Any Monday after a Redskins win is, be definition, MARVELOUS!
The students began their day in the media center with Mrs. Rose and Mrs. Dodson. They explored the app called KeyNote on the iPads, in preparation for creating a multimedia presentation which communicates why and how their action can support the community.
Upon returning to class, we dove right into math rotations. Students working with me focused on sharing equally using division. The guided practice rotation had students writing words problems (stating information and asking a question) using the picture cards from last week. They also had to write a multiplication equation that matched their word problem. Finally, the technology rotation had students working on the memorization of the basic addition and subtraction facts by visit two sites on Starfall.com.
For homework there is a division worksheet.
As you are probably aware, in math we have done away with the whole group lesson. This has seemed to have a positive impact on student learning. Currently, I am taking a class on blended learning. To better understand this concept click here.
I fully believe that my time is best went with students in small group. So, I will be implementing more blended learning, and less whole group instruction, into our day.
Today, we bypassed whole group instruction and went straight to small group and independent work, during our reading and writing block.
Students began by working on individual reading group assignments. Then they watched an Educreations taped lesson, conducted by me, teaching how to construct the background information paragraph for the Inquiry Project. There is a link to it on the third grade web site. After that, the students read a book called The Big Green Pocketbook. Then they used the text to identify 5 examples of services and 5 examples of goods, provided by businesses, on a t-chart, in their social studies journal.
Sharks: We began a new book called Communities. First, though, the students practiced reading and writing 5 new focus words; people, these, drive, often and different. Then I did a book talk to help build background knowledge and vocabulary associated with the text. We also used the pictures to make inferences. Finally, we read pages 2-5. For homework the children need to reread pages 2-5.
Dolphins: First, the students practiced reading and writing 5 new focus words; animal, little, mouth, teeth and feather. Then we focused on the -ou sound and did a word chain. Next, I did a book talk for our new book, Hippos. Finally, the students read pages 2-8. For homework the students need to write their words 3 times each in their RRJ and reread pages 2-8.
Following lunch and outdoor recess the students continued working independently while I met with more groups.
Cheetahs: The students watched an Educreations lesson teaching how to create a vocabulary entry in their RRJ. Then they rewatched the lesson and created an entry for the word surface, in their RRJ. IN group we reviewed their entries and correct (and clarified) mistakes. Additionally, I modeled write about the main idea, and supporting it with specific examples from the text, for the Underwater Highlands section of their text. Finally, we discussed the possible main idea of the entire book. For HOMEWORK the students need to reread the entire book and think about the main idea.
Pandas: The students rewatched the Educreations lesson about vocabulary entries and completed an entry, in their RRJ, for the word freeway. In group we discussed their entries and corrected (and clarified) mistakes. For HOMEWORK they need to read pages 6-9 and write 2 facts they learned from the text.
We ended the day with students, working collaboratively, to build vehicles for science.
Monday, October 21, 2013
Thursday, October 17, 2013
Thursday is the New Friday!
We don't have school tomorrow...so even though it is Thursday, it's like a Friday!
We began our day with math. First, we reviewed using visualization to draw pictures as a strategy to understand and correctly solve two step word problems. Then the students took the 6th quiz of the marking period. These have been graded and should be stored in the math section of your child's binder.
After math the students went to music.
When the children returned to class we reviewed highlighting facts from their research to help organize it and prepare for their writing. then we briefly revisited the organization of a paragraph.
While I meet with small groups the students will complete individual reading group assignments. They will also finish organizing their research. Before beginning their writing, they will watch a Lean Zillions video about drafting body paragraphs of an informational writing piece. Finally, the students will begin drafting their two body paragraphs.
Sharks: I gave them a mini quiz on their focus words from this week. Then I reviewed the text features on page 8 and challenging words. After that, the students whisper read page 8 as I listened in. Finally, we shared the important ideas from the article. When they went back to their seats, they used the article, and our discussion, to write about the main idea of the article and key details to support it.
Dolphins: Prior to meeting with me the students reread pages 14-22 and listed 3-5 repeated content words. In group, I gave them a mini quiz on their focus words. Then we shared their repeated words and used those and the text features to discuss the main idea. After group, the students used the text and our discussion to write about the main idea in their RRJ.
Following lunch and outdoor recess the students continued working independently while I met with more groups.
