This morning, during our regular reading block, the students participated in another MSA practice session. This session was for math.
During our math block, both third grade math classes met in my room to review the multiple choice questions in the practice MSA test. The students marked their own work using a blue correction pencil. Math teachers will provide written feedback to the BCR questions. This practice test will be coming home at the end of next week.
After math, since we visited the media center yesterday, we proceeded with a social studies lesson. The students worked in small groups to begin creating a presentation on the Ipad sharing rules good citizens must follow in their communities. Each presentation will include a cover slide and four slides listing rules specific to the title of that slide. The titles include; on the streets, while at school, as I shop and being neighborly. Thanks to Mr. Vogel for the brain work behind this engaging lesson.
Following lunch and outdoor recess the students got to read silently while I met with reading groups.
Bears: We read and discussed chapter 2 and then the students shared their titles and explanations from last night's homework.
At the end of the day the children went to Mr. Vogel's room to watch a video about community rules and responsibilities.
Friday, February 10, 2012
Thursday, February 9, 2012
Sunny Thursday
After reading the next chapter in their reading group books independently, we spent the rest of the reading block going over the multiple choice section of the practice MSA. Unfortunately, we didn't finish, so we will continue this afternoon.
In math after completing our warm up we practiced vocabulary using geoaerobics. Then the students took the first quiz of unit 4. This will be scored and sent home this afternoon. There is no homework.
Before heading to lunch and recess, the students went to art.
This afternoon, the students helped me create a check list to use when revising our persuasive writing pieces. Then the children used the checklist, a blue correction pencil and a partner, to revise their own writing. While they revised their writing I met with reading groups.
Lions: We reviewed their list of unknown words from earlier today and reread and discussed chapter 1. For homework they need to reread chapter 1, for fluency, and get a parent signature in their binder.
Crabs: We reviewed their list of unknown words from earlier today and reread and discussed chapter 2. For homework they need to reread chapter 2, for fluency, and get a parent signature in their binder.
Bears: We didn't have time to have a discussion. The students wrote their homework in their binder...they need to reread chapter 2 and choose and explain a title for that chapter.
At the end of the day the children visited the media center since we will not be going tomorrow.
While the students were at the media center, I reviewed their persuasive letters that they revised today, using the checklist. I was so impressed with the changes they recognized that needed to be made!! I could tell they definitely used our lesson and the checklist!!! WOO HOO!!!
In math after completing our warm up we practiced vocabulary using geoaerobics. Then the students took the first quiz of unit 4. This will be scored and sent home this afternoon. There is no homework.
Before heading to lunch and recess, the students went to art.
This afternoon, the students helped me create a check list to use when revising our persuasive writing pieces. Then the children used the checklist, a blue correction pencil and a partner, to revise their own writing. While they revised their writing I met with reading groups.
Lions: We reviewed their list of unknown words from earlier today and reread and discussed chapter 1. For homework they need to reread chapter 1, for fluency, and get a parent signature in their binder.
Crabs: We reviewed their list of unknown words from earlier today and reread and discussed chapter 2. For homework they need to reread chapter 2, for fluency, and get a parent signature in their binder.
Bears: We didn't have time to have a discussion. The students wrote their homework in their binder...they need to reread chapter 2 and choose and explain a title for that chapter.
At the end of the day the children visited the media center since we will not be going tomorrow.
While the students were at the media center, I reviewed their persuasive letters that they revised today, using the checklist. I was so impressed with the changes they recognized that needed to be made!! I could tell they definitely used our lesson and the checklist!!! WOO HOO!!!
Wednesday, February 8, 2012
Mock MSA - Reading
This morning the students participated in the first of two practice MSA tests. Today's was for reading. On Friday they will take one for math.
I will review the practice test with the students and give them feedback on their BCRs. These test will come home at the end of next week with sample BCR response attached.
After our mock testing session we had a shortened math period. WE reviewed last night's homework. Then I assigned a worksheet for homework and told the students we would have a quiz TOMORROW, not Friday. After that, we reviewed the geometry vocabulary using geoaerobics.
