I hope everyone had a wonderful Thanksgiving holiday!
This morning, after the announcements, we welcomed a new friend to our class. Between that and the typical day-after-a-holiday-weekend-drag, it took us a bit longer to get started. :-)
During the literacy independent work block the students reread their parts in their scripts. Then they cut apart and put their initials on the back of their new word work cards, and completed a header sort in their word work journal. After that, they watch a screencast, by Mrs. Allaire, about researching their inquiry topic. Next, they began taking notes, as they researched, about their topic. If they had time left, they practiced writing the letters C, E, and Q, in cursive.
As the students worked I met with guided reading groups.
Orange: We completed a header sort for their new word study unit focusing on the short u and long u sounds. For HOMEWORK the students need to reread their part in their script, working on fluency.
Pink: We completed a header sort for their new word study unit focusing in adding an -ed to base words. For HOMEWORK the students need to reread their part in their script, working on fluency.
Green: We completed a header sort for their new word study unit focusing on the long and short -e sound and the syllable in which it appears. For HOMEWORK the children need to reread their part in their script, working on fluency.
Blue: We completed a header sort for their new word study unit focusing on the suffixes -y, -ly, and -ily. We learned that there are two types of describing words; adverbs and adjectives. We also recognized that adding a -y turns a base word into an adjective, and adding -ly or -ily turns a base word into an adverb. For HOMEWORK the students need to reread their part in their script, working on fluency.
After our literacy block the students enjoyed indoor recess and lunch.
When they returned to the classroom we took some time to share our favorite parts of Thanksgiving break. Then we began our math block.
During the small group instruction we focused on the patterns in the 3s and 6s facts. During math with a partner, the students played, "All Lined Up" to practice the 6s. Finally, during the technology rotation, the students visited Greg Tang math to work on the 3s and 6s facts.
In between the first two rotations the students went to PE with Mr. Benco.
There is HOMEWORK posted on Google Classroom.
After our math block we visited the book fair.
Unfortunately I did not get to the third math rotation and we were unable to have science. WE will have/do both tomorrow!!
Monday, November 30, 2015
Wednesday, November 25, 2015
Grandparent's Day!
This morning, after the announcements, we began a mini research project to investigate the history of Thanksgiving. The children used links to research the holiday and took notes on a graphic organizer. Then they created a presentation using either Powtoon or Google Slides. The grandparents visiting helped us with our research.
After lunch the students had two options.
Some students chose to continue working on their presentation about Thanksgiving. Many chose to play Kahoot with me.
We played Kahoot games involving Thanksgiving facts and trivia.
Tuesday, November 24, 2015
Terrific Tuesday
This morning, after the announcements, we began our literacy block. I reviewed the criteria for success for the narrative poem and shared the grading tool I will be using, with the class. Then we reviewed today's independent work.
Today the children began by reading through their scripts and identifying the beginning, middle, and end in their RRJ. After that, they had one last chance to revise and edit their narrative poem. Next they finished watching the Learn Zillion lessons about the function and use of verbs and forming irregular verbs, and completed the practice worksheet. Then they played a game called Irregular Connect 4, with a partner, to practice forming irregular verbs. Finally, they practice writing the capital letters, A, D, and O, and C, E, and Q, in cursive.
While they worked, I met with guided reading groups.
Orange: I distributed their play, "Who-Who is Afraid of the Dark" and gave a brief introduction. Then we reviewed pertinent vocabulary. After that, the students received parts and we began reading the play. For HOMEWORK students need to highlight their part and practice reading their lines, working on fluency.
Pink: Independently the students reread their entire script and identified the beginning, middle, and end in their RRJ. In group we read through the script and discussed the beginning, middle, and end. For HOMEWORK the students need to read their lines, working on fluency.
Green: Independently the students reread the entire script and identified the beginning, middle, and end, in their RRJ. In group we reviewed more vocabulary and practiced breaking down a multi-syllabic word. Then we read through the script, working on fluency. Finally, we discussed the beginning, middle, and end of the play. For HOMEWORK the children need to reread their lines, working on fluency.
Blue: Independently the students reread the script and identified the beginning, middle, and end of the play, in their RRJ. Somehow I lost track of time, so our group met very briefly to discuss the beginning, middle, and end of the play. For HOMEWORK the children need to reread their lines, working on fluency.
After our literacy block the children enjoyed outdoor recess and lunch.
After lunch we visited the media center to work with Mrs. Allaire. She introduced up to an application called Class Flow and then got us started on our research for the MP2 inquiry project.
When we returned to the classroom, the students voted for the name of our Wildcat mascot. Then they visited the web site, Greg Tang's Math, and practiced using the 10s facts to find the product of the 9s facts. After that, they practiced their basic facts by playing Multiplication 9x Bump, 9s Corners, or Math Fact Pro.
As they worked I met with individual students to complete my monthly reading assessments.
I did not meet with math groups.
There is HOMEWORK posted on Google Classroom.
We ended the day with a lesson from our counselor, Ms. Snyder. She began by reading a book called, Simon's Hook, a story about teasing and put-downs. Then she shared ways that we can deal with teasing.
Tomorrow is Grandparent's Day and an early release day.
Today the children began by reading through their scripts and identifying the beginning, middle, and end in their RRJ. After that, they had one last chance to revise and edit their narrative poem. Next they finished watching the Learn Zillion lessons about the function and use of verbs and forming irregular verbs, and completed the practice worksheet. Then they played a game called Irregular Connect 4, with a partner, to practice forming irregular verbs. Finally, they practice writing the capital letters, A, D, and O, and C, E, and Q, in cursive.
While they worked, I met with guided reading groups.
Orange: I distributed their play, "Who-Who is Afraid of the Dark" and gave a brief introduction. Then we reviewed pertinent vocabulary. After that, the students received parts and we began reading the play. For HOMEWORK students need to highlight their part and practice reading their lines, working on fluency.
Pink: Independently the students reread their entire script and identified the beginning, middle, and end in their RRJ. In group we read through the script and discussed the beginning, middle, and end. For HOMEWORK the students need to read their lines, working on fluency.
Green: Independently the students reread the entire script and identified the beginning, middle, and end, in their RRJ. In group we reviewed more vocabulary and practiced breaking down a multi-syllabic word. Then we read through the script, working on fluency. Finally, we discussed the beginning, middle, and end of the play. For HOMEWORK the children need to reread their lines, working on fluency.
Blue: Independently the students reread the script and identified the beginning, middle, and end of the play, in their RRJ. Somehow I lost track of time, so our group met very briefly to discuss the beginning, middle, and end of the play. For HOMEWORK the children need to reread their lines, working on fluency.
After our literacy block the children enjoyed outdoor recess and lunch.
After lunch we visited the media center to work with Mrs. Allaire. She introduced up to an application called Class Flow and then got us started on our research for the MP2 inquiry project.
When we returned to the classroom, the students voted for the name of our Wildcat mascot. Then they visited the web site, Greg Tang's Math, and practiced using the 10s facts to find the product of the 9s facts. After that, they practiced their basic facts by playing Multiplication 9x Bump, 9s Corners, or Math Fact Pro.
As they worked I met with individual students to complete my monthly reading assessments.
I did not meet with math groups.
There is HOMEWORK posted on Google Classroom.
We ended the day with a lesson from our counselor, Ms. Snyder. She began by reading a book called, Simon's Hook, a story about teasing and put-downs. Then she shared ways that we can deal with teasing.
Tomorrow is Grandparent's Day and an early release day.
Monday, November 23, 2015
Magnificent Monday
This morning, after the announcements, we began our literacy block. First I explained that I had sat down to grade the narrative poems this weekend but had noticed that many did not meet the criteria. It appeared to me that, on Friday, when they were expected to revise their writing, many didn't do so. So, I used a volunteer's poem and gave some examples of revisions that needed to be made.
After that I reviewed and modeled the tasks that students were to work on and complete during independent work time.
First students watched a clip from the play, Snow White, and then read the book using MyON. After watching the play and reading the book they commented on Google Classroom what they noticed was similar and/or different between the two versions. Next, the students revised their narrative poems and resubmitted them for a grade. After that, the children watched two Learn Zillions lessons about the function and use of verbs and forming irregular verbs. AS they watched the second lesson, they completed a practice worksheet. Finally, the children practiced writing the capital letters A, O, and D, in cursive.
