This morning we practiced identifying and explaining examples of personification (giving human qualities to objects and animals) in June 29, 199 by David Weiner and in poetry. While I met with reading groups the students illustrated examples of personification, read and completed a worksheet about Wilma Rudolph and practiced identifying homophones in sentences.
Bears: We shared the responses from last night's homework and discussed having to make connections between chapters in a chapter book. Then we began reading and discussing chapter 9. For homework the students need to read chapter 9 and respond to the question, "What does Kyle learn from Honsey?"
In math, after reviewing vocabulary specific to last night's homework, I modeled constructing 3D figures using interlocking cubes. Then the students rotated, in groups, between working with Mrs. Benson, working with me and anchor activities.
While working with Mrs. Benson, the children practiced making 3D figures which matched a picture, using interlocking cubes. My first group practiced constructing circles and quadrilaterals given specific measurements. My second group practiced drawing representations of vocabulary from this unit.
There is a worksheet for homework and we WILL have a quiz tomorrow...REALLY! I apologize for last week's mishap! :-)
Following art, lunch and outdoor recess the students met in small groups to share their persuasive writing planning sheet and rehearse what they plan to write. Then we took time to share a few with the entire reading/writing class.
Then the students began writing their persuasive piece and worked on the independent work from this morning. I met with reading groups.
Lions: We shared the captions they wrote for homework last night. Then we reread page 6 and discussed the quote in their novel schedule. For homework tonight, the s=children need to reread page 6 and explain, in writing, in their RRJ, the quote in their novel schedule.
Crabs: We reviewed their lists of unknown words from homework last night. Then we began reading and discussing chapter 6. For homework the children need to reread chapter 6 (fluency) and write and explain a title for the chapter.
We ended the day with students working in small groups of 3 to make one-stringed harps that produce sound.
Thursday, February 23, 2012
Wednesday, February 22, 2012
Hump Day
Our reading block this morning was SO productive!!! :-) We began by creating a class checklist for the BCRs we answered yesterday. Then we reviewed homophones. Finally, we had a brief discussion about Black History month and the importance or knowing and appreciating the obstacles and achievements of those who came before us.
While I met with reading groups the students used the class created checklist to edit and revise their BCR. They also completed a homophone activity in their language arts book. Finally, they read a brief biography about Harriet Tubman and answered comprehension questions about it.
Bears: We shared the titles they wrote for chapter 7 last night. We also discussed which titles showed comprehension of their reading assignment and those that didn't. We used the text to support our ideas and also engaged in some meaningful discussion. For homework tonight the children need to read chapter 8 and explain the sentence on page 49, Why should I believe HIS call?"
In math we reviewed the vocabulary pertaining to the description of solid figures; edges, faces and vertices (corners). Students practiced identifying the number of faces, edges and corners of various solid figures and then went to anchor activities while I pulled several small groups. In the small groups, the children practiced constructing circles and quadrilaterals with given measurements. There is a solid/polygon identification worksheet for homework.
Before enjoying lunch and outdoor recess, we went to the computer lab. The children used Type to Learn 3 to practice and improve their keyboarding skills.
After recess we revisited the art of persuasion. Students shared times they persuaded their parents to get a special privilege such as staying up late. Then we thought of different commercials and advertisements and identified the methods used to persuade people to use or buy their product. Finally, the children thought of their favorite place to go and completed a planning sheet to persuade others to go to that place.
While I met with reading groups the students worked on the planning sheet, as well as the other assignments from this morning.
Lions: We reviewed last night's homework. Then we began reading and discussing chapter 1. The students need to do a lot of rereading...we need to improve their fluency. Please make sure your child is reading every night!! Tonight for homework the students need to reread chapter 1 and write a caption for the picture on page 5.
Crabs: We shared the titles the students wrote for homework and had a great discussion after hearing one student's work!! Tonight, for heomwork, the chidlren need to read chapter 6 and list unknown words on a sticky note.
We ended the day by handing out and reviewing the packet for the sound project that is due at the end of March. We also sseleceted a new star student.
While I met with reading groups the students used the class created checklist to edit and revise their BCR. They also completed a homophone activity in their language arts book. Finally, they read a brief biography about Harriet Tubman and answered comprehension questions about it.
Bears: We shared the titles they wrote for chapter 7 last night. We also discussed which titles showed comprehension of their reading assignment and those that didn't. We used the text to support our ideas and also engaged in some meaningful discussion. For homework tonight the children need to read chapter 8 and explain the sentence on page 49, Why should I believe HIS call?"
