This morning was the annual MCPS parent visitation day. It was so nice to see so many parents!
In math we identified ways to determine the scale on a bar graph. After seeing it modeled. the students had a chance to practice creating a bar graph, with a different scale, independently. I met with two small groups. One group worked on subtraction with regrouping. The other group practiced identifying the rule for a numeric pattern and using the rule to extend it. There is a graphing worksheet for homework.
We began reading by comparing and contrasting adults and children using a Venn Diagram. Then we reviewed our new spelling program (see entry below). Finally we reviewed using punctuation at the end of sentences and the three types of sentences; statement, question and exclamation.
While I met with reading groups the students worked on compiling a list of Words to Learn and completing a punctuation worksheet. When they were finished they worked on unfinished work, and read their National Geographic.
Reading Groups:
Red: Reviewed the rule -ge rule (when a g is followed by an e, the g sounds like a j). Then we wrote words that follow this rule from our book. For homework they need to read Charlie's Great Race and list unknown words on a sticky note.
Blue: Practiced writing and reading high frequency words on white boars. Then read the book My Two Families. For homework they need to reread the book and identify the problem and solution by placing the appropriate sticky notes in the book.
Green: We reviewed the rule that when a c is followed by an e or an i, the c sounds like an s. Tonight, for homework, they need to read the book and list unknown words on a sticky note.
Following lunch and recess the students went to art. When they return we will define producers, consumers and scarcity.
Monday, October 11, 2010
Spelling
This entry is an explanation of a new spelling system that we will be starting this week.
Beginning tomorrow...
Each student will have a WORDS TO LEARN worksheet in the writing section of their binder. This sheet is expected to be the FIRST page in the writing section. Students will be responsible, during class, for making sure any word that is spelled incorrectly in their RRJ or their writing, be corrected and then added to this list. This should be an ongoing list that grows throughout the year. Students can obtain new, blank sheets from me. It is the students responsibility to get new sheets when the old ones are filled up.
Additionally, we will be starting a new, two week spelling cycle. On the first day of the cycle (usually a Monday but sometimes, like this week, a Tuesday) the students will get a two sided worksheet that includes their spelling words and homework assignments. The words will include 8 that are pre-printed on the worksheet and fit the focus of the spelling cycle. Additionally, the students will add two class words that have been provided, to the entire class, by me. Finally, each student will add two words from their own WORDS TO LEARN list. The children need to learn how to spell all 12 words and will be tested, in class, on the Friday that the homework sheet is due.
Homework sheet/Activities: Students need to write the 8 pre-printed words and the 2 class words (not their individual words) in ABC order. They also need to use each of the pre-printed words in a sentence, in the sentences portion of the worksheet (this is on the front and back). In the BONUS section they need to use their 2 MY WORDS words in a sentence, each. In the middle section, on the back, the students need to write the pre-printed words on the line that has the correct spelling pattern.
Beginning tomorrow...
Each student will have a WORDS TO LEARN worksheet in the writing section of their binder. This sheet is expected to be the FIRST page in the writing section. Students will be responsible, during class, for making sure any word that is spelled incorrectly in their RRJ or their writing, be corrected and then added to this list. This should be an ongoing list that grows throughout the year. Students can obtain new, blank sheets from me. It is the students responsibility to get new sheets when the old ones are filled up.
Additionally, we will be starting a new, two week spelling cycle. On the first day of the cycle (usually a Monday but sometimes, like this week, a Tuesday) the students will get a two sided worksheet that includes their spelling words and homework assignments. The words will include 8 that are pre-printed on the worksheet and fit the focus of the spelling cycle. Additionally, the students will add two class words that have been provided, to the entire class, by me. Finally, each student will add two words from their own WORDS TO LEARN list. The children need to learn how to spell all 12 words and will be tested, in class, on the Friday that the homework sheet is due.
Homework sheet/Activities: Students need to write the 8 pre-printed words and the 2 class words (not their individual words) in ABC order. They also need to use each of the pre-printed words in a sentence, in the sentences portion of the worksheet (this is on the front and back). In the BONUS section they need to use their 2 MY WORDS words in a sentence, each. In the middle section, on the back, the students need to write the pre-printed words on the line that has the correct spelling pattern.
Friday, October 8, 2010
TGIF
This morning we took our fourth quiz in math. They are scored in the math section of your child's binder. We will be taking the unit assessment in two weeks.
We began reading by reviewing cause and effect using the book Can Kids Save the Earth? Then the students worked in small groups to write a paragraph describing a scene. Each group was given a picture. They were instructed to pretend they were in the picture and to write about what they saw, felt, heard, tasted and smelled. They were quite excited ton work on this activity and the results provided some great teachable moments!!