Finally, before going to lunch and recess and after getting over our initial disappointment of not being able to use the computer lab, we settled into a social studies lesson. We discussed and defined the concept of community and shared a few rules that help our communities function safely. Then the students worked in groups of 3 or 4, using an iPad, to create lists of rules they have in their communities.
Following lunch and outdoor recess we verbally rehearsed naming and explaining the benefits of making laws for oil companies to follow in order to keep our oceans clean. Then I modeled writing a persuasive letter, using the planning sheet and the ideas we rehearsed. While I met with reading groups the students worked on their persuasive letter rough drafts.
Lions: We met and discussed chapter 2 of the Doll People. It became clear that this book was a bit over the students' heads. After a brief discussion, we decided, as a group, to begin a new book tomorrow. Therefore there is no homework tonight.
Bears: We met and discussed chapter 1...we practiced using context clues to define the word taunted. We talked about the relationship between Kyle and his father and what "no batter" meant. There is no homework tonight except for the two children who need to catch up and read chapter 1.
Crabs: We reviewed and discussed chapter 1 and cleared up the idea that the "field tips" are not real. Then the students shared their homework from Monday. There is no homework tonight.
Unfortunately, reading ran over and we did not have enough time for a class meeting today! :-(
I will review the practice test with the students and give them feedback on their BCRs. These test will come home at the end of next week with sample BCR response attached.
After our mock testing session we had a shortened math period. WE reviewed last night's homework. Then I assigned a worksheet for homework and told the students we would have a quiz TOMORROW, not Friday. After that, we reviewed the geometry vocabulary using geoaerobics.
Finally, before going to lunch and recess and after getting over our initial disappointment of not being able to use the computer lab, we settled into a social studies lesson. We discussed and defined the concept of community and shared a few rules that help our communities function safely. Then the students worked in groups of 3 or 4, using an iPad, to create lists of rules they have in their communities.
Following lunch and outdoor recess we verbally rehearsed naming and explaining the benefits of making laws for oil companies to follow in order to keep our oceans clean. Then I modeled writing a persuasive letter, using the planning sheet and the ideas we rehearsed. While I met with reading groups the students worked on their persuasive letter rough drafts.
Lions: We met and discussed chapter 2 of the Doll People. It became clear that this book was a bit over the students' heads. After a brief discussion, we decided, as a group, to begin a new book tomorrow. Therefore there is no homework tonight.
Bears: We met and discussed chapter 1...we practiced using context clues to define the word taunted. We talked about the relationship between Kyle and his father and what "no batter" meant. There is no homework tonight except for the two children who need to catch up and read chapter 1.
Crabs: We reviewed and discussed chapter 1 and cleared up the idea that the "field tips" are not real. Then the students shared their homework from Monday. There is no homework tonight.
Unfortunately, reading ran over and we did not have enough time for a class meeting today! :-(
Tuesday, February 7, 2012
Tuesday
The past couple of days have been anything but consistent. So this morning we took time to work on our persuasive writing piece. The students read selected pages in the book Oil Spills to gather the correct information to use in their letters to Congress. They will begin their rough drafts tomorrow!!
In math we defined the movement of figures as slides (translations), flips (reflections) or turns (rotations). We also reviewed our geometry vocabulary using geoaerobics. If you would like to view the PowerPoint go to: http://teachershare.scholastic.com/resources/11739#fragment-2 , scroll to the bottom of the page and click on the PPT geoaerobics PowerPoint download. For homework tonight there is a worksheet to practice identifying slides, flips and turns.
After math the children went to PE and then enjoyed lunch and outdoor recess. Following recess, Mrs. Howard came continued her friendship unit with our homeroom. Therefore, we didn't have reading groups today.
We ended the day by using our reed instruments to produce sound. The point of the lesson was for students to recognize that the reeds had to vibrate in order for sound to be produced. Also, the shorter the slide on the instrument, the higher the pitch.