In math we reviewed the vocabulary pertaining to the description of solid figures; edges, faces and vertices (corners). Students practiced identifying the number of faces, edges and corners of various solid figures and then went to anchor activities while I pulled several small groups. In the small groups, the children practiced constructing circles and quadrilaterals with given measurements. There is a solid/polygon identification worksheet for homework.
Before enjoying lunch and outdoor recess, we went to the computer lab. The children used Type to Learn 3 to practice and improve their keyboarding skills.
After recess we revisited the art of persuasion. Students shared times they persuaded their parents to get a special privilege such as staying up late. Then we thought of different commercials and advertisements and identified the methods used to persuade people to use or buy their product. Finally, the children thought of their favorite place to go and completed a planning sheet to persuade others to go to that place.
While I met with reading groups the students worked on the planning sheet, as well as the other assignments from this morning.
Lions: We reviewed last night's homework. Then we began reading and discussing chapter 1. The students need to do a lot of rereading...we need to improve their fluency. Please make sure your child is reading every night!! Tonight for homework the students need to reread chapter 1 and write a caption for the picture on page 5.
Crabs: We shared the titles the students wrote for homework and had a great discussion after hearing one student's work!! Tonight, for heomwork, the chidlren need to read chapter 6 and list unknown words on a sticky note.
We ended the day by handing out and reviewing the packet for the sound project that is due at the end of March. We also sseleceted a new star student.
Tuesday, February 21, 2012
Terrific Tuesday
It's good to be back after a long weekend!
We began reading with me sharing some good examples of responses to the Panda BCR, written by classmates, from last week. After that, I handed out a poem and we discussed the main idea/author's message in the poem. Then I handed out a BCR and we identified and defined key (or important) words in the question. Finally, I introduced the new WOW (word of the week), baffle.
While I met with a reading group the students worked on a response to the new BCR and created a cartoon for the WOW.
Reading Groups
Lions: I handed out a new book called Gooseberry Park and each students got a novel schedule packet that is to be kept in the reading section of their binder. In group we learned hot to use/read a novel schedule. For homework the students are to preview their book by reading the inside blurb, the back cover and look at the pictures in the book. Then, using that information, they are to label the 4 main characters on the picture in their novel schedule.
In math we continued our study of 3D figures. We learned the difference between a pyramid and a prism. We also constructed a triangular prism and counted the faces, edges and vertices. There is a worksheet for homework.
Following PE, lunch and outdoor recess, I reviewed and handed out the next spelling packet. Then the students continued their independent work while I met with reading groups.
Crabs: We discussed the idea of anxiety as it related to the mood of their book. Then we read and discussed chapter 5. For homework the students need to reread chapter 5 and write and explain a title for that chapter.
Bears: We reviewed Kyle's internal struggles in chapter 6 and began reading and discussing chapter 7. For homework the students need to finish reading chapter 7 and write and explain a title for that chapter.
We ended the day by discussing the upcoming sound project. Unfortunately, when I was out on Friday, the substitute accidentally handed out the suggested timeline for the instrument project that I had intended to assign at the end of next week. No worries! This gives the children an extra week or two to get started.
Today, though, we discussed the project in more detail. Tomorrow the students will bring home a more complete packet of information, further explaining the project with more detail.
In short, each student will make an instrument that produces a sound whose pitch can be changed. Ideas can be obtained via the Internet or library books. They will draw a diagram of their instrument and write two paragraphs about their instrument. All of this will be due on Wednesday, March 28. This is an at home project.
Again, more information will be coming home tomorrow.
We began reading with me sharing some good examples of responses to the Panda BCR, written by classmates, from last week. After that, I handed out a poem and we discussed the main idea/author's message in the poem. Then I handed out a BCR and we identified and defined key (or important) words in the question. Finally, I introduced the new WOW (word of the week), baffle.
While I met with a reading group the students worked on a response to the new BCR and created a cartoon for the WOW.
Reading Groups
Lions: I handed out a new book called Gooseberry Park and each students got a novel schedule packet that is to be kept in the reading section of their binder. In group we learned hot to use/read a novel schedule. For homework the students are to preview their book by reading the inside blurb, the back cover and look at the pictures in the book. Then, using that information, they are to label the 4 main characters on the picture in their novel schedule.
In math we continued our study of 3D figures. We learned the difference between a pyramid and a prism. We also constructed a triangular prism and counted the faces, edges and vertices. There is a worksheet for homework.
Following PE, lunch and outdoor recess, I reviewed and handed out the next spelling packet. Then the students continued their independent work while I met with reading groups.
Crabs: We discussed the idea of anxiety as it related to the mood of their book. Then we read and discussed chapter 5. For homework the students need to reread chapter 5 and write and explain a title for that chapter.