While I met with reading groups, the students identified examples of cause and effect from Can Kids Save the Earth (in their RRJ) and then completed unfinished work from the week.
Reading Groups:
Blue: reviewed unknown words from their homework and discussed the concepts of being adopted from an orphanage.
Green: shared the problem and solution of Tornado.
Red: Reviewed their plot homework assignment and then discussed the strengths and weaknesses of this actual reading group. We will turn our focus to shorter stories (with rich ideas and vocabulary) in an attempt to gain a stronger understanding of inference in text.
Following lunch and recess the students will go to music. When they return to class they will apply their knowledge of fingerprints to a BCR (brief constructed response--ie. essay question) about fingerprints.
We began reading by reviewing cause and effect using the book Can Kids Save the Earth? Then the students worked in small groups to write a paragraph describing a scene. Each group was given a picture. They were instructed to pretend they were in the picture and to write about what they saw, felt, heard, tasted and smelled. They were quite excited ton work on this activity and the results provided some great teachable moments!!
While I met with reading groups, the students identified examples of cause and effect from Can Kids Save the Earth (in their RRJ) and then completed unfinished work from the week.
Reading Groups:
Blue: reviewed unknown words from their homework and discussed the concepts of being adopted from an orphanage.
Green: shared the problem and solution of Tornado.
Red: Reviewed their plot homework assignment and then discussed the strengths and weaknesses of this actual reading group. We will turn our focus to shorter stories (with rich ideas and vocabulary) in an attempt to gain a stronger understanding of inference in text.
Following lunch and recess the students will go to music. When they return to class they will apply their knowledge of fingerprints to a BCR (brief constructed response--ie. essay question) about fingerprints.
Thursday, October 7, 2010
Sunshine! YES!
So nice to have a sunny day!
In math we took our data from the class pictograph and showed it on a bar graph. Then the students constructed a bar graph using the data we gathered about favorite ice cream flavors. While they worked independently I met with two groups. One group practice solving subtraction with regrouping problems. The other worked on numeric patterns and using hundreds blocks to solve addition with regrouping problems. There is a bar graph worksheet for homework and we will have a quiz tomorrow.
In reading we continued using the book Race to the South Pole to identify examples of cause and effect in non-fiction text. The we used sentences and fragments from the book to identify the difference between a complete and an incomplete sentence.
While I met with reading groups the students completed their planning sheet for their next personal narrative. They also read three pages in Race to the South Pole and identified two examples, from those pages, of cause and effect on a worksheet. Then they completed any unfinished work, corrected spelling in their RRJ and read silently.
Reading Groups:
Red: We tried to discuss the plot of Talk About a Family and the author's message. While the group did a fine job decoding this book and responding to literal questions, the inferential was a challenge. SO, after our conversation faltered, I told them about the plot and author's message. Tonight they need to write about the plot in their RRJ.
Green: We practiced high frequency words on white boards. Then we read and discussed Tornadoes. Tonight they need to reread the book and mark the problem and solution with sticky notes (they were given these in group).
Blue: They were given a new book called My Two Families. For homework they need to preview the book and list unknown words on the sticky note.
Following lunch and recess the children will visit the media center. Then we will review the concept of interdependence. Finally, the students will choose a community worker and make a web illustrating the worker's interdependence.
In math we took our data from the class pictograph and showed it on a bar graph. Then the students constructed a bar graph using the data we gathered about favorite ice cream flavors. While they worked independently I met with two groups. One group practice solving subtraction with regrouping problems. The other worked on numeric patterns and using hundreds blocks to solve addition with regrouping problems. There is a bar graph worksheet for homework and we will have a quiz tomorrow.
In reading we continued using the book Race to the South Pole to identify examples of cause and effect in non-fiction text. The we used sentences and fragments from the book to identify the difference between a complete and an incomplete sentence.
While I met with reading groups the students completed their planning sheet for their next personal narrative. They also read three pages in Race to the South Pole and identified two examples, from those pages, of cause and effect on a worksheet. Then they completed any unfinished work, corrected spelling in their RRJ and read silently.
Reading Groups:
Red: We tried to discuss the plot of Talk About a Family and the author's message. While the group did a fine job decoding this book and responding to literal questions, the inferential was a challenge. SO, after our conversation faltered, I told them about the plot and author's message. Tonight they need to write about the plot in their RRJ.
Green: We practiced high frequency words on white boards. Then we read and discussed Tornadoes. Tonight they need to reread the book and mark the problem and solution with sticky notes (they were given these in group).
Blue: They were given a new book called My Two Families. For homework they need to preview the book and list unknown words on the sticky note.