Orange: We reviewed the vocabulary specific to plays, such as, script, actors, characters, scenery, and dialogue. Then we discussed the similarities and differences between a play and a book.
Pink: We began reading the play, "Aladdin and the Magic Lamp". First I gave a brief overview of the play. Then we reviewed some vocabulary. Next we assigned roles, and began reading through the script. For HOMEWORK the children need to highlight their part and practice reading it, working on fluency.
Green: We began reading the play, The Tale of the Lazy People". After giving a brief synopsis of the play, we reviewed important vocabulary. Then we assigned parts and began reading through the script. For HOMEWORK the children need to highlight their parts and practice reading it, working on fluency.
Blue: we began reading the play, "The Hidden One". After giving a brief introduction to the play, we reviewed some relevant vocabulary. Then we assigned parts and began reading through the play. For HOMEWORK the children need to highlight their parts and practice reading it, working on fluency.
After the literacy block the students enjoyed outdoor recess and lunch.
When we returned to class we began our math block.
During our small group, teacher-led, instruction we focused on the patterns in the 9s facts and then we practiced rewriting division problems to solve for unknowns in all positions. We also practiced solving division problems using repeated subtraction.
During math with a partner the students engaged in math discourse as they played the Corners game using the 9s facts.
Finally, during the technology rotation, the students revisited the Pirate Ship game to practice the 3s and 9s facts.
There is HOMEWORK posted on Google Classroom.
We ended the day with a whole group science lesson. We and described observed the changes to the observable properties of 4 Gobstoppers when they are placed in water.
After that I reviewed and modeled the tasks that students were to work on and complete during independent work time.
First students watched a clip from the play, Snow White, and then read the book using MyON. After watching the play and reading the book they commented on Google Classroom what they noticed was similar and/or different between the two versions. Next, the students revised their narrative poems and resubmitted them for a grade. After that, the children watched two Learn Zillions lessons about the function and use of verbs and forming irregular verbs. AS they watched the second lesson, they completed a practice worksheet. Finally, the children practiced writing the capital letters A, O, and D, in cursive.
Orange: We reviewed the vocabulary specific to plays, such as, script, actors, characters, scenery, and dialogue. Then we discussed the similarities and differences between a play and a book.
Pink: We began reading the play, "Aladdin and the Magic Lamp". First I gave a brief overview of the play. Then we reviewed some vocabulary. Next we assigned roles, and began reading through the script. For HOMEWORK the children need to highlight their part and practice reading it, working on fluency.
Green: We began reading the play, The Tale of the Lazy People". After giving a brief synopsis of the play, we reviewed important vocabulary. Then we assigned parts and began reading through the script. For HOMEWORK the children need to highlight their parts and practice reading it, working on fluency.
Blue: we began reading the play, "The Hidden One". After giving a brief introduction to the play, we reviewed some relevant vocabulary. Then we assigned parts and began reading through the play. For HOMEWORK the children need to highlight their parts and practice reading it, working on fluency.
After the literacy block the students enjoyed outdoor recess and lunch.
When we returned to class we began our math block.
During our small group, teacher-led, instruction we focused on the patterns in the 9s facts and then we practiced rewriting division problems to solve for unknowns in all positions. We also practiced solving division problems using repeated subtraction.
During math with a partner the students engaged in math discourse as they played the Corners game using the 9s facts.
Finally, during the technology rotation, the students revisited the Pirate Ship game to practice the 3s and 9s facts.
There is HOMEWORK posted on Google Classroom.
We ended the day with a whole group science lesson. We and described observed the changes to the observable properties of 4 Gobstoppers when they are placed in water.
Friday, November 20, 2015
TGIF
This morning I was out of the classroom at an in-house training session. While I was gone the students were under the care of a substitute who met with guided reading groups.
During the literacy block the children read a poem and identified the author's, as well as their own, point of view. Then they used my feedback, and worked with a partner, to revise and edit their narrative poem. After that they completed unfinished cursive practice sheets.
All guided reading groups began with a 10 word, word work quiz. Then they reread, "Fireflies in the Garden," and identified the author's point of view, citing examples from the poem to support their thinking.
After enjoying outdoor recess and lunch, I rejoined the group, and we visited the media center to take part in an introductory lesson for next inquiry project, changes in technology , over time, to meet human wants and needs. Today the children shared their background knowledge, explored resources, and chose a topic.
After that we shared homework writing journal entries.
Then we ended our day with our weekly class meeting. Today we began by sharing the things for which we are thankful. I am so very thankful for having two wonderful sons, a class full of students whom I truly adore, and my parents.
After that we exchanged compliments and thank yous. Then we discussed challenges, including the noise level in the classroom, getting confused during instructional time, and the teacher (me!) talking too fast!
I did not get a chance to grade the word work quizzes. I will do that over the weekend.
Have a great weekend! :-)
During the literacy block the children read a poem and identified the author's, as well as their own, point of view. Then they used my feedback, and worked with a partner, to revise and edit their narrative poem. After that they completed unfinished cursive practice sheets.
All guided reading groups began with a 10 word, word work quiz. Then they reread, "Fireflies in the Garden," and identified the author's point of view, citing examples from the poem to support their thinking.
After enjoying outdoor recess and lunch, I rejoined the group, and we visited the media center to take part in an introductory lesson for next inquiry project, changes in technology , over time, to meet human wants and needs. Today the children shared their background knowledge, explored resources, and chose a topic.
After that we shared homework writing journal entries.
Then we ended our day with our weekly class meeting. Today we began by sharing the things for which we are thankful. I am so very thankful for having two wonderful sons, a class full of students whom I truly adore, and my parents.
After that we exchanged compliments and thank yous. Then we discussed challenges, including the noise level in the classroom, getting confused during instructional time, and the teacher (me!) talking too fast!
I did not get a chance to grade the word work quizzes. I will do that over the weekend.
Have a great weekend! :-)
Thursday, November 19, 2015
Thriving Thursday
This morning, prior t the announcements, I worked with some students to catch up on incomplete assignments. After the announcements, we began our literacy block.
Today, while I met with guided reading groups, the students read for 20 minutes, using a book on their lexile level through the MyON web site. Then they completed their narrative poem, using their organizer. After that, they completed a buddy check (pre-test with a partner) using their word work words. Finally, they practiced writing the letters x, y, and z, in cursive.
Orange: First we reread the poem, "Stopping by the Woods on a Snowy Evening." Then the students received a new poem, by Robert Frost, called, "Fireflies in the Garden." After listening to me read it, we defined some vocabulary within the poem. Then we discussed the poem and practiced visualizing it. Finally, we compared the poem to, "Stopping by the Woods on a Snowy Evening."
Pink: First we reread the poem, "Stopping by the Woods on a Snowy Evening." Then the students received a new poem, by Robert Frost, called, "Fireflies in the Garden." After listening to me read it, we defined some vocabulary within the poem. Then we discussed the poem and practiced visualizing it. Finally, we compared the poem to, "Stopping by the Woods on a Snowy Evening."
Today, while I met with guided reading groups, the students read for 20 minutes, using a book on their lexile level through the MyON web site. Then they completed their narrative poem, using their organizer. After that, they completed a buddy check (pre-test with a partner) using their word work words. Finally, they practiced writing the letters x, y, and z, in cursive.
Orange: First we reread the poem, "Stopping by the Woods on a Snowy Evening." Then the students received a new poem, by Robert Frost, called, "Fireflies in the Garden." After listening to me read it, we defined some vocabulary within the poem. Then we discussed the poem and practiced visualizing it. Finally, we compared the poem to, "Stopping by the Woods on a Snowy Evening."
Pink: First we reread the poem, "Stopping by the Woods on a Snowy Evening." Then the students received a new poem, by Robert Frost, called, "Fireflies in the Garden." After listening to me read it, we defined some vocabulary within the poem. Then we discussed the poem and practiced visualizing it. Finally, we compared the poem to, "Stopping by the Woods on a Snowy Evening."
Green: First we reread the poem, "Stopping by the Woods on a Snowy Evening." Then the students received a new poem, by Robert Frost, called, "Fireflies in the Garden." After listening to me read it, we defined some vocabulary within the poem. Then we discussed the poem and practiced visualizing it. Finally, we compared the poem to, "Stopping by the Woods on a Snowy Evening."
