The students began their day in PE.
When they returned to class we began math rotations, since there was no quiz today!!
The teacher lesson focused on using the words quartet, trio and duet to represent equal groups of 4, 3 and 2 respectively, in word problems. During guided practice, the children completed the POW. Finally, during the technology rotation, the children identified the area of torn figures.
Today's reading and writing block focused on the first two paragraphs of the inquiry project. I began by explicitly identifying what information needed to be in each paragraph AND what questions they should have answered through their research prior to writing each paragraph. Then, I made a copy, for each student, of the information I outlined for them.
After that, I met with two reading groups to review HOW to organize and answer a BCR.
Pandas: We discussed the need to identify what the question is asking and I explained that became the topic of the response. I then showed them how to write the topic sentence for their answer. After that I modeled using specific information, or details, from the book to prove or explain my answer. I used the BCR they completed yesterday as a model for my lesson.
Cheetahs: We discussed the need to identify what the question is asking and I explained that became the topic of the response. I then showed them how to write the topic sentence for their answer. After that I modeled using specific information, or details, from the book to prove or explain my answer. I used the BCR they completed yesterday as a model for my lesson.
Following lunch and indoor recess, I will be at a meeting in the building.
The students will continue working on their inquiry project under the direction of the substitute and our instructional assistant. Students who are "done" will be asked to point to, or highlight, the required components for each paragraph. If they are unable to do so, because it is missing, they will be directed to go back and revise their writing.
Friday, December 13, 2013
Thursday, December 12, 2013
Thriving Thursday
Today is our flip-flop day. So we began with math rotations.
When working with me, students determined the area of a torn figure.
At guided practice, the children continued solving yesterday's POW (problem of the week).
Finally, at the technology rotation, the children revisited Times Table Grid, this time using all of the facts.
For homework there is a worksheet determining the area of a torn figure. There will NOT be a quiz tomorrow.
The children went to music after math.
When they returned, I modeled writing the second paragraph, about the past, for the technology tool inquiry project. This time, though, I captured it on Educreations, so that the students can watch and re watch portions to help them with their writing.
While I met with small groups the children, the rest of the class worked on reading group assignments and writing the first and second paragraphs of their inquiry project.
First, I met with several students to provide feedback on their introductory paragraphs. Many needed to go back and discover more specific details about their tools through research.
After that I pulled the Sharks reading group.
Sharks: We reviewed the need to use text features and repeated words and phrases to identify the main idea of text. After that we read pages 8 and 9, pausing at the end of each section to rephrase what we read. I explained that this is a necessary strategy for readers who forget what they have read. For HOMEWORK the children need to reread pages 8 and 9 and list the 5 most repeated words, from the entire article, on a sticky note.
Following lunch and indoor recess, the students continued working independently while I met with more groups.
First I pulled individual students to conduct informal reading assessments. I took running records (to see their miscues as they read words) and asked oral comprehension questions.
Then I met with a few more students to work on organizing the introductory paragraph of the inquiry project.
After that I met with the Cheetahs group.
Cheetahs: Independently they read chapter 15 and explained, in their RRJ, what was mean by the last sentence on page 115. In group we discussed their written responses. For HOMEWORK the children need to reread chapter 15.
Pandas: Independently they read chapter 15 and wrote a title, and explained their choice, in their RRJ. In group we discussed their written responses. For HOMEWORK the children need to reread chapter 15.
Dolphins: I met with these students one at a time to do reading assessments. For homework they need to, again, write their words three times each in their RRJ and reread pages 6-9.
Note: We had a impromptu class meeting...student work in going down hill at a rapid rate. So, I addressed the need to speak up and ask for help...even if it is just to tell me they are overwhelmed.
We ended the day by viewing pictures of the desert region of Africa and identifying/discussing our observations as to how people modify and adapt to the environment there.
When working with me, students determined the area of a torn figure.
At guided practice, the children continued solving yesterday's POW (problem of the week).
Finally, at the technology rotation, the children revisited Times Table Grid, this time using all of the facts.
For homework there is a worksheet determining the area of a torn figure. There will NOT be a quiz tomorrow.
The children went to music after math.
When they returned, I modeled writing the second paragraph, about the past, for the technology tool inquiry project. This time, though, I captured it on Educreations, so that the students can watch and re watch portions to help them with their writing.
While I met with small groups the children, the rest of the class worked on reading group assignments and writing the first and second paragraphs of their inquiry project.