Following lunch and recess the children will visit the media center. Then we will review the concept of interdependence. Finally, the students will choose a community worker and make a web illustrating the worker's interdependence.
Wednesday, October 6, 2010
Hump Day!
In math we reviewed the essential elements of a good graph (title, labels, scale, key, etc.). Then the students created a pictograph of the class' favorite ice cream flavors using data we gathered in class. While they worked on their graphs I met with two small groups. One group practiced identifying the rule to a numeric pattern and using that rule to extend the pattern. The other group used base ten blocks to understand the regrouping that is necessary to solve some subtraction problems. There is a word problem worksheet for homework.
We began reading by reviewing cause and effect using the homework worksheet from last night. Then we started to read the non-fiction text Race to the South Pole and identify examples of cause and effect from the text. After that we shared examples of experiences we had that involved a lively scene...examples included Toys R Us, Bowling, Magic Quest, Snowboarding...the students will use this to choose a topic for their next personal narrative.
While I worked with reading groups the students worked independently on choosing a new topic and planning out a new writing piece. They also practiced writing the letters, o, q and c in cursive. If they finished early, they worked on any additional unfinished work, corrected spelling in their RRJ and read quietly.
Reading Groups:
Blue: Practiced writing and reading high frequency words on white boards. Then read the book called Snorkeling, working on fluency. For homework they need to read the entire book and get a signature in their planner.
Green: We reviewed their lists of unknown words from homework and began reading Tornadoes. For homework they need to read the entire book and get a parent signature in their planner.
Red: Due to a "talk" from Mrs. Howard about next weeks Homeless Walk, we did not meet.
Following lunch and recess the class will go to art. We will end the day by identifying examples of interdependence using community workers from The Big Green Pocketbook.
We began reading by reviewing cause and effect using the homework worksheet from last night. Then we started to read the non-fiction text Race to the South Pole and identify examples of cause and effect from the text. After that we shared examples of experiences we had that involved a lively scene...examples included Toys R Us, Bowling, Magic Quest, Snowboarding...the students will use this to choose a topic for their next personal narrative.
While I worked with reading groups the students worked independently on choosing a new topic and planning out a new writing piece. They also practiced writing the letters, o, q and c in cursive. If they finished early, they worked on any additional unfinished work, corrected spelling in their RRJ and read quietly.
Reading Groups:
Blue: Practiced writing and reading high frequency words on white boards. Then read the book called Snorkeling, working on fluency. For homework they need to read the entire book and get a signature in their planner.
Green: We reviewed their lists of unknown words from homework and began reading Tornadoes. For homework they need to read the entire book and get a parent signature in their planner.
Red: Due to a "talk" from Mrs. Howard about next weeks Homeless Walk, we did not meet.
Following lunch and recess the class will go to art. We will end the day by identifying examples of interdependence using community workers from The Big Green Pocketbook.
Tuesday, October 5, 2010
Terrific Tuesday
In math we moved into our study of statistics. We began by making a class pictograph (a graph using pictures) of the birthdays in our math class. I took time to model the axis the scale, labels, a title and a key or legend. This took quite a bit of time. So, we were unable to meet in small groups. Tomorrow the students will create their own pictographs while I meet with small groups. There is a worksheet (pictograph) for homework.
We began reading by taking the second part of the high frequency spelling assessment. After that we reviewed cause and effect by using everyday examples. For example, I stayed up late (cause) and I was tired in the morning (effect). Then, I met with small groups (although this was a slight challenge due to a presentation on the Homeless Walk for Mr. Vogel's homeroom), while the rest of the class finished their final drafts of their personal narrative, completed a cause and effect worksheet, practiced writing the letters a, d and g in cursive and completed a WOW worksheet for our new word, heed.
Reading Groups:
Red: We reviewed their homework and discussed not suing a pronoun in the first sentence of a response. Then we finished reading the story. Tonight they need to reread pages 55-60 and think about the main idea.
Green: We handed in the plot homework assignment from last night. Then the students did a quick write (they wrote solidly for 3 minutes) about Tornadoes. Then we shared our knowledge and discussed the possible feelings we might encounter in the book. For homework the students need to preview the book and list unknown words.
HOMEWORK ALERT: The entire class must complete a cause and effect worksheet...they need to write 4 cause and effects like I modeled in class...they are to think about their lives...I didn't do my homework (cause) I had to write a note home (effect).
Following lunch and outdoor recess the students will listen to a presentation about the homeless in preparation for the upcoming Homeless Walk.
After that we will chart community workers and the goods and services which they provide in our social studies journals.
