Are you following me on Twitter? You can...(@Runnerdana) and you will see what we did this morning in math! :-)
Our morning began with our weekly class meeting. Since we were having our Homeless Walk today, we shard what we would miss the most if we didn't have a home. The answers ranged from our TV (no big surprise there) to a blanket. Then we thanked and complimented one another. Finally, we turned our attention to challenges.
The challenge we discussed today was how to ask for help. We reviewed my belief that EVERYONE can get smarter but to get smarter you need to make mistakes and learn from them. I also explained that without needing help, over the course of the year, nobody will get smarter. My reasoning was that if a student gets through the year without needing help or support, the work was too easy, and therefore, the child will not be learning.
Students shared the many ways they can ask for help in our classroom. They can speak to me or another teacher in the room. They can leave a note on the issue bin. Also, they can ask three friends.
I also shared that it is MY responsibility to find the time and resources to help them BUT it is THEIR responsibility to tell me they need help! :-)
Finally, I shared that it has been brought to my attention that some students are scared to ask for help because they think they will get in trouble. I assured them that I WANT to help them. Then I told them if they ever feel like I have been unfair or are too scared to ask for help, I want them to speak to Mrs. Howard or Mr. McGee. It is so important to me that all students feel safe and comfortable in my room. If they don't, they need to tell an adult so that we can resolve the issue.
After wrapping up our meeting, we began math rotations.
The teacher rotation focused on drawing rectangles with a given area and writing a multiplication sentence that matches. For examples, if I said the area was 20 square centimeters, they could draw a rectangle with 2 rows of 10 or 4 rows of 5, etc.
Another rotation had the students playing Subtraction war. This is similar to the addition war they played yesterday but today they had to identify the difference between the two cards. The winner was the first to name it correctly. This was to help with the memorization of the basic subtraction facts.
The technology rotation had the students watching a Learn Zillions video about using multiplication to find the area of a rectangle. After that, the students solved a challenging word problem, involving area, using Educreations (to capture their thinking, as well as, their writing) on the iPad.
After math, we had a visitor, Miss Andrea, from the Montgomery County Coalition for the Homeless. The students heard some facts about homeless people and wrote poems.
We began our reading and writing block with a review of where we've been and where we are going in regards to our Inquiry Project. I reminded the students that yesterday we worked on graphic organizers to plan the first paragraph of the writing piece. This paragraph is stating and explaining our opinion.
Today I modeled using the graphic organizer to write a rough draft of the paragraph. During this lesson I reviewed the structure of a paragraph and compared it to a hamburger...curious how the two are related? Ask your child! Additionally, I modeled using a digital resource (the word guide in Kidspiration) to identify synonyms for words I reused in the same paragraph.
Next, we watched a reading of the story Mufaro's Beautiful Daughter's, instead of listening to me read the book. Tomorrow we will identify key details in the story and use them to state the central message.
Independent work today included individual reading group assignments and using the graphic organizer to write the opinion paragraph for the Inquiry Project.
Sharks: The students set up a 3-2-1 summarizer in their RRJ and I explained how to use it. There were a lot of great questions, so this took time. Then we began watching the Learn Zillions main idea lesson. We will continue this lesson tomorrow.
Following lunch, the students participated in the DES Homeless Walk at the beginning of their recess.
After recess the children worked with Mrs. Howard and created pictures, using Pixie, to display what makes them special.
When they returned to class they completed the science exploration from yesterday, determining the affects of different surfaces on the motion of an object.
Wednesday, October 9, 2013
Tuesday, October 8, 2013
Terrific Tuesday! Welcome Fall!!!
The students began their day in art.
When we returned to class, I introduced today's math rotations.
The teacher rotation had students using centimeter grid paper to identify the area of rectangles. After gluing grid paper into a given rectangle, the students wrote repeated addition equations and solved them.
At the technology rotation, the students used the virtual manipulative web site to create rectangles on a virtual geoboard. Then they wrote repeated addition sentences, in their math journal, and solved them to identify the area of the figure.
The final rotation had students playing addition war with a partner. The winner was the student who ended up with the most cards at the end of the game. Each turn involved both students turning over one card. The winner of the round was the first student to correctly call out the sum of the two cards.
For HOMEWORK students need to finish the activity they began in small group with me.
Our reading and writing block focused on the inquiry project. First we reviewed the steps of the research process. Then we revisited the model paper and identified different examples that were evident. These are now in the writing section of your child's binder and should be used as a model (sorry to be redundant). After that, I modeled using a hamburger graphic organizer to plan for the first paragraph, stating an opinion, of the inquiry paper.