Cheetahs: The students reread page 13-15 and listed 3-5 repeated content words. In group we switched directions for a bit --today each child read their opinion paragraph, for their inquiry project) and I gave them feedback. Then they worked on revising the paragraph and added it to the planning worksheet.
Pandas: The students reread pages 4 and 5 and then wrote about the main idea, and used key details to support it, in their RRJ. In group we shared each child's opinion paragraph and I provided each with feedback. Then they revised it and added it to the planning worksheet.
Unfortunately, we ran out of time and didn't get to our social studies lesson.
We began our day with math. First, we reviewed using visualization to draw pictures as a strategy to understand and correctly solve two step word problems. Then the students took the 6th quiz of the marking period. These have been graded and should be stored in the math section of your child's binder.
After math the students went to music.
When the children returned to class we reviewed highlighting facts from their research to help organize it and prepare for their writing. then we briefly revisited the organization of a paragraph.
While I meet with small groups the students will complete individual reading group assignments. They will also finish organizing their research. Before beginning their writing, they will watch a Lean Zillions video about drafting body paragraphs of an informational writing piece. Finally, the students will begin drafting their two body paragraphs.
Sharks: I gave them a mini quiz on their focus words from this week. Then I reviewed the text features on page 8 and challenging words. After that, the students whisper read page 8 as I listened in. Finally, we shared the important ideas from the article. When they went back to their seats, they used the article, and our discussion, to write about the main idea of the article and key details to support it.
Dolphins: Prior to meeting with me the students reread pages 14-22 and listed 3-5 repeated content words. In group, I gave them a mini quiz on their focus words. Then we shared their repeated words and used those and the text features to discuss the main idea. After group, the students used the text and our discussion to write about the main idea in their RRJ.
Following lunch and outdoor recess the students continued working independently while I met with more groups.
Cheetahs: The students reread page 13-15 and listed 3-5 repeated content words. In group we switched directions for a bit --today each child read their opinion paragraph, for their inquiry project) and I gave them feedback. Then they worked on revising the paragraph and added it to the planning worksheet.
Pandas: The students reread pages 4 and 5 and then wrote about the main idea, and used key details to support it, in their RRJ. In group we shared each child's opinion paragraph and I provided each with feedback. Then they revised it and added it to the planning worksheet.
Unfortunately, we ran out of time and didn't get to our social studies lesson.
Wednesday, October 16, 2013
Wonderful Wednesday
We began our day with our weekly class meeting. First each child completed the starter, I wish..." These were fun to hear. The wishes ranged from horses to indoor pools to owning Kings Dominion! After that, we shared thank yous and compliments. Then we discussed a challenge...the instruction of cursive. While I think it is important, it has been difficult to find the time. Student suggestions included giving it for homework or having it out as an "after you are done with your work" type of activity. I would love to hear parents' thoughts!!
Before beginning math, the students took a quick survey about instruction. They used the Promethean board and active inspire devices to vote. I was looking to see what type of instruction they prefer (whole group vs. small group) and whether they liked math, reading or writing best, this year and last year. I discovered that math was the favorite last year and this and that the students prefer small group instruction.
Next we began our math rotations. My rotation used the book, Amanda Bean's Amazing Dream to recognize multiplication situations and begin writing word problems. The techno;logy rotation was a continuation from yesterday. Students visited Multiplication Board (on the 3rd grade web site) and created arrays. They wrote equations for the arrays in their math journal. Finally, the guided group used the picture cards from yesterday along with "word templates" to write multiplication word problems and equations to match.
There is a multiplication worksheet for homework and we WILL have a math QUIZ tomorrow.
We began our reading and writing block by determine the correct meaning of the word mint for the text we read at the Philadelphia Mint web site. Then we read a section of text about the history of the mint. We located key details in the text. Finally, we used those to identify the main idea.
After that, we learned how to color code and organize our research to help us write the informational paragraphs for our inquiry project.
While I meet with reading groups the students will complete individual reading group activities and color code their research facts. They will choose two colors...one for the background paragraph and the other for the process or action paragraph. Then they will read their facts and highlight it to match the paragraph it fits.
Sharks: We met and practiced reading and writing our focus words for the week. Then we reviewed the text features on page 6 and used the glossary to learn the meaning of the two words in bold print. After that, the students whisper read, as I leaned in to listen. For HOMEWORK the students needs to reread page 6.