Blue: First we reread the poem, "Stopping by the Woods on a Snowy Evening." Then the students received a new poem, by Robert Frost, called, "Fireflies in the Garden." After listening to me read it, we defined some vocabulary within the poem. Then we discussed the poem and practiced visualizing it. Finally, we compared the poem to, "Stopping by the Woods on a Snowy Evening."
After our literacy block the students enjoyed indoor recess and lunch.
After lunch we began our math block.
During the small group, teacher-led, instruction we continued representing and solving word problems with multiplication AND division equations with a variable representing the unknown. We also focused on memorizing the 8s facts.
During math with a partner, the students engaged in math discourse as they played either Crazy 8s or Corners. Both games work on the 8s facts and were played earlier in the week.
Group 1: We practiced writing multiplication equations for given repeated addition problems. Then we practiced skip counting by 8s. Then we reviewed the two types of division; grouping and sharing. With grouping we know the total and the number n each group, but we do not know how many groups there are. With sharing we know the total and the number of groups, but we do not know how many are in each group. Finally, we acted out two word problems that were very similar. One was a grouping question and the other was sharing. Then we wrote equations to match each.
Group 2: We practiced skip counting by 8s. Then we reviewed the two types of division; grouping and sharing. With grouping we know the total and the number n each group, but we do not know how many groups there are. With sharing we know the total and the number of groups, but we do not know how many are in each group. Finally, we acted out two word problems that were very similar. One was a grouping question and the other was sharing. Then we wrote equations to match each.
After group 2 the children went to art with Mrs. Daniell. When they returned we finished our math block.
Group 3: With this group we quickly identified the two types of division word problems and reviewed an example of each. Then the students were given a division word problem and asked to draw a picture and write both a multiplication and division equation, using a variable, to represent and solve the problem. After the students shared how they solved the problem and identified what each number (or letter) in their equation represented, I solved the problem a couple of different (incorrect) ways and had them evaluate my answers and justify the grade.
There is HOMEWORK on Google Classroom. We will NOT have a math quiz tomorrow but there will be word work quizzes during guided reading groups.
After math we identified the difference between wants and needs. Then we watched a video to determine what materials are needed to make a home and discussed how the observable properties of the materials were changed so that they could be used to meet the human need of shelter.
Wednesday, November 18, 2015
Wonderful Wednesday
This morning, after the announcements, we began our literacy block. Before reviewing the independent work tasks, I listed the criteria for success for the narrative poem the children are writing. Each poem must include 3 stanzas; a beginning, middle, and end. It must also include a simile. Next, I modeled writing my own narrative poem, with a simile, using my organizer.
While I met with guided reading groups the students worked on the following tasks. First they read for 20 minutes straight, using MyON, and choosing books on their lexile level. This is to build reading stamina. Next they used the organizer to draft a narrative poem with 3 stanzas, a clear beginning, middle, and end, and a simile. After that they wrote 10 sentences using 10 of their word work words. Finally, they practiced writing the letters n, m, and v, in cursive.
Orange: We began by reading the poem, "Stopping by Woods on a Snowy Evening," and working on proper phrasing. Then we reviewed what the poem is about. We also discussed that a theme is inferred and can be applied to other aspects of our lives. Finally, we determined the theme of the poem as appreciating nature.
Pink: We began by reading and illustrating the poem, "Stopping by Woods on a Snowy Evening," and working on proper phrasing. Then we reviewed what the poem is about. We also discussed that a theme is inferred and can be applied to other aspects of our lives. Finally, we determined the theme of the poem as appreciating nature.
Green: We began by reading and illustrating the poem, "Stopping by Woods on a Snowy Evening," and working on proper phrasing. Then we reviewed what the poem is about. We also discussed that a theme is inferred and can be applied to other aspects of our lives. Finally, we determined the theme of the poem as appreciating nature.
While I met with guided reading groups the students worked on the following tasks. First they read for 20 minutes straight, using MyON, and choosing books on their lexile level. This is to build reading stamina. Next they used the organizer to draft a narrative poem with 3 stanzas, a clear beginning, middle, and end, and a simile. After that they wrote 10 sentences using 10 of their word work words. Finally, they practiced writing the letters n, m, and v, in cursive.
Orange: We began by reading the poem, "Stopping by Woods on a Snowy Evening," and working on proper phrasing. Then we reviewed what the poem is about. We also discussed that a theme is inferred and can be applied to other aspects of our lives. Finally, we determined the theme of the poem as appreciating nature.
Pink: We began by reading and illustrating the poem, "Stopping by Woods on a Snowy Evening," and working on proper phrasing. Then we reviewed what the poem is about. We also discussed that a theme is inferred and can be applied to other aspects of our lives. Finally, we determined the theme of the poem as appreciating nature.
Green: We began by reading and illustrating the poem, "Stopping by Woods on a Snowy Evening," and working on proper phrasing. Then we reviewed what the poem is about. We also discussed that a theme is inferred and can be applied to other aspects of our lives. Finally, we determined the theme of the poem as appreciating nature.
Blue: We began by reading and illustrating the poem, "Stopping by Woods on a Snowy Evening," and working on proper phrasing. Then we reviewed what the poem is about. We also discussed that a theme is inferred and can be applied to other aspects of our lives. Finally, we determined the theme of the poem as appreciating nature.
After our literacy block the students enjoyed outdoor recess and lunch.
When they returned to class we had a discussion about making good choices, keeping our hands to ourselves, and using nice words when speaking to each other. We had a challenging lunch and walk back up to the classroom...I'll leave it at that. ;-)
Then we began our math block. During the small group, teacher-led, instruction we continued to write multiplication and division equations, using a variable to represent the unknown, to interpret and solve word problems. We also worked on fluency with the 8s facts.
Group 1 struggles with multiplication. So we took time out to practice writing repeated addition sentences that matched multiplication equations.
After solving the initial word problem, Group 3 reworked the problem using a change in criteria which I provided. For example the first problem stated 8 pictures fit on a page. In the second problem only 4 pictures fit on a page.
During math with a partner the students played a game called Corners that focused on memorizing the 8s facts.
Finally, during the technology rotation, the children visited the site Math Fact Pro to practice basic fact fluency in multiplication.
There is HOMEWORK posted on Google Classroom.
The students ended their day in music with Mrs. Graf.
Tuesday, November 17, 2015
Terrific Tuesday
I am back! Thanks for all the kind messages yesterday. My son must have had a 24 hour bug that resulted in A LOT of laundry!!
This morning, after the announcements, we began our literacy block. Today, during our independent work block, the students logged in and took an initial interest inventory at MyON. This is an online, digital library, that tracks the reader's progress. We watched a tutorial together, and then Mrs. Thompson explained a little bit about the program since she has seen it in use in second grade. After that the children completed any simile assignment that hasn't been done. Then they completed the narrative poem graphic organizer that is due today. Next they practiced writing their word work words using Across and Down. Finally, they practiced writing the letters n, m, and v, in cursive.
Orange: We began by reviewing vowels and their sounds. Then we revisited the two ways to spell the long /o/ sound; -oa and -o consonant e. After that we reread the poem, "Stopping by Woods on a Snowy Evening". Next we practiced visualizing the poem in our minds. Finally we identified how the narrator was feeling.
Pink: First we reread the poem, Stopping by Woods on a Snowy Evening." Then we practiced visualizing the poem, stanza by stanza, to increase our comprehension. Next we discussed the setting and the narrator's conflict.
Green: First we reread the poem, Stopping by Woods on a Snowy Evening." Then we practiced visualizing the poem, stanza by stanza, to increase our comprehension. Next we discussed the setting and the narrator's conflict.
After our literacy block the children enjoyed outdoor recess and lunch.
When we returned to class we changed classroom jobs (finally) and began our math block.
During the small group, teacher-led instruction, we practiced skip counting by 8s, to increase our basic fact fluency, and then we continued to interpret and represent word problems using multiplication and division equations with a variable to represent the unknown.
During math with a partner the students played a game called "Crazy 8s" to work on memorizing the 8s facts.
Finally during the technology rotation the students listened to a story called, "Snowmen at Night," and used it to complete a worksheet focusing on the 8s facts.
HOMEWORK is posted on Google Classroom.
After math we observed a pencil and identified physical properties, processes that change them, and the changes that occur as a result. First we had a group discussion. Then the children completed a chart on their own.
