The students began their day in PE.
When they returned to class we spent a few minutes discussing third grade and class expectations. I reminded students that it is their job to stop my teaching and ask questions if they are confused or something is unclear. I also explained that I take the time to provide feedback on most of their work. They need to read it and use it! If they don't understand my feedback, they should speak to me.
I also addressed the need to follow directions and complete assignments according to expectations. The example I used was my direct instruction lesson that focused on adding a conclusion, WITH dialogue, to the good deed personal narrative. I taught and modeled doing this using my own personal narrative. Yet, most students did not meet this expectation in their final draft. This is just one example that is fresh in my mind.
I told the class that I care so much and want each and every child to succeed. When I provide feedback or ask students to redo something, it's not that I'm angry or don't like them, it's because I want the child to learn and meet their full potential.
All in all, I felt it was a good talk! :-)
Next, we reviewed rounding to tens and hundreds and adding and subtracting with regrouping. Then the students took their math quiz. These have been scored. They will be returned to students and should be kept in the math section of their binder.
After math we reviewed common nouns and learned about proper nouns. We watched a song about nouns and then practiced identifying words as either a common or proper noun. Then we re watched the You Tube song about prefixes and suffixes, from yesterday. Following the video, students were split into groups of 3 or 4 and given a poster with a root word written in the middle of it. Working collaboratively, they used the lists of common prefixes and suffixes, that they were given yesterday (stored in the reading section of their binder), to create a poster showing words they could make by adding a prefix and/or suffix to their base word.
We went to lunch after students shared their posters. Then we packed up to go home!
I will be out of the building on Monday. I am part of a math intervention team from our school and will be going to a training meeting.
Mrs. Robinson will be here in my place. Some of the highlights include; finishing the MAP-P assessment the students began yesterday, a science review quiz (there is a study sheet coming home today), continuing with subtraction (but across zeroes) and identifying cause and effect in informational text.
Friday, September 27, 2013
Thursday, September 26, 2013
Thriving Thursday
The students started their day by beginning the computerized math assessment which they will take three times this year. This test is used to plan for and assess instruction. It is quite lengthy. They will complete it Monday morning.
Next, they went to music.
When they returned to class we viewed a flip chart to define the concepts of prefixes, suffixes and base/root words. Then we watched a cute video.
While I met with small groups, the students completed individual reading group assignments, continued exploring the 6 new topics for our inquiry project, choosing their topic and writing an "I Pledge" statement. After that, they worked on unfinished work and adding pink words to their personal dictionary.
Sharks: We reviewed the central message from their book and then, using sentences starters I provided, they wrote about it and identified three key details to support their thinking.
Following lunch and outdoor recess the students continued working independently and I met with more groups.
Dolphins: We reviewed the central message from their book and then, using sentences starters I provided, they wrote about it and identified three key details to support their thinking.
Cheetahs: The students reread chapter 8 and identified the central message and key details to support it, in their RRJ. We discussed the chapter and the message in group.
Pandas: The students reread chapter 8 and identified the central message and the key details supporting it, in their RRJ.
At the end of the day we reviewed the layers of government and watched a Discovery Education video about the roles of our local government.
HOMEWORK: Study for math quiz...it will cover rounding, addition and subtraction.
Next, they went to music.
When they returned to class we viewed a flip chart to define the concepts of prefixes, suffixes and base/root words. Then we watched a cute video.
While I met with small groups, the students completed individual reading group assignments, continued exploring the 6 new topics for our inquiry project, choosing their topic and writing an "I Pledge" statement. After that, they worked on unfinished work and adding pink words to their personal dictionary.
Sharks: We reviewed the central message from their book and then, using sentences starters I provided, they wrote about it and identified three key details to support their thinking.
Following lunch and outdoor recess the students continued working independently and I met with more groups.
Dolphins: We reviewed the central message from their book and then, using sentences starters I provided, they wrote about it and identified three key details to support their thinking.
Cheetahs: The students reread chapter 8 and identified the central message and key details to support it, in their RRJ. We discussed the chapter and the message in group.
Pandas: The students reread chapter 8 and identified the central message and the key details supporting it, in their RRJ.
At the end of the day we reviewed the layers of government and watched a Discovery Education video about the roles of our local government.
HOMEWORK: Study for math quiz...it will cover rounding, addition and subtraction.
Wednesday, September 25, 2013
Wonderful Wednesday
We began our day with our weekly class meeting. First, we shared what we enjoyed about third grade. Next, we exchanged compliments with one another. Finally, we discussed the challenge of turning in assignments on time and according to the expectations. Students brainstormed ideas they thought might help. It was decided that the students who are substitutes on our class job board would be in charge of double checking that classmates have headed their papers properly and handed in the correct papers.
In math we were introduced to the compensation strategy for subtraction. Other rotations included practicing basic subtraction facts using the site, Find the Difference, and using digit cards to create and solve 3 digit subtraction problems, with a partner, in their math journals.
For HOMEWORK there is a lesson on Edmodo. I went over it with the students in class. Once again, students who can't access the Internet at home can do it in class during morning work tomorrow.
Our reading and writing whole group lesson focused on the quarter 1 inquiry project. We have spent some time working on this project in the media center and in the classroom. We came to a standstill where students were confused and frustrated.
After speaking with colleagues around MCPS, we restarted the project heading in a new direction. Today students were introduced to 6 different actions that help people n the community. These are now linked to the third grade web site. Feel free to check them out!
After exploring these 6 actions and their web sites, the students chose an action, explained why it interests them and wrote an "I Promise" statement. They DO NOT need to carry out this action, but they will research it and write about their findings.
While I met with reading groups the students completed reading group assignments and explored the 6 action sites, chose one to research and wrote an "I Pledge" statement. We will begin our research at some point during the next week...stay tuned!
Sharks: In group we reviewed the key events we identified yesterday. Then we chose the 3 most important ones and used them to identify the central message or lesson. Then I modeled writing about the message and using the key details to support my thinking. For HOMEWORK the students need to reread the story (fluency) and copy two examples of dialogue, from the text, into their RRJ. This will give them practice writing dialogue using correct capitalization and punctuation. Correct copying is essential.
Following lunch and outdoor recess the students continued working independently while I met with more groups.
Dolphins: The children reread their book and identified 3 key events using sticky notes. In group we shared and discussed these events. Then we used these to identify the central message or lesson. After that, I modeled a written response identifying the central message and using the key details to support my thinking. For HOMEWORK the students need to reread the story (fluency) and copy two examples of dialogue, from the text, into their RRJ. This will give them practice writing dialogue using correct capitalization and punctuation. Correct copying is essential.
Cheetahs: The students reread chapter 7 and identified 3 key events using sticky notes. In group we shared and discussed these events. Then we used these to identify the central message or lesson. For HOMEWORK the students need to read chapter 8 and copy two examples of dialogue, from the text, into their RRJ. This will give them practice writing dialogue using correct capitalization and punctuation. Correct copying is essential.
Pandas: The students reread chapter 7 and identified 3 key events using sticky notes. In group we tried to share and discuss these events. Unfortunately, there was some confusion regarding this activity. So, instead, we reviewed the expectations for this assignment. We will try again tomorrow!For HOMEWORK the students need to read chapter 8 and copy two examples of dialogue, from the text, into their RRJ. This will give them practice writing dialogue using correct capitalization and punctuation. Correct copying is essential.
The day ended with students working collaboratively to choose a testable question regarding gravity's affects on the motion of an object, analyzing their question to come up with a plan and then carrying it out to identify the answer.
In math we were introduced to the compensation strategy for subtraction. Other rotations included practicing basic subtraction facts using the site, Find the Difference, and using digit cards to create and solve 3 digit subtraction problems, with a partner, in their math journals.
For HOMEWORK there is a lesson on Edmodo. I went over it with the students in class. Once again, students who can't access the Internet at home can do it in class during morning work tomorrow.
Our reading and writing whole group lesson focused on the quarter 1 inquiry project. We have spent some time working on this project in the media center and in the classroom. We came to a standstill where students were confused and frustrated.
After speaking with colleagues around MCPS, we restarted the project heading in a new direction. Today students were introduced to 6 different actions that help people n the community. These are now linked to the third grade web site. Feel free to check them out!
After exploring these 6 actions and their web sites, the students chose an action, explained why it interests them and wrote an "I Promise" statement. They DO NOT need to carry out this action, but they will research it and write about their findings.
While I met with reading groups the students completed reading group assignments and explored the 6 action sites, chose one to research and wrote an "I Pledge" statement. We will begin our research at some point during the next week...stay tuned!