Following lunch and outdoor recess the students continued working independently while I met with more groups.
Dolphins: The students reread pages 3-12 and listed 3-5 repeated content words on a sticky note. We shared these words in group. Then I modeled using these words and the text features to identify the main idea. I also used key details to write supporting sentences. Finally we practiced reading and writing the focus words for this week. For HOMEWORK the students need to reread pages 14-22.
Cheetahs: The children reread pages 8-12 and identified the main idea and used text support to explain their thinking, in their RRJ. I was quite pleased with their work! In group, the students took a small pop quiz on the affixes - re, un, ful and less. For HOMEWORK they need to read pages 133-15.
Pandas: The children reread the article "Aquarius" (and some reviewed the Learn Zillions main idea lesson) and identified the main idea and support from the text in their RRJ. In group they took a short affix quiz covering re, un, less and ful. For HOMEWORK the students need to preview the features page and read pages 4 and 5 in their new book.
We ended the day with science. I modeled and explained how their vehicle will be built. Students were able to see how I generated and tested solutions when I ran into problems building the vehicle.
Before beginning math, the students took a quick survey about instruction. They used the Promethean board and active inspire devices to vote. I was looking to see what type of instruction they prefer (whole group vs. small group) and whether they liked math, reading or writing best, this year and last year. I discovered that math was the favorite last year and this and that the students prefer small group instruction.
Next we began our math rotations. My rotation used the book, Amanda Bean's Amazing Dream to recognize multiplication situations and begin writing word problems. The techno;logy rotation was a continuation from yesterday. Students visited Multiplication Board (on the 3rd grade web site) and created arrays. They wrote equations for the arrays in their math journal. Finally, the guided group used the picture cards from yesterday along with "word templates" to write multiplication word problems and equations to match.
There is a multiplication worksheet for homework and we WILL have a math QUIZ tomorrow.
We began our reading and writing block by determine the correct meaning of the word mint for the text we read at the Philadelphia Mint web site. Then we read a section of text about the history of the mint. We located key details in the text. Finally, we used those to identify the main idea.
After that, we learned how to color code and organize our research to help us write the informational paragraphs for our inquiry project.
While I meet with reading groups the students will complete individual reading group activities and color code their research facts. They will choose two colors...one for the background paragraph and the other for the process or action paragraph. Then they will read their facts and highlight it to match the paragraph it fits.
Sharks: We met and practiced reading and writing our focus words for the week. Then we reviewed the text features on page 6 and used the glossary to learn the meaning of the two words in bold print. After that, the students whisper read, as I leaned in to listen. For HOMEWORK the students needs to reread page 6.
Following lunch and outdoor recess the students continued working independently while I met with more groups.
Dolphins: The students reread pages 3-12 and listed 3-5 repeated content words on a sticky note. We shared these words in group. Then I modeled using these words and the text features to identify the main idea. I also used key details to write supporting sentences. Finally we practiced reading and writing the focus words for this week. For HOMEWORK the students need to reread pages 14-22.
Cheetahs: The children reread pages 8-12 and identified the main idea and used text support to explain their thinking, in their RRJ. I was quite pleased with their work! In group, the students took a small pop quiz on the affixes - re, un, ful and less. For HOMEWORK they need to read pages 133-15.
Pandas: The children reread the article "Aquarius" (and some reviewed the Learn Zillions main idea lesson) and identified the main idea and support from the text in their RRJ. In group they took a short affix quiz covering re, un, less and ful. For HOMEWORK the students need to preview the features page and read pages 4 and 5 in their new book.
We ended the day with science. I modeled and explained how their vehicle will be built. Students were able to see how I generated and tested solutions when I ran into problems building the vehicle.
Tuesday, October 15, 2013
Terrific Tuesday
The sun is shining and the air is crisp! I love this weather! :-)
The children began their day in art where they are making some fabulous fall pictures out of cut construction paper.
When they returned, I went over the rotations for math today. The teacher rotation focused on constructing arrays to solve multiplication situations. The second rotation gave students time to finish their zoos. After that, they were given picture cards to use to copy into arrays in their math journals and write multiplication equations to math. Finally, the technology rotation, had students visit the web site Multiplication Board to create arrays. Then they wrote an equation for the array in their math journal.