While I met with reading groups, students completed individual reading group assignments and worked on their opinion paragraph graphic organizer.
Sharks: We quickly practiced their words for this week; said, reason, expect, energy and time. Then they whisper read page 14, as I leaned in to listen to each one read. For homework the children need to reread page 14.
Following lunch and outdoor recess the students continued working independently while I met with reading groups.
Dolphins: The students watched a Learn Zillions video about identifying the main idea. Then they completed a 3-2-1 summarizer stating 3 new ideas they learned, 2 ideas they plan to try and 1 question they have. After that, I discovered this group was struggling with both the text of the National Geographic and text features in general. I was SO glad the children told me. Immediately, we changed directions--we began reviewing text features. For HOMEWORK the students need to find the 6 text features I highlighted on the WS they are bringing home this evening and list the page number and what information that goes along with each one. Hopefully, this will help them review, identify and understand some common text features.
Cheetahs: The students reread "In Living Color" and, in their RRJ, identified the main idea and used key details to explain their thinking. In group we shared their repeated words from homework last nights and discussed which helped lead to the main idea. For homework the students need to read their RRJ entry, from independent work in school today, to an adult and make any needed improvements.
Pandas: The students viewed a lesson about retelling information from a chapter through Learn Zillions. Then they reread chapter 13 (my goof!) and retold the chapter in their RRJ. For homework they need to read chapter 15.
We ended the day with science. Quickly we reviewed the idea of a variable and I explained that when testing a variable, everything else needs to be the same. The students then worked in table groups to explore how changing the surface, using different variables (ex. sand paper, foil, wax paper, etc.)effects both the speed and distance an object travels. Students will continue tomorrow!
Updates: Homeless walk is tomorrow! Also, follow me on Twitter....@runnerdana! You can see a picture from our science exploration today!
When we returned to class, I introduced today's math rotations.
The teacher rotation had students using centimeter grid paper to identify the area of rectangles. After gluing grid paper into a given rectangle, the students wrote repeated addition equations and solved them.
At the technology rotation, the students used the virtual manipulative web site to create rectangles on a virtual geoboard. Then they wrote repeated addition sentences, in their math journal, and solved them to identify the area of the figure.
The final rotation had students playing addition war with a partner. The winner was the student who ended up with the most cards at the end of the game. Each turn involved both students turning over one card. The winner of the round was the first student to correctly call out the sum of the two cards.
For HOMEWORK students need to finish the activity they began in small group with me.
Our reading and writing block focused on the inquiry project. First we reviewed the steps of the research process. Then we revisited the model paper and identified different examples that were evident. These are now in the writing section of your child's binder and should be used as a model (sorry to be redundant). After that, I modeled using a hamburger graphic organizer to plan for the first paragraph, stating an opinion, of the inquiry paper.
While I met with reading groups, students completed individual reading group assignments and worked on their opinion paragraph graphic organizer.
Sharks: We quickly practiced their words for this week; said, reason, expect, energy and time. Then they whisper read page 14, as I leaned in to listen to each one read. For homework the children need to reread page 14.
Following lunch and outdoor recess the students continued working independently while I met with reading groups.
Dolphins: The students watched a Learn Zillions video about identifying the main idea. Then they completed a 3-2-1 summarizer stating 3 new ideas they learned, 2 ideas they plan to try and 1 question they have. After that, I discovered this group was struggling with both the text of the National Geographic and text features in general. I was SO glad the children told me. Immediately, we changed directions--we began reviewing text features. For HOMEWORK the students need to find the 6 text features I highlighted on the WS they are bringing home this evening and list the page number and what information that goes along with each one. Hopefully, this will help them review, identify and understand some common text features.
Cheetahs: The students reread "In Living Color" and, in their RRJ, identified the main idea and used key details to explain their thinking. In group we shared their repeated words from homework last nights and discussed which helped lead to the main idea. For homework the students need to read their RRJ entry, from independent work in school today, to an adult and make any needed improvements.
Pandas: The students viewed a lesson about retelling information from a chapter through Learn Zillions. Then they reread chapter 13 (my goof!) and retold the chapter in their RRJ. For homework they need to read chapter 15.
We ended the day with science. Quickly we reviewed the idea of a variable and I explained that when testing a variable, everything else needs to be the same. The students then worked in table groups to explore how changing the surface, using different variables (ex. sand paper, foil, wax paper, etc.)effects both the speed and distance an object travels. Students will continue tomorrow!
Updates: Homeless walk is tomorrow! Also, follow me on Twitter....@runnerdana! You can see a picture from our science exploration today!
Monday, October 7, 2013
Rainy Monday
Rain, rain, go away...