Prior to dismissal the students arranged their desks in old-fashioned single file rows to prepare for our practice MSA tomorrow morning. The students will participate in a mock MSA tomorrow and Friday. This is to help them get a feel for the testing environment and to see what test questions will look like. Tomorrow's session will be reading. Over the next week the students will get feedback on their written answers and have a chance to improve them. These will come home at the end of next week with sample "model" answers attached.
If you are interested in more information about the MSA and to view sample test questions, go to this link: http://mdk12.org/assessments/k_8/index_c.html
In math we defined the movement of figures as slides (translations), flips (reflections) or turns (rotations). We also reviewed our geometry vocabulary using geoaerobics. If you would like to view the PowerPoint go to: http://teachershare.scholastic.com/resources/11739#fragment-2 , scroll to the bottom of the page and click on the PPT geoaerobics PowerPoint download. For homework tonight there is a worksheet to practice identifying slides, flips and turns.
After math the children went to PE and then enjoyed lunch and outdoor recess. Following recess, Mrs. Howard came continued her friendship unit with our homeroom. Therefore, we didn't have reading groups today.
We ended the day by using our reed instruments to produce sound. The point of the lesson was for students to recognize that the reeds had to vibrate in order for sound to be produced. Also, the shorter the slide on the instrument, the higher the pitch.
Prior to dismissal the students arranged their desks in old-fashioned single file rows to prepare for our practice MSA tomorrow morning. The students will participate in a mock MSA tomorrow and Friday. This is to help them get a feel for the testing environment and to see what test questions will look like. Tomorrow's session will be reading. Over the next week the students will get feedback on their written answers and have a chance to improve them. These will come home at the end of next week with sample "model" answers attached.
If you are interested in more information about the MSA and to view sample test questions, go to this link: http://mdk12.org/assessments/k_8/index_c.html
Monday, February 6, 2012
Marvelous Monday
Today has been a bust day! I've been in and out of the classroom due to meetings but, rest assured, the students have been in good hands along the way.
This morning in reading, Mrs. Starkey taught the children about the use of figurative language in writing to create a more vivid and accurate picture in the reader's minds. Then she read the book, June 29, 1999, to the class and together they identified examples of alliteration. Alliteration is the repetition of the same consonant sound in the beginning of words. For example, Peter Piper picked a peck of pickled peppers used alliteration.
Next, the students completed a follow up alliteration worksheet and shared these with classmates.
I returned in time for math. Today we reviewed the concept of symmetry and defined and identified congruent figures (same size, same shape). While the students worked on an independent practice sheet I worked with students on place value and on identifying congruent figures. There is a worksheet for homework.
Following music, the students enjoyed lunch and outdoor recess. When they returned Mrs. Santa Maria worked with them as I was attending another meeting.
The students began by revising their opinion statements fro their persuasive writing piece. Then they rehearsed what they were going to write in their letter.
After that, the students worked on fact and opinion and alliteration practice activities while Mrs. Santa Maria met with reading groups.
Bears:The students received a new book. They previewed the book by reading the brief synopsis on the back and looking at the front cover. Then they read the first few pages of chapter 1 as a group. For homework, they need to finish chapter 1 and choose a title for this chapter.
Crabs:The students received a new book. They previewed the book by reading the brief synopsis on the back and looking at the front cover. Then they read the first few pages of chapter 1 as a group. For homework, they need to finish chapter 1 and choose a title for this chapter.
Lions: The students began reading chapter 2 in group. For homework they need to finish chapter 2 and write a question to ask their classmates, in group, tomorrow, to test their knowledge of the chapter.
The children ended the day by beginning to make reed instruments out of straws. We will finish this tomorrow.
This morning in reading, Mrs. Starkey taught the children about the use of figurative language in writing to create a more vivid and accurate picture in the reader's minds. Then she read the book, June 29, 1999, to the class and together they identified examples of alliteration. Alliteration is the repetition of the same consonant sound in the beginning of words. For example, Peter Piper picked a peck of pickled peppers used alliteration.
Next, the students completed a follow up alliteration worksheet and shared these with classmates.