First, I met with several students to provide feedback on their introductory paragraphs. Many needed to go back and discover more specific details about their tools through research.
After that I pulled the Sharks reading group.
Sharks: We reviewed the need to use text features and repeated words and phrases to identify the main idea of text. After that we read pages 8 and 9, pausing at the end of each section to rephrase what we read. I explained that this is a necessary strategy for readers who forget what they have read. For HOMEWORK the children need to reread pages 8 and 9 and list the 5 most repeated words, from the entire article, on a sticky note.
Following lunch and indoor recess, the students continued working independently while I met with more groups.
First I pulled individual students to conduct informal reading assessments. I took running records (to see their miscues as they read words) and asked oral comprehension questions.
Then I met with a few more students to work on organizing the introductory paragraph of the inquiry project.
After that I met with the Cheetahs group.
Cheetahs: Independently they read chapter 15 and explained, in their RRJ, what was mean by the last sentence on page 115. In group we discussed their written responses. For HOMEWORK the children need to reread chapter 15.
Pandas: Independently they read chapter 15 and wrote a title, and explained their choice, in their RRJ. In group we discussed their written responses. For HOMEWORK the children need to reread chapter 15.
Dolphins: I met with these students one at a time to do reading assessments. For homework they need to, again, write their words three times each in their RRJ and reread pages 6-9.
Note: We had a impromptu class meeting...student work in going down hill at a rapid rate. So, I addressed the need to speak up and ask for help...even if it is just to tell me they are overwhelmed.
We ended the day by viewing pictures of the desert region of Africa and identifying/discussing our observations as to how people modify and adapt to the environment there.
Wednesday, December 11, 2013
And Here We Go...
The excitement for Winter Break was definitely given a booster with the two unexpected snow days!! This welcome break brought about some changes...
Lunches:
Changes are listed below. We resume the regular menu next Wednesday, December 18.
Our class will preview it today. The Book Fair has been extended through Tuesday of next week, December 17.
Holiday Shop:
Rescheduled for Tuesday, December 17 from 5:30-7:30 and during lunch/recess on Wednesday, December 18.
On to today!
We began our day with our weekly class meeting. Our group share gave students a chance to talk about one thing they did over our extended 4 day weekend. After that I shared some changes, which are outlines above, to our upcoming schedule.
Then we went to preview the Book Fair. A note: there is a change this year. DO NOT add in sales tax. It has already been accounted for in the price of the books and other products.
When we returned to class, we began our math rotations. Students practiced identifying the area of rectilinear figures during today's focus lesson. In short, students had to break the figures into rectangles, use the A=LxW formula to calculate the area of individuals rectangles and then add the areas together.
During guided practice, students worked together to solve a POW while using math discourse. Questions posed included: What information do we have? What information is not stated in the problem? What tools can we use to visualize and represent the problem? How do we know our answer is correct?
Finally, during the technology rotation, students watch a Learn Zillion lesson about using the distributive property to solve for unknown facts. When they were finished, they complete the guided practice lesson in their math journal.
For HOMEWORK there is a worksheet that practices the skills from today's lesson.
We began our reading and writing block by reviewing the second paragraph of the inquiry project (the past) and quickly identifying the text features involved in the article about the Everglades.
While I meet with small groups, all students will read the first three paragraphs of an article about the Everglades, using the ipad (since it can read for the student, thus allowing ALL students equal access). Students will use information from the text features and those three paragraphs to identify how the land has changed and how that has effected plant, animal and human life, in their RRJ.
Some reading groups will also read chapter 14 of their novel and write about the main event in the chapter and events leading up to it.
After that, students will work on their rough drafts for the first and second paragraphs of the inquiry project.
Sharks: We reviewed using text features and repeated words and phrases to identify the main idea of text. Then we listed facts we had learned from reading pages 4 and 5 of the article "Into the Wild". Next, we read and discussed pages 6 and 7. Finally, we began discussing the common thread linking what we have read so far--which is Joe Sartore's photography of endangered species. For HOMEWORK the students need to reread pages 4-7.
Dolphins: We read and wrote high frequency focus words (another, place, piece and large). Then we reviewed the words on pages 2 and 3. Next we identified text features on pages6 and 7. After that, we read and discussed those pages. They did well!! For HOMEWORK the students need to write their focus words 3 times each in their RRJ and read pages 6-9!