The students began their day with Mrs. Rose and Mrs. Dodson, in the media center. They worked on identifying specific information, in text, to answer inquiry questions.
When they returned to class we jumped right into our math rotations.
The teacher rotation introduced the concept of measuring the area of a figure by counting up the squares needed to cover the space. Students also learned how to write the answer correctly by writing the number and reporting it in square units.
Other rotations included using digit tiles to create and solve 3 digit subtraction problems with a partner and identifying balanced equations using the site Pan Balanced Numbers.
There is an area worksheet for homework.
We began the reading and writing blog by reading a portion of text from How Bikes Work, using the glossary to understand new concepts, identified examples of cause and effect.
After that, I displayed a model paper for the inquiry project. We read the model paper and identified the main idea of several paragraphs and the details with in the paragraph that supported it. Students learned that the first sentence in a paragraph is called the topic sentence. This sentence usually states the main idea. The sentences in the rest of the paragraph states facts and details to support the main idea.
While I met with reading groups the students worked on individual reading group assignments and finished their research.
Sharks: We reviewed words with the un- and re- prefixes and the -ful and -less suffixes. Then we practiced reading and writing high frequency words and words in our text. The five words we will focus on this week are; said, reason, time, expect and energy. For homework the students need to write these words, 3 times each, in their RRJ and reread page 12 in National Geographic.
Following lunch and recess the students continued their independent work while I met with reading groups.
Dolphins: Students located 5 words with the un- prefix and 5 with the re-prefix. We discussed the meaning of these words by using our knowledge of the meaning of the prefixes. Then we practiced reading and writing high frequency words and words in our text. We also read the article, "Into the Rain Forest". For homework the students need to write their words, 3 times each, in their RRJ and reread the article, "Into the Rain Forest".
Cheetahs: The students worked together to watch a Learn Zillions video about using text features and repeated words to help identify the main idea in text. This is called flipping a lesson--they are learning new concepts while I meet with other students. To help process what they have watched, they completed a 3-2-1 summarizer listing 3 new ideas they learned, 2 ideas they will try and 1 question they still have. We shared their 3-2-1 in reading group to learn from each other. Then we read and discussed the article, "In Living Color" from their National Geographic. For homework the students need to reread "In Living Color" and list repeated words on a sticky note.
Pandas: The students completed their chapter 12 cause and effect from Friday and read chapter 13. In group we discussed the chapter, as well as, examples of cause and effect. For homework the students need to read chapter 14 and write one thing that surprised them and one question they have on a sticky note.
The day ended with a science lesson. Students worked to identify what factors and variables can be changed on a surface and how they can affect the speed at which an object travels over it.
The students began their day with Mrs. Rose and Mrs. Dodson, in the media center. They worked on identifying specific information, in text, to answer inquiry questions.
When they returned to class we jumped right into our math rotations.
The teacher rotation introduced the concept of measuring the area of a figure by counting up the squares needed to cover the space. Students also learned how to write the answer correctly by writing the number and reporting it in square units.
Other rotations included using digit tiles to create and solve 3 digit subtraction problems with a partner and identifying balanced equations using the site Pan Balanced Numbers.
There is an area worksheet for homework.
We began the reading and writing blog by reading a portion of text from How Bikes Work, using the glossary to understand new concepts, identified examples of cause and effect.
After that, I displayed a model paper for the inquiry project. We read the model paper and identified the main idea of several paragraphs and the details with in the paragraph that supported it. Students learned that the first sentence in a paragraph is called the topic sentence. This sentence usually states the main idea. The sentences in the rest of the paragraph states facts and details to support the main idea.
While I met with reading groups the students worked on individual reading group assignments and finished their research.
Sharks: We reviewed words with the un- and re- prefixes and the -ful and -less suffixes. Then we practiced reading and writing high frequency words and words in our text. The five words we will focus on this week are; said, reason, time, expect and energy. For homework the students need to write these words, 3 times each, in their RRJ and reread page 12 in National Geographic.
Following lunch and recess the students continued their independent work while I met with reading groups.
Dolphins: Students located 5 words with the un- prefix and 5 with the re-prefix. We discussed the meaning of these words by using our knowledge of the meaning of the prefixes. Then we practiced reading and writing high frequency words and words in our text. We also read the article, "Into the Rain Forest". For homework the students need to write their words, 3 times each, in their RRJ and reread the article, "Into the Rain Forest".
Cheetahs: The students worked together to watch a Learn Zillions video about using text features and repeated words to help identify the main idea in text. This is called flipping a lesson--they are learning new concepts while I meet with other students. To help process what they have watched, they completed a 3-2-1 summarizer listing 3 new ideas they learned, 2 ideas they will try and 1 question they still have. We shared their 3-2-1 in reading group to learn from each other. Then we read and discussed the article, "In Living Color" from their National Geographic. For homework the students need to reread "In Living Color" and list repeated words on a sticky note.
