The students began their morning in art.
When they returned to class we discussed the concept of elaboration. Students determined that elaboration means to add specific details to clearly communicate your thoughts to your audience. We also noted that this might take extra effort! Then we revisited the interview with the illustrator EB Lewis and noted that he says the illustrator should leave room for the audience to use their imagination AND that the illustrator's job is to elaborate on the text through the illustrations. This seemed like it could be a contradiction. Through discussion, we concluded that the text and illustrations should complement one another--is the text lacks details then the pictures should include them, and vice versa. Finally, we viewed some of EB Lewis' illustrations and identified information we could gain from them.
Next we discussed our opinion paragraphs. We reviewed the different revisions we have worked on this week, including, using the thesaurus to improve word choice and identifying the concluding sentence and making sure it was similar to the topic sentence and did not include new information. The next step will be peer conferencing. Students will work with partners to revise for spelling and clarity.
While I work with small groups the students will complete individual reading group assignments, conference with peers on their opinion paragraph and complete unfinished work from the week.
Sharks: We reread their book and reviewed the word sort from last night's homework. Then we discussed what the scientists learned about wolverines by watching M56 and what they hoped M56 would do. For homework the students need to reread the text and mark, IN THE TEXT, ideas that they think support the main message of the book.
In math we reviewed elapsed time word problems. The focus was understanding what the questions is asking and then identifying the information needed to solve it. The worksheet the students worked on, in class, yesterday was returned to them and they were instructed to redo each problem. During this time,Mrs. Head and I worked with small groups. My group practiced identifying the question that a word problem was asking and the needed information. Mrs. Head's group worked n calculating elapsed time (breaking apart the time) and solving two step word problems. There is a mass word problem worksheet for homework tonight and we will have a quiz tomorrow.
Following lunch and outdoor recess the students continued their independent work while I met with more groups.
Cheetahs: We shared and discussed the places that the students marked as examples of motivation, effort and persistence. For homework the students need to reread the book and locate and mark, with a sticky note, 2 things that TR did to protect our wilderness.
Yellow Jackets: The students reread The Ugly Duckling and completed a literature web, with a partner . In group we shared last night's homework (collage of what beauty means to them or recalling a time when they fet the pain of being different). For homework the children need to reread the story and mark examples of change in the text.
Snakes: The students reread their book and listed facts about Redwood trees in their RRJ. In group we practiced reading their word lists and discussed silent letters in words. Wealso shared the facts they identified from their reading. Then we located words with the vowel-consonant-silent e pattern in them. For homework they need to reread their book and mark, with a sticky note, a reason bark is important to a Redwood tree.
We ended the day by learning how we will use the Promethean board (starting tomorrow morning) to do lunch count and attendance.
Thursday, May 9, 2013
Wednesday, May 8, 2013
Wonderful Wednesday
My morning began with a staff meeting providing some training for the new Promethean boards. It was a great start---I learned so much and am super excited to begin using the board on Friday!!
The students began their day in the media center. When they returned to class, we revisited The Secret World of Walter Anderson and identified information provided by the illustrations in the book. Then we read a Q&A interview with the author of the book, EB Lewis. We discovered that this author reads the text and thinks about what he is curious about and uses that as a driving force. His illustrations add to the text, as opposed to reflecting the text. Additionally, he says he has one word in his mind (I related this to theme) as he creates each illustration.
After that we revisited are organized Sports better than Pick Up Games to identify how conclusions can summarize facts in opinion writing.
Independent work today includes individual reading group assignments, revising opinion paragraphs to identify the conclusion statement and make sure it summarizes the paragraph, and completing any unfinished tasks from earlier in the week (Baking Bread Production - resource chart, Reuse, Reduce, and Recycle article).