Sharks: In group we reviewed the key events we identified yesterday. Then we chose the 3 most important ones and used them to identify the central message or lesson. Then I modeled writing about the message and using the key details to support my thinking. For HOMEWORK the students need to reread the story (fluency) and copy two examples of dialogue, from the text, into their RRJ. This will give them practice writing dialogue using correct capitalization and punctuation. Correct copying is essential.
Following lunch and outdoor recess the students continued working independently while I met with more groups.
Dolphins: The children reread their book and identified 3 key events using sticky notes. In group we shared and discussed these events. Then we used these to identify the central message or lesson. After that, I modeled a written response identifying the central message and using the key details to support my thinking. For HOMEWORK the students need to reread the story (fluency) and copy two examples of dialogue, from the text, into their RRJ. This will give them practice writing dialogue using correct capitalization and punctuation. Correct copying is essential.
Cheetahs: The students reread chapter 7 and identified 3 key events using sticky notes. In group we shared and discussed these events. Then we used these to identify the central message or lesson. For HOMEWORK the students need to read chapter 8 and copy two examples of dialogue, from the text, into their RRJ. This will give them practice writing dialogue using correct capitalization and punctuation. Correct copying is essential.
Pandas: The students reread chapter 7 and identified 3 key events using sticky notes. In group we tried to share and discuss these events. Unfortunately, there was some confusion regarding this activity. So, instead, we reviewed the expectations for this assignment. We will try again tomorrow!For HOMEWORK the students need to read chapter 8 and copy two examples of dialogue, from the text, into their RRJ. This will give them practice writing dialogue using correct capitalization and punctuation. Correct copying is essential.
The day ended with students working collaboratively to choose a testable question regarding gravity's affects on the motion of an object, analyzing their question to come up with a plan and then carrying it out to identify the answer.
Tuesday, September 24, 2013
Terrific Tuesday
The students began their day in art.
When they returned to class we began our math rotations. Students working with me, practiced identifying what needed to be decomposed in order to find the difference between two numbers. The technology rotation had students strengthening their basic addition facts using Addition Concentration. The third rotation created three digit numbers using their digit tiles. Then they found the difference using the decomposition strategy.
For HOMEWORK there is a decomposition worksheet. Students who need help should review the Educreations lesson.
In reading we reviewed the characteristics of realistic fiction. Then we read a book called Tonight is Carnaval. As we read I wrote key details on sticky notes. After reading we reflected on the book and the key details I identified to determine the central message of the story. Next, I modeled how to respond to an RRJ prompt identifying the central message and three key details to support my thinking. We will be working on this further in small groups.
While I meet with small groups the students will continue publishing their common good personal narrative, complete their page in our class inferential book and work on reading group assignments.
Sharks: I read pages 2-6 out loud and we identified key details in the text. Then the students read the rest of the book as we continued identifying key details. For HOMEWORK the students need to reread pages 8-16 for fluency!!
Following lunch and outdoor recess the students continued working independently while I met with more groups.
Dolphins: We practiced reading and writing high frequency words. Then the students reread the story and thought about who was telling the story and how they felt about Molly. We discussed both items in group. Then the children wrote about it in their RRJ, independently. For HOMEWORK the students need to reread Molly's Hard Bargain (fluency).
Cheetahs: The students read chapter 6 and identified the main idea of the chapter, with support, in their RRJ. When they came to group we discussed the main idea and the key details that supported it. I explained that the main idea weaves it's way through the text to hold the key details together. For HOMEWORK the children need to read chapter 7 and list nay unknown words on the sticky note I provided. Unknown words are words they can't decode OR words they can decode but the don't comprehend.
Pandas: The children reread chapter 6 and identified the main idea or central message of the chapter, along with the key details to support it. In group we reviewed their lists of unknown words from homework and the main idea of the chapter. For HOMEWORK the children need to reread chapter 7 and list unknown words and page numbers on a sticky note I provided.
At the end of the day students worked collaboratively to identify what they know about gravity. Then they listed testable questions they would like to investigate regarding gravity's ffects on the motion of an object.
When they returned to class we began our math rotations. Students working with me, practiced identifying what needed to be decomposed in order to find the difference between two numbers. The technology rotation had students strengthening their basic addition facts using Addition Concentration. The third rotation created three digit numbers using their digit tiles. Then they found the difference using the decomposition strategy.
For HOMEWORK there is a decomposition worksheet. Students who need help should review the Educreations lesson.
In reading we reviewed the characteristics of realistic fiction. Then we read a book called Tonight is Carnaval. As we read I wrote key details on sticky notes. After reading we reflected on the book and the key details I identified to determine the central message of the story. Next, I modeled how to respond to an RRJ prompt identifying the central message and three key details to support my thinking. We will be working on this further in small groups.
While I meet with small groups the students will continue publishing their common good personal narrative, complete their page in our class inferential book and work on reading group assignments.
Sharks: I read pages 2-6 out loud and we identified key details in the text. Then the students read the rest of the book as we continued identifying key details. For HOMEWORK the students need to reread pages 8-16 for fluency!!
Following lunch and outdoor recess the students continued working independently while I met with more groups.
Dolphins: We practiced reading and writing high frequency words. Then the students reread the story and thought about who was telling the story and how they felt about Molly. We discussed both items in group. Then the children wrote about it in their RRJ, independently. For HOMEWORK the students need to reread Molly's Hard Bargain (fluency).
Cheetahs: The students read chapter 6 and identified the main idea of the chapter, with support, in their RRJ. When they came to group we discussed the main idea and the key details that supported it. I explained that the main idea weaves it's way through the text to hold the key details together. For HOMEWORK the children need to read chapter 7 and list nay unknown words on the sticky note I provided. Unknown words are words they can't decode OR words they can decode but the don't comprehend.
Pandas: The children reread chapter 6 and identified the main idea or central message of the chapter, along with the key details to support it. In group we reviewed their lists of unknown words from homework and the main idea of the chapter. For HOMEWORK the children need to reread chapter 7 and list unknown words and page numbers on a sticky note I provided.
At the end of the day students worked collaboratively to identify what they know about gravity. Then they listed testable questions they would like to investigate regarding gravity's ffects on the motion of an object.
Monday, September 23, 2013
Marvelous Monday
The children's day began in the media center with Mrs. Rose and Mrs. Dodson.
When they returned to class we began our math rotations. When students met with me, they learned the decomposition strategy for subtracting 3 digit numbers. You can view the lesson here. Students practiced their basic addition facts using the Internet site, Addition Concentration. The final rotation had students creating 3 digit addition problems with three addends, using their digit tiles. Then they showed their work and identified the sum in their math journal. Finally, they check their answer with a calculator and analysed and corrected any mistakes they made.
HOMEWORK tonight is via Edmodo. Students are expected to watch the Educreations lesson from today and solve the problem 504-167=. They will turn in the difference (answer) and also identify what needed to be decomposed (tens? hundreds? both?). Students who do not have Internet access can complete the assignment during morning work tomorrow.
After math we went to an SGA assembly. The children listened to speeches delivered by fourth and fifth grade students running for an SGA office. When we returned to class the students completed a ballot to cast their votes.
Obviously this shortened our reading and writing block. We used a flip chart to read about the difference between fine and folk art. Then it was time for lunch and outdoor recess.
After recess the students worked on publishing their good deed personal narrative, completing their example of inferential language for our class book and individual reading group assignments.
Cheetahs: The students read chapter 6 and completed an RRJ entry identifying the narrator of their book and explaining his point of view towards a character in the book. HOMEWORK: reread chapter 6
Pandas: We met and discussed the main idea or central idea of chapter 5. For HOMEWORK they students need to read chapter 6 and list unknown words and the page numbers on a sticky note I provided.
Sharks: Reread pages 2-6 for fluency.
Dolphins: Reread the book Molly's Hard Bargain for fluency.
At the end of the day I reviewed the Edmodo assignment with the class. Then we listened to speeches and elected class SGA representatives. Congratulations go to CC and MR. Finally, we began discussing the concept of gravity.
BOOK ORDERS ARE DUE TOMORROW.
When they returned to class we began our math rotations. When students met with me, they learned the decomposition strategy for subtracting 3 digit numbers. You can view the lesson here. Students practiced their basic addition facts using the Internet site, Addition Concentration. The final rotation had students creating 3 digit addition problems with three addends, using their digit tiles. Then they showed their work and identified the sum in their math journal. Finally, they check their answer with a calculator and analysed and corrected any mistakes they made.
HOMEWORK tonight is via Edmodo. Students are expected to watch the Educreations lesson from today and solve the problem 504-167=. They will turn in the difference (answer) and also identify what needed to be decomposed (tens? hundreds? both?). Students who do not have Internet access can complete the assignment during morning work tomorrow.