Pandas: The students completed their chapter 12 cause and effect from Friday and read chapter 13. In group we discussed the chapter, as well as, examples of cause and effect. For homework the students need to read chapter 14 and write one thing that surprised them and one question they have on a sticky note.
The day ended with a science lesson. Students worked to identify what factors and variables can be changed on a surface and how they can affect the speed at which an object travels over it.
Friday, October 4, 2013
TGIF!!
It's been a great week!
The students began their day in PE.
When they returned to class, Mrs. Bartel and I reviewed some of the key concepts from math this week and went over two of the trickier problems from last night's homework. Then the students took their weekly quiz. These are graded and have been returned to the children. They should be stored in the math section of the binder.
After the quiz, we identified balanced equations and began solving a 2-step word problem.
Our reading and writing block began with identifying the main idea and details to support it in the "Pack Carefully" section of "Into the Rain Forest" from National Geographic. Then we used a Power Point to learn about writing fluency. This was a huge topic to undertake on a Friday! :-) Some of the highlights include:
While I met with small groups, the children completed individual reading group assignments and continued gathering facts and definitions to answer their inquiry questions.
Sharks: We reviewed the meaning of the words they collected for homework with the -ful and -less suffixes, focusing on using the meaning of the suffix. Then we had a mini pop quiz on the 5 words we worked on this week. After that, we continued reading page 15 of "Into the Rain Forest" and identified details that supported the main idea of the section.
Following lunch and outdoor recess the students continued their independent work while I met with more groups.
Pandas: Early in the day the students reread chapter 12 and identified examples of cause and effect in their RRJ. Then, they viewed a flipped lesson on the iPad about using text features and repeated words to identify the main idea in non fiction text. They also completed a 3-2-1 summarizer. IN group we discussed the idea of a flipped lesson and shared their 3-2-1 (3 new ideas they learned, 2 ideas they will try, 1 question they still had). The lesson can be accessed through the third grade web site.
Dolphins: We shared the -less and -ful words they found for homework and used the meaning of the suffixes and base words to identify the meanings. Then we took a mini pop quiz on the words we have worked on this week. Finally, the students reread Jonathan Buys A Present and identified the problem and solution with post it flags. Then we discussed what they marked. Students struggles with identifying the problem. So, we will work on this further. However, once I stated the problem, they were all able to explain the solution!!
Cheetahs: The students reread "Into the Rain Forest" and then identified the main idea and supporting details in their RRJ. In group, we shared the -less and -ful words they found for homework and used the meaning of the suffixes and base words to identify the meanings. Then we discussed the main ideas they identified. Finally, I reminded them that they need to use text features and think about repeated words when deciding upon the main idea. We will continue working on this.
We ended the day by viewing two short video clips and reading about the judicial system in the US and the Roman Republic. Then we compared and contracted the two systems.
The students began their day in PE.
When they returned to class, Mrs. Bartel and I reviewed some of the key concepts from math this week and went over two of the trickier problems from last night's homework. Then the students took their weekly quiz. These are graded and have been returned to the children. They should be stored in the math section of the binder.
After the quiz, we identified balanced equations and began solving a 2-step word problem.
Our reading and writing block began with identifying the main idea and details to support it in the "Pack Carefully" section of "Into the Rain Forest" from National Geographic. Then we used a Power Point to learn about writing fluency. This was a huge topic to undertake on a Friday! :-) Some of the highlights include:
- all sentences must have a subject and a predicate
- the subject is who or what the sentence is about
- the predicate begins with the verb
- verbs show the action or state of being of the subject
- good writing includes sentences of varying lengths
- conjunctions are used to join two ideas and create a longer sentence
- since conjunctions join two ideas, they should NOT be at the beginning of a sentence
While I met with small groups, the children completed individual reading group assignments and continued gathering facts and definitions to answer their inquiry questions.
Sharks: We reviewed the meaning of the words they collected for homework with the -ful and -less suffixes, focusing on using the meaning of the suffix. Then we had a mini pop quiz on the 5 words we worked on this week. After that, we continued reading page 15 of "Into the Rain Forest" and identified details that supported the main idea of the section.
Following lunch and outdoor recess the students continued their independent work while I met with more groups.