Bears: We reviewed Kyle's internal struggles in chapter 6 and began reading and discussing chapter 7. For homework the students need to finish reading chapter 7 and write and explain a title for that chapter.
We ended the day by discussing the upcoming sound project. Unfortunately, when I was out on Friday, the substitute accidentally handed out the suggested timeline for the instrument project that I had intended to assign at the end of next week. No worries! This gives the children an extra week or two to get started.
Today, though, we discussed the project in more detail. Tomorrow the students will bring home a more complete packet of information, further explaining the project with more detail.
In short, each student will make an instrument that produces a sound whose pitch can be changed. Ideas can be obtained via the Internet or library books. They will draw a diagram of their instrument and write two paragraphs about their instrument. All of this will be due on Wednesday, March 28. This is an at home project.
Again, more information will be coming home tomorrow.
Thursday, February 16, 2012
Thursday
This morning the students worked in small groups to create checklists reflecting the necessary step to correctly answer BCRS. After sharing the individual group checklists we came up with a class checklist...
*read article
*read question-underline key words
*answer question in the topic sentence
*name and explain the supporting details
*concluding sentence
*reread question and answer
While I meet with reading groups the students will use the checklist to revise and edit their Panda BCRS (from earlier this week) using a blue marking pencil.
After creating our checklist, we reviewed the idea that every sentence must have a subject and a verb. We also identified a predicate as the doing part of the sentence that begins with the verb. This is all a review from the beginning of the year.
While I meet with reading groups the students will complete a follow up worksheet identifying sentences and fragments.
In math we reviewed and practiced constructing polygons and circles given certain specifications such as number of sides or measurements. I also introduced an anchor activity to reinforce symmetry and one for congruency. Mrs. Benson worked with a small group who struggled with last night's homework. I worked with individual students struggling with the class work. There is a polygon worksheet for homework and we will have a quiz tomorrow.
Following art, the students enjoy lunch and indoor recess.
After recess I spoke to the group about slowing down and answering the question asked. This seemed necessary after reading and scoring their Grandma BCRs from yesterday. After spending over a half hour of instructional time focusing on this piece of text and BCR, many students scored below the benchmark score of a 3. Therefore, it seemed necessary to review the checklist we constructed this morning, in hopes that today's BCRs are more on target!
While the students worked independently I met with reading groups.
Crabs: We reviewed their lists of unknown words from homework and then tried to discuss the change in mood in chapter 4. Unfortunately, it became apparent that most of the students either didn't understand the chapter or didn't really read it. All but one student didn't realize that Justin's house had been sold and there was a picture of it on the last page of the chapter. So, I sent the students back to their seats to reread the chapter and draw a picture of the beginning, middle and end of the chapter, and write 1 sentence for each, in their RRJ. If this is completed in class, there is no reading homework.
Lions: We read and discussed chapter 5 and then reviewed the entire book. Most students handed in the book. We will begin a new book next week. There is no reading homework this evening.
Bears: We read and discussed chapter 6, paying particular attention to Kyle's internal struggle. We also connected this to the mood of the chapter. There is no reading homework this evening.
We ended the day by sharing our community rules iPad projects.
*read article
*read question-underline key words
*answer question in the topic sentence
*name and explain the supporting details
*concluding sentence
*reread question and answer
While I meet with reading groups the students will use the checklist to revise and edit their Panda BCRS (from earlier this week) using a blue marking pencil.
After creating our checklist, we reviewed the idea that every sentence must have a subject and a verb. We also identified a predicate as the doing part of the sentence that begins with the verb. This is all a review from the beginning of the year.
While I meet with reading groups the students will complete a follow up worksheet identifying sentences and fragments.
In math we reviewed and practiced constructing polygons and circles given certain specifications such as number of sides or measurements. I also introduced an anchor activity to reinforce symmetry and one for congruency. Mrs. Benson worked with a small group who struggled with last night's homework. I worked with individual students struggling with the class work. There is a polygon worksheet for homework and we will have a quiz tomorrow.
Following art, the students enjoy lunch and indoor recess.
After recess I spoke to the group about slowing down and answering the question asked. This seemed necessary after reading and scoring their Grandma BCRs from yesterday. After spending over a half hour of instructional time focusing on this piece of text and BCR, many students scored below the benchmark score of a 3. Therefore, it seemed necessary to review the checklist we constructed this morning, in hopes that today's BCRs are more on target!
While the students worked independently I met with reading groups.