Sharks: After some deliberation, I have decided to nix the biography research project and go for a more structured reading group approach. I am going to try out a reading intervention program to help boost this group's literal and inferential comprehension and their writing. Today we began by doing a word sort, in group, focusing on the -aw sound. After that, I gave a heavy, thorough book introduction and instructed the students to think about it if they get stuck during their independent reading of the book. The students will read the book, by themselves or with a partner, this afternoon and list important facts about wolverines in their RRJ. Tonight, they are to complete a word sort, similar to the one we did in class, by cutting apart the words on their worksheet, and gluing them into a chart in their RRJ, according to the spelling of the -aw sound. They also need to reread their Wolverine book.
In math we reviewed elapsed time word problems and identified grams as a unit which measures mass. Students were told to think of the weight of a paper clip as equivalent to a gram. While Mrs. Head and I worked with small groups using strategies to solve elapsed time word problems, the rest of the class worked on an elapsed time worksheet. For homework, students need to complete the word problems involving mass worksheet.
Following lunch and outdoor recess the students will continue working independently while I meet with more reading groups.
Cheetahs: Independently the students read the biography about Theodore Roosevelt and identified unknown words in their RRJ. In group we reviewed the meanings of the unknown words and then discussed character traits, and support from the text, to describe TR. For homework the children need to reread the biography looking for examples of persistence, motivation and effort.
Yellow Jackets: The students read Hans Christian Anderson's version of The Ugly Duckling thinking about the concept of change and how it relates to the story. In group we discussed, to quote a student, this "brutal" version of the tale. Tonight the students have a choice for homework. They can either write about a time they felt the pain of being different or create a collage of what beauty means to them.
Snakes: The students reread the book All About Redwood Trees and listed important information in their RRJ. For homework they need to reread their word strips and the book.
WE ended the day by reviewing the three types of resources (human, natural and capital) and the concept of a production process. Then we watched a video snippet, three times, to understand the idea of specialization. This idea created some confusion...but I think we finally got it...maybe!?!?!
The students began their day in the media center. When they returned to class, we revisited The Secret World of Walter Anderson and identified information provided by the illustrations in the book. Then we read a Q&A interview with the author of the book, EB Lewis. We discovered that this author reads the text and thinks about what he is curious about and uses that as a driving force. His illustrations add to the text, as opposed to reflecting the text. Additionally, he says he has one word in his mind (I related this to theme) as he creates each illustration.
After that we revisited are organized Sports better than Pick Up Games to identify how conclusions can summarize facts in opinion writing.
Independent work today includes individual reading group assignments, revising opinion paragraphs to identify the conclusion statement and make sure it summarizes the paragraph, and completing any unfinished tasks from earlier in the week (Baking Bread Production - resource chart, Reuse, Reduce, and Recycle article).
Sharks: After some deliberation, I have decided to nix the biography research project and go for a more structured reading group approach. I am going to try out a reading intervention program to help boost this group's literal and inferential comprehension and their writing. Today we began by doing a word sort, in group, focusing on the -aw sound. After that, I gave a heavy, thorough book introduction and instructed the students to think about it if they get stuck during their independent reading of the book. The students will read the book, by themselves or with a partner, this afternoon and list important facts about wolverines in their RRJ. Tonight, they are to complete a word sort, similar to the one we did in class, by cutting apart the words on their worksheet, and gluing them into a chart in their RRJ, according to the spelling of the -aw sound. They also need to reread their Wolverine book.
In math we reviewed elapsed time word problems and identified grams as a unit which measures mass. Students were told to think of the weight of a paper clip as equivalent to a gram. While Mrs. Head and I worked with small groups using strategies to solve elapsed time word problems, the rest of the class worked on an elapsed time worksheet. For homework, students need to complete the word problems involving mass worksheet.
Following lunch and outdoor recess the students will continue working independently while I meet with more reading groups.
Cheetahs: Independently the students read the biography about Theodore Roosevelt and identified unknown words in their RRJ. In group we reviewed the meanings of the unknown words and then discussed character traits, and support from the text, to describe TR. For homework the children need to reread the biography looking for examples of persistence, motivation and effort.