This morning, after the announcements, we began our literacy block. Today, during our independent work block, the students logged in and took an initial interest inventory at MyON. This is an online, digital library, that tracks the reader's progress. We watched a tutorial together, and then Mrs. Thompson explained a little bit about the program since she has seen it in use in second grade. After that the children completed any simile assignment that hasn't been done. Then they completed the narrative poem graphic organizer that is due today. Next they practiced writing their word work words using Across and Down. Finally, they practiced writing the letters n, m, and v, in cursive.
Orange: We began by reviewing vowels and their sounds. Then we revisited the two ways to spell the long /o/ sound; -oa and -o consonant e. After that we reread the poem, "Stopping by Woods on a Snowy Evening". Next we practiced visualizing the poem in our minds. Finally we identified how the narrator was feeling.
Pink: First we reread the poem, Stopping by Woods on a Snowy Evening." Then we practiced visualizing the poem, stanza by stanza, to increase our comprehension. Next we discussed the setting and the narrator's conflict.
Green: First we reread the poem, Stopping by Woods on a Snowy Evening." Then we practiced visualizing the poem, stanza by stanza, to increase our comprehension. Next we discussed the setting and the narrator's conflict.
After our literacy block the children enjoyed outdoor recess and lunch.
When we returned to class we changed classroom jobs (finally) and began our math block.
During the small group, teacher-led instruction, we practiced skip counting by 8s, to increase our basic fact fluency, and then we continued to interpret and represent word problems using multiplication and division equations with a variable to represent the unknown.
During math with a partner the students played a game called "Crazy 8s" to work on memorizing the 8s facts.
Finally during the technology rotation the students listened to a story called, "Snowmen at Night," and used it to complete a worksheet focusing on the 8s facts.
HOMEWORK is posted on Google Classroom.
After math we observed a pencil and identified physical properties, processes that change them, and the changes that occur as a result. First we had a group discussion. Then the children completed a chart on their own.
Friday, November 13, 2015
Fabulous Friday!!
This morning we visited Clarksburg High School to see the play, "Honk", based on the story of the Ugly Duckling. It was a super production!
When we returned to school it was time for lunch.
After lunch. the students returned to class and we played a new web-based game, called Kahoot, to practice our multiplication and division facts.
We will take our math quiz on MONDAY!
After playing Kahoot, we shared our homework writing journal entries.
Finally, we ended with our weekly class meeting.
During our group share, made a specific goal that they will work on over the next few weeks. Some students chose to improve their reading fluency, others wanted to memorize certain basic multiplication facts, and, obviously, there were many more goals mentioned.
Next we exchanged thank yous and compliments. I began by complimenting the class on their exemplary behavior during this morning's field trip. I was so proud of them!
Finally, we discussed two challenges...one was being responsible for yourself. That means if others are distracting you, move away, get help from me, but do what needs to be done so that you can complete your work. The other challenge was reducing the noise during independent work time. We decided I would utilize our voice meter more regularly. Additionally, the students will use the "peace sign" instead of saying shhhhh. Finally, they will try to work silently unless they are supposed to work with a partner.
Remember...math quiz Monday and turn in Grandparent's Day forms ASAP.
When we returned to school it was time for lunch.
After lunch. the students returned to class and we played a new web-based game, called Kahoot, to practice our multiplication and division facts.
We will take our math quiz on MONDAY!
After playing Kahoot, we shared our homework writing journal entries.
Finally, we ended with our weekly class meeting.
During our group share, made a specific goal that they will work on over the next few weeks. Some students chose to improve their reading fluency, others wanted to memorize certain basic multiplication facts, and, obviously, there were many more goals mentioned.
Next we exchanged thank yous and compliments. I began by complimenting the class on their exemplary behavior during this morning's field trip. I was so proud of them!
Finally, we discussed two challenges...one was being responsible for yourself. That means if others are distracting you, move away, get help from me, but do what needs to be done so that you can complete your work. The other challenge was reducing the noise during independent work time. We decided I would utilize our voice meter more regularly. Additionally, the students will use the "peace sign" instead of saying shhhhh. Finally, they will try to work silently unless they are supposed to work with a partner.
Remember...math quiz Monday and turn in Grandparent's Day forms ASAP.
Thursday, November 12, 2015
Thriving Thursday - Parent Conferences Day 2!
This morning, after the morning announcements, we began our literacy block with some whole group instruction. We reviewed the characteristics of narrative poetry and I read a few examples to the students. Then I modeled, through thinking out loud and writing on the Promethean board, how I thought of a topic and planned out my narrative poem.
Today, during independent work, the students began by practicing their word work words using Rainbow Words. Next they completed the two simile writing activities from earlier in the week. Then they began planning out their narrative poem using the organizer provided through Google Classroom.
As they worked I met with a couple of reading groups.
Orange: First we revisited our word study focus, the long /o/sound spelled o_e, and oa. Then we reread the poem, "Mummy Slept Late So Daddy Fixed Breakfast". After that we reviewed literal versus figurative language. Next we highlighted similes in our poem. Finally we listed common themes in poetry and discussed the theme of our poem.
Pink: We met and reviewed the difference between literal and figurative language. Then we defined similes as comparing two seemingly unrelated things using the word like or as. After that we identified and highlighted two examples of similes in the poem, "Mummy Slept Late and Daddy Fixed Breakfast". Next we listed common themes in children's literature. We identified two possible themes for the poem and then brainstormed ideas for our narrative poems that we will write, keeping a specific theme in mind.
I did not meet with the green or blue group but I did work with a few individual students, helping them to identify a theme or lesson for their narrative poem.
After our literacy block, which was shortened due to the early dismissal, we started our math block.
Today I worked with 4 more students on the first task in the compacted math assessment portfolio. During this time the rest of the children chose to work on multiplication and division fact families of play math Mahjong using the link on the third grade web site.
HOMEWORK is similar to yesterday and is posted on Google Classroom.
Today, during independent work, the students began by practicing their word work words using Rainbow Words. Next they completed the two simile writing activities from earlier in the week. Then they began planning out their narrative poem using the organizer provided through Google Classroom.
As they worked I met with a couple of reading groups.
Orange: First we revisited our word study focus, the long /o/sound spelled o_e, and oa. Then we reread the poem, "Mummy Slept Late So Daddy Fixed Breakfast". After that we reviewed literal versus figurative language. Next we highlighted similes in our poem. Finally we listed common themes in poetry and discussed the theme of our poem.
Pink: We met and reviewed the difference between literal and figurative language. Then we defined similes as comparing two seemingly unrelated things using the word like or as. After that we identified and highlighted two examples of similes in the poem, "Mummy Slept Late and Daddy Fixed Breakfast". Next we listed common themes in children's literature. We identified two possible themes for the poem and then brainstormed ideas for our narrative poems that we will write, keeping a specific theme in mind.
I did not meet with the green or blue group but I did work with a few individual students, helping them to identify a theme or lesson for their narrative poem.
After our literacy block, which was shortened due to the early dismissal, we started our math block.
Today I worked with 4 more students on the first task in the compacted math assessment portfolio. During this time the rest of the children chose to work on multiplication and division fact families of play math Mahjong using the link on the third grade web site.
HOMEWORK is similar to yesterday and is posted on Google Classroom.
Wednesday, November 11, 2015
Wonderful Wednesday - Parent Conferences
This morning, after the announcements, we had a treat! Some of our Hindu friends spoke to use about their holiday, Divali. Then we began our literacy block.
As I met with some of the guided reading groups, the students worked independently. First they practiced writing their word work words using, Look, Say, Cover, Write, Check. Then the students watched a Brain Pop Jr. lesson about similes and wrote 5 similes to describe themselves. After that they practiced writing the letters q, o, and c, in cursive.
Orange: We began by reviewing our word study patterns for the long and short /o/ sounds. Then we identified the difference between literal and figurative language. Next, we reread the poem, Mummy Slept Late and Daddy Fixed Breakfast", and identified the beginning, middle, and end. Finally, we were introduced to the concept of theme.
Pink: We reread the poem, Mummy Slept Late and Daddy Fixed Breakfast". Then we identified the difference between literal and figurative language. After that, we determined the beginning, middle, and end of the poem. Next I introduced the concept of theme and we discussed tea work as the theme of the poem.
Green: I did not meet with the green group since this was the only group that has already learned about theme...and we had a shortened literacy block.
Blue: We began group by reviewing literal and figurative language. Then I introduced the concepts of theme and lesson in narrative writing. We discussed that these are both inferred from the text and can be applied to other, real-life situations.