Following lunch and indoor recess the students continued working independently.
Before meeting with reading groups, I met with a group of students who were finished with the introductory paragraph of their inquiry project. Each had a chance to read theirs out loud while I provided both oral and written feedback.
Then I met with more reading groups.
Cheetahs: We began by sharing the answers to the questions about the Everglades article. It quickly became apparent that the children did not fully understand it. So we discussed the need to go back and reread or re listen. For HOMEWORK tonight, the children need to reread the first three paragraphs and improve their answers to the following questions:
Based on the title, what is the article about?
How has the land changed?
What are the effects on human, plant and animal life?
We also discussed chapter 14. The students read it independently and, in their RRJ, identified the main event and the actions leading to it.
Pandas: We began by sharing the answers to the questions about the Everglades article. It quickly became apparent that the children did not fully understand it. So we discussed the need to go back and reread or re listen. For HOMEWORK tonight, the children need to reread the first three paragraphs and improve their answers to the following questions:
Based on the title, what is the article about?
How has the land changed?
What are the effects on human, plant and animal life?
We also discussed chapter 14. The students read it independently and, in their RRJ, identified the main event and the actions leading to it.
Unfortunately, we ran out of time and did not get to science. :-(
Lunches:
Changes are listed below. We resume the regular menu next Wednesday, December 18.
Wednesday, December
11, 2013
**Chicken Patty on Bun with Tater Tots -or-
Hamburger on Bun with Tater Tots
**Chicken Patty on Bun with Tater Tots -or-
Hamburger on Bun with Tater Tots
Thursday,
December 12, 2013
**Cheese Crunchers with Marinara Sauce -or-
French Toast Sticks with Sausage Links
**Cheese Crunchers with Marinara Sauce -or-
French Toast Sticks with Sausage Links
Friday,
December 13, 2013
Personal Pizza, Cheese or Pepperoni -or-
**Chipotle Beef Bites with Rice and dinner roll
Personal Pizza, Cheese or Pepperoni -or-
**Chipotle Beef Bites with Rice and dinner roll
Monday,
December 16, 2013
**Stuffed Crust Pizza, cheese or Pepperoni -or-
Spicy chicken patty on bun
**Stuffed Crust Pizza, cheese or Pepperoni -or-
Spicy chicken patty on bun
Tuesday, December 17,
2013
**Cheese Crunchers with Marinara Sauce -or-
French Toast Sticks with Sausage Links
Book Fair:**Cheese Crunchers with Marinara Sauce -or-
French Toast Sticks with Sausage Links
Our class will preview it today. The Book Fair has been extended through Tuesday of next week, December 17.
Holiday Shop:
Rescheduled for Tuesday, December 17 from 5:30-7:30 and during lunch/recess on Wednesday, December 18.
On to today!
We began our day with our weekly class meeting. Our group share gave students a chance to talk about one thing they did over our extended 4 day weekend. After that I shared some changes, which are outlines above, to our upcoming schedule.
Then we went to preview the Book Fair. A note: there is a change this year. DO NOT add in sales tax. It has already been accounted for in the price of the books and other products.
When we returned to class, we began our math rotations. Students practiced identifying the area of rectilinear figures during today's focus lesson. In short, students had to break the figures into rectangles, use the A=LxW formula to calculate the area of individuals rectangles and then add the areas together.
During guided practice, students worked together to solve a POW while using math discourse. Questions posed included: What information do we have? What information is not stated in the problem? What tools can we use to visualize and represent the problem? How do we know our answer is correct?
Finally, during the technology rotation, students watch a Learn Zillion lesson about using the distributive property to solve for unknown facts. When they were finished, they complete the guided practice lesson in their math journal.
For HOMEWORK there is a worksheet that practices the skills from today's lesson.
We began our reading and writing block by reviewing the second paragraph of the inquiry project (the past) and quickly identifying the text features involved in the article about the Everglades.
While I meet with small groups, all students will read the first three paragraphs of an article about the Everglades, using the ipad (since it can read for the student, thus allowing ALL students equal access). Students will use information from the text features and those three paragraphs to identify how the land has changed and how that has effected plant, animal and human life, in their RRJ.
Some reading groups will also read chapter 14 of their novel and write about the main event in the chapter and events leading up to it.
After that, students will work on their rough drafts for the first and second paragraphs of the inquiry project.