Yellow Jackets: The students read Hans Christian Anderson's version of The Ugly Duckling thinking about the concept of change and how it relates to the story. In group we discussed, to quote a student, this "brutal" version of the tale. Tonight the students have a choice for homework. They can either write about a time they felt the pain of being different or create a collage of what beauty means to them.
Snakes: The students reread the book All About Redwood Trees and listed important information in their RRJ. For homework they need to reread their word strips and the book.
WE ended the day by reviewing the three types of resources (human, natural and capital) and the concept of a production process. Then we watched a video snippet, three times, to understand the idea of specialization. This idea created some confusion...but I think we finally got it...maybe!?!?!
Tuesday, May 7, 2013
Terrific Tuesday
The students began their day in PE.
When we returned to class, we read The Secret World of Walter Anderson, a literary nonfiction, biography about the famous artist. We discussed the book and used Google maps to "visit" Horn Island.
For independent work, students worked on individual reading group assignments, finished revising their opinion paragraphs for word choice (using a thesaurus), completed the recycle, reduce, reuse article from yesterday, and read an ebook called Baking Bread while charting the 3 types of resources used in the production of bread, in their social studies journal.
Sharks: We met and reused several biographies. Then we identified questions we had about famous people. I explained that some questions were closed, meaning they required one word answers, such as, yes or no. These questions weren't good for research purposes. Open questions are those how and why questions that encourage research to provide more detailed and elaborate answers. These are the type we want to identify to guide our research. Unfortunately, several students took advantage of the lack of structure during our group time and participation was limited. For homework, the students are expected to identify 5 open questions, in their RRJ, they would like to use when researching a famous person.
In math we used a flip chart (technology tool which will become an everyday thing when the Promethean Boards are installed later this week) to review the tools and units used to measure different attributes. Then we focused on liquid volume, or capacity. The students were told that 1 mL is about the size of an eyedropper and a L is about the size of a vase. WE determined whether different objects (think fish tank, coffee mug, etc.) would be measure in mL or L. For homework the students will be solving word problems involving capacity.
Following lunch and indoor recess the students continued working independently while I met with more groups.
Cheetahs: They were given a vocabulary sheet to complete using three words from their new book (specimen, politician and sanctuary). Unfortunately, they didn't complete their work before group, so it became homework. They may use the online dictionaries linked to the blog. In group we reviewed both the dictionary and thesaurus entries on the Webster's Online Dictionary site.
Yellow Jackets: Independently the students chose a word from The Green Man (from a list I provided) and completed a vocabulary word for it. In group we reviewed the parts of the vocabulary web and explored both the dictionary and thesaurus entries in the Encyclopedia Britannica online edition. Most students do not have homework...two students need to finish their web at home, tonight.
Snakes: We began a new reading program today. Today was the first lesson. Each lesson will last two days. Today the students received a word list. We practiced reading the word list and identifying the silent letter(s) in each word. They need to reread this list tonight. Then I gave a thorough book introduction before we practiced reading the book. Tonight they also need to reread the book.
Science and social studies were integrated into our reading block today. Hopefully, we will have time tomorrow to review the production process of bread before learning about specialization.
When we returned to class, we read The Secret World of Walter Anderson, a literary nonfiction, biography about the famous artist. We discussed the book and used Google maps to "visit" Horn Island.
For independent work, students worked on individual reading group assignments, finished revising their opinion paragraphs for word choice (using a thesaurus), completed the recycle, reduce, reuse article from yesterday, and read an ebook called Baking Bread while charting the 3 types of resources used in the production of bread, in their social studies journal.
Sharks: We met and reused several biographies. Then we identified questions we had about famous people. I explained that some questions were closed, meaning they required one word answers, such as, yes or no. These questions weren't good for research purposes. Open questions are those how and why questions that encourage research to provide more detailed and elaborate answers. These are the type we want to identify to guide our research. Unfortunately, several students took advantage of the lack of structure during our group time and participation was limited. For homework, the students are expected to identify 5 open questions, in their RRJ, they would like to use when researching a famous person.