Pandas: Early in the day the students reread chapter 12 and identified examples of cause and effect in their RRJ. Then, they viewed a flipped lesson on the iPad about using text features and repeated words to identify the main idea in non fiction text. They also completed a 3-2-1 summarizer. IN group we discussed the idea of a flipped lesson and shared their 3-2-1 (3 new ideas they learned, 2 ideas they will try, 1 question they still had). The lesson can be accessed through the third grade web site.
Dolphins: We shared the -less and -ful words they found for homework and used the meaning of the suffixes and base words to identify the meanings. Then we took a mini pop quiz on the words we have worked on this week. Finally, the students reread Jonathan Buys A Present and identified the problem and solution with post it flags. Then we discussed what they marked. Students struggles with identifying the problem. So, we will work on this further. However, once I stated the problem, they were all able to explain the solution!!
Cheetahs: The students reread "Into the Rain Forest" and then identified the main idea and supporting details in their RRJ. In group, we shared the -less and -ful words they found for homework and used the meaning of the suffixes and base words to identify the meanings. Then we discussed the main ideas they identified. Finally, I reminded them that they need to use text features and think about repeated words when deciding upon the main idea. We will continue working on this.
We ended the day by viewing two short video clips and reading about the judicial system in the US and the Roman Republic. Then we compared and contracted the two systems.
Thursday, October 3, 2013
Thriving Thursday
Today is our switcheroo day! So, we began our day with math.
The teacher lesson focused on identifying what we needed to know in order to solve an addition or subtraction equation with an unknown in any position. Therefore, I really stressed that subtraction is w-p=p and addition is p+p=w. So, if your unknown is a part, regardless where it is located, you want to used subtraction to identify the unknown. If you are trying to identify a whole, addition is the way to go. The other rotations had students solving equations with unknowns, in all positions, in their math journals and using an Internet site to create balanced equations.
There is a worksheet for homework and we will have a quiz tomorrow. Tomorrow's quiz will include addition and subtraction equations.
We began our reading and writing block with a lesson focusing on using the meaning of a known root word, within a word, to comprehend new vocabulary. Root words we studied include; photo, company, family, and port. After that, I reviewed how to locate and record information to answer inquiry questions. Additionally, I answered student questions which arose after beginning their research yesterday afternoon.
While I met with reading groups the students completed individual reading group activities and continued gathering facts and definitions, from the Internet, to answer their own inquiry questions.
Sharks: We reviewed common and proper nouns and took a quick quiz. Then we practiced writing the words for the week. Next, each student received a Nation Geographic. These MUST be kept in the reading section of their binder. We began reading "Into the Rain Forest"--just the first two paragraphs. For HOMEWORK, students are to reread just those paragraphs. Also, I'd like them to try to find 5 words with the -less or -ful suffix (in books, newspapers, magazines around he house). These words should be listed on their sticky notes.
Following lunch and outdoor recess the students continued their independent work while I met with more groups.
Dolphins: We reviewed common and proper nouns and took a quick quiz. Then we practiced writing the words for the week. Finally, we finished read the book Jonathan Buys a Present. For homework the students need to reread their book (for fluency) and try to find 5 words with the -less or -ful suffix (in books, newspapers, magazines aroudnt he house).
Cheetahs: The students reread the article and identified 3 examples of cause and effect in their RRJ. In group we shared these examples and began discussing the main idea of the article. I told the students that it was not about Lucy Cooke's life or animals. For HOMEWORK the students need to reread the article, paying attention to the headings. Also, I'd like them to find 5 words with the -less or -ful suffix in text around your house.
Pandas: The students read chapter 11 and identified common and proper nouns in their RRJs. We reviewed these in group and then they took a mini assessment identifying common and proper nouns in sentences. Then we discussed chapter 11 and attempted to identify examples of cause and effect from the chapter. For HOMEWORK the students need to read chapter 12 and try to find 5 words with the -ful and/or -less suffixes.
We ended the day by reviewing what we have learned in social studies so far...the role of the government is to create laws that protect the common good. Then we began learning about the Roman Republic's government and how their officials were elected. We compared and contrasted this to what we know about our own government today.
The teacher lesson focused on identifying what we needed to know in order to solve an addition or subtraction equation with an unknown in any position. Therefore, I really stressed that subtraction is w-p=p and addition is p+p=w. So, if your unknown is a part, regardless where it is located, you want to used subtraction to identify the unknown. If you are trying to identify a whole, addition is the way to go. The other rotations had students solving equations with unknowns, in all positions, in their math journals and using an Internet site to create balanced equations.
There is a worksheet for homework and we will have a quiz tomorrow. Tomorrow's quiz will include addition and subtraction equations.