For HOMEWORK there is a multiplication worksheet. Students need to write an equation and draw an array to each word problem.
The reading and writing block began by revisiting the worksheet, "Is This the Meaning of the Word Mint?" and using a digital resource, dictionary.com, to correctly identify the actual meanings and parts of speech for each. Mrs. Santa Maria spent a great deal of time going over the information included n a dictionary entry. After that, I showed the students how to use the "speak" feature on the iPad to have it read text out loud. Some of the web sites we are using for research can be challenging to read. So this feature can really help students be successful. I also showed the students a new web site, for Jump Rope for Heart, that was added to the third grade web site.
While I met with reading groups, the students worked on individual reading group assignments and continued revising their research and writing their opinion paragraph.
Sharks: Since we were short on time, we used text features to ask questions and make predictions about the article, "In Living Color". Then we began echo reading page 4. However, it soon became clear that the students didn't need that support. We then changed to whisper reading, so I could lean in and listen to each student. For HOMEWORK the children need to reread page 4.
Following lunch and outdoor recess the students continued working independently while I met with more groups.
Dolphins: The students practiced reading and writing their 5 focus words for the week. Then I did a book talk for pages 14-22. After that they whisper read pages 14-22, while I leaned in to listen to each student. For HOMEWORK the students need to reread pages 14-22.
Cheetahs: The students wrote about the main idea for pages 3-7 in their RRJ. In group we discussed how to state a main idea. Then the students read and discussed pages 8-12. For HOMEWORK the students need to reread pages 8-12.
Pandas: First, the children reread "Aquarius" and listed 3-5 content words that were repeated, again and again, in the article. Then they watched an Educreations lesson, which I made, about creating vocabulary entries, to define new words, in their RRJs. Finally,in group, we shared their lists of repeated words and noticed which words were repeated on our class list. I explained that these would most likely be part of the main idea statement. For HOMEWORK the students need to reread the article, "Aquarius".
We ended the day by trying to understand the Elementary Design Process packet and relate it to our upcoming project to design a vehicle. There was a lot of confusion. I promised I would get more information and clarify it tomorrow.
The children began their day in art where they are making some fabulous fall pictures out of cut construction paper.
When they returned, I went over the rotations for math today. The teacher rotation focused on constructing arrays to solve multiplication situations. The second rotation gave students time to finish their zoos. After that, they were given picture cards to use to copy into arrays in their math journals and write multiplication equations to math. Finally, the technology rotation, had students visit the web site Multiplication Board to create arrays. Then they wrote an equation for the array in their math journal.
For HOMEWORK there is a multiplication worksheet. Students need to write an equation and draw an array to each word problem.
The reading and writing block began by revisiting the worksheet, "Is This the Meaning of the Word Mint?" and using a digital resource, dictionary.com, to correctly identify the actual meanings and parts of speech for each. Mrs. Santa Maria spent a great deal of time going over the information included n a dictionary entry. After that, I showed the students how to use the "speak" feature on the iPad to have it read text out loud. Some of the web sites we are using for research can be challenging to read. So this feature can really help students be successful. I also showed the students a new web site, for Jump Rope for Heart, that was added to the third grade web site.
While I met with reading groups, the students worked on individual reading group assignments and continued revising their research and writing their opinion paragraph.
Sharks: Since we were short on time, we used text features to ask questions and make predictions about the article, "In Living Color". Then we began echo reading page 4. However, it soon became clear that the students didn't need that support. We then changed to whisper reading, so I could lean in and listen to each student. For HOMEWORK the children need to reread page 4.
Following lunch and outdoor recess the students continued working independently while I met with more groups.
Dolphins: The students practiced reading and writing their 5 focus words for the week. Then I did a book talk for pages 14-22. After that they whisper read pages 14-22, while I leaned in to listen to each student. For HOMEWORK the students need to reread pages 14-22.
Cheetahs: The students wrote about the main idea for pages 3-7 in their RRJ. In group we discussed how to state a main idea. Then the students read and discussed pages 8-12. For HOMEWORK the students need to reread pages 8-12.
Pandas: First, the children reread "Aquarius" and listed 3-5 content words that were repeated, again and again, in the article. Then they watched an Educreations lesson, which I made, about creating vocabulary entries, to define new words, in their RRJs. Finally,in group, we shared their lists of repeated words and noticed which words were repeated on our class list. I explained that these would most likely be part of the main idea statement. For HOMEWORK the students need to reread the article, "Aquarius".
