wonderful long weekend...remember no school on Monday in honor of Marting Luther King, Jr.'s Birthday. Also, there is no school for students on Tuesday...it is a report card preparation day for teachers. So, yes, I do have to work. :-)
Thursday, January 17, 2013
Back to Routine!! :-)
WOO HOO!!!! I am in school for a full day today!!!!!!!! YESSSSSSSSSSSSSSSSSSS!!!!!!!!
The students began their day in art.
When we returned to class we reviewed the expectations of the African Desert research project. We also reviewed how to determine and identify relevant information in text.
Then the students worked on their projects in small groups while I met with reading groups.
Yellow Jackets: Turned in their After the Discussion question.
Cheetahs: We used last night's homework to have an inquiry discussion about who was more dishonest, the soldier or the old woman. Tonight, for homework, the students need to answer the "After the Discussion" question. THIS WILL BE GRADED! Students need to fully explain their thinking using evidence from the book.
In math we visited Cuisenaire Environment and used this web site to identify 1/4 of two different sized unit fractions (wholes). Then we identified what will always be true about 1/4 (one out of 4 equal parts) and what will not always be true (the size/value). Above is a picture to help.
For homework, the students should visit the above Cuisenaire Environment link and identify 1/3 of two DIFFERENT unit fractions, where 1/3 has a different area. They can either print out their work or draw a picture (color would be needed) to show what they found. The students can use the picture above to guide them. If they want to do another try to find 3 examples of 1/2 where the area of 1/2 is different, using the Cuisenaire rods, of course!
Following lunch and outdoor recess the students continued working on their African Desert research [projects and I met with more reading groups.
Yellow Jackets: We met and discussed the importance of a response MATCHING the question asked. Then I explained the remaining two assignments in the Master Cat packet. For homework they need to choose ONE (either the poem or the essay) to complete. I implored them to keep in mind that regardless of the assignment they complete, they must PROVE to me that they understood the Master Cat and reflect that in their writing.
Sharks: We reread chapter 5 and discussed the beginning, middle and end they drew for homework. Then we reviewed the characteristics of a summary and the students wrote those in their RRJs. For homework the students need to write a summary of chapter 5 adhering to the expectations discussed in group (brief, concise, 3-5 sentences, tells main events of beginning, middle and end, only includes necessary details).
Snakes: We reviewed and discussed the beginning, middle and end of the story. For homework the children need to use the book to complete a sequencing worksheet.
Information about Jump Rope for Heart went home today. Please look for it in your child's home folder.
There will be some adjustments made to reading groups next week. These are based on results from the MAP-R, progress over the past two marking periods and informal assessments.
The students began their day in art.
When we returned to class we reviewed the expectations of the African Desert research project. We also reviewed how to determine and identify relevant information in text.
Then the students worked on their projects in small groups while I met with reading groups.
Yellow Jackets: Turned in their After the Discussion question.
Cheetahs: We used last night's homework to have an inquiry discussion about who was more dishonest, the soldier or the old woman. Tonight, for homework, the students need to answer the "After the Discussion" question. THIS WILL BE GRADED! Students need to fully explain their thinking using evidence from the book.
For homework, the students should visit the above Cuisenaire Environment link and identify 1/3 of two DIFFERENT unit fractions, where 1/3 has a different area. They can either print out their work or draw a picture (color would be needed) to show what they found. The students can use the picture above to guide them. If they want to do another try to find 3 examples of 1/2 where the area of 1/2 is different, using the Cuisenaire rods, of course!
Following lunch and outdoor recess the students continued working on their African Desert research [projects and I met with more reading groups.
Yellow Jackets: We met and discussed the importance of a response MATCHING the question asked. Then I explained the remaining two assignments in the Master Cat packet. For homework they need to choose ONE (either the poem or the essay) to complete. I implored them to keep in mind that regardless of the assignment they complete, they must PROVE to me that they understood the Master Cat and reflect that in their writing.
Sharks: We reread chapter 5 and discussed the beginning, middle and end they drew for homework. Then we reviewed the characteristics of a summary and the students wrote those in their RRJs. For homework the students need to write a summary of chapter 5 adhering to the expectations discussed in group (brief, concise, 3-5 sentences, tells main events of beginning, middle and end, only includes necessary details).
Snakes: We reviewed and discussed the beginning, middle and end of the story. For homework the children need to use the book to complete a sequencing worksheet.
Information about Jump Rope for Heart went home today. Please look for it in your child's home folder.
There will be some adjustments made to reading groups next week. These are based on results from the MAP-R, progress over the past two marking periods and informal assessments.
Wednesday, January 16, 2013
Hump Day...the Saga Continues
Well, yesterday I visited my GP, for my knee, and she is sending me to an ortho today. I will be leaving school early to go to this appointment.
The children began their day in the media center. When they return to class, we will review what they have accomplished thus far, in their small groups, on their African Desert research project.
Then I will remind the students that relevant information is that which pertains to the purpose for reading. So, in the case of the African Desert research project, the relevant information is that which explains or describes the culture, geographic characteristics, climate and/or plant and animal life in the African Desert. All other information becomes irrelevant for this project only. If we were to reread the same sources with a different purpose in mind, we would identify different aspects as relevant or not.
After that, I will review sentence structure (subject/predicate) and the usage of linking words to form compound and complex sentences.
Reading Groups:
Yellow Jackets: We met and discussed the expectations for their answer to the "after the Discussion" question. This will be a graded homework assignment for them to complete tonight and hand in tomorrow morning.
