Terrific Tuesday!

Brrr....it is cold outside, but rest assured, it is toasty in our classroom!

The day began in art.

When the students returned to the classroom we began math rotations.

Students working with me used Geoboards to identify an area as a unit fraction (a whole) and then create equal parts and name the fractions each represent.

During guided practice the students used Cuisenairre rods to complete a practice activity where they answered questions relating equal parts to the unit fractions.

Finally, students viewed a Learn Zillion lesson about representing fractions in different ways and completed the guided practice in their RRJ.


For HOMEWORK the students have a worksheet, similar to the one they did during guided practice in class, to complete using the Cuisenaire Environment web site.

After math, the students worked on independent reading group assignments, publishing the first three paragraphs of the inquiry project and gathering information about Cairo, Timbuktu or Zimbabwe, for a travel brochure.  I met with small groups.

Pandas:  We met and I did a mini lesson about identifying cause and effect in text.  The students took notes in their RRJ.  Notes included the cause is the "why" and the effect is the "what happens".  Additionally, the students listed the following key words; because, so, therefore, as a result, consequently, and since.  Before sending them back to their seats, I used each of the key words in an example of a cause and effect.  Finally, the children revisited the article, "What Makes Popcorn Pop?" and identified two examples of cause and effect in their RRJ.

Cheetahs:  The children revisited the article, "What Makes Popcorn Pop?" and identified two examples of cause and effect in their RRJ.  We also met briefly to add key words for cause and effect (because, so, therefore, as a result, consequently, and since) to yesterday's notes and practice using them in sentences.

Following lunch and indoor recess Mrs. Howard visited to do a lesson about being trustworthy.  The end result was the students working together to create an acrostic poem, using the word trustworthy, on the Ipad.

The day ended with a science lesson.  The students were put into groups and assigned a topic, either a type of communicable disease, non-communicable disease, or a parasite.  They researched their subject using resources on the third grade web site and began creating a way to present the information to the rest of the class.  We will continue this lesson tomorrow.

There is NO reading homework this evening.  However, it is always beneficial for students to read for 15-20 minutes!

Welcome Back...again!

The students came in quiet and tired...I think we are all ready to get back to our routine!!

They began their day with Mrs. Rose and Mrs. Dodson, who visited our classroom since the media center is FREEZING!!  The ladies put the students into groups according to their inquiry project subjects.  In those groups, the children began planning and creating a storyboard for a skit they will write and perform.

After that, Mrs. Rosenthal visited to introduce and explain this year's science fair to the students.  Information can be found here.  This year students will not automatically receive science fair packets.  They can pick one up in the main office or you can download one at the link above.

After that, we went to the computer lab to take the winter MAP-R reading assessment.  This is the self-adjusting computerized reading assessment that children take in the fall, winter and spring, beginning in third grade.  The purpose of this test is to identify student strengths and weaknesses in reading.  I use the data to identify what instructional practices are working and what changes I need to make. 

The students spent about an hour and a half working on this assessment and some still haven't finished.  I am so proud of each and every one.  They put effort into it, didn't give up and used their strategies...and it PAID OFF!  Overall, the scored weren't goo, they weren't great, they were AWESOME!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!

Following lunch and outdoor recess the students came in and worked on their inquiry project and researching either Cairo, Timbuktu or Zimbabwe in preparation for making a travel brochure.  I met with small groups.

First, I met with a group to discuss their writing.  I gave direct feedback as to what was missing in each child's inquiry project and they were given a chance to ask questions.

Next I met with the DOLPHINS group.

Dolphins:  We practiced their word bag cards and then they whisper read their book.  After that, we did a mini lesson on breaking apart new words, looking for the parts they know.  Finally, we discussed the problem and solution in the book and the owner's feelings at various points.  For HOMEWORK they need to reread the book and practice their word bag cards.

Cheetahs:  We reviewed cause and effect and made a chart in their RRJ.  I defined cause as the "why" and effect as the "what happens".  For HOMEWORK they need to reread what "Makes Popcorn Pop" and think about cause and effect.