We ended the day by trying to understand the Elementary Design Process packet and relate it to our upcoming project to design a vehicle. There was a lot of confusion. I promised I would get more information and clarify it tomorrow.
Monday, October 14, 2013
Marvelous Monday
It was so nice to have so many parents join us this morning! It's always a treat to have visitors see the wonderful things happening in our classroom! :-)
The students began their day with Mrs. Rose and Mrs. Dodson in the media center. First, they did a quick book exchange. Then they went to the computer lab. There the students used my feedback to improve their research for the quarter 1 inquiry project.
When they returned to our classroom, we moved right into our math rotations. My lesson focused on using concrete materials and number sentences to solve multiplication problems. The technology rotation had students watching a Learn Zillion lesson connecting area and arrays. After viewing the lesson, they practiced drawing array, in their math journal, to solve multiplication equations. Finally, the third rotation, allowed students to complete their zoos. Remember, the began this project last week. The math connection was that each cage had to have a multiplication sentence that expressed the area of it.
There is a multiplication worksheet for HOMEWORK.
We began the reading and writing block by examining both a digital (the word guide in Kidspiration) and a print dictionary resource. The students also viewed a section of an Oxford Dictionary video. Key points included; many words have multiple meanings, they are listed in order of the most commonly used, dictionaries also identify the parts of speech for each meaning, guide words identify the first and last word on a page, the print dictionary provides a pronunciation guide and splits the words into syllables. Finally, I modeled how to locate a word in the dictionary.
After that we looked at an introductory paragraph from an opinion essay published in the book, Should There be Space Exploration?. We identified, and discussed, how the author stated the opinion and engaged the readers.
While I met with reading groups the students worked on individual reading group assignments and used a print dictionary to analyze the various meanings of the word, "mint".
Sharks: We began by reading and writing 5 new words; animal, fear, color, turn and bright. Then we did a word chain beginning with the word fear. After that, we began using our knowledge of affixes to identify a synonym (given a word box) for vocabulary words. We will complete this tomorrow. For HOMEWORK the students need to write their words 3 times each in their RRJ.
Following lunch and outdoor recess the students continued their independent work while I met with more groups.
Dolphins: The students practiced reading and writing 5 words, in their RRJ (pieces, except, root, over and said). In group we practiced these words again. Then the children completed a quiz testing their ability to use prefixes and suffixes to identify the meaning of vocabulary. Finally they whisper read pages 3-12. For HOMEWORK they need to reread pages 3-12.
Cheetahs: The students received new books called The Changing Earth. Prior to coming to group, they identified 5-7 text features, using a worksheet, in their book. In group we shared their findings and discussed the information obtained from the text features. Then I did a book talk on pages 3-7/. For homework the students need to read pages 3-7 in their new book.
Pandas: The students wrote about the central message in Different Dragons and identified specific examples to support their idea. In group I collected these books. Then we identified and discussed text features in the article, "Aquarius" in the National Geographic. I also "talked " them through the article. For homework the students need to read the entire article, on pages 16-23.
We ended the day by examining a cartoon of Rube Goldberg's that solved a problem in a convoluted way. We then examined how this might have been designed using a scientific design process. Then we discussed real life solutions to scientific problems, dams and canals.
The students began their day with Mrs. Rose and Mrs. Dodson in the media center. First, they did a quick book exchange. Then they went to the computer lab. There the students used my feedback to improve their research for the quarter 1 inquiry project.
When they returned to our classroom, we moved right into our math rotations. My lesson focused on using concrete materials and number sentences to solve multiplication problems. The technology rotation had students watching a Learn Zillion lesson connecting area and arrays. After viewing the lesson, they practiced drawing array, in their math journal, to solve multiplication equations. Finally, the third rotation, allowed students to complete their zoos. Remember, the began this project last week. The math connection was that each cage had to have a multiplication sentence that expressed the area of it.
There is a multiplication worksheet for HOMEWORK.
We began the reading and writing block by examining both a digital (the word guide in Kidspiration) and a print dictionary resource. The students also viewed a section of an Oxford Dictionary video. Key points included; many words have multiple meanings, they are listed in order of the most commonly used, dictionaries also identify the parts of speech for each meaning, guide words identify the first and last word on a page, the print dictionary provides a pronunciation guide and splits the words into syllables. Finally, I modeled how to locate a word in the dictionary.