Cheetahs: We reread Nail Soup and I shared the idea that I couldn't decide who was more dishonest, the old woman or the soldier. This led to a quick discussion of what made the soldier dishonest. For homework the children need to answer both parts of the "Building Your Answer" BEFORE the discussion question (front side of worksheet ONLY).
In math we will use the pattern blocks to identify and name fractions of a whole. We will also explore how the same pattern block can be named as a different fraction according to the size of the whole. For homework students are expected to go to the virtual manipulative web site and build models of a whole using base fractions of 1/3, 1/6 and 1/8. They should them draw or write about these in their math journals or print off their work and bring it in. As a challenge, students should try to build 2/3 and 5/3, too.
This afternoon the students will continue working on the African Desert Project.
Reading Groups:
Sharks - They will read chapter 5 and discuss/identify the beginning, middle and end of the chapter. For homework they need to reread chapter 5 and draw the beginning, middle and end of the chapter in their RRJ.
Snakes: In group the students reread up to page 10 and then continued reading until the end of the book. Then they identified/discussed the beginning, middle and end. For homework they need to reread the book and draw a picture of the beginning, middle and end in their RRJ.
The children began their day in the media center. When they return to class, we will review what they have accomplished thus far, in their small groups, on their African Desert research project.
Then I will remind the students that relevant information is that which pertains to the purpose for reading. So, in the case of the African Desert research project, the relevant information is that which explains or describes the culture, geographic characteristics, climate and/or plant and animal life in the African Desert. All other information becomes irrelevant for this project only. If we were to reread the same sources with a different purpose in mind, we would identify different aspects as relevant or not.
After that, I will review sentence structure (subject/predicate) and the usage of linking words to form compound and complex sentences.
Reading Groups:
Yellow Jackets: We met and discussed the expectations for their answer to the "after the Discussion" question. This will be a graded homework assignment for them to complete tonight and hand in tomorrow morning.
Cheetahs: We reread Nail Soup and I shared the idea that I couldn't decide who was more dishonest, the old woman or the soldier. This led to a quick discussion of what made the soldier dishonest. For homework the children need to answer both parts of the "Building Your Answer" BEFORE the discussion question (front side of worksheet ONLY).
In math we will use the pattern blocks to identify and name fractions of a whole. We will also explore how the same pattern block can be named as a different fraction according to the size of the whole. For homework students are expected to go to the virtual manipulative web site and build models of a whole using base fractions of 1/3, 1/6 and 1/8. They should them draw or write about these in their math journals or print off their work and bring it in. As a challenge, students should try to build 2/3 and 5/3, too.
This afternoon the students will continue working on the African Desert Project.
Reading Groups:
Sharks - They will read chapter 5 and discuss/identify the beginning, middle and end of the chapter. For homework they need to reread chapter 5 and draw the beginning, middle and end of the chapter in their RRJ.
Snakes: In group the students reread up to page 10 and then continued reading until the end of the book. Then they identified/discussed the beginning, middle and end. For homework they need to reread the book and draw a picture of the beginning, middle and end in their RRJ.
Tuesday, January 15, 2013
REALLY????
I appear to have a black cloud over my head.
As you are probably aware, I battled the flu towards the end of last week.
Well, this morning, while running, my knee popped and I was no longer able to put weight on my knee. I hobbled into school but will have to leave early to see a doctor.
PLEASE KNOW, I hate the disruptions to my routine and feel badly about the amount of time I have missed from work. I DO leave the children in good hands and prepare detailed plans so that instruction continues in my absence.
Feel free to contact me with any concerns or questions...I check email from home!
I am planning to be back tomorrow morning but I truly do not know what wild goose chase I am about to embark upon. I will know more after visiting my GP today.
In the meantime, I will try to keep up with the blog posts.
The children began their day in PE. After that, we went to the computer lab where they took the second installment of the MAP-R. This is the computerized READING assessment that self-adjusts to each student's level based upon their answers during the test. The data helps me know what the children have learned and plan for future instruction.
When we return to class, I will explain the African Desert research project that we began yesterday.
The students will be working in small groups to become experts on the African Desert, mainly the Sahara. They began yesterday by asking questions they want to answer. They will use these questions to determine and identify the relevant information in the resources they read, both online and in hard copy paper text.
After gathering information (using books and Internet sites) about the culture,geographic characteristics, climate and plant/animal life, they will create a 4 slide Key Note presentation (involving graphics and text) to present to Mr. Vogel's class.
The students will work on this throughout the day today and tomorrow.
This project encompasses reading, writing, social studies and technology.
During math we will continue to identify and name fractions of a whole. Today we will return to Cuisenairre Rods.
There will be a math worksheet for homework.
The entire afternoon will be spent on the African Desert research project described above.
As you are probably aware, I battled the flu towards the end of last week.
Well, this morning, while running, my knee popped and I was no longer able to put weight on my knee. I hobbled into school but will have to leave early to see a doctor.
PLEASE KNOW, I hate the disruptions to my routine and feel badly about the amount of time I have missed from work. I DO leave the children in good hands and prepare detailed plans so that instruction continues in my absence.
Feel free to contact me with any concerns or questions...I check email from home!
I am planning to be back tomorrow morning but I truly do not know what wild goose chase I am about to embark upon. I will know more after visiting my GP today.
In the meantime, I will try to keep up with the blog posts.