After math we went to an SGA assembly. The children listened to speeches delivered by fourth and fifth grade students running for an SGA office. When we returned to class the students completed a ballot to cast their votes.
Obviously this shortened our reading and writing block. We used a flip chart to read about the difference between fine and folk art. Then it was time for lunch and outdoor recess.
After recess the students worked on publishing their good deed personal narrative, completing their example of inferential language for our class book and individual reading group assignments.
Cheetahs: The students read chapter 6 and completed an RRJ entry identifying the narrator of their book and explaining his point of view towards a character in the book. HOMEWORK: reread chapter 6
Pandas: We met and discussed the main idea or central idea of chapter 5. For HOMEWORK they students need to read chapter 6 and list unknown words and the page numbers on a sticky note I provided.
Sharks: Reread pages 2-6 for fluency.
Dolphins: Reread the book Molly's Hard Bargain for fluency.
At the end of the day I reviewed the Edmodo assignment with the class. Then we listened to speeches and elected class SGA representatives. Congratulations go to CC and MR. Finally, we began discussing the concept of gravity.
BOOK ORDERS ARE DUE TOMORROW.
Thursday, September 19, 2013
Thriving Thursday
Today, being Thursday, we began our day with math rotations. Students who worked with me practiced using rounding and the compensation strategy for addition. Another rotation had the students watching yesterday's compensation lesson on an Ipad and solving two addition problems, using the compensation strategy, in their math journal. Finally, the third rotation gave the students practice with their basic addition facts using the web site, Addition Surprise.
There is an addition worksheet for homework and we will have a quiz tomorrow. After discussion with my teammates, we are pleased that we have introduced so many addition strategies to the students, tomorrow, however, they will be able to solve any addition problems using ANY strategy they wish--as long as they SHOW their WORK!!
After music, we revisited Ooka and the Honest Thief and I we discussed the difference between what we see in an illustration and the inferences we can make AND who is telling the story (is it a character in the story or a narrator) and how they feel about a character in the story. Then I modeled writing about both of these ideas (2 separate prompts).
Prior to independent work and reading groups, we reviewed publishing using the computer. Today, I reviewed how to open a saved document, how to save and print a document, how to correctly punctuate and space dialogue and how to highlight and change the font.
Then the students worked on independent reading group assignments and continued publishing their good deed personal narrative while I met with small groups.
Sharks: The students got a new book called, Jordan's Catch. I did a book talk and picture walk to give the students something to think about when they struggle with unknown words. Then we worked on words with the -igh chunk. Finally, we identified and practiced locating and reading tricky words in the text. For HOMEWORK the students need to read pages 2-6.
Following lunch and outdoor recess the students continued their independent work while I met with more reading groups.
Dolphins:The students used the title and front cover illustration of their new book, Molly's Hard Bargain, to make inferences about the book. They explained these in their RRJ. In group we discussed the concept of a bargain and I did a picture walk/book talk to give the students something to think about when they struggle with unknown words. We practiced reading, writing and locating tricky words from the book. Then we read pages 2-6. For HOMEWORK they need to reread pages 2-6.
Cheetahs: The students wrote about inferences they made by looking at the illustration on page 25. We discussed these inferences in group. Then we began reading chapter 4 and compared Gregory and Ivy. For HOMEWORK the children need to read chapter 4.
Pandas: Students read chapter 4 and wrote about who is telling the story and their point of view of a character in the book. IN group we discussed the mysterious noises, the title of this chapter. We also discussed whether the surprise, in chapter 3, was a good one. Finally, we discussed our opinions of Ben's excitement about finding a trap door. For HOMEWORK the students need to reread chapter 4. Each reread deepens comprehension!!
The day ended with a social studies lesson. We learned about people in our community who worked towards improving the common good. First, we watched a video about Pearl Mocowitz who saved a tree from being cut down. Then we read about Mattie Stepanak who, in his 13 short years, spoke to former presidents and members of congress to promote peace and support people with disabilities and those suffering from deadly diseases.
NOTE: Book orders are due no later than Tuesday!
I will be out tomorrow...so no blog post! Students will learn about inferential language. They will continue publishing their personal narrative. They will take a quiz in math. In social studies they will identify leaders in our community and how they further the common good!
There is an addition worksheet for homework and we will have a quiz tomorrow. After discussion with my teammates, we are pleased that we have introduced so many addition strategies to the students, tomorrow, however, they will be able to solve any addition problems using ANY strategy they wish--as long as they SHOW their WORK!!
After music, we revisited Ooka and the Honest Thief and I we discussed the difference between what we see in an illustration and the inferences we can make AND who is telling the story (is it a character in the story or a narrator) and how they feel about a character in the story. Then I modeled writing about both of these ideas (2 separate prompts).
Prior to independent work and reading groups, we reviewed publishing using the computer. Today, I reviewed how to open a saved document, how to save and print a document, how to correctly punctuate and space dialogue and how to highlight and change the font.
Then the students worked on independent reading group assignments and continued publishing their good deed personal narrative while I met with small groups.
Sharks: The students got a new book called, Jordan's Catch. I did a book talk and picture walk to give the students something to think about when they struggle with unknown words. Then we worked on words with the -igh chunk. Finally, we identified and practiced locating and reading tricky words in the text. For HOMEWORK the students need to read pages 2-6.
Following lunch and outdoor recess the students continued their independent work while I met with more reading groups.
Dolphins:The students used the title and front cover illustration of their new book, Molly's Hard Bargain, to make inferences about the book. They explained these in their RRJ. In group we discussed the concept of a bargain and I did a picture walk/book talk to give the students something to think about when they struggle with unknown words. We practiced reading, writing and locating tricky words from the book. Then we read pages 2-6. For HOMEWORK they need to reread pages 2-6.
Cheetahs: The students wrote about inferences they made by looking at the illustration on page 25. We discussed these inferences in group. Then we began reading chapter 4 and compared Gregory and Ivy. For HOMEWORK the children need to read chapter 4.
Pandas: Students read chapter 4 and wrote about who is telling the story and their point of view of a character in the book. IN group we discussed the mysterious noises, the title of this chapter. We also discussed whether the surprise, in chapter 3, was a good one. Finally, we discussed our opinions of Ben's excitement about finding a trap door. For HOMEWORK the students need to reread chapter 4. Each reread deepens comprehension!!
The day ended with a social studies lesson. We learned about people in our community who worked towards improving the common good. First, we watched a video about Pearl Mocowitz who saved a tree from being cut down. Then we read about Mattie Stepanak who, in his 13 short years, spoke to former presidents and members of congress to promote peace and support people with disabilities and those suffering from deadly diseases.
NOTE: Book orders are due no later than Tuesday!
I will be out tomorrow...so no blog post! Students will learn about inferential language. They will continue publishing their personal narrative. They will take a quiz in math. In social studies they will identify leaders in our community and how they further the common good!
Wednesday, September 18, 2013
Routine? What's that??
So, last week, I was kind of excited that we had gotten into a nice routine. These past two days, though, makes me feel as if I got excited too soon!
This morning began with our weekly class meeting. We changed jobs and set up our science and social studies journal. Then each child had the chance to share one thing they could do to be successful in school. After that, we shared compliments with one another.
At that point, we were called down to the cafeteria for our first assembly. Chris Rumble, an author, illustrator and singer, visited our school. It was an entertaining experience. But, once again, we missed a portion of our math rotations block.
I decided to do a whole group lesson, in math, introducing the compensation strategy for addition. This strategy rounds addends to benchmark numbers and then teaches the students that they have to compensate for their rounding. I captured the lesson on Educreations. For HOMEWORK students need to rewatch the lesson, it is posted on Edmodo, and complete one addition problem attempting to use this new strategy. I DO NOT EXPECT SUCCESS and I told this to the class. However, I want them to try. Tomorrow, in groups, I will analyze their homework, identify where they got stuck and proceed with my lesson from there.
We began our reading/writing block with an introduction to word processing and spellcheck. There were a few challenges, so this lesson was cut short, too.
While I meet with small groups all reading groups will complete an RRJ entry using an illustration in their reading group book to make an inference and explain their thinking. Then students will begin publishing their personal narrative on the laptops. Students who are unable to get a laptop will finish their cursive, correct pink words and finish their morning work.
Sharks: We looked at the picture on page 9 and discussed what we saw and inferences we could make. I modeled two different written responses for their RRJ prompt and gave them a sentence starter to use when they complete their RRJ assignment independently. For homework they are to reread Anthony's Unhappy Birthday to work on fluency. They WILL get a new book tomorrow! I promise!!