Sharks and Pandas have reading HOMEWORK, too....Sharks need to reread the first two paragraphs of their article and pandas need to reread their entire article.

We ended the day with a quick science lesson.  We defined the concepts of a disease and a communicable disease.  We will be identifying the symptoms, causes, treatments, and prevention of several diseases later in the week

Happy New Year!!

It's so great to be back!  I had an awesome Winter Break but I really did miss the kids at school!

We began our day by quickly sharing something about our break.  Then we jumped into math rotations...since it is Thursday, our flip-flop day.

Students working with me identified a fraction as a comparison of parts to a whole.  We are calling the whole the "unit fraction".  Using Cuisenaire Rods we identified "unit fractions" and then identified and names fractional parts.  One big idea is that 1/2 means 1 out of 2 equal pieces...1/2 can be diffe3rent sizes or values but it always refers to one out of 2 equal parts.

The second rotation had students working towards memorizing their basic facts using That's a Fact.

Finally, at the third rotation the children watched a Learn Zillion lesson about understanding fractions as a fair share.

There is NO math homework tonight and NO quiz tomorrow.  I am trying to ease back into the routine!  :-)

After math we reviewed the reading and writing block assignments which included vocabulary entries for the Cheetahs and Pandas, publishing the first three paragraphs of the inquiry project for all and gathering information about a place to create a travel brochure.

The new assignment, the travel brochure, encompasses reading, writing and social studies.  The students will choose either Cairo, Zimbabwe or Timbuktu.  They will view resources on the third grade web site and takes notes on a chart in their social studies journal.  After that, they will create a travel brochure, using a template I provide, about their place.

Sharks:  We read and discussed the first two paragraphs of an article called, "What Makes Popcorn Pop?".  After each paragraph we identified the main idea of it.  For HOMEWORK the students need to reread the first two paragraphs.

Following lunch and outdoor recess the students continued their independent work while I met with more groups.

Dolphins:  We began a new program called the Fountas and Pinnell Intervention.  Today the students got word bags and three words to practice.  Then we used sounds we knew from other words to help us read new words.  After that, I gave a book introduction and then the students read their new book independently, as I listened in.  Afterwards, the students identified the problem in the book with a sticky note and we discussed it.  For HOMEWORK the children need to reread the book and practice reading their word cards.

Cheetahs:  The students read an article called, "What Makes Popcorn Pops".  As they did, they listed unknown words on a sticky note.  Then they chose two of the words from their list and created vocabulary entries in their RRJ for each.  In group we reviewed using a thesaurus and then referred to the article to identify examples of cause and effect.  For HOMEWORK the children need to reread the article, "What Makes Popcorn Pop?"

Pandas:  The students read an article called, "What Makes Popcorn Pops". As they did, they listed unknown words on a sticky note. Then they chose two of the words from their list and created vocabulary entries in their RRJ for each. In group we reviewed using a thesaurus and then referred to the article to identify examples of cause and effect. For HOMEWORK the children need to reread the article, "What Makes Popcorn Pop?"

Of course, we didn't have social studies at the end of the day since it was integrated into our reading and writing block!  :-)

It's FRIDAY!

We made it!!!  Winter Break is just a few hours away!!!

Our day began with a wonderful, annual treat--a short concert performed by the Damascus HS marching band.  I look forward to this each year!

After that we returned to class and began our math rotations.

Students working with me acted out word problems to determine which operation was illustrated in each.

During guided practice students worked in pairs to rewrite division equations as multiplication equations and solve for the unknown.  While doing so they were to discuss what they knew, what was unknown and how they knew their solution was correct.

Finally, students worked on basic facts using Ken Ken or That's a Fact at the technology rotation.

After math we spent the rest of the morning and the early afternoon working on the inquiry projects.  We have made a lot of progress!!  But...we are not done.  :-(

The day ended with a wonderful holiday sing-a-long led by Mrs. Thompson, with Mr. McGee accompanying on his guitar.  It was a fun, festive way to begin our break!

Thanks for all of the kid words and gift...I was very spoiled by all of you and truly appreciate it!  I am one lucky teacher!!!