The children began their day in PE. After that, we went to the computer lab where they took the second installment of the MAP-R. This is the computerized READING assessment that self-adjusts to each student's level based upon their answers during the test. The data helps me know what the children have learned and plan for future instruction.
When we return to class, I will explain the African Desert research project that we began yesterday.
The students will be working in small groups to become experts on the African Desert, mainly the Sahara. They began yesterday by asking questions they want to answer. They will use these questions to determine and identify the relevant information in the resources they read, both online and in hard copy paper text.
After gathering information (using books and Internet sites) about the culture,geographic characteristics, climate and plant/animal life, they will create a 4 slide Key Note presentation (involving graphics and text) to present to Mr. Vogel's class.
The students will work on this throughout the day today and tomorrow.
This project encompasses reading, writing, social studies and technology.
During math we will continue to identify and name fractions of a whole. Today we will return to Cuisenairre Rods.
There will be a math worksheet for homework.
The entire afternoon will be spent on the African Desert research project described above.
Monday, January 14, 2013
Monday...trying to get back on track!
Thank you, and your children, for being so patient with me last week. I am hoping my sickness is gone and that we can return to our normal routine!
This morning, we began the day with a class meeting. First, we had a group share with each person sharing what it means to be a good friend. Then we exchanged compliments. After that, we discussed the continuing challenge of following directions. As a group, we decided to go back to the clip system as a reminder when children are not following directions.
After our class meeting, we reviewed the idea of relevant information in text and determined that authors use text features to include and highlight it in their writing. We used a non-fiction book written by MCPS to help students recognize how text features provide and explain relevant information. WE also charted those features, such as, bold print, glossary, Internet link, captions, which included the relevant information.
Next, we reviewed the Power Point about sentence fluency. We identified conjunctions that could be used to combine two simple sentences into one longer sentence.
While I meet with small groups the students will revise their writing pieces adding adjectives and adverbs and making sure they included both simple and compound sentences. They will also complete individual reading group assignments.
Yellow Jackets: We met, finally, and had our inquiry discussion. We discussed the question, "Why doesn't the cat ever share the plan with his master?" Students were expected share their ideas, listen to those of their group mates and then respond using ideas from the text. The children struggled with this process. They all had an "answer" to share but shied away from the "discussion" aspect.
In math we used the virtual manipulative web site to identify and name fractions of a whole using circles. There is a math worksheet for homework.
Following lunch and outdoor recess, Mrs. Howard conducted a lesson about friendship.
After that, Ms. Klein, a substitute covering for me, worked with the students to identify questions the children want to answer about the African Desert. Then the children worked in small groups to locate answers using the online elementary edition of the Encyclopedia Britannica and creating a presentation using the iPad app Pages.
This morning, we began the day with a class meeting. First, we had a group share with each person sharing what it means to be a good friend. Then we exchanged compliments. After that, we discussed the continuing challenge of following directions. As a group, we decided to go back to the clip system as a reminder when children are not following directions.
After our class meeting, we reviewed the idea of relevant information in text and determined that authors use text features to include and highlight it in their writing. We used a non-fiction book written by MCPS to help students recognize how text features provide and explain relevant information. WE also charted those features, such as, bold print, glossary, Internet link, captions, which included the relevant information.
Next, we reviewed the Power Point about sentence fluency. We identified conjunctions that could be used to combine two simple sentences into one longer sentence.
While I meet with small groups the students will revise their writing pieces adding adjectives and adverbs and making sure they included both simple and compound sentences. They will also complete individual reading group assignments.
Yellow Jackets: We met, finally, and had our inquiry discussion. We discussed the question, "Why doesn't the cat ever share the plan with his master?" Students were expected share their ideas, listen to those of their group mates and then respond using ideas from the text. The children struggled with this process. They all had an "answer" to share but shied away from the "discussion" aspect.
In math we used the virtual manipulative web site to identify and name fractions of a whole using circles. There is a math worksheet for homework.
Following lunch and outdoor recess, Mrs. Howard conducted a lesson about friendship.
After that, Ms. Klein, a substitute covering for me, worked with the students to identify questions the children want to answer about the African Desert. Then the children worked in small groups to locate answers using the online elementary edition of the Encyclopedia Britannica and creating a presentation using the iPad app Pages.
Friday, January 11, 2013
TGIF!!!
I apologize for the lack of a blog post yesterday, but I was out sick!!
In short, the students wrote a rough draft for their opinion paragraph, worked on reading group assignments, used pattern blogs to identify and write fractions of a whole and learned about the African desert by listening to a Ranger Rick article.
Today, the children began their day in music.
When they returned to class, they worked in small groups to identify cause and effect statements in the article, What Would a Movie be Without Popcorn?". Have way through their small group time, I gave each student a definition of cause and effect and a list of keywords.
Afterwards, we shared their cause and effect statements and discussed how the keywords helped.
Next, we viewed and discussed a Power Point comparing adjectives and adverbs. The Power Point also explained comparative (comparing two, add -er) and superlative (compares more than 2, add -est to 1 syllable words and most before multi-syllabic words) adjectives and adverbs.
Then the students completed all unfinished work from the week including their opinion paragraph.
During math, the students constructed this partitioning of a whole on Geo Boards. Then we discussed whether or not this shows fourths. What do you think? Does it? Actually, it does!!! Fractions have to be equal in area/value but the parts can look different. Go back and check it out...each section is composed of 4 square units.