In math we used a flip chart (technology tool which will become an everyday thing when the Promethean Boards are installed later this week) to review the tools and units used to measure different attributes. Then we focused on liquid volume, or capacity. The students were told that 1 mL is about the size of an eyedropper and a L is about the size of a vase. WE determined whether different objects (think fish tank, coffee mug, etc.) would be measure in mL or L. For homework the students will be solving word problems involving capacity.
Following lunch and indoor recess the students continued working independently while I met with more groups.
Cheetahs: They were given a vocabulary sheet to complete using three words from their new book (specimen, politician and sanctuary). Unfortunately, they didn't complete their work before group, so it became homework. They may use the online dictionaries linked to the blog. In group we reviewed both the dictionary and thesaurus entries on the Webster's Online Dictionary site.
Yellow Jackets: Independently the students chose a word from The Green Man (from a list I provided) and completed a vocabulary word for it. In group we reviewed the parts of the vocabulary web and explored both the dictionary and thesaurus entries in the Encyclopedia Britannica online edition. Most students do not have homework...two students need to finish their web at home, tonight.
Snakes: We began a new reading program today. Today was the first lesson. Each lesson will last two days. Today the students received a word list. We practiced reading the word list and identifying the silent letter(s) in each word. They need to reread this list tonight. Then I gave a thorough book introduction before we practiced reading the book. Tonight they also need to reread the book.
Science and social studies were integrated into our reading block today. Hopefully, we will have time tomorrow to review the production process of bread before learning about specialization.
Monday, May 6, 2013
Moving Along Monday
With the delivery of the new Promethean boards imminent, the students returned to a restructured classroom! Some embraced the new set up....others, not-so-much! :-)
So, our class meeting centered around the new layout of our classroom and the impact the Promethean board on instruction and routines. The students had a lot of thoughtful questions and I tried my best to provide answers.
After our class meeting, we reviewed the characteristics of literary non-fiction. Then we identified the reasons people keep journals and diaries and the intended audience of this type of writing. After that, we read a journal entry from the The Hog Island Logs of Walter Anderson and identified the specific details he included in his entry and what questions we had after reading it. We recognized that the details he included were the memories he wanted to preserve and the questions we had were not answered since the intended audience (himself) would know the answers to our questions so he wouldn't be wondering about those things.
Next, we read an opinion article from the book Are Organized Sports Better than Pick Up Games and identified how the author's word choice strength ed his argument. Additionally, I modeled using an online thesaurus to improve the student's own writing.
Today's independent work includes the students using a thesaurus to improve and revise the word choice in their opinion paragraph rough draft. Additionally, they will read a two sided article about reducing, reusing and recycling (science) and explain what each concept means (according to the article) in their science journal.
Sharks: We met and discussed our plans to read about a famous person to locate answers to the questions we have about them and then to find a way to present our new knowledge. I introduced a series of biographies about current, popular stars.
In math we identified strategies to solve elapsed time word problems when the start time is unknown. Today, along with the number line and t-chart, I modeled using subtraction with regrouping. The trick being that when we regroup we are trading an hour for 60 minutes. The students completed a couple of practice problems independently, while Mrs. Head and I met with small groups. Both groups practiced identifying time on an analog clock, to the minute, and using number lines to solve elapsed time word problems. There is an elapsed time word problem worksheet for homework.
Following lunch and outdoor recess the students continued their independent work while I met with more groups.
Cheetahs: We met and discussed how illustrations can convey more information to the readers (in addition to the text in the story). We used the picture on page 121 as a starting point for this discussion. We will begin a new book tomorrow.
Yellow Jackets: In group we reread The Green Man, making notes along the way at points where the text gives hints as to who is the green man. Then we shared our notes.
Snakes: These students concentrated on completing their opinion rough draft and revising for word choice using the thesaurus.
At the end of the day we discussed the idea of an object, such as a water bottle, having a life cycle. We viewed a web site to help us better understand this concept.
So, our class meeting centered around the new layout of our classroom and the impact the Promethean board on instruction and routines. The students had a lot of thoughtful questions and I tried my best to provide answers.