I returned in time for math. Today we reviewed the concept of symmetry and defined and identified congruent figures (same size, same shape). While the students worked on an independent practice sheet I worked with students on place value and on identifying congruent figures. There is a worksheet for homework.
Following music, the students enjoyed lunch and outdoor recess. When they returned Mrs. Santa Maria worked with them as I was attending another meeting.
The students began by revising their opinion statements fro their persuasive writing piece. Then they rehearsed what they were going to write in their letter.
After that, the students worked on fact and opinion and alliteration practice activities while Mrs. Santa Maria met with reading groups.
Bears:The students received a new book. They previewed the book by reading the brief synopsis on the back and looking at the front cover. Then they read the first few pages of chapter 1 as a group. For homework, they need to finish chapter 1 and choose a title for this chapter.
Crabs:The students received a new book. They previewed the book by reading the brief synopsis on the back and looking at the front cover. Then they read the first few pages of chapter 1 as a group. For homework, they need to finish chapter 1 and choose a title for this chapter.
Lions: The students began reading chapter 2 in group. For homework they need to finish chapter 2 and write a question to ask their classmates, in group, tomorrow, to test their knowledge of the chapter.
The children ended the day by beginning to make reed instruments out of straws. We will finish this tomorrow.
Thursday, February 2, 2012
Thursday...scheduling mistake
OOPS! I made a mistake...the change in our media schedule is NEXT week. Hopefully, you received my email this morning explaining the error!
In reading this morning we continued to identify the mood in text. TO begin the lesson, I shared two student samples from yesterday's Miss Nelson BCR. I wanted to point out how classmates were able to successfully identify the mood in the story and use details to support their choice.
After that, we read the story The Pain and the Great One, by Judy Blume, twice. The first time the students listened for enjoyment. During the second reading, the children drew and wrote words that supported the mood in the story. After reading each section in the book, we identified mood choices and shared examples of support from their drawings or word splashes.
In math we took time to review last night's homework. Several students said they had trouble. Therefore, I went over each problem and answered questions along the way.
Then I introduced polygons as flat, straight, closed shapes. Each students received a chart depicting polygons and 3D shapes that is expected to be stored in their math section and used as a resource. They may need to use this sheet to complete their homework tonight.
Students must memorized that pentagons are 5 sided figures, hexagons have 6 sides and octagons have 8 sides.
As mentioned above, there is a worksheet for homework.
Following art, lunch and outdoor recess the students worked independently on a BCR about the mood in The Pain and the Great One. They also fixed their spelling in their RRJS and caught up on unfinished work.
Reading Groups
Crabs: We reviewed their lists of unknown words and discussed chapter 7. Tonight they need to read chapter 8 and answer the question, "Did you enjoy this book? Why/why not?".
Lions: We shared their favorite characters from Stay Away from Simon (last night's homework) and I collected their books. I passed out their next book, a fantasy,, titled The Doll People. We read and discussed the prologue. For homework tonight they need to read chapter 1 and list unknown words.
Bears: We reviewed their titles and explanations that they wrote for homework last night. Tonight for homework they need to read chapter 9 and answer the question, "Would you recommend this book to someone else? Why/why not?".
We ended the day by electing a start student for the trait of responsibility.
I will be out of the building tomorrow. So there will not be a blog post!
Have a great weekend!!
In reading this morning we continued to identify the mood in text. TO begin the lesson, I shared two student samples from yesterday's Miss Nelson BCR. I wanted to point out how classmates were able to successfully identify the mood in the story and use details to support their choice.
After that, we read the story The Pain and the Great One, by Judy Blume, twice. The first time the students listened for enjoyment. During the second reading, the children drew and wrote words that supported the mood in the story. After reading each section in the book, we identified mood choices and shared examples of support from their drawings or word splashes.
In math we took time to review last night's homework. Several students said they had trouble. Therefore, I went over each problem and answered questions along the way.
Then I introduced polygons as flat, straight, closed shapes. Each students received a chart depicting polygons and 3D shapes that is expected to be stored in their math section and used as a resource. They may need to use this sheet to complete their homework tonight.