Sharks: We reviewed using text features and repeated words and phrases to identify the main idea of text. Then we listed facts we had learned from reading pages 4 and 5 of the article "Into the Wild". Next, we read and discussed pages 6 and 7. Finally, we began discussing the common thread linking what we have read so far--which is Joe Sartore's photography of endangered species. For HOMEWORK the students need to reread pages 4-7.
Dolphins: We read and wrote high frequency focus words (another, place, piece and large). Then we reviewed the words on pages 2 and 3. Next we identified text features on pages6 and 7. After that, we read and discussed those pages. They did well!! For HOMEWORK the students need to write their focus words 3 times each in their RRJ and read pages 6-9!
Following lunch and indoor recess the students continued working independently.
Before meeting with reading groups, I met with a group of students who were finished with the introductory paragraph of their inquiry project. Each had a chance to read theirs out loud while I provided both oral and written feedback.
Then I met with more reading groups.
Cheetahs: We began by sharing the answers to the questions about the Everglades article. It quickly became apparent that the children did not fully understand it. So we discussed the need to go back and reread or re listen. For HOMEWORK tonight, the children need to reread the first three paragraphs and improve their answers to the following questions:
Based on the title, what is the article about?
How has the land changed?
What are the effects on human, plant and animal life?
We also discussed chapter 14. The students read it independently and, in their RRJ, identified the main event and the actions leading to it.
Pandas: We began by sharing the answers to the questions about the Everglades article. It quickly became apparent that the children did not fully understand it. So we discussed the need to go back and reread or re listen. For HOMEWORK tonight, the children need to reread the first three paragraphs and improve their answers to the following questions:
Based on the title, what is the article about?
How has the land changed?
What are the effects on human, plant and animal life?
We also discussed chapter 14. The students read it independently and, in their RRJ, identified the main event and the actions leading to it.
Unfortunately, we ran out of time and did not get to science. :-(
Friday, December 6, 2013
Fantastic Friday!
Sorry that there wasn't a blog post yesterday. Basically, we were on our field trip until 2:15.
The field trip was EXCELLENT! Students were involved in hands-on learning experiences working with an assembly line and creating a model of a roller coaster. However, the learning went FAR beyond what I just described. They learned historical facts and new vocabulary. They also collaborated to design a solution to a problem, test it, assess what didn't work and fix the issues. It was a great day!
Follow me on twitter (@runnerdana) to see pictures from the trip!!
When we returned to school we made holiday cards for the troops who are stationed overseas protecting out freedom.
On to today...
The children began their day in PE.
When they returned to class they voted on Star Students for the month of November. The character trait was caring.
Then they took a math quiz. The children did very well! The quizzes have been scored and should be in the math section of the binder.
Our reading and writing block began with a mini-lesson about the use transition words to improve the clarity and smoothness of our writing. Then I modeled drafting the second paragraph of the inquiry project which discussed our tool in the past.
While I met with small groups, students used morphemes (word parts) to write words they know and identify the definition of each, taking into account the meaning of each part of the word. After that, they continued working on their inquiry project. Most are writing the rough draft for their intro paragraph.
Sharks: We revisited regular and irregular past tense verbs as we shared Wednesday night's homework (well, those who did it shared). Then we used cards with morphemes written on them to create words and write their definitions. We did two in group and the students will do 3 more independently, after group. Next, we reviewed using text features and repeated words to identify the main idea of text. Finally, we read page 5 and retold what we read.
Following lunch and indoor recess the students continued working independently while I met with more groups.
Dolphins: We worked on the morpheme match up activity together. Then we reviewed the words on the first two pages. After that, we revisited using text features and repeated words and ideas to identify the main idea. Finally, we read pages 4 and 5 and discussed what it was about.
Cheetahs: We reviewed Morpheme Match Up and the students were given the chance to revise it before handing it in. Then we shared their title explanations for chapter 13. Again, we discussed the changes in Ben and Hana.
Pandas: We reviewed Morpheme Match Up and the students were given the chance to revise it before handing it in. Then we shared their titles for chapter 13 and I guessed what happened in the chapter based on their work. After that we discussed why Kyle spilled the beans and predicted what would happen next.
We ended the day by viewing a Power Point about the wonders of Africa. As we did so, the students identified each as either natural or human-made and evaluated the information in the presentation to determine what made it a wonder.