After our literacy block we began math.
I began math telling the students about compacted math (begins in fourth grade and students who qualify receive 2 years of math instruction in a year) and explaining that during the course of the year, I will be assessing several students to determine if they are a good fit for this program.
Students who are eligible for testing for placement in compacted math will complete the first task today or tomorrow during math. While I work with these students, the rest of the class will be working on a word problem. Given a set of information, students will determine 3 plans to get 24 students to a field trip to a science museum using a variety of vehicles.
During math we did take a break to eat lunch.
HOMEWORK is posted on Google Classroom.
Tomorrow is another early release day.
As I met with some of the guided reading groups, the students worked independently. First they practiced writing their word work words using, Look, Say, Cover, Write, Check. Then the students watched a Brain Pop Jr. lesson about similes and wrote 5 similes to describe themselves. After that they practiced writing the letters q, o, and c, in cursive.
Orange: We began by reviewing our word study patterns for the long and short /o/ sounds. Then we identified the difference between literal and figurative language. Next, we reread the poem, Mummy Slept Late and Daddy Fixed Breakfast", and identified the beginning, middle, and end. Finally, we were introduced to the concept of theme.
Pink: We reread the poem, Mummy Slept Late and Daddy Fixed Breakfast". Then we identified the difference between literal and figurative language. After that, we determined the beginning, middle, and end of the poem. Next I introduced the concept of theme and we discussed tea work as the theme of the poem.
Green: I did not meet with the green group since this was the only group that has already learned about theme...and we had a shortened literacy block.
Blue: We began group by reviewing literal and figurative language. Then I introduced the concepts of theme and lesson in narrative writing. We discussed that these are both inferred from the text and can be applied to other, real-life situations.
After our literacy block we began math.
I began math telling the students about compacted math (begins in fourth grade and students who qualify receive 2 years of math instruction in a year) and explaining that during the course of the year, I will be assessing several students to determine if they are a good fit for this program.
Students who are eligible for testing for placement in compacted math will complete the first task today or tomorrow during math. While I work with these students, the rest of the class will be working on a word problem. Given a set of information, students will determine 3 plans to get 24 students to a field trip to a science museum using a variety of vehicles.
During math we did take a break to eat lunch.
HOMEWORK is posted on Google Classroom.
Tomorrow is another early release day.
Tuesday, November 10, 2015
Terrific Tuesday - A Salute to Veterans
This morning, after the morning announcements, we discussed Veteran's Day, particularly what is a veteran and why celebrating them is so important.
After that, we began our literacy block. We did take a break, around 9:45, to attend an assembly to honor Veterans and celebrate Veteran's Day.
While I met with some guided reading groups (I couldn't meet with all due to the assembly), the students worked on the following tasks.
All groups reread their poem, labeled the title and each stanza, illustrated the poem, and identified the beginning, middle, and end, on the back. Then they all practiced writing their word work words, using one color for vowels and another for consonants. After that, some students finished watching the simile lesson and wrote 3 similes in their writing journal. Then, all students watched a Brain Pop Jr. lesson about similes and wrote 5 similes, about themselves, in their writing journal. Finally, they practiced writing the letters q, o, and c, in cursive.
Orange: We met and reread the poem, Mummy Slept Late and Daddy Fixed Breakfast", labeled the title and the stanzas and briefly discussed it.
Pink: Unfortunately, we did not meet in group.
Green: In group we reviewed the title and stanzas. Then we discussed and identified the beginning, middle, and end of the poem. Next we reviewed similes and highlighted examples in the poem. Finally I introduced theme/lesson of a poem as something that is inferred and can be applied elsewhere. Even though these two concepts are different, as we begin to explore them, I will accept either one.
Blue: In group we reviewed the title and stanzas. Then we discussed the difference between literal and figurative language. After that, we identified the beginning, middle, and end of the poem. Finally, we highlighted similes in the poem.
ALL GROUPS should reread the poem, Mummy Slept Late and Daddy Fixed Breakfast" for homework.
After our literacy block the students enjoyed indoor recess and lunch.
When the children returned to class we began our math block. Today we will continue to represent and interpret division and multiplication word problems. We will also investigate the relationship between multiplication and division.
During the small group, teacher-led, instruction we represented word problems using both a multiplication and division equation. During math with a partner, groups 1 and 2 rolled two dice to identify 2 factors. They multiplied them together to get the product. These three numbers became the fact family. Then, using those numbers, they wrote 2 multiplication and 2 division sentences. Group 3 completed a logic puzzle involving various operations and unknowns. All groups were expected to engage in math discourse as they worked. Finally, all groups visited Pirate Ship multiplication to practice fluency with the 2, 3, 4, and 5s facts.
Homework is posted on Google Classroom.
The children worked so well during math that we actually finished ahead of schedule! I rewarded them with a class Dojo and a Go Noodle brain break!!
Then we began science. First we reviewed the observable properties, of the sheet of paper, that we identified yesterday. Then we described the processes and tools we used to change it.
After our review, the students worked in table groups to identify the physical properties of a paper clip, a wooden stick, a plastic spoon, and a block of clay. Then, for each, they identified the change brought about using one action and a tool.
Please remember that we have an early dismissal tomorrow and Thursday.
After that, we began our literacy block. We did take a break, around 9:45, to attend an assembly to honor Veterans and celebrate Veteran's Day.
While I met with some guided reading groups (I couldn't meet with all due to the assembly), the students worked on the following tasks.
All groups reread their poem, labeled the title and each stanza, illustrated the poem, and identified the beginning, middle, and end, on the back. Then they all practiced writing their word work words, using one color for vowels and another for consonants. After that, some students finished watching the simile lesson and wrote 3 similes in their writing journal. Then, all students watched a Brain Pop Jr. lesson about similes and wrote 5 similes, about themselves, in their writing journal. Finally, they practiced writing the letters q, o, and c, in cursive.
Orange: We met and reread the poem, Mummy Slept Late and Daddy Fixed Breakfast", labeled the title and the stanzas and briefly discussed it.
Pink: Unfortunately, we did not meet in group.
Green: In group we reviewed the title and stanzas. Then we discussed and identified the beginning, middle, and end of the poem. Next we reviewed similes and highlighted examples in the poem. Finally I introduced theme/lesson of a poem as something that is inferred and can be applied elsewhere. Even though these two concepts are different, as we begin to explore them, I will accept either one.
Blue: In group we reviewed the title and stanzas. Then we discussed the difference between literal and figurative language. After that, we identified the beginning, middle, and end of the poem. Finally, we highlighted similes in the poem.
ALL GROUPS should reread the poem, Mummy Slept Late and Daddy Fixed Breakfast" for homework.
After our literacy block the students enjoyed indoor recess and lunch.
When the children returned to class we began our math block. Today we will continue to represent and interpret division and multiplication word problems. We will also investigate the relationship between multiplication and division.
During the small group, teacher-led, instruction we represented word problems using both a multiplication and division equation. During math with a partner, groups 1 and 2 rolled two dice to identify 2 factors. They multiplied them together to get the product. These three numbers became the fact family. Then, using those numbers, they wrote 2 multiplication and 2 division sentences. Group 3 completed a logic puzzle involving various operations and unknowns. All groups were expected to engage in math discourse as they worked. Finally, all groups visited Pirate Ship multiplication to practice fluency with the 2, 3, 4, and 5s facts.
Homework is posted on Google Classroom.
The children worked so well during math that we actually finished ahead of schedule! I rewarded them with a class Dojo and a Go Noodle brain break!!
Then we began science. First we reviewed the observable properties, of the sheet of paper, that we identified yesterday. Then we described the processes and tools we used to change it.
After our review, the students worked in table groups to identify the physical properties of a paper clip, a wooden stick, a plastic spoon, and a block of clay. Then, for each, they identified the change brought about using one action and a tool.
Please remember that we have an early dismissal tomorrow and Thursday.
Monday, November 9, 2015
Marvelous Monday
This morning, prior to the announcements, I worked with some students to represent and solve word problems.
After the announcements we began our literacy block. This week we will begin our poetry unit. So, I took some time to read a few silly poems out loud. Then I explained and shared some common similes. Next I reviewed and modeled today's independent work tasks.