Crabs: We reviewed their lists of unknown words from homework and then tried to discuss the change in mood in chapter 4. Unfortunately, it became apparent that most of the students either didn't understand the chapter or didn't really read it. All but one student didn't realize that Justin's house had been sold and there was a picture of it on the last page of the chapter. So, I sent the students back to their seats to reread the chapter and draw a picture of the beginning, middle and end of the chapter, and write 1 sentence for each, in their RRJ. If this is completed in class, there is no reading homework.
Lions: We read and discussed chapter 5 and then reviewed the entire book. Most students handed in the book. We will begin a new book next week. There is no reading homework this evening.
Bears: We read and discussed chapter 6, paying particular attention to Kyle's internal struggle. We also connected this to the mood of the chapter. There is no reading homework this evening.
We ended the day by sharing our community rules iPad projects.
Wednesday, February 15, 2012
Sunny Wednesday
Thanks to Mrs. S, we all enjoyed a FABULOUS Valentine's Day party yesterday!!
In reading this morning we dissected one of the practice MSA BCRs that the children completed last week. We identified and defined key words in the question and then underlined important details in the text that would help us answer the question. Next, I modeled using that information to compose a good answer.Then, we created a checklist of what was needed to write a great response. Finally, we looked actual student response samples and determined what score they should have been awarded and why.
After that, we looked at another BCR that the students answered during the practice section last week. Again, we identified and defined key words in the question and created a checklist of what was needed in a great response. Then the students used what they had just learned in my lesson to construct a response to the question.
In math we defined circles as shaped whose center is the same distance from every point on the figure. We also learned that a radius is a line segment from the center to any point on the circle. Additionally, a diameter is a line segment that begins on the circle, passes through the center and ends on the circle.
While the students practiced using these terms on a followup worksheet, I began working with small groups constructing circles using a compass. There is a symmetry worksheet for homework.
After math we went to the computer lab where the students practiced their keyboarding skills using Type to Learn 3.
Following lunch and recess we read a book about suffixes called Happy Endings. While I met with reading groups the students completed their rewrite of the MSA BCR, read an assigned chapter in their reading groups books and charted words with suffixes, from the assigned chapter, in their RRJS, breaking the words apart into root/base words and suffixes.
Lions: We read and discussed chapter 4. They need to reread this chapter tonight and get a parent signature in their planner.
Bears: We read and discussed chapter 5 in group. Tonight they need to read chapter 6 and list unknown words.
Crabs: We reviewed their suffixes chart in their RRJs. For homework tonight they need to reread chapter 4 and list unknown words.
We ended the day with a short class meeting where we talked about...wait for it...responsibility and respect! Yup, still working on it...but I believe in these children...we'll get there! :-)
In reading this morning we dissected one of the practice MSA BCRs that the children completed last week. We identified and defined key words in the question and then underlined important details in the text that would help us answer the question. Next, I modeled using that information to compose a good answer.Then, we created a checklist of what was needed to write a great response. Finally, we looked actual student response samples and determined what score they should have been awarded and why.
After that, we looked at another BCR that the students answered during the practice section last week. Again, we identified and defined key words in the question and created a checklist of what was needed in a great response. Then the students used what they had just learned in my lesson to construct a response to the question.
In math we defined circles as shaped whose center is the same distance from every point on the figure. We also learned that a radius is a line segment from the center to any point on the circle. Additionally, a diameter is a line segment that begins on the circle, passes through the center and ends on the circle.
While the students practiced using these terms on a followup worksheet, I began working with small groups constructing circles using a compass. There is a symmetry worksheet for homework.
After math we went to the computer lab where the students practiced their keyboarding skills using Type to Learn 3.
Following lunch and recess we read a book about suffixes called Happy Endings. While I met with reading groups the students completed their rewrite of the MSA BCR, read an assigned chapter in their reading groups books and charted words with suffixes, from the assigned chapter, in their RRJS, breaking the words apart into root/base words and suffixes.
Lions: We read and discussed chapter 4. They need to reread this chapter tonight and get a parent signature in their planner.
Bears: We read and discussed chapter 5 in group. Tonight they need to read chapter 6 and list unknown words.
Crabs: We reviewed their suffixes chart in their RRJs. For homework tonight they need to reread chapter 4 and list unknown words.
We ended the day with a short class meeting where we talked about...wait for it...responsibility and respect! Yup, still working on it...but I believe in these children...we'll get there! :-)
Tuesday, February 14, 2012
Valentine's Day
This morning I made the kids work...a little! :-) I had to...can't wasted an entire academic day, right?!?!
SO, during our morning reading block the students completed the final draft of their persuasive letter. I will grade and hand back a copy of this but I will mail the originals to Senator Barbara Mikulski's office.