After that we looked at an introductory paragraph from an opinion essay published in the book, Should There be Space Exploration?. We identified, and discussed, how the author stated the opinion and engaged the readers.
While I met with reading groups the students worked on individual reading group assignments and used a print dictionary to analyze the various meanings of the word, "mint".
Sharks: We began by reading and writing 5 new words; animal, fear, color, turn and bright. Then we did a word chain beginning with the word fear. After that, we began using our knowledge of affixes to identify a synonym (given a word box) for vocabulary words. We will complete this tomorrow. For HOMEWORK the students need to write their words 3 times each in their RRJ.
Following lunch and outdoor recess the students continued their independent work while I met with more groups.
Dolphins: The students practiced reading and writing 5 words, in their RRJ (pieces, except, root, over and said). In group we practiced these words again. Then the children completed a quiz testing their ability to use prefixes and suffixes to identify the meaning of vocabulary. Finally they whisper read pages 3-12. For HOMEWORK they need to reread pages 3-12.
Cheetahs: The students received new books called The Changing Earth. Prior to coming to group, they identified 5-7 text features, using a worksheet, in their book. In group we shared their findings and discussed the information obtained from the text features. Then I did a book talk on pages 3-7/. For homework the students need to read pages 3-7 in their new book.
Pandas: The students wrote about the central message in Different Dragons and identified specific examples to support their idea. In group I collected these books. Then we identified and discussed text features in the article, "Aquarius" in the National Geographic. I also "talked " them through the article. For homework the students need to read the entire article, on pages 16-23.
We ended the day by examining a cartoon of Rube Goldberg's that solved a problem in a convoluted way. We then examined how this might have been designed using a scientific design process. Then we discussed real life solutions to scientific problems, dams and canals.
Friday, October 11, 2013
TGIF!!
The students began this rainy day in PE with Mr. Lee.
When they returned to class they took the fifth math quiz of the marking period. These have been scored and returned. They should be stored in the math section of the binder.
After the quiz, the children continued working on their zoos. They began this activity yesterday. The connection to math is they must calculate the area of each of the exhibits.
We began our reading and writing block by looking at a worksheet to help develop and form paragraphs, for our community action projects, using our research. This was to help clarify what additional information they may need to gather when they visit the computer lab on Monday, with Mrs. Rose.
Next, we reviewed nouns, both common and proper. We also defined singular and plural nouns. We explained how most (regular) plural nouns are formed (by adding -s and -es). Then I introduced the idea of an irregular plural noun being one that is not formed using -s or -es. We identified the plural of some irregular nouns and learned how to identify if a noun is singular or plural if the word stays the same (use the rest of the sentence).
Finally, we reviewed the format of a friendly letter and discussed writing thank you notes to service men and women overseas in time for the Thanksgiving holiday.
Independent work today focused on reading group assignments and writing the above mentioned thank you notes.
Sharks: First, we had an informal pop-quiz on the words we worked on earlier this week. Then, we reviewed the 3-2-1 summarizer they completed after watching the video about main ideas, yesterday. I reiterated the need to pay attention to repeated content words and text features. After that, we revisited the article, "Into the Rain Forest" and used the text features and repeated content words to determine the main idea. We decided it was, "Lucy Cooke explores the rain forest to study frogs."
Following lunch and indoor recess the students continued their independent work while I met with more groups.
Dolphins: We practiced reading and writing new words: pieces, said, over, root, except
We also learned, "i before e except after c".
Then we did a words chain with -ay.
Finally, we reread pages 3-12 and used text features and repeated words to identify the main idea. We decided it was, "Soil is made out of dead animals and plants, and rocks.
Cheetahs: The students met as a group, without me, to share and discuss the main idea statements they wrote for homework last night. Their task was to decide upon a mutually agreeable main idea statement and be prepared to convince me that their idea is correct. In group, they shared their statement...and they were SOOOO close. So, we worked together to revise it! :-)
Pandas: The students retold chapter 16 in their RRJ. When they got to group we shared their entries. Unfortunately, they had missed the mark, so we reviewed how to determine what is important information in a chapter. Then we discussed what they had done correctly and I reviewed why parts of the chapter were important and other parts not. Finally, we discussed the central message of the entire book.