This afternoon the students will take the MAP-M assessment. This is a computerized math assessment they take three times a year to help guide our instruction.
Have a great weekend!
In short, the students wrote a rough draft for their opinion paragraph, worked on reading group assignments, used pattern blogs to identify and write fractions of a whole and learned about the African desert by listening to a Ranger Rick article.
Today, the children began their day in music.
When they returned to class, they worked in small groups to identify cause and effect statements in the article, What Would a Movie be Without Popcorn?". Have way through their small group time, I gave each student a definition of cause and effect and a list of keywords.
Afterwards, we shared their cause and effect statements and discussed how the keywords helped.
Next, we viewed and discussed a Power Point comparing adjectives and adverbs. The Power Point also explained comparative (comparing two, add -er) and superlative (compares more than 2, add -est to 1 syllable words and most before multi-syllabic words) adjectives and adverbs.
Then the students completed all unfinished work from the week including their opinion paragraph.
During math, the students constructed this partitioning of a whole on Geo Boards. Then we discussed whether or not this shows fourths. What do you think? Does it? Actually, it does!!! Fractions have to be equal in area/value but the parts can look different. Go back and check it out...each section is composed of 4 square units.
This afternoon the students will take the MAP-M assessment. This is a computerized math assessment they take three times a year to help guide our instruction.
Have a great weekend!
Wednesday, January 9, 2013
Hump Day
This morning the children began their day in the media center.
When we returned to class we reviewed cause and effect. After that I modeled writing a paragraph beginning with an opinion statement and naming and explaining two facts to support my opinion statement. Then, I went back to my tech tools model paper about football helmets. Using this research paper, I modeled coming up with an opinion statement (All high school football players should have to wear the Revolution 360 helmet.) and then listed two facts, from my research, which I plan to include in my paragraph that support my statement.
While I met with small groups, the children will draft an opinion statement about WHO will benefit from their technology tool and listing two facts that support it. Then they will complete a WOW worksheet for the word culprit (a guilty person) and practice writing the capital letters A, D and O in cursive.
Yellow Jackets: We met and discussed the format of the inquiry discussion portion of the JGB (Junior Great Books) program. I will pose a question. The students will use the text to answer the question. Then we will have a group discussion. Finally, the children will either keep their answer or change their answer and explain why they think the way they do.
So, today I assigned the question, "Why doesn't the cat share his plan with his mater?" IN class, the children will write a response. Tonight they will read/share their answer with an adult and get a signature on their paper (and feedback, too).
In math we concentrated on identifying fractions of a whole, using pattern blocks, and focusing on the fact that fractions are a comparison of a part to a whole. One-third will ALWAYS be one out of three equal groups but it will not always be the same size, value, area, etc. There is a fraction worksheet for homework.
After lunch and outdoor recess, the students continued working independently while I met with more groups.
Cheetahs: We wrapped up our first Starting Off Strong story by reviewing reasons that inquiry questions have more than one answer. Then we read Nail Soup. For homework the children need to reread Nail Soup and write the part they liked best on a sticky note.
Sharks: We retold the first three chapters of Batholomew's Comet, round robin style, with each student telling one event. Then we began reading chapter 4. For homework, the children need to finish reading chapter 4.
Snakes: Independently they finished writing about a fear they have. In group we shared their fear. Then we practiced listening for and identifying sounds using elkonin boxes. After that, I conducted a picture walk through their new book and the students located key vocabulary words. Finally, the children practiced reading pages 2-5. For homework the students need to reread pages 2-5.
We ended the day by watching a short video clip about an ice cream scientist and discussing what we learned.
When we returned to class we reviewed cause and effect. After that I modeled writing a paragraph beginning with an opinion statement and naming and explaining two facts to support my opinion statement. Then, I went back to my tech tools model paper about football helmets. Using this research paper, I modeled coming up with an opinion statement (All high school football players should have to wear the Revolution 360 helmet.) and then listed two facts, from my research, which I plan to include in my paragraph that support my statement.
While I met with small groups, the children will draft an opinion statement about WHO will benefit from their technology tool and listing two facts that support it. Then they will complete a WOW worksheet for the word culprit (a guilty person) and practice writing the capital letters A, D and O in cursive.
Yellow Jackets: We met and discussed the format of the inquiry discussion portion of the JGB (Junior Great Books) program. I will pose a question. The students will use the text to answer the question. Then we will have a group discussion. Finally, the children will either keep their answer or change their answer and explain why they think the way they do.
So, today I assigned the question, "Why doesn't the cat share his plan with his mater?" IN class, the children will write a response. Tonight they will read/share their answer with an adult and get a signature on their paper (and feedback, too).
In math we concentrated on identifying fractions of a whole, using pattern blocks, and focusing on the fact that fractions are a comparison of a part to a whole. One-third will ALWAYS be one out of three equal groups but it will not always be the same size, value, area, etc. There is a fraction worksheet for homework.
After lunch and outdoor recess, the students continued working independently while I met with more groups.
Cheetahs: We wrapped up our first Starting Off Strong story by reviewing reasons that inquiry questions have more than one answer. Then we read Nail Soup. For homework the children need to reread Nail Soup and write the part they liked best on a sticky note.
Sharks: We retold the first three chapters of Batholomew's Comet, round robin style, with each student telling one event. Then we began reading chapter 4. For homework, the children need to finish reading chapter 4.