While the children worked on their letters, I met with reading groups.
Crabs: We reviewed the titles they wrote for chapter 3 last night. Then we discussed the emotions Amber must be experiencing as Justin, her best friend, is about to move away. There is no homework this evening!
Bears: We shared the title for chapter 3 from last night's homework. Then we read and discussed chapter 4. No homework tonight!
Lions: I checked planners for the parent's signature. Then we read and discussed chapter 3. Finally, I reviewed suffixes (word endings) with the class. There is no homework this evening!
In math, after reviewing the warm up and last night's homework, the students worked independently on two Valentine's Day worksheets that practiced basic multiplication and two digit subtraction.
After math we will participate in Jump Rope for Heart. Then we will enjoy lunch and recess and celebrate Valentine's Day with our class party.
SO, during our morning reading block the students completed the final draft of their persuasive letter. I will grade and hand back a copy of this but I will mail the originals to Senator Barbara Mikulski's office.
While the children worked on their letters, I met with reading groups.
Crabs: We reviewed the titles they wrote for chapter 3 last night. Then we discussed the emotions Amber must be experiencing as Justin, her best friend, is about to move away. There is no homework this evening!
Bears: We shared the title for chapter 3 from last night's homework. Then we read and discussed chapter 4. No homework tonight!
Lions: I checked planners for the parent's signature. Then we read and discussed chapter 3. Finally, I reviewed suffixes (word endings) with the class. There is no homework this evening!
In math, after reviewing the warm up and last night's homework, the students worked independently on two Valentine's Day worksheets that practiced basic multiplication and two digit subtraction.
After math we will participate in Jump Rope for Heart. Then we will enjoy lunch and recess and celebrate Valentine's Day with our class party.
Monday, February 13, 2012
Marvelous Monday
This morning we spent time analyzing a BCR question to determine what the question was asking. We underlined and circled key words and identified their meanings. After that, the students highlighted or underlined information in the text that would help to answer the BCR. Finally, the students worked independently to answer the BCR.
During math we spent time reviewing symmetry and congruency. The students worked independently on a practice worksheet and then went to anchor activities which included the use of the iPads. I worked with two small groups; one focused on place value and the other identified lines of symmetry. There is a worksheet, for all, for homework this evening.
Following music, the students enjoyed lunch and outdoor recess.
This afternoon while I met with reading groups, the students completed their BCRs from this morning and worked on individual reading group assignments.
Bears: We read and discussed chapter 3 out loud. After that, the students added the word hearty to their vocabulary section of their RRJ and used the thesaurus to find synonyms. Tonight they need to reread chapter 3 and write and explain a title for that chapter.
Lions: We discussed the problem in chapter 2 and rehearsed a summary of that chapter several times. Then the students returned to their seats to write a summary of the chapter in their RRJ. For homework, all students must reread chapter 2 and get a parent signature in their planner. Any students who didn't finish their summary in class must do so for homework.
Crabs: We discussed the problem in chapter 3. Some students could clearly identify it, while others had a difficult time. Tonight the students need to reread chapter 3 and write and explain a title for this chapter.
We ended the day with the students working in their small groups, using the iPads, to identify rules that good citizens are expected to follow.
OUr Valentine's Day party will begin at 2:15 tomorrow. Please feel free to join us if you can!
During math we spent time reviewing symmetry and congruency. The students worked independently on a practice worksheet and then went to anchor activities which included the use of the iPads. I worked with two small groups; one focused on place value and the other identified lines of symmetry. There is a worksheet, for all, for homework this evening.
Following music, the students enjoyed lunch and outdoor recess.
This afternoon while I met with reading groups, the students completed their BCRs from this morning and worked on individual reading group assignments.
Bears: We read and discussed chapter 3 out loud. After that, the students added the word hearty to their vocabulary section of their RRJ and used the thesaurus to find synonyms. Tonight they need to reread chapter 3 and write and explain a title for that chapter.
Lions: We discussed the problem in chapter 2 and rehearsed a summary of that chapter several times. Then the students returned to their seats to write a summary of the chapter in their RRJ. For homework, all students must reread chapter 2 and get a parent signature in their planner. Any students who didn't finish their summary in class must do so for homework.
Crabs: We discussed the problem in chapter 3. Some students could clearly identify it, while others had a difficult time. Tonight the students need to reread chapter 3 and write and explain a title for this chapter.
We ended the day with the students working in their small groups, using the iPads, to identify rules that good citizens are expected to follow.
OUr Valentine's Day party will begin at 2:15 tomorrow. Please feel free to join us if you can!
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