We ended the day watching a video segment about the Roman Republic. We recognized many aspects of the US government which had been taken from the Romans. Unfortunately, we were told we would learn about services provided from tax money the Romans collected and...well, we didn't! :-(
When they returned to class they took the fifth math quiz of the marking period. These have been scored and returned. They should be stored in the math section of the binder.
After the quiz, the children continued working on their zoos. They began this activity yesterday. The connection to math is they must calculate the area of each of the exhibits.
We began our reading and writing block by looking at a worksheet to help develop and form paragraphs, for our community action projects, using our research. This was to help clarify what additional information they may need to gather when they visit the computer lab on Monday, with Mrs. Rose.
Next, we reviewed nouns, both common and proper. We also defined singular and plural nouns. We explained how most (regular) plural nouns are formed (by adding -s and -es). Then I introduced the idea of an irregular plural noun being one that is not formed using -s or -es. We identified the plural of some irregular nouns and learned how to identify if a noun is singular or plural if the word stays the same (use the rest of the sentence).
Finally, we reviewed the format of a friendly letter and discussed writing thank you notes to service men and women overseas in time for the Thanksgiving holiday.
Independent work today focused on reading group assignments and writing the above mentioned thank you notes.
Sharks: First, we had an informal pop-quiz on the words we worked on earlier this week. Then, we reviewed the 3-2-1 summarizer they completed after watching the video about main ideas, yesterday. I reiterated the need to pay attention to repeated content words and text features. After that, we revisited the article, "Into the Rain Forest" and used the text features and repeated content words to determine the main idea. We decided it was, "Lucy Cooke explores the rain forest to study frogs."
Following lunch and indoor recess the students continued their independent work while I met with more groups.
Dolphins: We practiced reading and writing new words: pieces, said, over, root, except
We also learned, "i before e except after c".
Then we did a words chain with -ay.
Finally, we reread pages 3-12 and used text features and repeated words to identify the main idea. We decided it was, "Soil is made out of dead animals and plants, and rocks.
Cheetahs: The students met as a group, without me, to share and discuss the main idea statements they wrote for homework last night. Their task was to decide upon a mutually agreeable main idea statement and be prepared to convince me that their idea is correct. In group, they shared their statement...and they were SOOOO close. So, we worked together to revise it! :-)
Pandas: The students retold chapter 16 in their RRJ. When they got to group we shared their entries. Unfortunately, they had missed the mark, so we reviewed how to determine what is important information in a chapter. Then we discussed what they had done correctly and I reviewed why parts of the chapter were important and other parts not. Finally, we discussed the central message of the entire book.
We ended the day watching a video segment about the Roman Republic. We recognized many aspects of the US government which had been taken from the Romans. Unfortunately, we were told we would learn about services provided from tax money the Romans collected and...well, we didn't! :-(
Thursday, October 10, 2013
Thriving Thursday---It's a zoo in here!
Today, being Thursday, is our flip-flop day. We began our day with math and went to music afterwards.
The teacher math rotation was a continuation of yesterday's lesson. Students constructed rectangles with a given area and wrote a multiplication sentence to match. I encouraged the children to use skip counting to determine it was possible to create a rectangle of a certain area with a number. For example, if the area is equal to 12 sq. in., skip count by 3's and you land on 12, so you can have rows of three. If you try 5, though, you don't land on 12. So, a rectangle with rows of 5 isn't possible.
The technology rotation had the students working on their basic facts using the app Kidgits on the iPad.
The third rotation was a zoo--literally! In small groups, working collaboratively, the children began creating zoos on large grid paper. How did this connect to math? Well, they need to identify the area, and write a multiplication sentence that matches, of each cage! I tweeted a picture of an example! Follow me on Twitter: @runnerdana.
For HOMEWORK the students have an area WS measuring the area of rectangles in square inches. We will have a quiz tomorrow covering addition, subtraction and area.
We began our reading and writing block with students working collaboratively in small groups to analyze Mufaro's Beautiful daughters to identify the key details in the story. After sharing groups' lists, we learned that central message and theme are very closely related and are the lesson in the story. The lesson is never specifically written down, it is implied through the key details. Additionally, it is a global lesson, not specific to the book or story. Finally, we identified the central message
While I worked with reading groups the students continued yesterday's reading group assignments and working towards completing the draft of their opinion paragraph for their community action project.