The field trip was EXCELLENT! Students were involved in hands-on learning experiences working with an assembly line and creating a model of a roller coaster. However, the learning went FAR beyond what I just described. They learned historical facts and new vocabulary. They also collaborated to design a solution to a problem, test it, assess what didn't work and fix the issues. It was a great day!
Follow me on twitter (@runnerdana) to see pictures from the trip!!
When we returned to school we made holiday cards for the troops who are stationed overseas protecting out freedom.
On to today...
The children began their day in PE.
When they returned to class they voted on Star Students for the month of November. The character trait was caring.
Then they took a math quiz. The children did very well! The quizzes have been scored and should be in the math section of the binder.
Our reading and writing block began with a mini-lesson about the use transition words to improve the clarity and smoothness of our writing. Then I modeled drafting the second paragraph of the inquiry project which discussed our tool in the past.
While I met with small groups, students used morphemes (word parts) to write words they know and identify the definition of each, taking into account the meaning of each part of the word. After that, they continued working on their inquiry project. Most are writing the rough draft for their intro paragraph.
Sharks: We revisited regular and irregular past tense verbs as we shared Wednesday night's homework (well, those who did it shared). Then we used cards with morphemes written on them to create words and write their definitions. We did two in group and the students will do 3 more independently, after group. Next, we reviewed using text features and repeated words to identify the main idea of text. Finally, we read page 5 and retold what we read.
Following lunch and indoor recess the students continued working independently while I met with more groups.
Dolphins: We worked on the morpheme match up activity together. Then we reviewed the words on the first two pages. After that, we revisited using text features and repeated words and ideas to identify the main idea. Finally, we read pages 4 and 5 and discussed what it was about.
Cheetahs: We reviewed Morpheme Match Up and the students were given the chance to revise it before handing it in. Then we shared their title explanations for chapter 13. Again, we discussed the changes in Ben and Hana.
Pandas: We reviewed Morpheme Match Up and the students were given the chance to revise it before handing it in. Then we shared their titles for chapter 13 and I guessed what happened in the chapter based on their work. After that we discussed why Kyle spilled the beans and predicted what would happen next.
We ended the day by viewing a Power Point about the wonders of Africa. As we did so, the students identified each as either natural or human-made and evaluated the information in the presentation to determine what made it a wonder.
Wednesday, December 4, 2013
Wonderful Wednesday
We started the day with our weekly class meeting. First, each child shared what motivates them to work hard in school. After that we exchanged some thank yous and compliments. Finally, we discussed the challenge of choosing friends wisely and being proud of who you are.
After that, we visited Go Noodle and worked towards our marathon run which we started last week. Go Noodle is a site that has many choices of movement activities. It is geared towards schools to use as a way to keep blood moving and get kids moving. Studies show that small exercise breaks keeps students alert and has a positive impact on learning and achievement.
Students working with me used their knowledge of are to solve a word problem.
During guided practice the students created different rectangles, all with an area of 30 cm sq. As they worked with their partner to do so, they discussed which strategies to try and identified some that didn't work.
During the technology rotation the children visited Learn Zillion to watch a lesson using arrays to identify the missing side of a rectangle with a given area.
There is a word problem, involving area, worksheet for homework. We WILL have a quiz on Friday!
We began our reading/writing block by reviewing verbs (action words) and determining the difference between regular verbs (add -ed to end when creating past tense) and irregular verbs.
While I worked with small groups ALL students revisited the Africa article on the Internet and read two sections. In their RRJ they listed information provided by illustrations in the article and then they used context clues to determine the meaning of the word continent. After that, the children wrote the past tense version of 6 verbs. Finally, they worked on drafting the intro paragraph for their inquiry project and highlighted verbs in their writing.
Sharks: Each student received a copy of the November/December issue of National Geographic. They previewed it. Then we watched a short video of photographs of endangered species. Then we discussed what the animals had in common. Finally we read page 4. For HOMEWORK the students need to reread page 4 and identify two regular and 2 irregular past tense verbs on the sticky note in their magazine.
Following lunch and outdoor recess the students continued working independently while I met with more groups.
Dolphins: First we shared the information they got from the illustrations in the article Africa. Then I passed out new books, All About Continents. The students previewed the book and identified text features. Then we used the glossary to define the term continent. Finally, we used the photos on pages 2 and 3 to read the words we need to know for the book. For HOMEWORK the students need to practice reading the words on pages 2 and 3, three times!!