First the children will watch a Learn Zillion lesson about poetry, twice, the second time they will take notes, using a format I provided, in their RRJ. After that, they will cut apart, and put their initials on the back, their new word work words. Then they will do a header sort with them. Next they will watch a lesson about similes and copy and complete 3 similes in their writing journal. Then they will practice writing the letters q, o, and c, in cursive.
As they worked I met with guided reading groups.
Orange: The students cut apart their word work words and we did a sort. This lesson focuses on the short and long /o/ sounds, with the long sound being spelled o - consonant - e, or -oa. Next we discussed the characteristics of a narrative poem and I handed out the poem, "Mummy Slept Late and Daddy Fixed Breakfast". We read it and reviewed some of the vocabulary in it. For HOMEWORK the students need to read the poem out loud.
Pink: Independently the students cut apart their word work words. In group we did a sort. Next we discussed the characteristics of a narrative poem and I handed out the poem, "Mummy Slept Late and Daddy Fixed Breakfast". We read it and reviewed some of the vocabulary in it. For HOMEWORK the students need to read the poem out loud.
Green: Independently the students cut apart their word work words. In group we did a sort. Next we discussed the characteristics of a narrative poem and I handed out the poem, "Mummy Slept Late and Daddy Fixed Breakfast". We read it and reviewed some of the vocabulary in it. For HOMEWORK the students need to read the poem out loud.
Blue: Independently the students cut apart their word work words. In group we did a sort. Next we discussed the characteristics of a narrative poem and I handed out the poem, "Mummy Slept Late and Daddy Fixed Breakfast". We read it and reviewed some of the vocabulary in it. For HOMEWORK the students need to read the poem out loud.
After our literacy block the children enjoyed outdoor recess and lunch. When they returned to class we began our math block. During the small group, teacher-led, instruction we identified patterns in the 4s facts. Then we went on to explore, using plastic squares and pictures, how multiplication and division are inverse, or opposite, operations. The third group worked on a "messy" word problem where the answer was not an exact fit.
During math with a partner, groups 1 and 2 worked on basic fact fluency as they rolled two dice and multiplied them together to get the product. The third group identified as many ways as possible to share 10, 16, and 28 marbles. We shared strategies for this during our small group time.
During technology all groups re-watched the Khan academy lesson about the relationship between multiplication and division. Then they two games (one on Khan academy and one on IXL) to practice this skill.
There is an assignment for HOMEWORK on Google Classroom.
After math we defined and identified the observable properties of a yellow basket and then a printed sheet of paper. After that, we identified processes and tools that can change some of the observable properties. We also noticed that not all properties of a material could be easily changed.
After the announcements we began our literacy block. This week we will begin our poetry unit. So, I took some time to read a few silly poems out loud. Then I explained and shared some common similes. Next I reviewed and modeled today's independent work tasks.
First the children will watch a Learn Zillion lesson about poetry, twice, the second time they will take notes, using a format I provided, in their RRJ. After that, they will cut apart, and put their initials on the back, their new word work words. Then they will do a header sort with them. Next they will watch a lesson about similes and copy and complete 3 similes in their writing journal. Then they will practice writing the letters q, o, and c, in cursive.
As they worked I met with guided reading groups.
Orange: The students cut apart their word work words and we did a sort. This lesson focuses on the short and long /o/ sounds, with the long sound being spelled o - consonant - e, or -oa. Next we discussed the characteristics of a narrative poem and I handed out the poem, "Mummy Slept Late and Daddy Fixed Breakfast". We read it and reviewed some of the vocabulary in it. For HOMEWORK the students need to read the poem out loud.
Pink: Independently the students cut apart their word work words. In group we did a sort. Next we discussed the characteristics of a narrative poem and I handed out the poem, "Mummy Slept Late and Daddy Fixed Breakfast". We read it and reviewed some of the vocabulary in it. For HOMEWORK the students need to read the poem out loud.
Green: Independently the students cut apart their word work words. In group we did a sort. Next we discussed the characteristics of a narrative poem and I handed out the poem, "Mummy Slept Late and Daddy Fixed Breakfast". We read it and reviewed some of the vocabulary in it. For HOMEWORK the students need to read the poem out loud.
Blue: Independently the students cut apart their word work words. In group we did a sort. Next we discussed the characteristics of a narrative poem and I handed out the poem, "Mummy Slept Late and Daddy Fixed Breakfast". We read it and reviewed some of the vocabulary in it. For HOMEWORK the students need to read the poem out loud.
After our literacy block the children enjoyed outdoor recess and lunch. When they returned to class we began our math block. During the small group, teacher-led, instruction we identified patterns in the 4s facts. Then we went on to explore, using plastic squares and pictures, how multiplication and division are inverse, or opposite, operations. The third group worked on a "messy" word problem where the answer was not an exact fit.
During math with a partner, groups 1 and 2 worked on basic fact fluency as they rolled two dice and multiplied them together to get the product. The third group identified as many ways as possible to share 10, 16, and 28 marbles. We shared strategies for this during our small group time.
During technology all groups re-watched the Khan academy lesson about the relationship between multiplication and division. Then they two games (one on Khan academy and one on IXL) to practice this skill.
There is an assignment for HOMEWORK on Google Classroom.
After math we defined and identified the observable properties of a yellow basket and then a printed sheet of paper. After that, we identified processes and tools that can change some of the observable properties. We also noticed that not all properties of a material could be easily changed.
Friday, November 6, 2015
Fabulous Friday
Before the announcements, this morning, I worked with a small group of students to solve word problems involving multiplication or division.
After the announcements we began our literacy block.
During independent work the students began with guided reading tasks. Then they finished their verb tenses worksheet and any cursive practice that remained undone. After that, they worked on their Powtoon presentation for their inquiry topic.
As they worked, I met with guided reading groups.
Orange: The students reread page 3 and shared their main idea statements. Then I collected their books, since we are beginning poetry on Monday. After that we took a word work quiz.
Pink: Independently the students reread pages 2-5 and, in their RRJ, they responded to the question, "Is this a good title for the article? Why/why not?" In group we discussed how to answer this question and then I wrote a model response. Students drew a line of learning under the answer they had written and copied mine below it. Then they compared the two, noticing what they had done well and what they could improve. Then I collected their books since we will begin poetry on Monday. Finally, we took a word work quiz.
Green: Independently, the students reread pages 12 and 13, and, in their RRJ, identified the main idea and 2 supporting details. In group we shared their lists of verbs from homework last night. We discussed that words, in our language, can be more than one part of speech. Therefore it is important to pay attention to the way the word is being used. Then I collected their books because we will begin poetry on Monday. After that we took our word work quiz.
Blue: Independently the students reread pages 30 and 31 and, in their RRJ, they identified the main idea and 2 supporting details. In group we shared and discussed the verbs they listed for homework last night. We explored how words can be used as different parts of speech. Then I collected their books since we will begin poetry on Monday. Finally, we took our word work quiz.
After our literacy block the students enjoyed outdoor recess and lunch.
When the students returned to class we took our math formative. These have been scored and returned to students. Look for them in home folders this evening.
After our quiz the students worked on their Rube Goldberg machines. Then some groups shared their inventions. They were very impressive.
After cleaning up from our creativity, we shared homework writing journal entries.
Finally, we ended the day with a class meeting. We began by sharing what was on our minds. Then we exchanged thank yous and compliments. Finally, we discussed challenges in the lunchroom and what we can do to solve them. The students decided they would each work on being silent as soon as the lunch aides get on the microphone.
Have a great weekend!
Thursday, November 5, 2015
Thriving Thursday
After the morning announcements we began our literacy block.
Today, during independent work, the students began with a guided reading task. Next they practiced writing their word work words. The orange and pink groups wrote their words like a dot to dot puzzle. The green and blue group used 10 more of their words in meaningful sentences. Next the students finished the verb tenses worksheet and any cursive worksheets. Finally, the children began creating presentations about their inquiry topics using Powtoon.
While the students worked, I met with guided reading groups.
Orange: First we reviewed the spelling patterns, and sounds, for their word work words. Then we discussed how verbs tell time and identified verbs, and their tenses, in sentences. After that, I collected their Healthy Eating books and handed out a new Safari book. We read page 2 and identified the main idea by using the heading, repeated words and phrases, and the first and last sentences of paragraphs. For HOMEWORK the students need to read page 3 and identify the main idea.