After our class meeting, we reviewed the characteristics of literary non-fiction. Then we identified the reasons people keep journals and diaries and the intended audience of this type of writing. After that, we read a journal entry from the The Hog Island Logs of Walter Anderson and identified the specific details he included in his entry and what questions we had after reading it. We recognized that the details he included were the memories he wanted to preserve and the questions we had were not answered since the intended audience (himself) would know the answers to our questions so he wouldn't be wondering about those things.
Next, we read an opinion article from the book Are Organized Sports Better than Pick Up Games and identified how the author's word choice strength ed his argument. Additionally, I modeled using an online thesaurus to improve the student's own writing.
Today's independent work includes the students using a thesaurus to improve and revise the word choice in their opinion paragraph rough draft. Additionally, they will read a two sided article about reducing, reusing and recycling (science) and explain what each concept means (according to the article) in their science journal.
Sharks: We met and discussed our plans to read about a famous person to locate answers to the questions we have about them and then to find a way to present our new knowledge. I introduced a series of biographies about current, popular stars.
In math we identified strategies to solve elapsed time word problems when the start time is unknown. Today, along with the number line and t-chart, I modeled using subtraction with regrouping. The trick being that when we regroup we are trading an hour for 60 minutes. The students completed a couple of practice problems independently, while Mrs. Head and I met with small groups. Both groups practiced identifying time on an analog clock, to the minute, and using number lines to solve elapsed time word problems. There is an elapsed time word problem worksheet for homework.
Following lunch and outdoor recess the students continued their independent work while I met with more groups.
Cheetahs: We met and discussed how illustrations can convey more information to the readers (in addition to the text in the story). We used the picture on page 121 as a starting point for this discussion. We will begin a new book tomorrow.
Yellow Jackets: In group we reread The Green Man, making notes along the way at points where the text gives hints as to who is the green man. Then we shared our notes.
Snakes: These students concentrated on completing their opinion rough draft and revising for word choice using the thesaurus.
At the end of the day we discussed the idea of an object, such as a water bottle, having a life cycle. We viewed a web site to help us better understand this concept.
Friday, May 3, 2013
Busy, busy Friday!
Whew...today was a busy one, for sure!!!
We started the day with music but 9 students went to the computer lab, at this time, to complete the MAP-M testing from earlier in the week.
Then we went to the gym to visit the 4th grade Wax Museum. The two fourth grade classes created a wax museum by researching a famous person and taking on the persona of this individual. It was VERY well done!
When we returned to class, most students worked on their opinion paragraph. Some students listened to/read an ebook about the production of bread. The intention was for the students to read/listen to the ebook and chart the resources needed (natural, human, capital) to produce bread. However, we were short on time.
Next, we took the fourth math quiz for this quarter. The quizzes have been scored and returned to the children. Please look for it in the math section of your child's binder.
After enjoying lunch and outdoor recess, the students continued working on their opinion paragraphs. Those who were finished, practiced reading traditional tales, working on fluency, in preparation for our visit with our Kinder Buddies.
We ended the day with our Kinder Buddies. First, we finished sharing the Key Note presentations. Then we read a traditional tale to our buddies and identified the characteristics that make it categorized as one.
We started the day with music but 9 students went to the computer lab, at this time, to complete the MAP-M testing from earlier in the week.
Then we went to the gym to visit the 4th grade Wax Museum. The two fourth grade classes created a wax museum by researching a famous person and taking on the persona of this individual. It was VERY well done!
When we returned to class, most students worked on their opinion paragraph. Some students listened to/read an ebook about the production of bread. The intention was for the students to read/listen to the ebook and chart the resources needed (natural, human, capital) to produce bread. However, we were short on time.
Next, we took the fourth math quiz for this quarter. The quizzes have been scored and returned to the children. Please look for it in the math section of your child's binder.
After enjoying lunch and outdoor recess, the students continued working on their opinion paragraphs. Those who were finished, practiced reading traditional tales, working on fluency, in preparation for our visit with our Kinder Buddies.