Cheetahs: We discussed the main event in chapter 12 (Ben got into the attic) and the role reversal between Hana and Ben. For HOMEWORK the students need to read chapter 13 and explain (briefly) the chapter title on a sticky note.
Panda: We shared and discussed the titles they wrote for chapter 12. One student even made a connection between a main idea of the chapter and the title! :) After that we identified a possible theme of the book and how Kyle had created a catch-22 or a no win situation.
We ended the day by visiting the Baltimore Museum of Industry's web site to find out what we will be doing on our field trip tomorrow. We also visited dictionary.com to define the term industry.
PLEASE remember to pack BAG lunches tomorrow with a drink and NO peanut butter!
After that, we visited Go Noodle and worked towards our marathon run which we started last week. Go Noodle is a site that has many choices of movement activities. It is geared towards schools to use as a way to keep blood moving and get kids moving. Studies show that small exercise breaks keeps students alert and has a positive impact on learning and achievement.
Students working with me used their knowledge of are to solve a word problem.
During guided practice the students created different rectangles, all with an area of 30 cm sq. As they worked with their partner to do so, they discussed which strategies to try and identified some that didn't work.
During the technology rotation the children visited Learn Zillion to watch a lesson using arrays to identify the missing side of a rectangle with a given area.
There is a word problem, involving area, worksheet for homework. We WILL have a quiz on Friday!
We began our reading/writing block by reviewing verbs (action words) and determining the difference between regular verbs (add -ed to end when creating past tense) and irregular verbs.
While I worked with small groups ALL students revisited the Africa article on the Internet and read two sections. In their RRJ they listed information provided by illustrations in the article and then they used context clues to determine the meaning of the word continent. After that, the children wrote the past tense version of 6 verbs. Finally, they worked on drafting the intro paragraph for their inquiry project and highlighted verbs in their writing.
Sharks: Each student received a copy of the November/December issue of National Geographic. They previewed it. Then we watched a short video of photographs of endangered species. Then we discussed what the animals had in common. Finally we read page 4. For HOMEWORK the students need to reread page 4 and identify two regular and 2 irregular past tense verbs on the sticky note in their magazine.
Following lunch and outdoor recess the students continued working independently while I met with more groups.
Dolphins: First we shared the information they got from the illustrations in the article Africa. Then I passed out new books, All About Continents. The students previewed the book and identified text features. Then we used the glossary to define the term continent. Finally, we used the photos on pages 2 and 3 to read the words we need to know for the book. For HOMEWORK the students need to practice reading the words on pages 2 and 3, three times!!
Cheetahs: We discussed the main event in chapter 12 (Ben got into the attic) and the role reversal between Hana and Ben. For HOMEWORK the students need to read chapter 13 and explain (briefly) the chapter title on a sticky note.
Panda: We shared and discussed the titles they wrote for chapter 12. One student even made a connection between a main idea of the chapter and the title! :) After that we identified a possible theme of the book and how Kyle had created a catch-22 or a no win situation.
We ended the day by visiting the Baltimore Museum of Industry's web site to find out what we will be doing on our field trip tomorrow. We also visited dictionary.com to define the term industry.
PLEASE remember to pack BAG lunches tomorrow with a drink and NO peanut butter!
Tuesday, December 3, 2013
Terrific Tuesday
The children began their day in art.
When they returned to the classroom, we began our math rotations.
During the small group instruction, the students used their knowledge of basic facts to construct rectangles with a given area. I captured this lesson using Educreations and it can be viewed on the third grade web site or here. With one group we related this to factorization!
At guided practice, working in partners, the students used clues to determine the "chosen number" out of 36 choices. Partners were expected to discuss each clue and identify what was known and unknown.
Finally, during the technology rotation, the children visited the Internet site, Multiplication BBC, to practice the multiplication basic facts.
For homework, there is an assignment on Edmodo. The students need to watch the Educreations lesson from the link above.
After math, we quickly reviewed the expectations for the introductory paragraph for the inquiry project. Then we revisited the use of conjunctions to vary sentences in your writing.
While I met with small groups the children visited a non-fiction article about Africa and created a t-chart listing text features on one side and questions that might be answered in the text on the other. Then they completed reading group assignments. After that, the children watched an Educreations lesson with me modeling and explaining how to write the introductory paragraph for the inquiry project. Finally, they began drafting their own intro paragraph.