We began our reading and writing block with a lesson focusing on using the meaning of a known root word, within a word, to comprehend new vocabulary. Root words we studied include; photo, company, family, and port. After that, I reviewed how to locate and record information to answer inquiry questions. Additionally, I answered student questions which arose after beginning their research yesterday afternoon.
While I met with reading groups the students completed individual reading group activities and continued gathering facts and definitions, from the Internet, to answer their own inquiry questions.
Sharks: We reviewed common and proper nouns and took a quick quiz. Then we practiced writing the words for the week. Next, each student received a Nation Geographic. These MUST be kept in the reading section of their binder. We began reading "Into the Rain Forest"--just the first two paragraphs. For HOMEWORK, students are to reread just those paragraphs. Also, I'd like them to try to find 5 words with the -less or -ful suffix (in books, newspapers, magazines around he house). These words should be listed on their sticky notes.
Following lunch and outdoor recess the students continued their independent work while I met with more groups.
Dolphins: We reviewed common and proper nouns and took a quick quiz. Then we practiced writing the words for the week. Finally, we finished read the book Jonathan Buys a Present. For homework the students need to reread their book (for fluency) and try to find 5 words with the -less or -ful suffix (in books, newspapers, magazines aroudnt he house).
Cheetahs: The students reread the article and identified 3 examples of cause and effect in their RRJ. In group we shared these examples and began discussing the main idea of the article. I told the students that it was not about Lucy Cooke's life or animals. For HOMEWORK the students need to reread the article, paying attention to the headings. Also, I'd like them to find 5 words with the -less or -ful suffix in text around your house.
Pandas: The students read chapter 11 and identified common and proper nouns in their RRJs. We reviewed these in group and then they took a mini assessment identifying common and proper nouns in sentences. Then we discussed chapter 11 and attempted to identify examples of cause and effect from the chapter. For HOMEWORK the students need to read chapter 12 and try to find 5 words with the -ful and/or -less suffixes.
We ended the day by reviewing what we have learned in social studies so far...the role of the government is to create laws that protect the common good. Then we began learning about the Roman Republic's government and how their officials were elected. We compared and contrasted this to what we know about our own government today.
Wednesday, October 2, 2013
Wonderful Wednesday
Our day began with a regularly scheduled bus evacuation drill. After that we had our weekly class meeting.
Today we began by sharing how we get smarter. After that, we discussed what our brain does. Then I read the following statements and students gave me a thumbs up or thumbs down showing they either agree or disagree:
Everyone can learn new things.
Some kids are born smarter than others.
We can change how smart we are.
After the vote, I shared my beliefs which are that everyone can learn new things and we can change how smart we are. We discussed these two ideas, as well as, the need to put effort into learning and to demonstrate perseverance.
Finally, students shared compliments with each other and we discussed a challenge (students not completing morning work on time...this was identified by a student, not me!).
In math, the teacher rotation focused on solving addition and subtraction equations with unknowns in all positions. You can view the lesson here. The technology rotation had students practicing their basic subtraction facts using the web site Subtraction Speed Grid. Finally, the third rotation had students practicing subtracting across zeroes by solving equations in their math journal. For HOMEWORK, students need to complete the Edmodo assignment which is to watch today's lesson and solve the problem, 563 + _____ = 811. Students who are unable to access Edmodo can watch the lesson through this blog of the third grade web site and solve the problem on a sheet of paper from home.
We began our reading/writing block by using text features, such as the heading, and topic sentences to identify the main idea in a section of text read aloud. Then I modeled using a web site to identify important information for their inquiry research project. Important information, in this case, are any facts or definitions that answer the questions that the student listed about their topic.
While I meet with reading groups the students will work on individual reading group activities and begin locating information to answer their research questions for their inquiry project.
Sharks: We met and reviewed/practiced reading and writing high frequency words and words from their new text. For HOMEWORK they need to write each of the words we practiced, in their RRJ, three times each. These words include; package, ready, said, want and idea.
Following lunch and outdoor recess the students continued their independent work while I met with more groups.
Dolphins: We began by reviewing common and proper nouns in group. Then we practiced reading and writing high frequency words including; said, over, some, would and could.
Then we located tricky words in their new book, Jonathan Buys a Present. After that, I gave a book talk and we began reading up to page 6. For HOMEWORK the students need to write their words 3 times each in their RRJ and reread pages 2-6.
Cheetahs: The students met and discussed what they identified for homework as the central message of The Chalkbox Kid. Then they wrote about it, independently, in their RRJs. In group we reviewed common and proper nouns. Then I distributed a Nation Geographic to each child. These must be stored in the reading section of their binders. For HOMEWORK they need to read the article, Into the Rain Forest" on pages 10-15.