Following lunch and outdoor recess Mrs. Howard met with the entire third grade to talk about SGA class representatives. Information is coming home tonight.
Then I met with more reading groups and the students continued working independently.
Dolphins: We looked at the picture on page 15 and discussed what we saw and inferences we could make. We rehearsed two different written responses for their RRJ prompt and gave them a sentence starter to use when they complete their RRJ assignment independently. For homework they are to reread Jordan's Lucky Day to work on fluency. They WILL get a new book tomorrow! I promise!!
Cheetahs: The students wrote about inferences they could make by looking at the picture on page 19. In group we read chapter 3 and discussed who was telling the story (a narrator) and how she feels about Gregory. For homework the students need to reread chapter 3.
Pandas: In their RRJ they wrote about the inferences they could make by looking at the picture on page 24. In group we discussed the difference between what we actually see and inferences we can make. For HOMEWORK they students need to read chapter 3.
We ended the day by sorting pictures according to whether or not they depict ramp and then we predicted what affect a ramp will have on the motion of an object.
I sent home our first book order today. Orders are due no later than Tuesday, September 24.
This morning began with our weekly class meeting. We changed jobs and set up our science and social studies journal. Then each child had the chance to share one thing they could do to be successful in school. After that, we shared compliments with one another.At that point, we were called down to the cafeteria for our first assembly. Chris Rumble, an author, illustrator and singer, visited our school. It was an entertaining experience. But, once again, we missed a portion of our math rotations block.
We began our reading/writing block with an introduction to word processing and spellcheck. There were a few challenges, so this lesson was cut short, too.
While I meet with small groups all reading groups will complete an RRJ entry using an illustration in their reading group book to make an inference and explain their thinking. Then students will begin publishing their personal narrative on the laptops. Students who are unable to get a laptop will finish their cursive, correct pink words and finish their morning work.
Sharks: We looked at the picture on page 9 and discussed what we saw and inferences we could make. I modeled two different written responses for their RRJ prompt and gave them a sentence starter to use when they complete their RRJ assignment independently. For homework they are to reread Anthony's Unhappy Birthday to work on fluency. They WILL get a new book tomorrow! I promise!!
Following lunch and outdoor recess Mrs. Howard met with the entire third grade to talk about SGA class representatives. Information is coming home tonight.
Then I met with more reading groups and the students continued working independently.
Dolphins: We looked at the picture on page 15 and discussed what we saw and inferences we could make. We rehearsed two different written responses for their RRJ prompt and gave them a sentence starter to use when they complete their RRJ assignment independently. For homework they are to reread Jordan's Lucky Day to work on fluency. They WILL get a new book tomorrow! I promise!!
Cheetahs: The students wrote about inferences they could make by looking at the picture on page 19. In group we read chapter 3 and discussed who was telling the story (a narrator) and how she feels about Gregory. For homework the students need to reread chapter 3.
Pandas: In their RRJ they wrote about the inferences they could make by looking at the picture on page 24. In group we discussed the difference between what we actually see and inferences we can make. For HOMEWORK they students need to read chapter 3.
We ended the day by sorting pictures according to whether or not they depict ramp and then we predicted what affect a ramp will have on the motion of an object.
I sent home our first book order today. Orders are due no later than Tuesday, September 24.
Tuesday, September 17, 2013
Terrific Tuesday!!
The students began their day in art.
When they returned to the classroom, we had a shortened period of math rotations. When with a teacher, the children continued solving 3 digit addition problems using partial sums and place value knowledge.
The technology rotation was a continuation of yesterday's activity. Students created 3 digit addition problems, using their number tiles, and used the base ten blocks on the virtual manipulatives web site to model partial sums. They recorded their work in their math journal.
The final rotation today was a practice worksheet for rounding two and three digit numbers to the nearest ten.
Math ended a bit early today so that the class could head to the computer lab to take the MAP-R. This is a computerized reading assessment that students take three times per year, beginning in third grade.
The MAP-R is composed of 43 questions. Most are multiple choice. All include some sort of text (paragraphs, sentences, dictionary entries, the back of a cereal box, a flyer, anything!) which the student has to read and then respond to a comprehension question. This test self-adjusts. AS students answer questions correctly, the questions get more challenging. The reverse is also true. So, each test becomes uniquely matched for the particular student.
The data from this test is used to plan for and guide instruction. We analyze it to see where each child's strengths lie and what skills need to be taught or reinforced. It does not affect the child's report card grade.
The test was revamped this year to better math the National Common Core Curriculum.
The entire class put a ton of effort into it--they took their time and used their strategies. It took an hour and a half and four students still need to finish.
Obviously, their brains were spent afterwards!
After lunch and recess we reread Ooka and the Honest Thief. The focus today was additional information gained through the illustrations and identifying the narrators point of view of characters and text to support it.
Our day ended with us moving the classroom outside. We tested our predictions as to how textured surfaces would affect the motion of a ball. I wish I had taken pictures--the kids really had a blast!
There is NO homework tonight.
We will be going to an assembly tomorrow morning. An author will be visiting our school. Order forms were sent home today if you wish to purchase the author's books.
When they returned to the classroom, we had a shortened period of math rotations. When with a teacher, the children continued solving 3 digit addition problems using partial sums and place value knowledge.
The technology rotation was a continuation of yesterday's activity. Students created 3 digit addition problems, using their number tiles, and used the base ten blocks on the virtual manipulatives web site to model partial sums. They recorded their work in their math journal.
The final rotation today was a practice worksheet for rounding two and three digit numbers to the nearest ten.
Math ended a bit early today so that the class could head to the computer lab to take the MAP-R. This is a computerized reading assessment that students take three times per year, beginning in third grade.
The MAP-R is composed of 43 questions. Most are multiple choice. All include some sort of text (paragraphs, sentences, dictionary entries, the back of a cereal box, a flyer, anything!) which the student has to read and then respond to a comprehension question. This test self-adjusts. AS students answer questions correctly, the questions get more challenging. The reverse is also true. So, each test becomes uniquely matched for the particular student.
The data from this test is used to plan for and guide instruction. We analyze it to see where each child's strengths lie and what skills need to be taught or reinforced. It does not affect the child's report card grade.
The test was revamped this year to better math the National Common Core Curriculum.
The entire class put a ton of effort into it--they took their time and used their strategies. It took an hour and a half and four students still need to finish.
Obviously, their brains were spent afterwards!
After lunch and recess we reread Ooka and the Honest Thief. The focus today was additional information gained through the illustrations and identifying the narrators point of view of characters and text to support it.
Our day ended with us moving the classroom outside. We tested our predictions as to how textured surfaces would affect the motion of a ball. I wish I had taken pictures--the kids really had a blast!
There is NO homework tonight.
We will be going to an assembly tomorrow morning. An author will be visiting our school. Order forms were sent home today if you wish to purchase the author's books.
Monday, September 16, 2013
Marvelous Monday
The students began their day in the media center. There, with the help of Mrs. Rose, they continued working on the inquiry project. After choosing their research topic, they began their research.
After that, the students returned to the classroom for math rotations. The teacher lesson focused on deciding whether or not a given three digit addition problem required composing a ten, a hundred, a ten and a hundred or no composition was necessary. After discussing how we know when we need to compose a ten or a hundred, the students worked with partners to sort addition problems according to the composing needed to find the sun.
The technology rotation had students creating 3 digit numbers to add, using their digit cards from last week. Then they used the base 10 blocks on the virtual manipulative web site to model partial sums. Finally, in their math journal, they solved the problems using partial sums.
The third rotation had students playing 3 Addition Split. They chose 4 problems from a playing board and solved each problem using the partial sums strategy.
There is a WORKSHEET for homework. Students are to show whether they had to compose a ten or 100 (by drawing a picture) and then find the sum of the entire problem. There are 4 problems on the worksheet.
Next, I read the Japanese folktale Ooka and the Honest Thief, part of the Junior Great Books program, to the entire class. We will be revisiting this story throughout the week. Then, we identified the conclusion in the model personal narrative, "Grandpa" and discussed how the author incorporated dialogue into the ending. I then went back to my good deed narrative and modeled revising the conclusion to add dialogue.
While I meet with reading groups the students will work on individual reading group assignments. They will also revise their personal narrative rough draft to include dialogue. Finally, they will practice writing the letters u. w, and e in cursive.
Sharks: We created a cause and effect chart in their RRJ. Then we read a few pages in their book and added a cause (action or words) and its effect to the chart. We identified two examples together in group. For homework the students need to reread the book (working on fluency) and add 1 new cause and effect to the chart. There are many examples, but to clarify for you, the parents, one cause would be the baby is no longer sick and the effect is Aunt Melany comes to the party.