Snakes: Independently they finished writing about a fear they have. In group we shared their fear. Then we practiced listening for and identifying sounds using elkonin boxes. After that, I conducted a picture walk through their new book and the students located key vocabulary words. Finally, the children practiced reading pages 2-5. For homework the students need to reread pages 2-5.
We ended the day by watching a short video clip about an ice cream scientist and discussing what we learned.
Tuesday, January 8, 2013
Terrific Tuesday
After playing volleyball in PE, the children returned to the classroom and we discussed yesterday's ice cream making during science. We had a few difficulties due to the fact that the children were not following written or verbal directions. So, once again, we discussed the need to follow directions and that included going back to the text and rereading written ones!!
After that, we reviewed the background knowledge we gained from the video clip and diagram we viewed in class yesterday about popcorn. Then we read an article called, "How Popcorn Pops" and identified examples of cause and effect within the text.
While I met with small groups the students identified 3 more examples of cause and effect, from the article, on a chart. Then they completed unfinished work from yesterday, including individual reading group assignments, identifying facts from their tech tools research and practicing their cursive and spelling using word wall words.
Cheetahs: We met and discussed why the shoemaker returned the gold instead of spending it, suing their "Building your Answer" sheet. Then the students completed the rest of the worksheet identifying the answer they liked best and why they thought it was a good answer.
In math we completed the activity we began yesterday using Cuisennaire rods to identify and name fractions of a whole. I met with a small group to practice name fractions of a whole. There is a 3 addend addition worksheet (review) for homework. Students can use any strategy to solve these problems but must show evidence of their strategy.
Following lunch and outdoor recess, we packed up for home since we had a chorus and band concert this afternoon. Then the students continued to work independently while I met with another reading group.
Sharks: We shared last night's homework and practiced visualizing the events in the chapter in our minds. After that, we discussed the cause (squeezing the rock) and the effect (hovering in mid air) in the chapter and related it to how Jake's actions caused other events to unfold.
Snakes: Completed their RRJ entries about their personal fear.
Yellow Jackets: Completed the Interpreting Words activity in their packet.
WE ended the day with an assembly. We were treated to the chorus, band and string concert.
After that, we reviewed the background knowledge we gained from the video clip and diagram we viewed in class yesterday about popcorn. Then we read an article called, "How Popcorn Pops" and identified examples of cause and effect within the text.
While I met with small groups the students identified 3 more examples of cause and effect, from the article, on a chart. Then they completed unfinished work from yesterday, including individual reading group assignments, identifying facts from their tech tools research and practicing their cursive and spelling using word wall words.
Cheetahs: We met and discussed why the shoemaker returned the gold instead of spending it, suing their "Building your Answer" sheet. Then the students completed the rest of the worksheet identifying the answer they liked best and why they thought it was a good answer.
In math we completed the activity we began yesterday using Cuisennaire rods to identify and name fractions of a whole. I met with a small group to practice name fractions of a whole. There is a 3 addend addition worksheet (review) for homework. Students can use any strategy to solve these problems but must show evidence of their strategy.
Following lunch and outdoor recess, we packed up for home since we had a chorus and band concert this afternoon. Then the students continued to work independently while I met with another reading group.
Sharks: We shared last night's homework and practiced visualizing the events in the chapter in our minds. After that, we discussed the cause (squeezing the rock) and the effect (hovering in mid air) in the chapter and related it to how Jake's actions caused other events to unfold.
Snakes: Completed their RRJ entries about their personal fear.
Yellow Jackets: Completed the Interpreting Words activity in their packet.
WE ended the day with an assembly. We were treated to the chorus, band and string concert.
Monday, January 7, 2013
Marvelous Monday
This morning we began our day with a class meeting. First we had a group share. Students were invited to share a thought beginning with, "Being honest..." Then we shared compliments.
After that we turned our attention to the behavior management system (the clips) that the children had developed earlier in the year. The students offered feedback as to what they thought was working well and what wasn't. For the most part, the class felt the current system wasn't as effective as it could be. Students expressed that when they had to move their clip for the not following directions, they often felt badly about themselves. I will consider the feedback shared and determine our next steps.
Finally, we discussed the importance of being honest. I shared that there is nothing that drives me crazier than when someone is not honest with me. I told the children that I make a HUGE effort to reward honesty with positive attention, even when it is about a poor choice.
After our class meeting, we shared background knowledge about popcorn. First, the children discussed how popcorn kernels can change. Then we watched a 1 minute video explaining how popcorn changes from a kernel to a white fluffy thing. Finally, we looked at a diagram of a popcorn kernel and used our background knowledge and the diagram to determine the meaning of a new word, hull. This is a skill that can be used across different curriculum to learn new vocabulary.
Next, we reviewed the difference between a fact and an opinion and we practiced identifying statements as either fact or opinion. Then I told the children we would be writing opinion statements about who would benefit from the tech tool we researched. However, before doing that, we would revisit our tech tool writing piece and list the facts we used in it, in our writing journals.
So, while I meet with small groups today, the children will complete individual reading group assignments, they will list facts they discovered during their research, about their tech tools, and they will choose 10 words from our class word wall to write correctly, in cursive...this will help practice both spelling and cursive!
Sharks: I shard my disappointment over the effort (or lack thereof) put forth by the majority of the group on the suffix word map they completed, in class, last week. Then we reviewed suffixes and base words using words from their reading group book. Next we read and discussed chapter 3. For homework the students need to reread chapter 3 and draw a picture of the events in the chapter, in their RRJ.