Pandas: The students reread chapter 10 and identified 3 examples of cause and effect in their RRJ. In group we shared these and discussed how Ben felt at the end of the chapter. We also reviewed common and proper nouns. For HOMEWORK the children need to read chapter 11.
At the end of the day, the children brainstormed ideas and planned a way to test how balls travel over the same time period. We were looking to see if different balls travel the same distance or different distances.
Today we began by sharing how we get smarter. After that, we discussed what our brain does. Then I read the following statements and students gave me a thumbs up or thumbs down showing they either agree or disagree:
Everyone can learn new things.
Some kids are born smarter than others.
We can change how smart we are.
After the vote, I shared my beliefs which are that everyone can learn new things and we can change how smart we are. We discussed these two ideas, as well as, the need to put effort into learning and to demonstrate perseverance.
Finally, students shared compliments with each other and we discussed a challenge (students not completing morning work on time...this was identified by a student, not me!).
In math, the teacher rotation focused on solving addition and subtraction equations with unknowns in all positions. You can view the lesson here. The technology rotation had students practicing their basic subtraction facts using the web site Subtraction Speed Grid. Finally, the third rotation had students practicing subtracting across zeroes by solving equations in their math journal. For HOMEWORK, students need to complete the Edmodo assignment which is to watch today's lesson and solve the problem, 563 + _____ = 811. Students who are unable to access Edmodo can watch the lesson through this blog of the third grade web site and solve the problem on a sheet of paper from home.
We began our reading/writing block by using text features, such as the heading, and topic sentences to identify the main idea in a section of text read aloud. Then I modeled using a web site to identify important information for their inquiry research project. Important information, in this case, are any facts or definitions that answer the questions that the student listed about their topic.
While I meet with reading groups the students will work on individual reading group activities and begin locating information to answer their research questions for their inquiry project.
Sharks: We met and reviewed/practiced reading and writing high frequency words and words from their new text. For HOMEWORK they need to write each of the words we practiced, in their RRJ, three times each. These words include; package, ready, said, want and idea.
Following lunch and outdoor recess the students continued their independent work while I met with more groups.
Dolphins: We began by reviewing common and proper nouns in group. Then we practiced reading and writing high frequency words including; said, over, some, would and could.
Then we located tricky words in their new book, Jonathan Buys a Present. After that, I gave a book talk and we began reading up to page 6. For HOMEWORK the students need to write their words 3 times each in their RRJ and reread pages 2-6.
Cheetahs: The students met and discussed what they identified for homework as the central message of The Chalkbox Kid. Then they wrote about it, independently, in their RRJs. In group we reviewed common and proper nouns. Then I distributed a Nation Geographic to each child. These must be stored in the reading section of their binders. For HOMEWORK they need to read the article, Into the Rain Forest" on pages 10-15.
Pandas: The students reread chapter 10 and identified 3 examples of cause and effect in their RRJ. In group we shared these and discussed how Ben felt at the end of the chapter. We also reviewed common and proper nouns. For HOMEWORK the children need to read chapter 11.
At the end of the day, the children brainstormed ideas and planned a way to test how balls travel over the same time period. We were looking to see if different balls travel the same distance or different distances.
Tuesday, October 1, 2013
Terrific Tuesday
To be very honest---any day that I am back in the classroom is a terrific day! I sat in a meeting/training from 8:30-3:30 yesterday. While I learned a lot, sitting still for that amount of time does not match my personal learning style!
So...it's good to be back!
The students began their day in art.
When they returned to class we began our math rotations. Students working with me practiced different strategies for subtracting across zeroes (ie 700-163= or 607-169=). The guided practice rotation involved re watching my lesson from yesterday and completing a problem in their math journal. Finally, the technology rotation had students practicing their basic facts using the site, Subtraction Speed Grid. There is a worksheet for HOMEWORK.
We began our reading and writing block by reviewing text features used in print. Then we discussed, and attempted to access, text features specific to digital texts, such as, an option to have the text read aloud and using on;line dictionaries for pronunciation and meaning. We ran into a few technical difficulties but, all in all, I think the students got the idea!
Next, we identified the research process, focusing, in particular, on identifying questions you wish to answer. Then I modeled both the Step 2 and Step 3 worksheets the students are using for the inquiry project. Step 2 involves identifying your topic and planned action, 3 reasons explaining why you chose your topic and your "I Pledge" statement. Step 3 has the students identify their topic and list 6 questions they plan to answer through their research. Today they were instructed to choose 4 questions from the class flip chart. Then they were to identify two questions on their own...these could be done today OR they might be listed later, as they are in the midst of the project.