Following lunch and recess, while I met with more groups, and the students continued their independent work.
Dolphins: We read a few more pages in Jordan's Lucky Day and created a chart, in their RRJ, to identify actions and the events they caused from the story. Tonight, for HOMEWORK, the students need to read pages 12-16 of Jordan's Lucky Day and add 1 new action and event to the chart in their RRJ.
Cheetahs: The students read chapter 2 and identified one of Gregory's actions and the event it caused in their RRJ.
In group we shared, discussed , and revised their answers. For homework the students need to reread chapter 2. IN their RRJ they need to identify Gregory's point of view about his uncle and then explain if they agree or disagree with it.
Pandas: The students read chapter 2 and identified one of Ben's action s and the event it caused. We shared these responses in group, going back to the text to locate support. For HOMEWORK the students need to reread chapter 2 and explain, in their RRJ, what Aunt Rose did to make Ben feel more comfortable at her house.
We ended the day with science. First we reviewed word that describe position (or location). Then we discussed the idea of texture. This is a new variable we will be introducing as we observe changes in motion. Finally, we looked at pictures of different outdoor surfaces (blacktop, sidewalk, slide, etc.) and predicted which surface would make a ball travel fastest, slowest, farthest, shortest, etc. We will test our predictions tomorrow! :-)
After that, the students returned to the classroom for math rotations. The teacher lesson focused on deciding whether or not a given three digit addition problem required composing a ten, a hundred, a ten and a hundred or no composition was necessary. After discussing how we know when we need to compose a ten or a hundred, the students worked with partners to sort addition problems according to the composing needed to find the sun.
The technology rotation had students creating 3 digit numbers to add, using their digit cards from last week. Then they used the base 10 blocks on the virtual manipulative web site to model partial sums. Finally, in their math journal, they solved the problems using partial sums.
The third rotation had students playing 3 Addition Split. They chose 4 problems from a playing board and solved each problem using the partial sums strategy.
There is a WORKSHEET for homework. Students are to show whether they had to compose a ten or 100 (by drawing a picture) and then find the sum of the entire problem. There are 4 problems on the worksheet.
Next, I read the Japanese folktale Ooka and the Honest Thief, part of the Junior Great Books program, to the entire class. We will be revisiting this story throughout the week. Then, we identified the conclusion in the model personal narrative, "Grandpa" and discussed how the author incorporated dialogue into the ending. I then went back to my good deed narrative and modeled revising the conclusion to add dialogue.
While I meet with reading groups the students will work on individual reading group assignments. They will also revise their personal narrative rough draft to include dialogue. Finally, they will practice writing the letters u. w, and e in cursive.
Sharks: We created a cause and effect chart in their RRJ. Then we read a few pages in their book and added a cause (action or words) and its effect to the chart. We identified two examples together in group. For homework the students need to reread the book (working on fluency) and add 1 new cause and effect to the chart. There are many examples, but to clarify for you, the parents, one cause would be the baby is no longer sick and the effect is Aunt Melany comes to the party.
Following lunch and recess, while I met with more groups, and the students continued their independent work.
Dolphins: We read a few more pages in Jordan's Lucky Day and created a chart, in their RRJ, to identify actions and the events they caused from the story. Tonight, for HOMEWORK, the students need to read pages 12-16 of Jordan's Lucky Day and add 1 new action and event to the chart in their RRJ.
Cheetahs: The students read chapter 2 and identified one of Gregory's actions and the event it caused in their RRJ.
In group we shared, discussed , and revised their answers. For homework the students need to reread chapter 2. IN their RRJ they need to identify Gregory's point of view about his uncle and then explain if they agree or disagree with it.
Pandas: The students read chapter 2 and identified one of Ben's action s and the event it caused. We shared these responses in group, going back to the text to locate support. For HOMEWORK the students need to reread chapter 2 and explain, in their RRJ, what Aunt Rose did to make Ben feel more comfortable at her house.
We ended the day with science. First we reviewed word that describe position (or location). Then we discussed the idea of texture. This is a new variable we will be introducing as we observe changes in motion. Finally, we looked at pictures of different outdoor surfaces (blacktop, sidewalk, slide, etc.) and predicted which surface would make a ball travel fastest, slowest, farthest, shortest, etc. We will test our predictions tomorrow! :-)
Friday, September 13, 2013
TGIF!!!!!!!!!!!!!
The students began their day in PE.
When they returned to class, we used the Promethean board and the virtual manipulative web site to review the partial sums strategy for addition. Then the children took their first math quiz. The quizzes have been scored and will be returned to students before the end of the day. It is expected to be stored in the math section of the binder. Please look if over!!
We began our reading and writing block by reading portions of the Judy Blume book, The Pain and the Great One, and identifying whose point of view the selection was told by and how their words indicated their feelings towards another character.
Then we identified three rules for properly using dialogue in writing. They are:
Rule #1 - quotation marks
Rule #2 - punctuation separating speaker and exact words
Rule #3 - capitalize first word of words spoken
When they returned to class, we used the Promethean board and the virtual manipulative web site to review the partial sums strategy for addition. Then the children took their first math quiz. The quizzes have been scored and will be returned to students before the end of the day. It is expected to be stored in the math section of the binder. Please look if over!!
We began our reading and writing block by reading portions of the Judy Blume book, The Pain and the Great One, and identifying whose point of view the selection was told by and how their words indicated their feelings towards another character.
Then we identified three rules for properly using dialogue in writing. They are:
Rule #1 - quotation marks
Rule #2 - punctuation separating speaker and exact words
Rule #3 - capitalize first word of words spoken
While I met with reading groups the students revised their good deed personal narrative to include dialogue with correct punctuation. Then they continued exploring Livebinder to choose a topic for the quarter 1 inquiry project.
Sharks: We read up to page 7 of Anthony's Unhappy Birthday. We identified examples of cause and effect in the text.
Following lunch and outdoor recess the students continued working independently while I met with more groups.
Dolphins: We read the first 4 pages of Jordan's Lucky Day and identified can action of Ben's (kicking the ball into the corner of the wall) and the event that occurred because of it (the ball bounced down the driveway).
Cheetahs: We shared their HW RRJ responses explaining how Gregory's feelings changed in chapter 1. I was quite impressed with the way the students used textual support in their writing! :-)
Pandas: We shared their RRJ entries where they explained their own "dragons" (fears).
We ended the day by examining Boxes for Katje and a video clip to identify how citizens in a community can work with the government or other people and create positive changes for the common good.
Thursday, September 12, 2013
Thriving Thursday
Today is the day we switch specials and math. Therefore, we began our day with math. In math students continued practicing the partial sums strategy (composing tens and hundreds, as needed). Some students had the chance to view a Learn Zillions lesson. Those students then practiced what they learned using white boards, with a partner. The rest of the students met in small groups, with either me or Mrs. Bartel, and used manipulatives to understand how and why tens and/or hundreds are composed. For homework there are two more addition problems (the other half sheet of last night's worksheet) to solve using partial sums. Please feel free to view the educreations lesson I made or the learn zillion lesson. Both can be accessed through the third grade web site at http://runnerdana.wix.com/mrsholmansthirdgrade.
We will have our first math quiz tomorrow. It will cover rounding three digit numbers to the nearest tens and hundreds and the partial sums addition strategy. I will use the data from this quiz to plan for instruction next week!!
Our reading and writing whole group lesson centered around the first marking period inquiry project. I reviewed that students would be picking a topic, that helps the common good, tp research. Then they will write about it and present it, in groups, to the class. Then we revisited the graphic organizer they began , in media with Mrs. Rose on Monday, and explored the Livebinder, created by MCPS, on the Internet. I showed the students how to explore the site and add ideas to the chart on their graphic organizer. I also explained how to identify the topic they choose to research and explain why they picked it.
Independent work time allowed students to finish working on their writing rough drafts and their cursive paper from earlier in the week. Additionally, students were expected to begin exploring Livebinder and filling out their graphic organizer.
Sharks: We met and reviewed vocabulary from Anthony's Unhappy Birthday. Then we began reading the book out loud while discussing their homework from last night (identifying the beginning, middle and end). For homework the students need to reread the book...I told the children they will be rereading their reading group texts MANY times...we are working on fluency!
Following lunch and outdoor recess, Mrs. Howard visited to do a lesson about being successful in school.
After that, we finished sharing our changes in motion videos and completed the worksheet that goes along with it. This will become our first science grade! :-)
We will have our first math quiz tomorrow. It will cover rounding three digit numbers to the nearest tens and hundreds and the partial sums addition strategy. I will use the data from this quiz to plan for instruction next week!!