Sharks: We reviewed last night's homework where the students identified the theme of The Chalkbox Kid. Then we listed support, from the book, for the themes the students named. After that, I modeled how to write about the theme of the book, using support. Then the children wrote about the theme, using details from the book, in their RRJ.
Following lunch and indoor recess the students continued working independently while I met with more groups.
Cheetahs: The students reread chapter 11 and identified actions that led to the main event in the chapter. For HOMEWORK they need to read chapter 12.
Pandas: The students reread chapter 11 and identified actions that led to the main event in the chapter. For HOMEWORK they need to read chapter 12.
The day ended with science. The students brainstormed ways to separate the sand, salt and stone mixture. They identified qualities that made the stone the easiest to separate. Additionally, the defined dissolve as melting or mixing into a liquid.
When they returned to the classroom, we began our math rotations.
During the small group instruction, the students used their knowledge of basic facts to construct rectangles with a given area. I captured this lesson using Educreations and it can be viewed on the third grade web site or here. With one group we related this to factorization!
At guided practice, working in partners, the students used clues to determine the "chosen number" out of 36 choices. Partners were expected to discuss each clue and identify what was known and unknown.
Finally, during the technology rotation, the children visited the Internet site, Multiplication BBC, to practice the multiplication basic facts.
For homework, there is an assignment on Edmodo. The students need to watch the Educreations lesson from the link above.
After math, we quickly reviewed the expectations for the introductory paragraph for the inquiry project. Then we revisited the use of conjunctions to vary sentences in your writing.
While I met with small groups the children visited a non-fiction article about Africa and created a t-chart listing text features on one side and questions that might be answered in the text on the other. Then they completed reading group assignments. After that, the children watched an Educreations lesson with me modeling and explaining how to write the introductory paragraph for the inquiry project. Finally, they began drafting their own intro paragraph.
Sharks: We reviewed last night's homework where the students identified the theme of The Chalkbox Kid. Then we listed support, from the book, for the themes the students named. After that, I modeled how to write about the theme of the book, using support. Then the children wrote about the theme, using details from the book, in their RRJ.
Following lunch and indoor recess the students continued working independently while I met with more groups.
Cheetahs: The students reread chapter 11 and identified actions that led to the main event in the chapter. For HOMEWORK they need to read chapter 12.
Pandas: The students reread chapter 11 and identified actions that led to the main event in the chapter. For HOMEWORK they need to read chapter 12.
The day ended with science. The students brainstormed ways to separate the sand, salt and stone mixture. They identified qualities that made the stone the easiest to separate. Additionally, the defined dissolve as melting or mixing into a liquid.
Monday, December 2, 2013
Magnificent Monday
The students trickled in quietly this morning. It appeared everyone had a wonderful Thanksgiving weekend.
However, they quickly got down to business! First, they visited the media center where Mrs. Rose and Mrs. Dodson helped the students with their research for the technology inquiry project.
Upon returning to class we immediately jumped into our math rotations.
During the teacher lesson, the students worked on identifying the products of 7 in the multiplication table. We quickly filled in the facts we knew and then discussed how to determine the rest. After that the students were guided to use basic facts to identify the lengths of a rectangle with an area of 36 inches squared.
At guided practice the students rolled two die to identify factors. Then they multiplied the factors to get the product. At this point the students had a fact family. Finally, they wrote an additional multiplication sentence and two division sentences to complete the fact family. They recorded their answers in their math journal.
Finally, the students visited the site Shape Surveyor to practice multiplying the length and the width of a rectangle in order to calculate the area.
For HOMEWORK there is a 7's multiplication table worksheet,
In order to maximize my ability to individualize instruction and reach students at their level, I am trying to get rid of the whole group reading lesson. Instead, students will receive the instruction, in small groups, using a text on their level. Eventually I'd like to do this with writing, too, but I am taking baby steps.
So, we began the language arts (LA) block with a writing lesson. I reviewed the concept of a writing hook (used to grab readers attention) and listed, explained and provided examples of some, such as, beginning with a question, a bold statement, an interjection, or using onomatopoeia. After that, the students discussed, with elbow partners, possible hooks for their introductory paragraph for the inquiry project. Then I modeled writing an introductory paragraph. I had planned to capture this using Educreations but ran into difficulties using Apple TV.
Today, while I meet with small groups, the children will work with their groups to view video clips about putting on a play. Then they will use this new knowledge, a list of dramatic terms and a non-fiction text to list the steps necessary to put on a play.