Yellow Jackets: The children completed the interpreting Words activity (vocabulary section) in their packet.
Cheetahs: Reread their story to prepare for the discussion we tried to begin today. ;-)
Snakes: These children wrote about a fear they have in their RRJ.
In math we began identifying fractions of a whole, using Cuisennaire rods. The lesson can be viewed here. There is a fraction worksheet for homework that is a review of material learned in second grade.
Following lunch and recess Mrs Howard visited us to do a lesson about fairness.
We ended the day by making ice cream. We changed the observable properties of a liquid to a solid...well, sort of! ;-) Enjoy the pictures above!
After that we turned our attention to the behavior management system (the clips) that the children had developed earlier in the year. The students offered feedback as to what they thought was working well and what wasn't. For the most part, the class felt the current system wasn't as effective as it could be. Students expressed that when they had to move their clip for the not following directions, they often felt badly about themselves. I will consider the feedback shared and determine our next steps.
Finally, we discussed the importance of being honest. I shared that there is nothing that drives me crazier than when someone is not honest with me. I told the children that I make a HUGE effort to reward honesty with positive attention, even when it is about a poor choice.
After our class meeting, we shared background knowledge about popcorn. First, the children discussed how popcorn kernels can change. Then we watched a 1 minute video explaining how popcorn changes from a kernel to a white fluffy thing. Finally, we looked at a diagram of a popcorn kernel and used our background knowledge and the diagram to determine the meaning of a new word, hull. This is a skill that can be used across different curriculum to learn new vocabulary.
Next, we reviewed the difference between a fact and an opinion and we practiced identifying statements as either fact or opinion. Then I told the children we would be writing opinion statements about who would benefit from the tech tool we researched. However, before doing that, we would revisit our tech tool writing piece and list the facts we used in it, in our writing journals.
So, while I meet with small groups today, the children will complete individual reading group assignments, they will list facts they discovered during their research, about their tech tools, and they will choose 10 words from our class word wall to write correctly, in cursive...this will help practice both spelling and cursive!
Sharks: I shard my disappointment over the effort (or lack thereof) put forth by the majority of the group on the suffix word map they completed, in class, last week. Then we reviewed suffixes and base words using words from their reading group book. Next we read and discussed chapter 3. For homework the students need to reread chapter 3 and draw a picture of the events in the chapter, in their RRJ.
Yellow Jackets: The children completed the interpreting Words activity (vocabulary section) in their packet.
Cheetahs: Reread their story to prepare for the discussion we tried to begin today. ;-)
Snakes: These children wrote about a fear they have in their RRJ.
In math we began identifying fractions of a whole, using Cuisennaire rods. The lesson can be viewed here. There is a fraction worksheet for homework that is a review of material learned in second grade.
Following lunch and recess Mrs Howard visited us to do a lesson about fairness.
We ended the day by making ice cream. We changed the observable properties of a liquid to a solid...well, sort of! ;-) Enjoy the pictures above!
Friday, January 4, 2013
TGIF
This morning, during music, the students experienced a PRACTICE lock down, followed by a shelter-in-place drill. So, after picking them up from their special, we spent some time discussing the purpose of this drill, the importance of it AND that I truly believe they are VERY safe in this building. I also allowed the children to ask some questions.
After that, we used their Venn diagrams from yesterday's independent work, to compare and contrast written and spoken language. Some of the important ideas include that both are used as a way to communicate, spoken language uses sound and is usually unplanned, while written language is typically better organized in complete sentences and paragraphs.
Independent work today included individual reading group activities and finishing various unfinished assignments from this week.
Sharks: We shared the pictures the children drew for homework last night and used them to discuss the chapter. Then the students completed a suffix map for the suffix -ly, using words from chapter 2.
In math we took a quiz. This quiz covered most topics taught since the beginning of the school year. They are scored and should be kept in the math section of your child's binder. Please look at it!! I will be using the data from these to form small groups next week.
Following lunch and recess the students continued their independent work while I met with more groups.
Yellow Jackets: Independently the students reviewed their directed notes (last night's homework) to prepare for our reading group discussion. They also completed a worksheet identifying the Master Cat's actions as being either human-like or animal-like. IN group we discussed places they marked as either funny or surprising. We also discussed the actions of the Master Cat as either human or animal - like.
Cheetahs: The students completed two entries for vocabulary words n their RRJ.
Snakes: We shared their 5 finger retells from homework last night. Then we made word chains using the -ight chunk. After that, I summarized their new book for them. We will begin the book on Monday.
We continued viewing and discussing the Power Point about African regions to end our day.
After that, we used their Venn diagrams from yesterday's independent work, to compare and contrast written and spoken language. Some of the important ideas include that both are used as a way to communicate, spoken language uses sound and is usually unplanned, while written language is typically better organized in complete sentences and paragraphs.
Independent work today included individual reading group activities and finishing various unfinished assignments from this week.
Sharks: We shared the pictures the children drew for homework last night and used them to discuss the chapter. Then the students completed a suffix map for the suffix -ly, using words from chapter 2.
In math we took a quiz. This quiz covered most topics taught since the beginning of the school year. They are scored and should be kept in the math section of your child's binder. Please look at it!! I will be using the data from these to form small groups next week.
Following lunch and recess the students continued their independent work while I met with more groups.