Our reading and writing whole group lesson centered around the first marking period inquiry project. I reviewed that students would be picking a topic, that helps the common good, tp research. Then they will write about it and present it, in groups, to the class. Then we revisited the graphic organizer they began , in media with Mrs. Rose on Monday, and explored the Livebinder, created by MCPS, on the Internet. I showed the students how to explore the site and add ideas to the chart on their graphic organizer. I also explained how to identify the topic they choose to research and explain why they picked it.
Independent work time allowed students to finish working on their writing rough drafts and their cursive paper from earlier in the week. Additionally, students were expected to begin exploring Livebinder and filling out their graphic organizer.
Sharks: We met and reviewed vocabulary from Anthony's Unhappy Birthday. Then we began reading the book out loud while discussing their homework from last night (identifying the beginning, middle and end). For homework the students need to reread the book...I told the children they will be rereading their reading group texts MANY times...we are working on fluency!
Following lunch and outdoor recess, Mrs. Howard visited to do a lesson about being successful in school.
After that, we finished sharing our changes in motion videos and completed the worksheet that goes along with it. This will become our first science grade! :-)
Wednesday, September 11, 2013
Wonderful Wednesday
We began our day with our weekly class meeting. First, we changed classroom jobs. Next, we identified one thing that annoys each of us during our group share. After that we exchanged compliments and "thank yous". Then we turned our attention to challenges we have with Edmodo.
I reviewed the expectations for using Edmodo--keeping it appropriate (not discussing other students, play dates, parties, etc.). Then I showed students how to see if they have new notifications (messages, assignments, etc.) and discovered how to reply to and send messages. I encouraged the students to explore the site further, at home.
In math we began exploring addition using the partial sums strategy which involves composing tens and/or hundreds. You can view one of my lessons here. When students worked with me, they learned and practiced this strategy.
The other two rotations included practicing place value using the Internet site, Shark Numbers, and playing the Rounding to the Nearest Tens game, using 3 digit numbers today, and recording it in their math journals.
Students were given a half sheet with two addition problems to complete for homework. They are to use the partial sums strategy. Please use the educreations lesson posted here, on the third grade web site and on Edmodo, if you need assistance.
Students were given a half sheet with two addition problems to complete for homework. They are to use the partial sums strategy. Please use the educreations lesson posted here, on the third grade web site and on Edmodo, if you need assistance.
In reading we reviewed the meaning of point of view. Then we revisited Boxes for Katje and identified whose point of view the story is told from (the narrator) and how they feel about the characters in the story. We discussed how understanding these concepts help further our comprehension of text.
After that, we revisited how pronouns can help our writing not sound like a broken record....first, though, I had to explain what a record was, how it is played, how scratched can make it skip and repeat itself, etc. YES...it made me feel OLD!
While I meet with reading groups today, the children will complete a reading group assignment independently, work on their rough draft (adding a title, fixing pink words, revising to add more details of actions, thoughts and feelings, and highlighting pronouns) , and complete their "i" and "t" cursive paper.
Sharks: We met and reviewed reading, writing and defining vocabulary from their book. After lunch they will read their book, Anthony's Unhappy Birthday, with a partner. For HOMEWORK they are to reread the story and draw a picture of the beginning, middle and end in their RRJ.
Following lunch and outdoor recess, the students continued working in dependently while I met with more groups.
Dolphins: The students had previewed their book independently. In group we began reading the story, Jordan's lucky Day, and charted words with an -ed ending, according to the sound the -ed makes, in their RRJ. For HOMEWORK the students needs to reread pages 4 and 6 and add words with the -ed ending to the chart in their RRJ.
Cheetahs: Independently, the students had read chapter one and listed unknown words, in their RRJ. IN group we reviewed their lists of unknown words and discussed what we learned about Gregory in this chapter. We also identified how Gregory's feelings had changed from the beginning to the end of the chapter. For HOMEWORK the students need to reread chapter 1 and, in their RRJ, explain how Gregory's feelings changed in the chapter.
Pandas: Independently, the students had read chapter one and listed unknown words, in their RRJ. IN group we reviewed chapter 1 and some of the words the students listed as unknown. Then we read the preface of the book and discovered that dragons, in the title, refers to fears. For HOMEWORK tonight the students need to name and explain their dragon, in their RRJ.
We ended the day with the students showing their change in motion videos, which they created yesterday in class, to the rest of the class. We discussed how the change in motion was created and the students took notes on their worksheets. Additionally, the students learned how to "push" their videos from their iPads to the Promethean board so that the entire class could view it! :-)
I reviewed the expectations for using Edmodo--keeping it appropriate (not discussing other students, play dates, parties, etc.). Then I showed students how to see if they have new notifications (messages, assignments, etc.) and discovered how to reply to and send messages. I encouraged the students to explore the site further, at home.
In math we began exploring addition using the partial sums strategy which involves composing tens and/or hundreds. You can view one of my lessons here. When students worked with me, they learned and practiced this strategy.
The other two rotations included practicing place value using the Internet site, Shark Numbers, and playing the Rounding to the Nearest Tens game, using 3 digit numbers today, and recording it in their math journals.
Students were given a half sheet with two addition problems to complete for homework. They are to use the partial sums strategy. Please use the educreations lesson posted here, on the third grade web site and on Edmodo, if you need assistance.
Students were given a half sheet with two addition problems to complete for homework. They are to use the partial sums strategy. Please use the educreations lesson posted here, on the third grade web site and on Edmodo, if you need assistance.
In reading we reviewed the meaning of point of view. Then we revisited Boxes for Katje and identified whose point of view the story is told from (the narrator) and how they feel about the characters in the story. We discussed how understanding these concepts help further our comprehension of text.
After that, we revisited how pronouns can help our writing not sound like a broken record....first, though, I had to explain what a record was, how it is played, how scratched can make it skip and repeat itself, etc. YES...it made me feel OLD!
While I meet with reading groups today, the children will complete a reading group assignment independently, work on their rough draft (adding a title, fixing pink words, revising to add more details of actions, thoughts and feelings, and highlighting pronouns) , and complete their "i" and "t" cursive paper.
Sharks: We met and reviewed reading, writing and defining vocabulary from their book. After lunch they will read their book, Anthony's Unhappy Birthday, with a partner. For HOMEWORK they are to reread the story and draw a picture of the beginning, middle and end in their RRJ.
Following lunch and outdoor recess, the students continued working in dependently while I met with more groups.
Dolphins: The students had previewed their book independently. In group we began reading the story, Jordan's lucky Day, and charted words with an -ed ending, according to the sound the -ed makes, in their RRJ. For HOMEWORK the students needs to reread pages 4 and 6 and add words with the -ed ending to the chart in their RRJ.
Cheetahs: Independently, the students had read chapter one and listed unknown words, in their RRJ. IN group we reviewed their lists of unknown words and discussed what we learned about Gregory in this chapter. We also identified how Gregory's feelings had changed from the beginning to the end of the chapter. For HOMEWORK the students need to reread chapter 1 and, in their RRJ, explain how Gregory's feelings changed in the chapter.
Pandas: Independently, the students had read chapter one and listed unknown words, in their RRJ. IN group we reviewed chapter 1 and some of the words the students listed as unknown. Then we read the preface of the book and discovered that dragons, in the title, refers to fears. For HOMEWORK tonight the students need to name and explain their dragon, in their RRJ.
We ended the day with the students showing their change in motion videos, which they created yesterday in class, to the rest of the class. We discussed how the change in motion was created and the students took notes on their worksheets. Additionally, the students learned how to "push" their videos from their iPads to the Promethean board so that the entire class could view it! :-)
Tuesday, September 10, 2013
Terrific Tuesday
Even with a Redskins loss (which DOES bother me GREATLY!), your children made it a terrific Tuesday!
The student day began in art. When they returned to class I introduced and explained today's math rotations. Students practiced/reviewed rounding three digit numbers to the nearest ten with me. The technology rotation had students revisiting Under the Sea, which they first used yesterday. The final rotation was a card game where students created numbers, using playing cards, and rounded the number to the nearest ten. They recorded this in their math journal. Then the player with the larger number (when rounded) collected all 4 (or 6) playing cards. The winner is the student with the most cards at the end of the game.
There is a rounding worksheet for homework!
I began our reading and writing block by reviewing the expectations during small group instruction/independent work. Then we revisited our pink words word work/spelling activity. I reminded the class of the routine and pointed out the written instructions, that are accompanied by pictures, hanging on the bulletin board.