We ended the day with our Kinder Buddies. First, we finished sharing the Key Note presentations. Then we read a traditional tale to our buddies and identified the characteristics that make it categorized as one.
Thursday, May 2, 2013
Thriving Thursday
The students started their day in art.
When we returned to class we visited Eric Kimmell's web site and listened to him read one of his traditional tales. After discussing connections we made and the moral, we moved on to writing.
In writing, I outlined and modeled the expectations for the student's opinion paragraph. The paragraph will be at least 6 sentences. The topic sentence will state their opinion using strong words. Then they will name and explain two facts, from their research, that support their opinion. Each fact will require one sentence that names it and another sentence which explains it. Finally, they will end with a concluding sentence which restates their opinion (and does NOT introduce any new facts).
While I meet with groups, the children will complete individual reading group assignments and write the rough draft for their opinion paragraph. When they finish they could use the iPads to visit Eric Kimmell's web site.
Sharks: We met and shared their third assignment from the culminating tic-tac-toe board. I collected these and will provide feedback and a score. Then we discussed where to go next...I gave the students a choice between autobiographies /biographies or researching a natural resource. They chose biographies. So, we will begin reading about someone tomorrow.
In math we used last night's homework to review identifying the elapsed time. Then the students worked independently on a follow up worksheet while Mrs. Head and I pulled small groups. Both groups worked on calculating elapsed time suing a number line. Mrs. Head's group also practiced summing the products. For homework there is an elapsed time worksheet. We will have a quiz tomorrow. The quiz will be similar to last week's with the addition of 2 elapsed time word problems.
Following lunch and outdoor recess the students continued working independently, while I met with more groups.
Cheetahs: The students read chapter 8 and thought about the main idea and theme of the book. In their RRJ they identified and explained their favorite part of the story. In group we reread chapter 8 and discussed Yang's secret (that he hates the violin) and the connection he made to the blind boy (a blind boy can't see beautiful colors and therefore doesn't appreciate them; Yang can't hear musical tones and therefore doesn't appreciate them).
Yellow Jackets: The students read a story called The Green Man (from William and Mary program) and completed a literature web for the story. IN group we discussed who is the green man. It was a SUPER discussion, with students referring to the text as they voiced their opinions and disagreed or agreed with one another. WE never came to agreement on this.
Snakes: The children reread pages 8-16 and wrote a question that could be answered by reading the text. In group we practiced reading and writing high frequency words (ready, nature, give, many and replace). We reviewed the -y at the end of a word and -ce, -ci rule. Then we identified text features in their book and described how they help readers. Finally, we shared the questions they wrote. WE will redo this assignment sine their questions could not be answered by reading the book. Tonight the students need to reread the entire book to work on fluency.
We ended the day by reviewing natural, human and capital resources. We concentrated on defining a capital resource as something that is human made and used to produce a good or service. After redefining this term (elaborating on the texts meaning), the students asked great questions about whether various things were capital resources or not.
Tomorrow is Pajama Day!
When we returned to class we visited Eric Kimmell's web site and listened to him read one of his traditional tales. After discussing connections we made and the moral, we moved on to writing.
In writing, I outlined and modeled the expectations for the student's opinion paragraph. The paragraph will be at least 6 sentences. The topic sentence will state their opinion using strong words. Then they will name and explain two facts, from their research, that support their opinion. Each fact will require one sentence that names it and another sentence which explains it. Finally, they will end with a concluding sentence which restates their opinion (and does NOT introduce any new facts).
While I meet with groups, the children will complete individual reading group assignments and write the rough draft for their opinion paragraph. When they finish they could use the iPads to visit Eric Kimmell's web site.
Sharks: We met and shared their third assignment from the culminating tic-tac-toe board. I collected these and will provide feedback and a score. Then we discussed where to go next...I gave the students a choice between autobiographies /biographies or researching a natural resource. They chose biographies. So, we will begin reading about someone tomorrow.