While I met with reading groups, the students reviewed their Step 2 worksheet and then handed it in to be graded. They also listed at least 4 questions they plan to answer through their research on the Step 3 worksheet. Finally, groups had individual reading group assignments.
Sharks: We met and shared/revised their cause and effect statements, from Jordan's Catch, that they wrote yesterday. I collected their books and promised we will start a new one tomorrow. Students are expected to read for 15 minutes this evening--free choice!
Following lunch and outdoor recess the students continued working independently while I met with more groups.
Dolphins: We met and shared/reviewed their cause and effect statements they wrote in class yesterday. Then we created t-charts, in their RRJs, and identified more examples of cause and effect using the text Molly's Hard Bargain. Tonight they need to read for 15 minutes---free choice. They WILL get a new book tomorrow.
Cheetahs: We shared and reviewed the cause and effect statements they wrote after reading chapter 9. Then we discussed the central message (lesson) of the entire book. For HOMEWORK the students need to read the "about the Author" section and identify the central message (no support needed yet!) on the sticky note I provided.
Pandas: We shared and discussed the cause and effect statements they wrote for chapter 9. For HOMEWORK they need to read chapter 10 and write an example of cause and effect, from this chapter, on the sticky note I provided.
We had a busy end of the day. First, we nominated and voted for our first set of Star Students. We identified three students who are models of responsibility.
Then we learned about Elementary Engineering Design Process. The students will use this to create a vehicle that meets a criteria they set forth (fastest, travels farthest, etc.). This will be done in school over the next few weeks. The purpose is to use knowledge we gain through instruction and experiments to meet a predetermined goal.
So, after learning about the design process we began gathering some information. Given two balls, we predicted and tested which would travel fastest. We ran two trials and got the same results but will retest tomorrow.
So...it's good to be back!
The students began their day in art.
When they returned to class we began our math rotations. Students working with me practiced different strategies for subtracting across zeroes (ie 700-163= or 607-169=). The guided practice rotation involved re watching my lesson from yesterday and completing a problem in their math journal. Finally, the technology rotation had students practicing their basic facts using the site, Subtraction Speed Grid. There is a worksheet for HOMEWORK.
We began our reading and writing block by reviewing text features used in print. Then we discussed, and attempted to access, text features specific to digital texts, such as, an option to have the text read aloud and using on;line dictionaries for pronunciation and meaning. We ran into a few technical difficulties but, all in all, I think the students got the idea!
Next, we identified the research process, focusing, in particular, on identifying questions you wish to answer. Then I modeled both the Step 2 and Step 3 worksheets the students are using for the inquiry project. Step 2 involves identifying your topic and planned action, 3 reasons explaining why you chose your topic and your "I Pledge" statement. Step 3 has the students identify their topic and list 6 questions they plan to answer through their research. Today they were instructed to choose 4 questions from the class flip chart. Then they were to identify two questions on their own...these could be done today OR they might be listed later, as they are in the midst of the project.
While I met with reading groups, the students reviewed their Step 2 worksheet and then handed it in to be graded. They also listed at least 4 questions they plan to answer through their research on the Step 3 worksheet. Finally, groups had individual reading group assignments.
Sharks: We met and shared/revised their cause and effect statements, from Jordan's Catch, that they wrote yesterday. I collected their books and promised we will start a new one tomorrow. Students are expected to read for 15 minutes this evening--free choice!
Following lunch and outdoor recess the students continued working independently while I met with more groups.
Dolphins: We met and shared/reviewed their cause and effect statements they wrote in class yesterday. Then we created t-charts, in their RRJs, and identified more examples of cause and effect using the text Molly's Hard Bargain. Tonight they need to read for 15 minutes---free choice. They WILL get a new book tomorrow.
Cheetahs: We shared and reviewed the cause and effect statements they wrote after reading chapter 9. Then we discussed the central message (lesson) of the entire book. For HOMEWORK the students need to read the "about the Author" section and identify the central message (no support needed yet!) on the sticky note I provided.
Pandas: We shared and discussed the cause and effect statements they wrote for chapter 9. For HOMEWORK they need to read chapter 10 and write an example of cause and effect, from this chapter, on the sticky note I provided.
We had a busy end of the day. First, we nominated and voted for our first set of Star Students. We identified three students who are models of responsibility.
Then we learned about Elementary Engineering Design Process. The students will use this to create a vehicle that meets a criteria they set forth (fastest, travels farthest, etc.). This will be done in school over the next few weeks. The purpose is to use knowledge we gain through instruction and experiments to meet a predetermined goal.
So, after learning about the design process we began gathering some information. Given two balls, we predicted and tested which would travel fastest. We ran two trials and got the same results but will retest tomorrow.
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