Next, we read a personal narrative called, "Grandpa". I underlined and highlighted words used by the narrator to communicate actions, thoughts and feelings to the reader. I made notations on the personal narrative, using the Promethean board, and then print out copies for the students to use as a model when writing and revising their own. These will be kept in the writing section of their binder.
Finally, we created a list of characteristics for a good book title. We used books laying around our classroom to identify these items.
During small group instruction and independent work time today, students will complete their predictions and questions charts, in their RRJ, for their reading group books. Then they will highlight 5 pronouns, correct their pink words, add descriptions of thoughts and feeling, and create a title for their good deed personal narrative. Finally, they will practice writing the letters "i" and "t" in cursive.
Following lunch and outdoor recess I met with my other two reading groups while the students worked on the assignments above.
Both groups chose a name for their reading group, shared their predictions and questions (based on the front cover and title of the book) and then practiced reading and writing words from their book.
Dolphins: bouncing, across, goal, been, and could (words we worked on from their book during group time)
Sharks: wailed, promised, grumpily, and fussed (words we worked on from their book during group time)
We ended the day by continuing our science lesson from yesterday. Today the students worked in their small groups to rebuild their devices and capture the change in motion on the iPad using the video camera. They also listed the materials they used and how their device worked on a worksheet.
Homework: Rounding worksheet (looks the same as yesterday but numbers are different)
Read for 15 minutes
The student day began in art. When they returned to class I introduced and explained today's math rotations. Students practiced/reviewed rounding three digit numbers to the nearest ten with me. The technology rotation had students revisiting Under the Sea, which they first used yesterday. The final rotation was a card game where students created numbers, using playing cards, and rounded the number to the nearest ten. They recorded this in their math journal. Then the player with the larger number (when rounded) collected all 4 (or 6) playing cards. The winner is the student with the most cards at the end of the game.
There is a rounding worksheet for homework!
I began our reading and writing block by reviewing the expectations during small group instruction/independent work. Then we revisited our pink words word work/spelling activity. I reminded the class of the routine and pointed out the written instructions, that are accompanied by pictures, hanging on the bulletin board.
Next, we read a personal narrative called, "Grandpa". I underlined and highlighted words used by the narrator to communicate actions, thoughts and feelings to the reader. I made notations on the personal narrative, using the Promethean board, and then print out copies for the students to use as a model when writing and revising their own. These will be kept in the writing section of their binder.
Finally, we created a list of characteristics for a good book title. We used books laying around our classroom to identify these items.
During small group instruction and independent work time today, students will complete their predictions and questions charts, in their RRJ, for their reading group books. Then they will highlight 5 pronouns, correct their pink words, add descriptions of thoughts and feeling, and create a title for their good deed personal narrative. Finally, they will practice writing the letters "i" and "t" in cursive.
Following lunch and outdoor recess I met with my other two reading groups while the students worked on the assignments above.
Both groups chose a name for their reading group, shared their predictions and questions (based on the front cover and title of the book) and then practiced reading and writing words from their book.
Dolphins: bouncing, across, goal, been, and could (words we worked on from their book during group time)
Sharks: wailed, promised, grumpily, and fussed (words we worked on from their book during group time)
We ended the day by continuing our science lesson from yesterday. Today the students worked in their small groups to rebuild their devices and capture the change in motion on the iPad using the video camera. They also listed the materials they used and how their device worked on a worksheet.
Homework: Rounding worksheet (looks the same as yesterday but numbers are different)
Read for 15 minutes
Monday, September 9, 2013
Ready, Set, GO!
So, today we began both math and reading groups! While there were many bumps in the road, the students did a great job of following both the directions and my expectations. I know things will run smoother as we get used to new routines.
First, though, the students began their day in the media center. Mrs. Rose introduced the inquiry project for this marking period and shared the topic choices. Some students picked their topic, too!
When the students returned to the classroom, I introduced today's math rotations and the groupings. Students met with me to review rounding three digit numbers to the nearest hundred and the nearest ten. One group began rounding four digit numbers to the nearest hundred, too!
When they weren't with me, the children worked on other activities. One was practicing number form and place value using an Internet game called "Under the Sea". The other activity was creating three digit numbers, using their number tiles from last week, and rounding the number to the nearest ten and hundred, in their math journals.
Following math we moved on to our reading and writing block. In reading we revisited Boxes for Katje and listed events from the story. Then we identified how the actions of the main character led to the sequence of events. For example, Katje wrote a letter to Rosie thanking her for the first box and explaining how excited they were to get chocolate since there was no sugar in her country. This led to Katje receiving a second box from Rosie filled with 5 bags of sugar.
In writing I shared my observations and feedback after grading their rough drafts yesterday. Some of the highlights included the word "I" MUST always be capitalized and that descriptions need to be clear and explicit. They should try to create a picture in my head similar to the one in their own. I also shared that the rough draft grade was based on including actions, thoughts and feelings in their writing. I didn't count spelling, grammar, etc.
After that, we identified pronouns as being words that take the place of nouns. They are not specific but are used to make writing (and speaking) more interesting. Then we took a look at a written paragraph and identified the pronouns and what nouns they represented in the text.
Independent work today began with each reading group using the title of their book and the illustration on the front cover to list predictions and questions they are wondering in their RRJ (reading response journal). Then the children had to highlight 5 pronouns in their personal narrative rough drafts and correct pink words and add them to their personal dictionary. Finally, the students practiced writing the letters "i" and "t" in cursive.
With all of the new routines and explanations, I didn't meet with any reading groups until after lunch and outdoor recess.
Immediately following recess, I gathered the students and reviewed the independent work expectations and assignments. This new routine created a lot of confusion, so I spent some time going over it again. Therefore, I was only able to meet with two reading groups.
Pandas: We met and picked a group name. Then we shared the predictions and questions they had about their book after viewing the title and front cover.
Cheetahs: We met and picked a group name. Then we shared the predictions and questions they had about their book after viewing the title and front cover.
We ended the day with science. The students worked collaboratively, in small groups, to create a device that changed the motion of a ball. The groups were assigned the changes in motion which their device needed to achieve. These changes included a change in direction, change in speed and a couple of others. Tomorrow they will finish creating their device and share it with the rest of the class.
HOMEWORK: Rounding WS and read for 15-20 minutes (any book---no groups have received their reading group books yet)
First, though, the students began their day in the media center. Mrs. Rose introduced the inquiry project for this marking period and shared the topic choices. Some students picked their topic, too!
When the students returned to the classroom, I introduced today's math rotations and the groupings. Students met with me to review rounding three digit numbers to the nearest hundred and the nearest ten. One group began rounding four digit numbers to the nearest hundred, too!
When they weren't with me, the children worked on other activities. One was practicing number form and place value using an Internet game called "Under the Sea". The other activity was creating three digit numbers, using their number tiles from last week, and rounding the number to the nearest ten and hundred, in their math journals.
Following math we moved on to our reading and writing block. In reading we revisited Boxes for Katje and listed events from the story. Then we identified how the actions of the main character led to the sequence of events. For example, Katje wrote a letter to Rosie thanking her for the first box and explaining how excited they were to get chocolate since there was no sugar in her country. This led to Katje receiving a second box from Rosie filled with 5 bags of sugar.
In writing I shared my observations and feedback after grading their rough drafts yesterday. Some of the highlights included the word "I" MUST always be capitalized and that descriptions need to be clear and explicit. They should try to create a picture in my head similar to the one in their own. I also shared that the rough draft grade was based on including actions, thoughts and feelings in their writing. I didn't count spelling, grammar, etc.
After that, we identified pronouns as being words that take the place of nouns. They are not specific but are used to make writing (and speaking) more interesting. Then we took a look at a written paragraph and identified the pronouns and what nouns they represented in the text.
Independent work today began with each reading group using the title of their book and the illustration on the front cover to list predictions and questions they are wondering in their RRJ (reading response journal). Then the children had to highlight 5 pronouns in their personal narrative rough drafts and correct pink words and add them to their personal dictionary. Finally, the students practiced writing the letters "i" and "t" in cursive.
With all of the new routines and explanations, I didn't meet with any reading groups until after lunch and outdoor recess.
Immediately following recess, I gathered the students and reviewed the independent work expectations and assignments. This new routine created a lot of confusion, so I spent some time going over it again. Therefore, I was only able to meet with two reading groups.
Pandas: We met and picked a group name. Then we shared the predictions and questions they had about their book after viewing the title and front cover.
Cheetahs: We met and picked a group name. Then we shared the predictions and questions they had about their book after viewing the title and front cover.