In math we used last night's homework to review identifying the elapsed time. Then the students worked independently on a follow up worksheet while Mrs. Head and I pulled small groups. Both groups worked on calculating elapsed time suing a number line. Mrs. Head's group also practiced summing the products. For homework there is an elapsed time worksheet. We will have a quiz tomorrow. The quiz will be similar to last week's with the addition of 2 elapsed time word problems.
Following lunch and outdoor recess the students continued working independently, while I met with more groups.
Cheetahs: The students read chapter 8 and thought about the main idea and theme of the book. In their RRJ they identified and explained their favorite part of the story. In group we reread chapter 8 and discussed Yang's secret (that he hates the violin) and the connection he made to the blind boy (a blind boy can't see beautiful colors and therefore doesn't appreciate them; Yang can't hear musical tones and therefore doesn't appreciate them).
Yellow Jackets: The students read a story called The Green Man (from William and Mary program) and completed a literature web for the story. IN group we discussed who is the green man. It was a SUPER discussion, with students referring to the text as they voiced their opinions and disagreed or agreed with one another. WE never came to agreement on this.
Snakes: The children reread pages 8-16 and wrote a question that could be answered by reading the text. In group we practiced reading and writing high frequency words (ready, nature, give, many and replace). We reviewed the -y at the end of a word and -ce, -ci rule. Then we identified text features in their book and described how they help readers. Finally, we shared the questions they wrote. WE will redo this assignment sine their questions could not be answered by reading the book. Tonight the students need to reread the entire book to work on fluency.
We ended the day by reviewing natural, human and capital resources. We concentrated on defining a capital resource as something that is human made and used to produce a good or service. After redefining this term (elaborating on the texts meaning), the students asked great questions about whether various things were capital resources or not.
Tomorrow is Pajama Day!
Wednesday, May 1, 2013
Wonderful Wednesday!
This morning the students visited the media center.
After that, we headed to the computer lab to take the MAP-R. This is the computerized, self-adjusting reading assessment that the students take three times a year beginning in third grade. This assessment is used to plan instruction and determine how well the children are retaining what is being taught.
When we returned to class, I demonstrated using a number line to solve elapsed time word problems. The lesson included both the end time and the elapsed time as unknowns (different problems, of course). View it here. The students had a chance to solve a problem independently and then we reviewed it. For homework the children need to complete the worksheet. If they get stuck, have them view today's lesson!
While the students were enjoying lunch and outdoor recess, I noticed that many students had many missing assignments. So, we spent the afternoon catching up. Students worked on the following; completing their issue research and graphic organizer, the Edmodo assignment about turning a natural resource into food, the -ly suffix map, the 3-2-1 summarizer reflecting on the article about producers and consumers and the root word vocabulary activity from earlier this week.
I didn't pull any reading groups, so that the students would have a big block of time to complete their assignments. Some students did not focus and will have to finish the tasks at home.
PLEASE check your child's planner...some students have a ton of work!
After that, we headed to the computer lab to take the MAP-R. This is the computerized, self-adjusting reading assessment that the students take three times a year beginning in third grade. This assessment is used to plan instruction and determine how well the children are retaining what is being taught.
When we returned to class, I demonstrated using a number line to solve elapsed time word problems. The lesson included both the end time and the elapsed time as unknowns (different problems, of course). View it here. The students had a chance to solve a problem independently and then we reviewed it. For homework the children need to complete the worksheet. If they get stuck, have them view today's lesson!
While the students were enjoying lunch and outdoor recess, I noticed that many students had many missing assignments. So, we spent the afternoon catching up. Students worked on the following; completing their issue research and graphic organizer, the Edmodo assignment about turning a natural resource into food, the -ly suffix map, the 3-2-1 summarizer reflecting on the article about producers and consumers and the root word vocabulary activity from earlier this week.
I didn't pull any reading groups, so that the students would have a big block of time to complete their assignments. Some students did not focus and will have to finish the tasks at home.
PLEASE check your child's planner...some students have a ton of work!
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