After that, they will complete their research for the inquiry project and begin drafting their introductory paragraph.
Sharks: We met and tried to discuss the theme of The Chalkbox Kid. Unfortunately, they had turkey on the brain and struggles to retell the end of the book. So, we reread chapter 9. Tonight, for HOMEWORK, the children need to reread chapter 9 and identify the theme (or lesson) of the entire book, on a sticky note. We will use their ideas to begin our discussion, in class, tomorrow.
Following lunch and outdoor recess the students continued working independently.
Dolphins: In group we began watching video clips to list the steps needed to put on a play. They continued this, independently, with the help of Mrs. McAllister.
Cheetahs: The students had reread chapter 10 and watched video clips in order to list the steps needed to put on a play. In group we retold chapter 10 and reviewed the list of steps necessary to put on a play. For HOMEWORK the students need to read chapter 11 and identify the main event of the chapter on a sticky note.
Pandas: The students reread chapter 10 and watch video clips in order to list the steps needed to put on a play. In group we shared and discussed the steps needed to put on a play. Then we retold chapter 10. For HOMEWORK the children need to read chapter 11 and identify the main event in the chapter on a sticky note.
We ended the day by creating a mixture of sand, salt and rocks. We also definied mixture as a combination of materials in which the components' observable characteristics do not change.
However, they quickly got down to business! First, they visited the media center where Mrs. Rose and Mrs. Dodson helped the students with their research for the technology inquiry project.
Upon returning to class we immediately jumped into our math rotations.
During the teacher lesson, the students worked on identifying the products of 7 in the multiplication table. We quickly filled in the facts we knew and then discussed how to determine the rest. After that the students were guided to use basic facts to identify the lengths of a rectangle with an area of 36 inches squared.
At guided practice the students rolled two die to identify factors. Then they multiplied the factors to get the product. At this point the students had a fact family. Finally, they wrote an additional multiplication sentence and two division sentences to complete the fact family. They recorded their answers in their math journal.
Finally, the students visited the site Shape Surveyor to practice multiplying the length and the width of a rectangle in order to calculate the area.
For HOMEWORK there is a 7's multiplication table worksheet,
In order to maximize my ability to individualize instruction and reach students at their level, I am trying to get rid of the whole group reading lesson. Instead, students will receive the instruction, in small groups, using a text on their level. Eventually I'd like to do this with writing, too, but I am taking baby steps.
So, we began the language arts (LA) block with a writing lesson. I reviewed the concept of a writing hook (used to grab readers attention) and listed, explained and provided examples of some, such as, beginning with a question, a bold statement, an interjection, or using onomatopoeia. After that, the students discussed, with elbow partners, possible hooks for their introductory paragraph for the inquiry project. Then I modeled writing an introductory paragraph. I had planned to capture this using Educreations but ran into difficulties using Apple TV.
Today, while I meet with small groups, the children will work with their groups to view video clips about putting on a play. Then they will use this new knowledge, a list of dramatic terms and a non-fiction text to list the steps necessary to put on a play.
After that, they will complete their research for the inquiry project and begin drafting their introductory paragraph.
Sharks: We met and tried to discuss the theme of The Chalkbox Kid. Unfortunately, they had turkey on the brain and struggles to retell the end of the book. So, we reread chapter 9. Tonight, for HOMEWORK, the children need to reread chapter 9 and identify the theme (or lesson) of the entire book, on a sticky note. We will use their ideas to begin our discussion, in class, tomorrow.
Following lunch and outdoor recess the students continued working independently.
Dolphins: In group we began watching video clips to list the steps needed to put on a play. They continued this, independently, with the help of Mrs. McAllister.
Cheetahs: The students had reread chapter 10 and watched video clips in order to list the steps needed to put on a play. In group we retold chapter 10 and reviewed the list of steps necessary to put on a play. For HOMEWORK the students need to read chapter 11 and identify the main event of the chapter on a sticky note.
Pandas: The students reread chapter 10 and watch video clips in order to list the steps needed to put on a play. In group we shared and discussed the steps needed to put on a play. Then we retold chapter 10. For HOMEWORK the children need to read chapter 11 and identify the main event in the chapter on a sticky note.
We ended the day by creating a mixture of sand, salt and rocks. We also definied mixture as a combination of materials in which the components' observable characteristics do not change.
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