We ended the day with science. The students worked collaboratively, in small groups, to create a device that changed the motion of a ball. The groups were assigned the changes in motion which their device needed to achieve. These changes included a change in direction, change in speed and a couple of others. Tomorrow they will finish creating their device and share it with the rest of the class.
HOMEWORK: Rounding WS and read for 15-20 minutes (any book---no groups have received their reading group books yet)
Friday, September 6, 2013
TGIF
This has been a CRAZY week but the kids have rolled with it like PROS!!! I gotta say, I LOVE this group! :-)
The students began their day with TWO specials!! They had PE, as usual, but then visited Mrs. Rose and Mrs. Dodson in the media center to make up for Monday's missed class.
When they returned to class, I continued ( and almost completed!!) my informal reading assessments, while Mrs. Benson reviewed the strategies we have learned for rounding numbers to the nearest ten. Then the students independently practiced rounding five 3 digit numbers to the nearest ten and practiced their basic addition facts using Kidgitz and Numbers League, 2 iPad apps.
After that I announced to the class that we would begin reading groups and math group rotations on Monday. Therefore we needed to prepare--
I explained that, for math, there would not be a whole group lesson. Instead, students would be split into three groups that would rotate between a lesson with me and two additional independent activities. We discussed how to get help (ask three students and then write a note and stick it on the issue bin) and what to do when they are finished (they shouldn't be "done" the independent practice activities will be open ended).
In reading, we will begin with a whole group reading and writing lesson. Then I will pull reading groups while the other students work independently. Independent work will be listed, with an explanation, on the white board. Additionally, next to each task I will post where to put the finished product when completed and an example of the activity (when possible).
When students have completed their independent work, they are to work on correcting the spelling of misspelled words in their journals and add them to their personal dictionaries. Here's a quick explanation...
When I notice misspelled words in journals, I will write the correct spelling, usually in pink ink, in the margin. The student is responsible for finding the word as they wrote it, erasing it and spelling it correctly, using my model. Then they add the word (spelled correctly) to their personal dictionary, for future reference. See pictures!!
The students began their day with TWO specials!! They had PE, as usual, but then visited Mrs. Rose and Mrs. Dodson in the media center to make up for Monday's missed class.
When they returned to class, I continued ( and almost completed!!) my informal reading assessments, while Mrs. Benson reviewed the strategies we have learned for rounding numbers to the nearest ten. Then the students independently practiced rounding five 3 digit numbers to the nearest ten and practiced their basic addition facts using Kidgitz and Numbers League, 2 iPad apps.
After that I announced to the class that we would begin reading groups and math group rotations on Monday. Therefore we needed to prepare--
I explained that, for math, there would not be a whole group lesson. Instead, students would be split into three groups that would rotate between a lesson with me and two additional independent activities. We discussed how to get help (ask three students and then write a note and stick it on the issue bin) and what to do when they are finished (they shouldn't be "done" the independent practice activities will be open ended).
In reading, we will begin with a whole group reading and writing lesson. Then I will pull reading groups while the other students work independently. Independent work will be listed, with an explanation, on the white board. Additionally, next to each task I will post where to put the finished product when completed and an example of the activity (when possible).
When students have completed their independent work, they are to work on correcting the spelling of misspelled words in their journals and add them to their personal dictionaries. Here's a quick explanation...
When I notice misspelled words in journals, I will write the correct spelling, usually in pink ink, in the margin. The student is responsible for finding the word as they wrote it, erasing it and spelling it correctly, using my model. Then they add the word (spelled correctly) to their personal dictionary, for future reference. See pictures!!
After pink words have been corrected, the students can choose to finish a morning work assignment, write a letter to a friend or family member, write a poem or story or read silently.
Following lunch and outdoor recess we reviewed all of the information about reading and math groups and I modeled setting up the personal dictionary. Then, the children set up their own personal dictionaries, finished their good deed personal narratives and completed this morning's morning work assignment. I finished my very last reading assessment!!! YIPPEE!
We ended the day by watching a video to learn what it means to be a citizen and how citizens can make changes in their community.
Wednesday, September 4, 2013
Wonderful Wednesday--EDMODO is here!
This morning we began our day with a class meeting. Students expressed how they most enjoy learning or how they learn best during our group share. After that, I explained that today we would be using our class meeting to set up Edmodo accounts. Therefore, we would not be doing the compliments and challenges portion of the meeting. We will get back to the typical class meeting routine next week...I promise! :-)
We spent the next hour setting up student accounts. There is a letter coming home today explaining Edmodo. On the back of the note you can find instructions for creating a parent account through your child's.
After that, I taught students a new rounding strategy (using boxes) and how to round three digit numbers to the nearest hundred. The lesson can be found here and on the new third grade web site.
While Mrs. Benson reviewed the strategy and helped them through independent practice, I continued with my reading assessments.
In reading we practiced asking questions and making predictions to help us interact and comprehend text, as we read the realistic fiction book Boxes for Katje, by Candace Fleming.
Following lunch and outdoor recess, we finished reading Boxes for Katje. Then the children continued working on their good deed personal narrative rough draft, which we began yesterday, while I assessed more students' reading abilities.
We ended the day by exploring different ways we could change an objects motion and describing them using correct vocabulary...particularly push and pull. See the pictures below.
We spent the next hour setting up student accounts. There is a letter coming home today explaining Edmodo. On the back of the note you can find instructions for creating a parent account through your child's.
After that, I taught students a new rounding strategy (using boxes) and how to round three digit numbers to the nearest hundred. The lesson can be found here and on the new third grade web site.
While Mrs. Benson reviewed the strategy and helped them through independent practice, I continued with my reading assessments.
In reading we practiced asking questions and making predictions to help us interact and comprehend text, as we read the realistic fiction book Boxes for Katje, by Candace Fleming.
Following lunch and outdoor recess, we finished reading Boxes for Katje. Then the children continued working on their good deed personal narrative rough draft, which we began yesterday, while I assessed more students' reading abilities.
We ended the day by exploring different ways we could change an objects motion and describing them using correct vocabulary...particularly push and pull. See the pictures below.
Tuesday, September 3, 2013
Back To School Night
I hope everybody enjoyed the three day holiday weekend!
The students began their day in art. When they returned to class, I modeled a new strategy for rounding three digit numbers to the nearest hundred. Here is the lesson! When the students returned to their seats they practiced rounding 4 three digit numbers to the nearest hundred using both the number line strategy and today's newly introduced strategy. After that, they cut apart digit cards and used these cards to complete a place value activity called Digits Maker. Students who completed both tasks early practiced their basic addition facts by playing either Kidgits or Numbers League on the iPad.
During this time Mrs. Benson worked with a small group practicing the rounding strategies and I pulled individual students for reading assessments.
In reading we reviewed the characteristics of realistic fiction (made up story but could be true---no magic, talking animals, etc.). Then we sorted books, by looking at titles and illustrations on front covers and then through reading a summary of the book, according to whether or not they were realistic fiction.
During this lesson we took advantage of the Active Expression handheld tools that come with our Promethean boards. The device is pictured below. Students can "dial in" an answer to a question and the Promethean Board will record the answer (anonymously) and display the results in various ways (for example, today we saw our results show as a bar graph).
The students began their day in art. When they returned to class, I modeled a new strategy for rounding three digit numbers to the nearest hundred. Here is the lesson! When the students returned to their seats they practiced rounding 4 three digit numbers to the nearest hundred using both the number line strategy and today's newly introduced strategy. After that, they cut apart digit cards and used these cards to complete a place value activity called Digits Maker. Students who completed both tasks early practiced their basic addition facts by playing either Kidgits or Numbers League on the iPad.
During this time Mrs. Benson worked with a small group practicing the rounding strategies and I pulled individual students for reading assessments.
In reading we reviewed the characteristics of realistic fiction (made up story but could be true---no magic, talking animals, etc.). Then we sorted books, by looking at titles and illustrations on front covers and then through reading a summary of the book, according to whether or not they were realistic fiction.
During this lesson we took advantage of the Active Expression handheld tools that come with our Promethean boards. The device is pictured below. Students can "dial in" an answer to a question and the Promethean Board will record the answer (anonymously) and display the results in various ways (for example, today we saw our results show as a bar graph).
Following lunch and outdoor recess, I modeled using the writing graphic organizer, that we completed last week, to write a personal narrative rough draft of a good deed. Then the students began writing their own rough drafts.
We ended the day with a science lesson. We watched two video clips defining position and movement and then practiced using correct vocabulary to describe the position of a block in relation to a 3x5 index card.
HOMEWORK: Rounding to the nearest hundred WS and read for 20 minutes.
BTSN is TONIGHT at 7:00. Hope to see you all there!
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