Sharks: The students watched the Learn Zillion video about main idea, together, and , as a group, they worked to complete their 3-2-1 summarizers. For homework they need to reread, "Into the Rain Forest".
Following lunch and indoor recess the students continued working independently while I met with more groups.
Dolphins: We had a mini pop quiz of their focus words for this week. Then we did a word chain starting with the word soil (the title of their new book). In a word chain, we start with a word and add words, each time changing one sound. For example: soil, boil, coil, coin, join
After that I did a book talk for the new text, Soil. Then the students whisper read up to page 12 as I listened in. For HOMEWORK the students need to reread pages 3-12.
Cheetahs: The students reread the article, "Aquarius" and identified the 3 most repeated content words on a sticky note. IN group we shared these words and tallied our most repeated words. Then we reviewed the text features and discussed how it all fits together. For HOMEWORK the students need to reread the article, "Aquarius" and identify the main idea (1 sentence) on a sticky note.
Pandas: The students re watched the Learn Zillion retell important information from a chapter and completed a 3-2-1 summarizer. In group we shared the summarizer and discussed the ideas they learned about retelling important information from a chapter. For HOMEWORK they need to read chapter16.
We ended the day with a social studies lesson. We reviewed the concepts of goods (a thing you buy because you want or need it) and services (an action someone provides, at a fee, that you need or want). Then we identified services provided by our local government through taxpayer dollars. The students then wrote about two of these services and how they help the community.
The teacher math rotation was a continuation of yesterday's lesson. Students constructed rectangles with a given area and wrote a multiplication sentence to match. I encouraged the children to use skip counting to determine it was possible to create a rectangle of a certain area with a number. For example, if the area is equal to 12 sq. in., skip count by 3's and you land on 12, so you can have rows of three. If you try 5, though, you don't land on 12. So, a rectangle with rows of 5 isn't possible.
The technology rotation had the students working on their basic facts using the app Kidgits on the iPad.
The third rotation was a zoo--literally! In small groups, working collaboratively, the children began creating zoos on large grid paper. How did this connect to math? Well, they need to identify the area, and write a multiplication sentence that matches, of each cage! I tweeted a picture of an example! Follow me on Twitter: @runnerdana.
For HOMEWORK the students have an area WS measuring the area of rectangles in square inches. We will have a quiz tomorrow covering addition, subtraction and area.
We began our reading and writing block with students working collaboratively in small groups to analyze Mufaro's Beautiful daughters to identify the key details in the story. After sharing groups' lists, we learned that central message and theme are very closely related and are the lesson in the story. The lesson is never specifically written down, it is implied through the key details. Additionally, it is a global lesson, not specific to the book or story. Finally, we identified the central message
While I worked with reading groups the students continued yesterday's reading group assignments and working towards completing the draft of their opinion paragraph for their community action project.
Sharks: The students watched the Learn Zillion video about main idea, together, and , as a group, they worked to complete their 3-2-1 summarizers. For homework they need to reread, "Into the Rain Forest".
Following lunch and indoor recess the students continued working independently while I met with more groups.
Dolphins: We had a mini pop quiz of their focus words for this week. Then we did a word chain starting with the word soil (the title of their new book). In a word chain, we start with a word and add words, each time changing one sound. For example: soil, boil, coil, coin, join
After that I did a book talk for the new text, Soil. Then the students whisper read up to page 12 as I listened in. For HOMEWORK the students need to reread pages 3-12.
Cheetahs: The students reread the article, "Aquarius" and identified the 3 most repeated content words on a sticky note. IN group we shared these words and tallied our most repeated words. Then we reviewed the text features and discussed how it all fits together. For HOMEWORK the students need to reread the article, "Aquarius" and identify the main idea (1 sentence) on a sticky note.
Pandas: The students re watched the Learn Zillion retell important information from a chapter and completed a 3-2-1 summarizer. In group we shared the summarizer and discussed the ideas they learned about retelling important information from a chapter. For HOMEWORK they need to read chapter16.
We ended the day with a social studies lesson. We reviewed the concepts of goods (a thing you buy because you want or need it) and services (an action someone provides, at a fee, that you need or want). Then we identified services provided by our local government through taxpayer dollars. The students then wrote about two of these services and how they help the community.
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