We began reading by taking the second part of the high frequency spelling assessment. After that we reviewed cause and effect by using everyday examples. For example, I stayed up late (cause) and I was tired in the morning (effect). Then, I met with small groups (although this was a slight challenge due to a presentation on the Homeless Walk for Mr. Vogel's homeroom), while the rest of the class finished their final drafts of their personal narrative, completed a cause and effect worksheet, practiced writing the letters a, d and g in cursive and completed a WOW worksheet for our new word, heed.
Reading Groups:
Red: We reviewed their homework and discussed not suing a pronoun in the first sentence of a response. Then we finished reading the story. Tonight they need to reread pages 55-60 and think about the main idea.
Green: We handed in the plot homework assignment from last night. Then the students did a quick write (they wrote solidly for 3 minutes) about Tornadoes. Then we shared our knowledge and discussed the possible feelings we might encounter in the book. For homework the students need to preview the book and list unknown words.
HOMEWORK ALERT: The entire class must complete a cause and effect worksheet...they need to write 4 cause and effects like I modeled in class...they are to think about their lives...I didn't do my homework (cause) I had to write a note home (effect).
Following lunch and outdoor recess the students will listen to a presentation about the homeless in preparation for the upcoming Homeless Walk.
After that we will chart community workers and the goods and services which they provide in our social studies journals.
Monday, October 4, 2010
Monday
Rainy Mondays can be difficult, don't you think? Luckily, we have had a very productive day so far!
In math we continued using rounding to estimate the answers to word problems. There is a worksheet practicing this skills for homework. I was able to meet with two small groups this morning. One group practiced identifying the rule to a numeric pattern and using that rule to extend the pattern. The other group worked on solving 3 digit subtraction problems that required regrouping.
In reading we are transitioning from realistic fiction to non-fiction text. Today we used the book Life in the Coral Reef to identify the information we gain from text features. The students watched me modeling charting the text feature, information gained from it and connections we can make to our knowledge. Then they used the same book to chart 5 text features in their RRJ. They worked on this while I met with small groups. Just prior to meeting with small groups, the students took a diagnostic spelling test using high frequency words. We didn't finish today and will continue with it tomorrow. I will use the data from these tests to determine words that our class will study and learn to spell.
Reading groups:
Blue: Practiced writing and reading the words; afraid, splash, around and heard. Then we read and discussed the book Snorkeling. For homework they need to answer questions #2 and 3 in their RRJ. The questions are listed on the back cover of their book. I modeled the appropriate way to answer the question, in a complete sentence, in their RRJ.
Green: We practiced reading and writing the words; thought, except, and special. Then we discussed the problem and solution in their book...they marked this for homework, using stickies, many days ago. Tonight they need to write about the plot in their RRJ. We practiced talking about the plot in group today.
Red: We shared the fact that the father was moving in group...this was homework from several days ago. Then we continued reading the story. Tonight they need to read pages 51-55 and write, in their RRJ, about what Genny and Mr. Parker discussed.
Following lunch, indoor recess and art, we will listen to the story The Big Green Pocketbook and identify workers and the goods/services they provide.
In math we continued using rounding to estimate the answers to word problems. There is a worksheet practicing this skills for homework. I was able to meet with two small groups this morning. One group practiced identifying the rule to a numeric pattern and using that rule to extend the pattern. The other group worked on solving 3 digit subtraction problems that required regrouping.
In reading we are transitioning from realistic fiction to non-fiction text. Today we used the book Life in the Coral Reef to identify the information we gain from text features. The students watched me modeling charting the text feature, information gained from it and connections we can make to our knowledge. Then they used the same book to chart 5 text features in their RRJ. They worked on this while I met with small groups. Just prior to meeting with small groups, the students took a diagnostic spelling test using high frequency words. We didn't finish today and will continue with it tomorrow. I will use the data from these tests to determine words that our class will study and learn to spell.
Reading groups:
Blue: Practiced writing and reading the words; afraid, splash, around and heard. Then we read and discussed the book Snorkeling. For homework they need to answer questions #2 and 3 in their RRJ. The questions are listed on the back cover of their book. I modeled the appropriate way to answer the question, in a complete sentence, in their RRJ.
Green: We practiced reading and writing the words; thought, except, and special. Then we discussed the problem and solution in their book...they marked this for homework, using stickies, many days ago. Tonight they need to write about the plot in their RRJ. We practiced talking about the plot in group today.
Red: We shared the fact that the father was moving in group...this was homework from several days ago. Then we continued reading the story. Tonight they need to read pages 51-55 and write, in their RRJ, about what Genny and Mr. Parker discussed.
Following lunch, indoor recess and art, we will listen to the story The Big Green Pocketbook and identify workers and the goods/services they provide.
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