Yellow Jackets: Independently the students reviewed their directed notes (last night's homework) to prepare for our reading group discussion. They also completed a worksheet identifying the Master Cat's actions as being either human-like or animal-like. IN group we discussed places they marked as either funny or surprising. We also discussed the actions of the Master Cat as either human or animal - like.
Cheetahs: The students completed two entries for vocabulary words n their RRJ.
Snakes: We shared their 5 finger retells from homework last night. Then we made word chains using the -ight chunk. After that, I summarized their new book for them. We will begin the book on Monday.
We continued viewing and discussing the Power Point about African regions to end our day.
Thursday, January 3, 2013
Thursday - Science Fair Information Meeting
After going to art, the students returned to the classroom where we revisited Gail Gibbons book, Ice Cream: The Full Scoop. Today, however, we had a question to guide our reading, is ice cream healthy? AS we read the book, we identified examples of cause and effect in the writing and determined whether any of the information was relevant to the question we were trying to answer.
When we determined the book did not contain relevant information, we discussed the need to locate another resource. When presented with another informative text about ice cream, we used the headings to help us decide if it might contain important information. Then we read the section which we deemed relevant. We identified the author's opinion (that ice cream is healthy) and the facts she used to support her idea ( it contains calcium, phosphorus, riboflavin and protein).
While I meet with reading groups the students will complete individual reading group activities, work on a Venn Diagram comparing and contrasting written and spoken English (we will use their ideas during our whole group lesson tomorrow) and practiced writing the letters x, y and z in cursive.
Cheetahs: In group I modeled rereading the story and voicing my curiosity (things I wondered about) as I read. We also identified things we missed in our first readings. For homework the students need to reread the story and answer the BEFORE discussion question ONLY!
In math the students worked collaboratively, in small groups, to math words problems with given equations and then to solve for the variables in each equation. Then they glued these into their math journal. Tonight, they will complete a similar activity on their own. If your child forgets to bring their math journal at home, they may glue their problems onto a piece of paper from home.
Following lunch and outdoor recess the students continued working independently while I met with more groups.
Yellow Jackets: Independently they reread the story and wrote questions they wondered about. IN group, we made a list of questions the group wondered about and answered those which had concrete answers. Then I modeled reading using the directed notes method. For homework the children need to reread the entire story and mark places with an "F" if they thought it was funny or an "S" if it surprised them. I gave the children sticky notes to use and they have an example in their Master Cat packet.
Sharks: The children read chapter 2 and wrote about the "disasters" that began in that chapter. Then, in group, we reread the chapter and discussed the disasters. For homework they need to reread chapter 2 and illustrate the chapter anyway they choose...they just have to be able to explain their picture in group...they can use crayons, pencils, the computer...it can be one picture or a splattering of little doodles...whatever...this is to help them further comprehend and visualize what they read.
Snakes: Independently, the children reread pages 11-16 and sorted the words they found for homework according to the sound the ed makes (either a t or d sound). In group we sorted their words, according to the ending sound, again, to reinforce this skill. For homework they need to do a 5 finger retell of the story in their RRJ...they need to choose the 5 main events and write them in order, in the hand they traced.
We ended the day by viewing a Power Point about the different regions of Africa. Today we learned about the desert and Savannah regions.
During reading we went to Mr. Vogel's room to listen to a presentation, by the PTA, about the upcoming science fair. Information packets are coming home TODAY! If your child wants to participate, they need to return the form in the packet by next Friday. Please let me know if you have any questions.
When we determined the book did not contain relevant information, we discussed the need to locate another resource. When presented with another informative text about ice cream, we used the headings to help us decide if it might contain important information. Then we read the section which we deemed relevant. We identified the author's opinion (that ice cream is healthy) and the facts she used to support her idea ( it contains calcium, phosphorus, riboflavin and protein).
While I meet with reading groups the students will complete individual reading group activities, work on a Venn Diagram comparing and contrasting written and spoken English (we will use their ideas during our whole group lesson tomorrow) and practiced writing the letters x, y and z in cursive.
Cheetahs: In group I modeled rereading the story and voicing my curiosity (things I wondered about) as I read. We also identified things we missed in our first readings. For homework the students need to reread the story and answer the BEFORE discussion question ONLY!
In math the students worked collaboratively, in small groups, to math words problems with given equations and then to solve for the variables in each equation. Then they glued these into their math journal. Tonight, they will complete a similar activity on their own. If your child forgets to bring their math journal at home, they may glue their problems onto a piece of paper from home.
Following lunch and outdoor recess the students continued working independently while I met with more groups.
Yellow Jackets: Independently they reread the story and wrote questions they wondered about. IN group, we made a list of questions the group wondered about and answered those which had concrete answers. Then I modeled reading using the directed notes method. For homework the children need to reread the entire story and mark places with an "F" if they thought it was funny or an "S" if it surprised them. I gave the children sticky notes to use and they have an example in their Master Cat packet.
Sharks: The children read chapter 2 and wrote about the "disasters" that began in that chapter. Then, in group, we reread the chapter and discussed the disasters. For homework they need to reread chapter 2 and illustrate the chapter anyway they choose...they just have to be able to explain their picture in group...they can use crayons, pencils, the computer...it can be one picture or a splattering of little doodles...whatever...this is to help them further comprehend and visualize what they read.
Snakes: Independently, the children reread pages 11-16 and sorted the words they found for homework according to the sound the ed makes (either a t or d sound). In group we sorted their words, according to the ending sound, again, to reinforce this skill. For homework they need to do a 5 finger retell of the story in their RRJ...they need to choose the 5 main events and write them in order, in the hand they traced.