Pink: Independently the children got a new book and read pages 2 and 3, listing unknown words on a sticky note. In group we began by identifying verbs, and their tenses, in sentences. Then we identified the pronunciation and meaning of the unknown words they listed. Next we listed strategies to identify the main idea in text. Then we identified the main idea of page 2, using the heading as a guide. Finally, we answered literal questions from their reading. For HOMEWORK the students need to read pages 4 and 5 and list unknown words.
Green: Independently the students reread pages 8 and 9 and, in their RRJ, identified the main idea and 2 supporting details for these pages. In group we identified verbs and their tenses in sentences. Then we reviewed how to identify the main idea in text and shared the main idea for pages 8 and 9. Finally, we looked at our highlighted main idea sentences from each paragraph of "Kids Get Healthy" and determined the main idea of the entire article. For HOMEWORK students need to read pages 10-16 in the book, Whales, and identify 5-8 action verbs and their pages numbers.
Blue: Independently the students reread pages 16 and 17 and identified the main idea and 2 supporting details, in their RRJ. In group we reviewed verbs and their tenses. Then we discussed how to identify the main idea in text and shared the main idea for pages 16 and 17. After that, the children analyzed the 4 highlighted main idea sentences from the article, "Kids Get Healthy" and determined the main idea of the entire passage. For HOMEWORK the students need to read pages 22-32 and list 5-8 ACTION verbs, and their pages numbers, on the sticky note.
After our literacy block the students enjoyed outdoor recess and lunch.
When they returned from lunch we began the math block. I made a few changes in the math groupings.
Today during math with a partner, the first two groups worked on their basic multiplication fact fluency playing a game called Multiplication Roll. The other group worked on a multiplication riddle with their partner. During the technology rotation, all groups visited a site called Grand Slam math to practiced solving word problems involving multiplication and division.
During the small group, teacher led, instruction, we continued to solve word problems involving multiplication and division. We continued to list knowns and unknowns on a chart, then draw a picture, and finally, write an equation using a variable to represent the unknown.
The students went to art halfway through the second rotation. When they returned to class we finished our math rotations.
There is a word problem, for HOMEWORK, on Google Classroom. We will have a quiz tomorrow in math.
Unfortunately, after math it was time to pass out papers and get ready to go home. Hopefully we will get to science tomorrow.
Today, during independent work, the students began with a guided reading task. Next they practiced writing their word work words. The orange and pink groups wrote their words like a dot to dot puzzle. The green and blue group used 10 more of their words in meaningful sentences. Next the students finished the verb tenses worksheet and any cursive worksheets. Finally, the children began creating presentations about their inquiry topics using Powtoon.
While the students worked, I met with guided reading groups.
Orange: First we reviewed the spelling patterns, and sounds, for their word work words. Then we discussed how verbs tell time and identified verbs, and their tenses, in sentences. After that, I collected their Healthy Eating books and handed out a new Safari book. We read page 2 and identified the main idea by using the heading, repeated words and phrases, and the first and last sentences of paragraphs. For HOMEWORK the students need to read page 3 and identify the main idea.
Pink: Independently the children got a new book and read pages 2 and 3, listing unknown words on a sticky note. In group we began by identifying verbs, and their tenses, in sentences. Then we identified the pronunciation and meaning of the unknown words they listed. Next we listed strategies to identify the main idea in text. Then we identified the main idea of page 2, using the heading as a guide. Finally, we answered literal questions from their reading. For HOMEWORK the students need to read pages 4 and 5 and list unknown words.
Green: Independently the students reread pages 8 and 9 and, in their RRJ, identified the main idea and 2 supporting details for these pages. In group we identified verbs and their tenses in sentences. Then we reviewed how to identify the main idea in text and shared the main idea for pages 8 and 9. Finally, we looked at our highlighted main idea sentences from each paragraph of "Kids Get Healthy" and determined the main idea of the entire article. For HOMEWORK students need to read pages 10-16 in the book, Whales, and identify 5-8 action verbs and their pages numbers.
Blue: Independently the students reread pages 16 and 17 and identified the main idea and 2 supporting details, in their RRJ. In group we reviewed verbs and their tenses. Then we discussed how to identify the main idea in text and shared the main idea for pages 16 and 17. After that, the children analyzed the 4 highlighted main idea sentences from the article, "Kids Get Healthy" and determined the main idea of the entire passage. For HOMEWORK the students need to read pages 22-32 and list 5-8 ACTION verbs, and their pages numbers, on the sticky note.
After our literacy block the students enjoyed outdoor recess and lunch.
When they returned from lunch we began the math block. I made a few changes in the math groupings.
Today during math with a partner, the first two groups worked on their basic multiplication fact fluency playing a game called Multiplication Roll. The other group worked on a multiplication riddle with their partner. During the technology rotation, all groups visited a site called Grand Slam math to practiced solving word problems involving multiplication and division.
During the small group, teacher led, instruction, we continued to solve word problems involving multiplication and division. We continued to list knowns and unknowns on a chart, then draw a picture, and finally, write an equation using a variable to represent the unknown.
The students went to art halfway through the second rotation. When they returned to class we finished our math rotations.
There is a word problem, for HOMEWORK, on Google Classroom. We will have a quiz tomorrow in math.
Unfortunately, after math it was time to pass out papers and get ready to go home. Hopefully we will get to science tomorrow.
Wednesday, November 4, 2015
Wonderful Wednesday - Picture Day!
This morning, prior to the announcements, I helped a couple of students catch up on unfinished work. Then, after the announcements, we began our literacy block.
Today, while I meet with guided reading groups, the students read a paragraph and identified the main idea and two supporting details. Then they practiced their word work words. Orange and pink groups did rainbow words for each word and the green and blue groups wrote meaningful sentences using 10 of their words. After that the students watched two Learn Zillion lessons about the function and use of verbs and verb tenses. Then they completed a worksheet selecting the correct verb tense for sentences. After that they practiced writing a, d, and g, in cursive. Finally, they explored Powtoon.com.
Orange: First we reviewed verbs and identified the subject and verb in several sentences. Then we listed strategies for identifying the main idea in text. Next we completed the "Kids Get Healthy" article by highlighting the sentence that tells the main idea in the last two paragraphs and then analyzed the main idea of the four paragraphs to determine the main idea in the entire article. For HOMEWORK the students need to reread their entire book, Healthy Eating, to build reading stamina.
Pink: First we reviewed verbs, and their tenses, and identified the subject and verb in several sentences. After that we shared (and revised) their main idea statements, for page 22, from last night's homework. For HOMEWORK they need to reread their entire book, working on reading stamina.
After I met with the pink group, we visited the media center to get our pictures taken. When we returned to class, I met with more groups and the rest of the class continued their independent work.
Green: First we reviewed verbs, and their tenses, and identified the subject and verb in several sentences. After that we shared (and revised) their main idea statements, for pages 6 and 7, from last night's homework. Then we highlighted the main idea sentences for paragraphs 3 and 4 in the article, Kids Get Healthy". For HOMEWORK the students need to reread pages 2-9 in the book, Whales.
Blue: We began group by sharing the main idea statements that the students wrote for pages 12 and 13, for homework last night. The I modeled writing a main idea statement for that section. After that, the children determined supporting details to explain the main idea. For HOMEWORK the students need to read pages 14-21 in their book, The Life and Times of the Peanut.
After our literacy block the student enjoyed outdoor recess and lunch.
When the students returned to the classroom we began our math block. The rotations today remained the same as they were yesterday. During math with a partner the students worked together, engaging in math discourse, to sort and solve division word problems according to whether they required grouping or sharing. During the technology rotation the students went back to the site Thinking Blocks to visualize and solve multiplication and division word problems.
During the small group, teacher-led, instruction, the students modeled, represented, and solved word problems involving multiplication or division. We focused on using knowns and unknowns charts, draw a picture, and writing an equation using a variable to represent the unknown. Additionally, we identified our knowns and unknowns as being either a part or a whole.
For HOMEWORK the students will watch a Khan Academy lesson relating multiplication and division. Then they will practice using that skills. Both links are on Google Classroom, the homework page.
Unfortunately, we did not get to science today. We will work on the Rube Goldberg machines tomorrow.
The students ended their day in music with Mrs. Graf.
Today, while I meet with guided reading groups, the students read a paragraph and identified the main idea and two supporting details. Then they practiced their word work words. Orange and pink groups did rainbow words for each word and the green and blue groups wrote meaningful sentences using 10 of their words. After that the students watched two Learn Zillion lessons about the function and use of verbs and verb tenses. Then they completed a worksheet selecting the correct verb tense for sentences. After that they practiced writing a, d, and g, in cursive. Finally, they explored Powtoon.com.