Students must memorized that pentagons are 5 sided figures, hexagons have 6 sides and octagons have 8 sides.
As mentioned above, there is a worksheet for homework.
Following art, lunch and outdoor recess the students worked independently on a BCR about the mood in The Pain and the Great One. They also fixed their spelling in their RRJS and caught up on unfinished work.
Reading Groups
Crabs: We reviewed their lists of unknown words and discussed chapter 7. Tonight they need to read chapter 8 and answer the question, "Did you enjoy this book? Why/why not?".
Lions: We shared their favorite characters from Stay Away from Simon (last night's homework) and I collected their books. I passed out their next book, a fantasy,, titled The Doll People. We read and discussed the prologue. For homework tonight they need to read chapter 1 and list unknown words.
Bears: We reviewed their titles and explanations that they wrote for homework last night. Tonight for homework they need to read chapter 9 and answer the question, "Would you recommend this book to someone else? Why/why not?".
We ended the day by electing a start student for the trait of responsibility.
I will be out of the building tomorrow. So there will not be a blog post!
Have a great weekend!!
Wednesday, February 1, 2012
Wednesday
This morning we revisited and dug into the concept of mood in literature. This is a challenging concept. We read the story Miss Nelson is Missing and identified the mood at the beginning, middle and end of the story. We also shared evidence from the book that supported the moods.
After that we reviewed the meaning of each WOW word that we have learned this year and learned a new word, sliver (a small, thin piece).
This afternoon while I meet with reading groups the students will identify how the mood changes in Miss Nelson, by answering a BCR in their RRJ. They will also create a cartoon for the word sliver. Finally, they will practice identifying statements as either fact or opinion.
In math we learned about 3 different types of lines; parallel, intersecting and perpendicular. The students worked on a practice worksheet in class and have a follow up worksheet for homework.
After math we went to the computer lab to practice our keyboarding skills using Type to Learn 3.
Following lunch and recess the students worked independently while I met with reading groups.
Bears: We shared the titles they wrote for chapter 7 and discussed Sarah's internal battle of whether she should stay or go back to Maine. For homework tonight the students need to read chapter 8 and write a title for it. They also need to explain why they chose the title.
Lions: We reviewed the unknown words from last night's homework and then reread and discussed chapter 6. Tonight the students need to reread chapter 6 (working on fluency) and then identify their favorite character in the book and explain why.
Crabs: We shared and discussed the students new title for chapter 6. For homework tonight they need to read chapter 7 and list unknown words.
We ended the day with a class meeting where we shared compliments for one another and then I discussed the importance of putting effort into school work.
Report cards are coming home today in your child's home folder.
We will be going to the media center tomorrow NOT Friday...this week only.
After that we reviewed the meaning of each WOW word that we have learned this year and learned a new word, sliver (a small, thin piece).
This afternoon while I meet with reading groups the students will identify how the mood changes in Miss Nelson, by answering a BCR in their RRJ. They will also create a cartoon for the word sliver. Finally, they will practice identifying statements as either fact or opinion.
In math we learned about 3 different types of lines; parallel, intersecting and perpendicular. The students worked on a practice worksheet in class and have a follow up worksheet for homework.
After math we went to the computer lab to practice our keyboarding skills using Type to Learn 3.
Following lunch and recess the students worked independently while I met with reading groups.
Bears: We shared the titles they wrote for chapter 7 and discussed Sarah's internal battle of whether she should stay or go back to Maine. For homework tonight the students need to read chapter 8 and write a title for it. They also need to explain why they chose the title.
Lions: We reviewed the unknown words from last night's homework and then reread and discussed chapter 6. Tonight the students need to reread chapter 6 (working on fluency) and then identify their favorite character in the book and explain why.
Crabs: We shared and discussed the students new title for chapter 6. For homework tonight they need to read chapter 7 and list unknown words.
We ended the day with a class meeting where we shared compliments for one another and then I discussed the importance of putting effort into school work.
Report cards are coming home today in your child's home folder.
We will be going to the media center tomorrow NOT Friday...this week only.
Subscribe to:
Posts (Atom)