We ended the day by viewing a Power Point about the different regions of Africa. Today we learned about the desert and Savannah regions.
During reading we went to Mr. Vogel's room to listen to a presentation, by the PTA, about the upcoming science fair. Information packets are coming home TODAY! If your child wants to participate, they need to return the form in the packet by next Friday. Please let me know if you have any questions.
Wednesday, January 2, 2013
Welcome Back!!!
Wow! It's hard to believe that Winter Break is over!!! The students came in looking quite tired this morning...but it didn't take long for them to settle in.
After visiting the media center, the children returned to class and we reviewed cause and effect...I reminded the children that the cause is what happens first and the effect is the result. I demonstrated this using Dominoes...the cause was I pushed a Domino and the effect was all of the Dominoes feel over.
Next, we read a non-fiction book called Ice Cream: The Full Scoop and identified examples of cause and effect from the text.
Then we defined the word wallop (to hit hard) and practiced using it correctly in a sentence.
While I met with small groups the students completed individual reading group assignments, created a cartoon for the word wallop and practiced writing the letters n, m and v in cursive.
Reading Groups:
Cheetahs - This group is beginning a program called Starting off Strong. It introduces the children to great literature and the thinking skills used in the Junior Great Books program. Both programs rely heavily on answering interpretive questions and discussing your answers, in a group, during shared inquiry sessions. Today, after explaining the program briefly, I read the story The Rich Man and the Shoemaker to the group. For homework they need to reread this story.
In math we spent the day reviewing multiplication and division strategies using online games (Multiplication Jigsaw and Crossing the Swamp) and a clip and cover paper game. While students worked independently, Mrs. Head and I worked with small groups. Mrs. Head's group practiced rounding 3 digit numbers to the nearest 100 and 10. My group practiced solving subtraction problems that involved regrouping. There is a multiplication practice worksheet for homework. We WILL have a quiz on FRIDAY!
Following lunch and outdoor recess the students continued working independently while I met with more groups.
Reading Groups:
Yellow Jackets: Independently they read a poem called, "The Cat of Cats" and then described, in writing, the cat in the poem. In group, we reread the poem and we discussed their responses. Then I explained a little bit about the Junior Great Books program. Finally, I read our first story, The Mater Cat, aloud to the group. For homework they need to reread this story.
Sharks: The children received a new book called Bartholomew's Comet. Independently they read chapter 1 and explained why it is called the unlucky comet, in their RRJ. IN group we defined what a comet is and discussed why Bartholomew's Comet is unlucky. For homework they need to reread chapter 1 and, in their RRJ, explain how their breakfasts are similar or different than the one in the book.
Snakes: Independently they reread pages 2-10. In group we discussed common suffixes and then read pages 11-16. For homework they need to reread pages 11-16 and list words with the -ed ending in their RRJ.
We ended the day by viewing a PowerPoint about cities and towns in Africa. We noticed the cities are more modern and resemble cities in the United States. The towns, however, are not.
After visiting the media center, the children returned to class and we reviewed cause and effect...I reminded the children that the cause is what happens first and the effect is the result. I demonstrated this using Dominoes...the cause was I pushed a Domino and the effect was all of the Dominoes feel over.
Next, we read a non-fiction book called Ice Cream: The Full Scoop and identified examples of cause and effect from the text.
Then we defined the word wallop (to hit hard) and practiced using it correctly in a sentence.
While I met with small groups the students completed individual reading group assignments, created a cartoon for the word wallop and practiced writing the letters n, m and v in cursive.
Reading Groups:
Cheetahs - This group is beginning a program called Starting off Strong. It introduces the children to great literature and the thinking skills used in the Junior Great Books program. Both programs rely heavily on answering interpretive questions and discussing your answers, in a group, during shared inquiry sessions. Today, after explaining the program briefly, I read the story The Rich Man and the Shoemaker to the group. For homework they need to reread this story.
In math we spent the day reviewing multiplication and division strategies using online games (Multiplication Jigsaw and Crossing the Swamp) and a clip and cover paper game. While students worked independently, Mrs. Head and I worked with small groups. Mrs. Head's group practiced rounding 3 digit numbers to the nearest 100 and 10. My group practiced solving subtraction problems that involved regrouping. There is a multiplication practice worksheet for homework. We WILL have a quiz on FRIDAY!
Following lunch and outdoor recess the students continued working independently while I met with more groups.
Reading Groups:
Yellow Jackets: Independently they read a poem called, "The Cat of Cats" and then described, in writing, the cat in the poem. In group, we reread the poem and we discussed their responses. Then I explained a little bit about the Junior Great Books program. Finally, I read our first story, The Mater Cat, aloud to the group. For homework they need to reread this story.
Sharks: The children received a new book called Bartholomew's Comet. Independently they read chapter 1 and explained why it is called the unlucky comet, in their RRJ. IN group we defined what a comet is and discussed why Bartholomew's Comet is unlucky. For homework they need to reread chapter 1 and, in their RRJ, explain how their breakfasts are similar or different than the one in the book.
Snakes: Independently they reread pages 2-10. In group we discussed common suffixes and then read pages 11-16. For homework they need to reread pages 11-16 and list words with the -ed ending in their RRJ.
We ended the day by viewing a PowerPoint about cities and towns in Africa. We noticed the cities are more modern and resemble cities in the United States. The towns, however, are not.
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