Orange: First we reviewed verbs and identified the subject and verb in several sentences. Then we listed strategies for identifying the main idea in text. Next we completed the "Kids Get Healthy" article by highlighting the sentence that tells the main idea in the last two paragraphs and then analyzed the main idea of the four paragraphs to determine the main idea in the entire article. For HOMEWORK the students need to reread their entire book, Healthy Eating, to build reading stamina.
Pink: First we reviewed verbs, and their tenses, and identified the subject and verb in several sentences. After that we shared (and revised) their main idea statements, for page 22, from last night's homework. For HOMEWORK they need to reread their entire book, working on reading stamina.
After I met with the pink group, we visited the media center to get our pictures taken. When we returned to class, I met with more groups and the rest of the class continued their independent work.
Green: First we reviewed verbs, and their tenses, and identified the subject and verb in several sentences. After that we shared (and revised) their main idea statements, for pages 6 and 7, from last night's homework. Then we highlighted the main idea sentences for paragraphs 3 and 4 in the article, Kids Get Healthy". For HOMEWORK the students need to reread pages 2-9 in the book, Whales.
Blue: We began group by sharing the main idea statements that the students wrote for pages 12 and 13, for homework last night. The I modeled writing a main idea statement for that section. After that, the children determined supporting details to explain the main idea. For HOMEWORK the students need to read pages 14-21 in their book, The Life and Times of the Peanut.
After our literacy block the student enjoyed outdoor recess and lunch.
When the students returned to the classroom we began our math block. The rotations today remained the same as they were yesterday. During math with a partner the students worked together, engaging in math discourse, to sort and solve division word problems according to whether they required grouping or sharing. During the technology rotation the students went back to the site Thinking Blocks to visualize and solve multiplication and division word problems.
During the small group, teacher-led, instruction, the students modeled, represented, and solved word problems involving multiplication or division. We focused on using knowns and unknowns charts, draw a picture, and writing an equation using a variable to represent the unknown. Additionally, we identified our knowns and unknowns as being either a part or a whole.
For HOMEWORK the students will watch a Khan Academy lesson relating multiplication and division. Then they will practice using that skills. Both links are on Google Classroom, the homework page.
Unfortunately, we did not get to science today. We will work on the Rube Goldberg machines tomorrow.
The students ended their day in music with Mrs. Graf.
Tuesday, November 3, 2015
Terrific Tuesday - Welcome MP 2!
Today marks the beginning of the second marking period!
After the morning announcements, we began our literacy block.
I did a brief lesson about the function and use of verbs and how the verb tenses identify time.
As I met with guided reading groups the students worked on the following tasks. First they wrote each of their word study words and, using thesaurus.com, identified a synonym and antonym for each. After that they watched two Learn Zillion lessons about the function and use of verbs, and verb tenses. Then they completed an activity putting their new knowledge to work. Next they practiced writing the letters a, d, and g, in cursive. Finally, they explored Powtoon.com .
Orange: First we reviewed the vowels and the two sounds each makes. Then we reviewed the word study patterns for the long and short /a/ sounds. Next we identified verbs in sentence from our book, Healthy Eating. After that, we read an article called, "Kids Get Healthy" and identified the main idea of the first two paragraphs. For HOMEWORK the students need to reread pages 12-19 in Healthy Eating.
Pink: First we identified the two types of verbs, action and state of being. Then we revisited the text, Monster Machines, to find verbs in different sentences. After that, we listed strategies that help us determine the main idea in text. Next we read an article called, Kids Get Healthy, and highlighted the main idea of the first two paragraphs. For HOMEWORK the students needs to read pages 22 and 24. Then they need to identify the main idea of page 22 on the sticky note I provided.
Green: First we identified the two types of verbs, action and state of being. Then we revisited the text, Whales, to find verbs in different sentences. Next we reviewed the strategies for identifying the main idea in text. Then students read an article called, "Healthy Kids" and highlighted the main idea of the first two paragraphs. For HOMEWORK the children will read pages 6 and 7 and identify the main idea on a sticky note.
Blue: First we reviewed the two typed of verbs and identified verbs on pages 10 and 11 of The Life and Times of Peanuts. After that we listed the strategies for determining the main idea of text. Then the children read the article, "Kids Get Healthy" and highlighted the main idea sentence in all four paragraphs. For HOMEWORK the children need to read pages 12 and 13 and identify the main idea on the sticky note I provided.
After our literacy block the students enjoyed outdoor recess and lunch.
When they returned to class we began our math block. I explained and modeled both the math with a partner and technology rotations.
During math with a partner, students will read division situations and sort them according to whether they are examples of grouping or sharing. Then they will solve the problem. Students will engage in math discourse, with their partner, as they work through each division word problem.
During the technology rotation the students visited the Thinking Blocks web site to practice visualizing and solving multiplication and division word problems.
During the small group, teacher-led, instruction we practiced solving word problems involving both multiplication and division. Today we focused on using a known and unknown chart, identifying our knowns and unknowns as either a part or a while, and representing the unknown using a variable (letter).
For HOMEWORK the students should use the three links, on the Google Classroom announcement, to memorize (increase fluency) with the 0, 1, 2, and 3 multiplication facts.
After math we passed out a ton of papers (or so it seemed) and then had science. Students worked on constructing, testing, and revising their Rube Goldberg machines.
After the morning announcements, we began our literacy block.
I did a brief lesson about the function and use of verbs and how the verb tenses identify time.
As I met with guided reading groups the students worked on the following tasks. First they wrote each of their word study words and, using thesaurus.com, identified a synonym and antonym for each. After that they watched two Learn Zillion lessons about the function and use of verbs, and verb tenses. Then they completed an activity putting their new knowledge to work. Next they practiced writing the letters a, d, and g, in cursive. Finally, they explored Powtoon.com .
Orange: First we reviewed the vowels and the two sounds each makes. Then we reviewed the word study patterns for the long and short /a/ sounds. Next we identified verbs in sentence from our book, Healthy Eating. After that, we read an article called, "Kids Get Healthy" and identified the main idea of the first two paragraphs. For HOMEWORK the students need to reread pages 12-19 in Healthy Eating.
Pink: First we identified the two types of verbs, action and state of being. Then we revisited the text, Monster Machines, to find verbs in different sentences. After that, we listed strategies that help us determine the main idea in text. Next we read an article called, Kids Get Healthy, and highlighted the main idea of the first two paragraphs. For HOMEWORK the students needs to read pages 22 and 24. Then they need to identify the main idea of page 22 on the sticky note I provided.
Green: First we identified the two types of verbs, action and state of being. Then we revisited the text, Whales, to find verbs in different sentences. Next we reviewed the strategies for identifying the main idea in text. Then students read an article called, "Healthy Kids" and highlighted the main idea of the first two paragraphs. For HOMEWORK the children will read pages 6 and 7 and identify the main idea on a sticky note.
Blue: First we reviewed the two typed of verbs and identified verbs on pages 10 and 11 of The Life and Times of Peanuts. After that we listed the strategies for determining the main idea of text. Then the children read the article, "Kids Get Healthy" and highlighted the main idea sentence in all four paragraphs. For HOMEWORK the children need to read pages 12 and 13 and identify the main idea on the sticky note I provided.
After our literacy block the students enjoyed outdoor recess and lunch.
When they returned to class we began our math block. I explained and modeled both the math with a partner and technology rotations.
During math with a partner, students will read division situations and sort them according to whether they are examples of grouping or sharing. Then they will solve the problem. Students will engage in math discourse, with their partner, as they work through each division word problem.
During the technology rotation the students visited the Thinking Blocks web site to practice visualizing and solving multiplication and division word problems.
During the small group, teacher-led, instruction we practiced solving word problems involving both multiplication and division. Today we focused on using a known and unknown chart, identifying our knowns and unknowns as either a part or a while, and representing the unknown using a variable (letter).
For HOMEWORK the students should use the three links, on the Google Classroom announcement, to memorize (increase fluency) with the 0, 1, 2, and 3 multiplication facts.
After math we passed out a ton of papers (or so it seemed) and then had science. Students worked on constructing, testing, and revising their Rube Goldberg machines.
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