Almost there...

Two more days...we can do it!!!! 

The children are definitely in the holiday spirit and ready for a break!  However, we will persevere and get through....only two more days, right?

Today, being our flip flop day, we began with math.

The focus was identifying which operation to use, addition, subtraction, multiplication or division, to solve a one step word problem.  Students used the CUBES strategy to math the correct equation to its word problem during guided practice.

During technology most students completed the multiplication jigsaw puzzle independently.  Some, however, worked on it as part of  the UCARE assessment to determine appropriate placement for the compacted 4-5 math class next year.

As a holiday gift to all, there is NO homework tonight and NO quiz tomorrow!

During the reading and writing block the students continued working on the inquiry project.  I worked with individuals and small groups of students.  There was a lot going on...most were writing their rough drafts of the second and third paragraphs.  Some began publishing those three paragraphs. 

We ended the day by making ice cream!  Check out the two pictures I tweeted!

Back to Normalcy...maybe?

I feel the need to make it clear---I HATE being out of the classroom...it is a necessary evil, though!

I am back and do not have any more meetings or trainings in the near future!  :-)

This morning we began with our weekly class meeting.  First, the students drew a picture of their brain and wrote what they know about it.  This became our group share during the class meeting.  After the students shared I discussed the common themes I had hear--the brain helps us think and the brain controls our bodies.  I explained that our brains have neurons which get stronger when they are used and weaker when they aren't.

Additionally, I mentioned BRIEFLY, that I wanted each student to begin thinking about a goal they want to accomplish in math and one in reading/writing.

After that we shared compliments--and there weren't many.  :(

Next we moved on to our math rotations.  When working with me, students used the c, u and b from the cubes strategy to understand word problems.  Then they matched word problems to numbers lines.  For HOMEWORK, all students will write an equation, using a variable and solve for the unknown.  This will be done in their math journal.

During guided practice the students worked on a POW (problem of the week) with Mrs. Benson.

Finally, during the technology rotation the children worked towards the memorization of their basic facts using That's a Fact, a web site that can be found on the third grade web site.

The remainder of the morning and afternoon was spent working on the inquiry project.  It doesn't make for a good blog entry, but I worked with individuals and small groups of students.  Some students were asked to identify, by highlighting or circling, information needed in each paragraph.  When they identified missing information they would revisit their research.  They were also coached to include various components or even remove facts or explanations from different sections.  Other students practiced reciting information to me, converting it into sentences and then writing them with the use of a word bank.

We spent hours working on this all day and will continue tomorrow.

We were supposed to make ice cream today but did not get to it due to an issue in the classroom.  We will get to that tomorrow.

Monday Madness...

No...just kidding!  However, this week is a bit wacky!

Just a warning...I will be at a meeting this afternoon and then at another meeting/training all day tomorrow.  There will NOT be a blog post tomorrow and today's may lack some details. 

This morning the students began their day in the computer lab, with Mrs. Rose and Mrs. Dodson, participating in the Hour of Code.  Read about it here!

When they returned to class we began math rotations.

The students played a basic fact Clip and Cover game, with me, and discussed which products were easier and which were more difficult to calculate.

During guided practice the children wrote their name in block letters, on centimeter grid paper, and calculated the area of each letter.  They discussed which letters needed to be partitioned, as well as, which letters were more difficult to draw.

Finally, during the tech rotation, students visited Fridge Magnet Math and discussed which products and quotients were easier and harder to identify.

We began our reading and writing block with me modeling writing the third paragraph of the inquiry project, the paragraph about the tool at the present.  I captured this lesson on Educreations for students to review as needed.

The students worked on reading group assignments and the inquiry project during indepepdent work time.  Additionally, some students read about making ice cream.

Students learned about the Savannah region during social studeis at the end of the day.  They viewed photographs and watch a video, during which, they took notes about modifications and adaptations on the worksheet they used for the desert region.

As I mentioned earlier in the post, I was at a meeting all afternoon.  All reading groups were met with and have homework in their planner.

There will NOT be a blog post tomorrow.

I apologize for any confusion or frustration.